2024: A Personal and Professional Update

 

As we enter the dawn of 2024, I want to take a moment to wish each one of you a Happy New Year filled with joy, growth, and abundant possibilities. It has been a reflective time for me, and I’ve been largely off Facebook and other social media platforms for the past two months. This intentional break allowed me to focus on being a present partner and dad during these precious early months after our baby was born in late October.

In the professional realm, I’ve been grateful for the opportunity to have spent the fall working as a Career Guidance Counsellor on a 60% teaching contract in my hometown.

As this contract concludes at the end of January, I find myself at a crossroads, getting ready to explore new opportunities that may arise. Having sold my house in Fort Qu’Appelle this summer and fully embraced life in Regina with my growing family, I am excited about the possibilities that lie ahead.

I’m planning to re-apply to Regina Public Schools, and am ready and willing to join the substitute teachers list and explore potential contracts that come up within Regina Public as well as with Prairie Valley School Division, who’ve employed me for the last three years running.

The prospect of pursuing further education is also on the horizon. Two Master’s of Education programs have captured my interest that I am considering applying for—one with the University of Regina’s M.Ed in Teaching, Learning, and Leadership, and the other through Cape Breton Island University, who offer an M.Ed in Sustainability, Creativity, and Innovation. I will decide in the coming days which of these two M.Ed programs I would like to pursue.

Over the holidays, I’ve been delving into some research around the idea and feasibility of creating makerspaces in schools and communities. This aligns seamlessly with the vision for Creative Classroom Connections—to facilitate access to the resources needed to establish such creative hubs. I’m considering developing a series of blogs exploring my inquiries and seeing where it leads me.

In personal news, Alison and I are eloping to Hawaii in February to exchange vows on a beach on Valentine’s Day. It will be an intimate ceremony with just the three of us—Alison, our baby, and me! We promise to host a gathering next summer for friends and family to come to celebrate with us. Meanwhile, Alison is diligently completing her final two courses to earn her university degree in Therapeutic Recreation. With her background in TR, we are excited about the prospect of working together on Creative Classroom Connections, potentially evolving it into a family business enterprise.

The comic strip on the right was created as a Christmas gift by Alison’s son Nick, who is a grade 12 student at Cambell Collegiate. He will be performing in Cambell Collegiate’s upcoming musical production of the Drowsy Chaperone, running January 17-20th.

As we embrace these personal milestones, it’s impossible to ignore the global challenges we face—rising global conflicts, climate change, and the impending elections in numerous countries, including our American neighbours to the south. It can be overwhelming, and the temptation to retreat into a smaller world is understandable in the face of all the uncertainty. Despite the apprehension and the feeling that things may become more dire, let’s strive for lives of deeper purpose and resolution to remain connected. Together, we can focus on the love for our families and our communities and the actions needed to persevere through the present.

In the face of uncertainty, let’s anchor ourselves in the present and commit to positively impacting our various social spheres. Here’s to a year of growth, resilience, and collective hope.

Wishing you all a wonderful year ahead!
Stay warm:)

The Harmonious Classroom: How Music Transforms the Learning Experience

Introduction:

Education is not merely about textbooks and assignments; it’s about creating an environment that fosters growth, creativity, and inspiration. As an educator at Bert Fox Community High School, I embarked on a journey during the 2022/2023 school year to explore the transformative power of music in the classroom. By curating a playlis

t of uplifting and inspiring songs, I aimed to enhance the learning experience for my students in our self-paced, module-based high school credit attainment program.

The Melody of Learning:

Music has an incredible ability to transcend barriers and connect with our emotions. In the classroom, it can serve as a powerful tool to uplift and inspire students. As the overseer of the self-paced module-based program at Bert Fox, I wanted to create an atmosphere that encouraged focus, creativity, and a sense of ease. The curated playlist became the heartbeat of our classroom, weaving through the air as students delved into the various modules and courses.

Creating the Playlist: 

Carefully selecting songs over the course of the academic year, I aimed to curate a diverse collection that would appeal to different tastes and moods. From instrumental compositions to energetic anthems, each track was chosen with the intention of fostering a

positive and productive learning environment. The goal was not just to fill the silence but to create a harmonious backdrop that supported and enhanced the students’ educational journey.

