Allie Apels and Kayla Williamson, RJ Hawkey Teachers – What are KINDergarten Kindness Ninjas? A group of spirited young learners, who have embarked on a journey to spread kindness to each other, their school, their community, and the World.
Our goal in the fall was to create a year-long project that helped our students adapt to classroom expectations and develop appropriate social and emotional skills. We found ourselves inspired by Tim McGraw’s song, Humble and Kind. We loved the simplicity of its lyrics and it’s powerful message. It was through this song that The Kindness Project was born and thus came the Kindness Ninjas. With our red headbands and covert training, we set off on our mission to Change the World with Kindness!
Some of our activities have included: Random Acts of Christmas Kindness(RACKS), making Christmas cards for the homeless in Calgary, participating in Alia’s Rainbow Rock Project, paying it forward on #spreadthelove day, publishing “A Beginner’s Guide to Becoming a Kindness Ninja”, adopting a Panda through the World Wildlife Foundation, making treat bags for the puppies at the Cochrane Humane Society and handcrafting bars of soap to be delivered to a village in Nepal. Currently, we’re fundraising for the Ronald McDonald House in Calgary; donate here www.canadahelps.org/en/pages/kindergarten-kindness-ninjas-mission-to-raise-mone/
We invited Kindness Experts in our community, and from around the world, to come speak or Skype with us. We were fortunate to have connected with the following: Airdrie Project Linus, Stephen’s Backpack, Soap for Hope, Lamb’s Soapworks, Airdrie Angels, Jaime Lawrence, Leon Logothetis the host of the Kindness Diaries, and Grammy and ACM award winning singer-songwriter Lori Mckenna. We’ve had many unique conversations and experiences; many we wouldn’t typically have in Kindergarten.
We’ve been documenting our journey on Twitter and, in turn, have inspired other teachers and classes to become Kindness Ninjas. Our students created 30+ Kindness Ninja Kits and have not only sent them out to our new friends within RVS, but also to Brazil, Scotland, England, Croatia, USA, Kenya, Nigeria, New Zealand, Australia, Ireland, England, Hawaii, Nepal, Haiti, The Congo, and Dubai! Our Kindness Ninja Movement is making its way around the globe!
As teachers, we’ve been surprised by the profound impact this project has had on our personal and professional lives. It’s been so fulfilling and inspiring to watch our students develop a sense of belonging and a true identity as Kindness Ninjas. We’ve met so many remarkable individuals, who have amazed us with their generosity. Most of all, we have discovered that you’re never too young, or too old, to become a Kindness Ninja!
Please find us on Twitter @RJ_Kindergarten!
Allie Apels and Kayla Williamson
R.J. Hawkey School
RVS Teacher, Ecole Edwards -The story of our beautiful Canada 150 Identity quilt starts with an old photograph. As the 2016-2017 school year was about to begin, and I began to review the Grade 5 program, I decided I wanted to share my learning about my Metis identity with my students. I realized that I could use my voice to ensure that my students would learn about an FNMI perspective through engaging programming.
While I researched resources for Social Studies, I was reminded of a recent visit to my parents’ place in Edmonton with my daughter. We usually have lunch sitting on the back deck in the warm summer sun. After all the greeting hugs and the delicious food, we begin our family visit. During these times we
usually talk about what is happening in our lives, tell stories, tease one another, and laugh. On this particular visit, my daughter was talking about her newest learning as a humanities student focusing on Indigenous Women in Canada. Mom brought out all the vintage photos in their collection and with that a photograph of my Great Great Grandmother, Angele Chalifoux (nee Delorme dit Lemay). Dad’s Metis ancestry is something that my Daughter and I share a keen interest in. In the photo, Angele is a beautiful Indigenous woman sitting proudly with her mustached third husband George Chalifoux. Behind them is a rough sawn log cabin with rifles adorning the exterior walls. The photograph is striking. Both my daughter and I were immediately smitten.
Upon researching Angele’s life through online archival research, I came to learn that prior to this particular photo being taken, she was in fact one of the infamous Edmonton Stragglers. She was one of 84 band members, mostly single women and their children who were struck from Treaty in 1877 by Timothy P. Wadsworth an “Indian Agent” negotiating the relocation of Papaschase reserve- for not being a close enough relative to Chief Papaschase. As a result, Angele left Treaty and applied for Half-Breed (Metis) Scrip, refunding the government $47 worth of Treaty payments. Angele was widowed, starving and supporting her children on her own. Being struck from Treaty made it next to impossible for her to survive, without a “reserve” community to rely on, therefore she assumed a new identity through the “half-breed” commission. All of this information was new to my family. While Angele was a familiar person in a photo, she also had a story, and a fleeting identity. A story that is well documented by government records, yet a story we didn’t know.
I thought about my connection to this information, and how it had affected the identities of my family members before me, and how it will affect the identity of those after me, and ultimately how it affects my identity now. I also considered how I came to know this. I had to search for it, I had to do the work to learn about this history. At no time in my formal schooling was there a focus on the perspective of the FNMI population and history in Alberta. My Father was taught to be ashamed of his Metis ancestry and identity. He told me that I didn’t have to tell anyone about it when we researched and engaged our Metis membership.