The Impact on Students:

As the playlist became a staple in our classroom, I noticed a remarkable shift in the atmosphere. Students seemed more engaged, focused, and at ease while working through their modules. The music acted as a motivator, elevating their spirits during challenging tasks and providing a sense of comfort during moments of frustration. It created a unique sense of unity as the shared experience of the playlist brought students together, creating a supportive and collaborative learning community.

Beyond the Classroom Walls:

While the impact of the playlist was evident within our classroom, I wanted to extend its reach beyond our school walls. Sharing the playlist on YouTube seemed like a natural step, and to my delight, the statistics revealed that it was resonating with a wider audience. The playlist has already garnered numerous streams, indicating that others were finding value in this carefully curated collection of songs.

Conclusion:

The experiment of integrating music into the learning environment at Bert Fox Community High School made all the difference in creating a positive atmosphere with the power to uplift and inspire students to engage with their assignments. As educators, we have the opportunity to enhance the learning experience by embracing innovative approaches that go beyond traditional methods. I invite you to explore the playlist that transformed our classroom, and I hope it inspires you and your students as well. Click here to access the playlist on YouTube and experience the harmonious blend of melodies that can truly transform the learning journey:

https://youtube.com/playlist?list=PLIUugNN48bYftcjFisULndUEAt7IoTXRh&feature=shared

Exploring Alternative Pathways to High School Credits in SK

In my current role serving as a Career Guidance Counsellor, one of my goals as part of my Professional Growth plan this year is to help students explore the diverse opportunities they have to earn high school credits.

Recently, the Ministry of Education has released an updated document that outlines various ways students in Grades 10, 11, and 12 can earn their high school credits. While in school, synchronous delivery of course credits is the traditional approach, there are now alternative pathways available, catering to a wider range of student interests and needs. In this blog post, we will delve into these alternative credit-earning methods, emphasizing the exciting prospects of Special Project and Volunteerism credits.

  • Special Project Credit

Special Project credits are perfect for students with a passion project in mind. These credits are earned for out-of-school initiatives that are not classified as dual credit courses. Students need approval from their school principal before embarking on these projects, which require a minimum of 100 credit hours of work supervised by a teacher. The potential for creativity and innovation is vast with this credit option.

  • Volunteerism 30 Credit

For students who are passionate about community service, the Volunteerism 30 credit is a rewarding option. It allows students to earn elective credits while contributing to their community. Approved volunteer hours will be recognized with a final mark record of Standing Granted (SG).

  • Apprenticeship Credit

For students interested in the trades, apprenticeship credits are a valuable opportunity. These credits are earned while working under the supervision of a journeyperson in a trade, making the hours worked eligible for credit through the Saskatchewan Apprenticeship and Trade Certification Commission. Up to four secondary-level apprenticeship credits can be earned. These credits can be applied to practical and applied arts or electives, making them a versatile option.

  • Dual Course Credits

Dual course credits offer students a unique opportunity to earn both high school and post-secondary credits in the same course. This can be a significant advantage, providing a head start on future education or career paths. Students can explore courses like Continuing Care Aid, Early Childhood Education, and Computer-aided Design, among others.

  • Online Course Credits

Online course credits have become increasingly accessible and provide students with the flexibility to learn at their own pace. In Saskatchewan, we now have the Sask Distance Leaning Centre that offers online courses that may not be offered at the student’s high school or in the semester that the student needs to take them. These can be a fantastic option for students looking to expand their horizons or make up for missed credits.

  • Course Challenges

For students who believe they have a strong grasp of course material, course challenges are a great option. This allows students to demonstrate their mastery of learning outcomes without going through the entire course. Keep in mind that only two courses at the 10 or 20 level can be challenged.

  • Supplemental Provincial Examinations

Supplemental Provincial Examinations provide students with an opportunity to improve their marks in Grade 12 English language arts, mathematics, or science courses. These exams can boost a student’s transcript, as only the highest mark will be recorded. Preparing for these exams is made easier with online practice resources.

  • Credit Recovery

Credit recovery options are designed for students who need extra time to complete coursework without having to retake an entire course. Each Education Organization may have specific requirements for this option, so it’s advisable to discuss it with your teacher or school counsellor.

  • Summer School Options

Summer school is a great way to get ahead or catch up on credits. Whether you prefer online or in-person courses, your principal or school counsellor can provide you with the necessary information. Taking courses over the summer can help lighten your course load during the regular school year.

Conclusion

The education landscape in Saskatchewan is evolving, offering students a variety of methods to earn high school credits that suit their individual needs and interests. Whether you are an aspiring artist pursuing a Special Project, a future tradesperson exploring apprenticeship credits, or a community-oriented individual seeking Volunteerism credits, the possibilities are endless. By staying informed and discussing these options with your teachers and school counsellors, you can chart a unique educational path that empowers you to succeed and to graduate with confidence.

Celebrating T’Asia’s Remarkable Passion Project

Celebrating T’Asia’s Remarkable Passion Project: A Journey into Indigenous Art and Storytelling

Before the last school year ended, I had the opportunity to sit down with T’Asia, one of our incredibly talented grade 12 Bert Fox Community High School students, for lunch at the Valley Bake and Coffee Shop. Alongside a few colleagues, meeting for our book club over lunch, we listened as T’Asia shared her reflections on a passion project she undertook as part of her Native Studies 30 and Art 30 courses last semester. It was a moment of pride for me as an educator to witness T’Asia’s decision and dedication to channel her creativity into an exceptional art piece she painted.

Finding Inspiration in the Anishinaabe Creation Story:

T’Asia’s passion project was sparked by the profound and enchanting Anishinaabe Creation Story of Turtle Island:

From her initial sketch of a mom and dad holding up a baby in front of a tipi on the back of a giant turtle swimming in the ocean, her vision evolved into a breathtaking painting, encompassing various aspects of the Anishinaabe worldview.

The Artwork Unveiled:

The final artwork, skillfully crafted by T’Asia, beautifully conveyed the essence of the Anishinaabe Creation Story. The giant green squares at the bottom of the painting artfully represent the back of the turtle, symbolically connecting us to the very foundation of Turtle Island. Above this foundation, the circle of life unfolded as a storyteller captivated three attentive listeners around a home fire, highlighting the profound significance of oral traditions in passing down wisdom and knowledge through generations.

With finesse and thoughtfulness, T’Asia incorporated the majestic eagle and the bear into her painting, symbolizing the deep relationships between people and the spirits and animals of the land. She expressed during our interview, “We believe that everything and anything has a soul, and it can be brought to life.”

On the left side of the artwork stood a vibrant tree, its branches adorned with a mesmerizing display of colours, representing the diverse hues that grace our world. With passion in her voice, T’Asia explained, “A lot of people like to say that as you get older, you don’t see things as vibrant or colourful as you do as a kid, but there’s a lot of colours and different life out there, and you’ve just got to watch out for that. The tree represents all of these colours.”

A Heartfelt Connection: Creative Classroom Connections

As T’Asia’s passion project unfolded, it reminded me of why I initiated Creative Classroom Connections— a growing and evolving passion project of my own. Witnessing students like T’Asia connecting their coursework with their true passions is an incredibly gratifying experience. By merging Native Studies and Art courses, T’Asia had the opportunity to delve deep into her cultural and family lineage through her artistic expression, resulting in a profoundly meaningful creation.

When asked about her motivation for choosing this specific passion project, T’Asia shared, “It inspired me to paint this because I come from a family of really good artists, and a lot of Indigenous art is meant to be gifted and from the heart. I’m giving this painting to my dad so that he’ll always remember it. And also giving a first piece of something you made, like beaded earrings, a ribbon skirt, or a painting, means good luck because it comes from your heart and is genuine.”

A Closing Note:

As I bid farewell to my teaching role at the school, I’m grateful to have witnessed students like T’Asia showcase their creativity and passion through meaningful projects. T’Asia’s artwork will undoubtedly leave a lasting impression, and her dedication to creating art from the heart will undoubtedly inspire others who see it.

Congratulations, T’Asia, on this beautiful achievement. Your project will undoubtedly continue to touch hearts and make a positive impact. As you progress on your life journey beyond high school, allow yourself any opportunities to follow your passions and let your creativity shine brightly. The world awaits your extraordinary talents, and I have no doubt that you’ll leave a trail of beauty and inspiration wherever you go.

Life’s Chapters – Past and Present

It has been a busy summer for me to say the least. It’s hard to believe I return to a full-time teaching position tomorrow. I wrapped up my latest contract as a Learning Support Teacher with Prairie Valley School Division‘s Remote Learning School at the end of June. I then launched into an M.Ed. program through Vancouver Island University in early July that kept me busy and largely preoccupied with course readings, research and assignments all of July as well as the first week of August. I have created blog posts for a few of the assignments that were completed as part of my two courses this summers, which you’re welcome to read as well, if so interested.

On August 10th, I quietly deactivated my Facebook account as it was beginning to feel like kryptonite for me whenever I went on it. I felt like I didn’t have the mental capacity to be able to keep up with it all and I became a very passive consumer and felt like I was unable to show up to support and engage with friends on it the way I’d like to. All too often, I resorted to passive scrolling, sending out some likes and loves here and there, but also was left feeling apathetic and distracted from what I’m in the process of working towards at this time.

Since then, I have redesigned Creative Classroom Connections by changing my former Services page into a Research page to reflect the types of research and design that I am passionately interested in pursuing, both as a full-time educator and as an M.Ed student. I have created a Connect page to invite anyone who is interested in these topics as well, to consider becoming a subscriber, collaborator, or even a contributor to the Featured Blog page. My hope is that I will be able to develop a readership for this blog organically and even separately from social media. I may not always share every post that I write on social media, so the best way to connect with this page is to subscribe to the RSS feed or fill out the new and improved contacts form through the Connect page.

One of my first tasks as an M. Ed. student was to write an introduction of ourselves and share it with the rest of the cohort who will be taking this program with me over the next two years. Here is what I wrote, and have been intending to share through this blog ever since:

I come from a historic gathering place, now called the town of Fort Qu’Appelle, situated in the Qu’Appelle Valley northeast of Regina, SK. I come from the heart Treaty 4 Territory, where a treaty was signed in 1874 between representatives of the British Queen Monarch, the 7-year old Dominion of Canada, and various bands of the nêhiyawak (Plains Cree), Anishinaabeg (Saulteaux), and Nakota (Assiniboine) First Nations, whose existence and nationhood evolved on these lands long before the nation of Canada ever came to be.

Growing up with several First Nations surrounding my hometown, I have come to develop an empathetic understanding of the negative impacts of colonial government policies, including the creation of the Indian Act and the horrific residential schools that were forcefully enacted, shortly after treaties were signed and existed for over a century. I have come to know and understand the extent of intergenerational traumas resulting from colonial policies and practices of cultural genocide and assimilation. I have also come to recognize the extent of the systemic privileges I’ve been receiving because of my perceived identities as a white cis-gendered, heterosexual male. It was at a fairly young age that I came to realize that I would either be part of the problem of continuing the poisoning of our relationships with the Earth, ourselves, and one another, or I could grow and evolve to become part of the solution and work towards the healing of these fragmented relationships.

I completed my B.Ed. degree in 2008 after having dropped out of university after my second year of Education in 2003 to make sure that I was pursuing a path that aligned with a sense of passion and a purpose and which has been carrying me forward ever since. I spent a year travelling (domestically and abroad); another year working as a youth care worker with the Ranch Ehrlo Society; and another school year as an Educational Assistant in an at-risk youth satellite school program with Regina Public Schools before I decided I was ready to go back and complete the remaining two years of my B.Ed. degree.

I completed my teaching internship in my hometown of Fort Qu’Appelle in 2007, in the same high school I graduated from nearly ten years prior. As an emerging Social Studies major, I was tasked with “teaching” the Native Studies 10 and 20 courses to classes made up almost entirely of Indigenous students. Through these early teaching experiences, I learned the importance of taking a learning facilitator (guide on the side) approach to teaching rather than the top-down sage on the stage approach like so many teachers have traditionally taken on. You can catch the highlights of my professional experience since graduating with my B.Ed at the bottom of my About page. What I love most about my approach as a facilitator of learning, is that I don’t feel like I have to know everything. The most important thing I can bring is a passion and commitment to developing supportive learning environments and processes that can spark natural curiosities to learn and grow with one another.

After trying my hand at self-employed consulting contracts last fall, I picked up a contract as a Learning Support Teacher with Prairie Valley School Division’s Remote Learning School from February until the end of June. PVSD Remote Learning school was created on the fly to meet the needs of students and their families through this pandemic year. Although this position didn’t become available until February, I am so glad it did, as I was able to learn a lot about individual student supports that can be offered within a remote learning environment.

This coming school year, I have accepted a follow-up position to work as a Transitions Teacher for Prairie Valley SD this coming school year, where my upcoming job description reads as follows:

The Transitions Teacher provides a significant connecting and integrated role. This teacher will provide both virtual and in-person support to students, families, and staff. The priority for this teacher will be to engage with students and families that did not attend a school or had low attendance in 2020-2021. The Transitions Teacher will work with a team to provide supports.

As for the M. Ed program through Vancouver Island University, I had initially applied for and was accepted into the program in the spring of 2020, but after the pandemic hit and with too much uncertainty in the air, I withdrew shortly before classes began and so had to re-apply again this year. I feel the timing is better for me now and am looking forward to researching, synthesizing and designing practical applications of Universal Design for Learning, Personalized Inquiry Learning, and Social & Emotion Learning, as outlined through my research page.

The plan is to seek, explore, and inspire best practices for developing education programming supports that can re-engage our most disengaged students.

My Top 5 Audiobooks that I listened to this summer and would highly recommend include:

  • The Practice: Shipping Creative Work. by Seth Godin. This book leaves me thinking about the creative practices, purposes and responsibilities involved in this work as an innovative educator.

And lastly, I wanted to share a link to another great audiobook and author who I was introduced to by one of my classmates in my M. Ed. program who works with this fellow teacher/educator in Victoria, BC:

  • Dive into Inquiry. By Trevor McKenzie. This book provides some great practical tips and tricks to implementing inquiry over the course of the year, and great examples of how to co-design learning with your students.

If you’ve read this far, I thank you for your interest! If you’d like to subscribe/support, collaborate, contribute to the evolution of Creative Classroom Connections, you can do so by filling out the form Connect page here.

Until next time, take care out there.

Introduction to Flipgrid Videos

It’s been a great experience so far taking on the role of Learning Support Teacher with Prairie Valley School Division’s Remote Learning classes this past February. A big shout out to Mrs. Yarnton Grade 5 class for involving me in their weekly Flipgrid Friday video-making challenges.

Here is the first Flipgrid video I created back in March for the Book Awards. The students were asked to choose a book that they’ve read and give it an award. Then create a Flipgrid video of what the book is about and share why you gave it that award. This video gives a pretty good example of the full-functionality that students have access to when creating a Flipgrid video, and highlights one of my favourite books of all time, The Alchemist, by Paulo Coelho.

My next Flipgrid video challenge that I took up with the Grade 5 class was to interview a pet or a stuffie. Mrs. Yarnton asked students to use their video cameras to interview their pets or a stuffie by asking fun questions that they will provide answers for on behalf of their pet. The video below showcases my interview with my dog Wilfred.

If you’re interested in utilizing Flipgrid videos with your students, there are many great tutorial videos out on the internet that provide great introductions to get you up and running with your students. Personally, I recommend tutorial videos from New EdTech Classroom, as their videos are informative and engaging and provide great tutorials on a host of other Ed Tech apps that teachers can tap into, especially when working with students in a remote learning environment during this pandemic.

The Power of Self-Directed Learning

I wanted to share some of the research and sources who have guided, informed, supported and shaped my passions and professional pursuits within the field of education in the development of Creative Classroom Connections.

Sir Ken Robinson has been hugely influential for me. I remember when this RSA Animate video came out, and I was blown away by how interesting and engaging it is to listen to him speak while watching his ideas play out in visual form and shared with different classes students in the early part of my teaching career, and it always generated such interesting and engaging class discussions. In the follow-up ted talk below, Ken Robinson discusses why we need to nurture creativity both in and out of our schools. A summary quote from the talk that really stuck with me:

We have to recognize that human flourishing is not a mechanical process, it’s an organic process, and you cannot predict the outcome of human development. All you can do is create the conditions under which the student will begin to flourish.

So when we look at reforming education or transforming it, it isn’t like cloning a system. It’s about customizing to your circumstances and personalizing education to the people you are actually teaching.

 

 

For more information and a crash course self-directed learning, I highly recommend paying a visit to Unschooling School’s website and visiting their resources page.

Home Schooling Testimonial

As I’ve been in the process of creating the business model for Creative Classroom Connections and the home-based learning supports that I’m able and willing to offer, I wanted to reach out to Albert Surjik, who has one of the brightest minds I’ve ever had the opportunity to tutor/mentor. And when I think back on it, he was really was the first person I had an opportunity to explore self-directed learning with.

When I first met Albert over a decade ago, he had just dropped out of high school, and his family was looking for some extra support for him in a developing homeschooling learning plan. I was just in the process of finishing off the last couple of classes of my Bachelor of Education degree from the University of Regina, feeling entirely convinced that my primary goal as an educator should be to spark the naturally creative and curious impulses that we all have to varying degrees and make learning fun, and interesting and enjoyable again.

Both Mark Twain and Grant Allan have been credited with the saying,

“Never let a (person’s) schooling interfere with their education.”

Albert provides an inspiring example of someone who, as a teenager, recognized that he could get more out of a self-directed home education learning program than he could from a regular school setting. He chose to make the best of it, and I think he has learned a lot along the way! He now manages and is a part-owner of the Float Now studio in Regina, SK. He is someone that I continue to hold a lot of respect for — for his uncanny ability to be independently driven towards his own research, design, and bringing fruition to just about anything he puts his heart and mind into.

Thanks for your testimonial and words of support, Albert! And I look forward to unplugging and booking in for a float at the beautiful Regina studio sometime soon.

 

Creative Family Projects

As part of this Feature Blog page, I’d like to share a few great examples of creative passion projects made by family members near and dear to me.

Introducing my niece Suki, who made a couple of DIY videos with her dad, (my brother), Shawn Fulton this past spring while schools were closed and students were learning from home.

Next up, is my nephew Rosco Fulton Kembel, who wanted to make a video doing something he loves to do. Using a drone camera and with a little help from his dad, Rosco learned how to edit this video together, and it provides a great example of what students can create while learning how to showcase some of the things they’re passionate about.

And lastly, I thought I’d include a throwback in this post to a video my brother Shawn made with FadaDance Studio back in 2011, when Rosco was 7 and Suki was 4, and features me in a horse costume offering Pony Rides to the young ones. This was a fun, family-friendly video project to be a part of, that gets even more wild and wacky with the musical accompaniment created by Ryan Hill and Heather Cameron. If you’ve made it this far, then sit back, relax, and enjoy this viewing of Pony Ride and the mind-altering state it’s sure to produce.

Creative Passion Projects

When the pandemic first hit and closed down schools in March, I was grateful to continue working from home for Treaty Education Alliance, who I was employed by at the time. We spent the spring months hosting regular PD meetings with teachers trying to develop the best strategies for keeping students engaged in learning from home with help from their teachers to guide the process. I thought, what better place to start than to engage students in creating projects around what they are already good at, most interested in and/or passionate about.

At the time, I was hosting weekly PD’s with an awesome group of middle-years teachers through the Teams platform. I decided to update an inquiry-project template that I had used earlier in my teaching career and adapt it to engage student passion and interests.

Treaty Education Alliance has made this a free resource for others to utilize. The hope is that it can help spark creative passion projects for anyone to take up in their own lives. Please feel free to reach out to me if you have a passion project that you’d like to see featured on this featured blog page, and I would be happy to share it with a wider audience here.

Here is the link to the PDF version of the template:

Passion Project WorkbookPDF