Any knowledge of the Metis in Alberta was not taught to me by formal school history, but through a strong connection to the land and an oral history. Fortunately, my father has always lived with a very close connection to the land. He taught us to appreciate and utilize the natural world in a respectful way. At school, I was the only 13-year-old girl who had experienced handling a hunting rifle and hunting knife, shooting and skinning an animal, and then consuming it. Dad taught us about trapping; showing us his father’s rusty old traps and pelt stretchers. My Grandfather, a trilingual man, would regale us with legends of the Whiskey Jack, tell us stories about his trap line, and talk of his days as a fiddler.
To develop an authentic understanding of a FMNI perspective, I started the journey by carefully selecting a number of historical novels written by Indigenous Canadian authors for my daily read aloud time. My first pick was Margaret Pokiak-Fenton’s Fatty Legs. A story about an Inuit girl’s experience in a residential school. Students were hooked after the first chapter! We also read historical fiction about the other important groups of people existing and surviving in Canada pre and post Confederation who also suffered oppression and hardship. Many books were written from the perspective of a child in the context of hardship, collaboration and problem solving. We also looked closely at archival photos of the First People in Alberta and Canada, and the assortment of immigrant groups to help develop a context for students to make a connection to the past by comparing it to today. Learners connected strongly to the idea that their identity, like Angele’s, is ever evolving.
This rich content led to exquisite conversations and naturally scaffolded activities for highly motivating writing experiences connecting the qualities of the people of the past, the present and the future. Many students have developed a taste for historical learning and thinking far beyond my imagination. As a culminating activity we decided to make a quilt to tell the stories of Canada in the past and the present using symbols to portray the identities of important groups of people in Canadian history. Each child carefully chose a symbol to represent their identity as a young Canadian at this point in time, these are included on the quilt. Students insisted that I include my identity as a Metis person on the quilt, I chose an infinity symbol. Lastly, each physical region of Canada is represented by a symbol on the quilt.
It is the student’s wishes that our quilt is given to a child in need. Our quilt tells the varied stories of the people of Canada pieced together with a common thread of collaboration. We are currently searching for an agency that will ensure that our quilt is delivered to a child who deserves warmth, happiness, joy, hope, comfort inspiration and security. It is our hope that this quilt will deliver those things and so will our community. In my heart, I hope this child has a mother like Angele Delorme dit Lemay; a strong, determined, resilient woman.
Child Development Advisor – Chestermere Therapy Dogs Society (CTDS) was created in 2014 from the heart and vision of an amazing individual, Steven King. He believes that animals, particularly dogs, can add tremendous value to our lives. From this vision, several programs have been developed. The one I would love to introduce you to is Listening Tails!
The Listening Tails program is designed to help children improve their reading skills and confidence by reading out loud to a therapy dog. Each student will read for 15 minutes once a week for six weeks. Prairie Waters Elementary School is so blessed to have two dogs (Shadow and Atlas) and two handlers (Tanya and Sheldon) once a week for an hour and a half. This allows for 10 students each week to participate in the program.
Listening Tails has been running strong at Prairie Waters Elementary School since the Spring of 2015. We have been lucky enough to provide this opportunity to approximately 75 students. The program’s success stems from the fact that dogs love the attention they receive when children read to them. Another key to the success of this program is that dogs are non-judgemental listeners. There isn’t an adult looking over their shoulders correcting them, and no added pressure of an audience of people.
Steven King quotes that “being a volunteer-driven organization, nothing could have happened without the dedication and commitment of the volunteers in Chestermere and surrounding areas who, from day one, have embraced the idea of help through therapy dogs. As an organization, CTDS understands that the dogs are the centre of attention, but nothing happens without the loving care of their dog handlers who give selflessly of themselves each time they attach the CTDS bandana around their dog’s neck.”
Our students absolutely love being chosen to participate in Listening Tails; choosing which child gets to have a coveted spot on the list is one of the hardest decisions to make. Every student who has participated in this program has nothing but positive things to say. Many students ask to partake regardless if they are an emerging reader. The connection our students feel towards the dog is magical.
Our school is a happier place when Shadow and Atlas are here. The dogs bring a positivity to the hallways that is difficult to describe. Prairie Waters is thrilled to have the Listening Tails program at our school and is so appreciative of the dedication and commitment that Tanya and Sheldon have for bringing the dogs once a week from September to June.
The Listening Tails program is truly a win-win situation. The students love the time they spend with the dog, the dog loves the one-on-one attention they receive from the student, and the handlers leave our school feeling they have made a difference in the lives of a child. If you have any questions about this program, please do not hesitate to contact me or visit the Chestermere Therapy Dogs Society website.
RVS Learning Specialist – As educators, we continuously strive to learn and grow. We want to try the newest technologies, frequently adapt our pedagogy to keep up with the ever-changing world, and stay on top of the trends and ideas in Education. The amount of educational research available at our fingertips can be overwhelming. I find myself constantly asking, what do these practices look like in a classroom? What are the biggest successes? What do the setbacks look like? In my opinion, one of the best ways to delve into innovation in education, is by seeing it in action and talking to people who are living the practice.
As 21st Century Learning Specialists, we see organizing and participating in site visits as an important part of our role. During a site visit you get the opportunity to walk through someone else’s building, listen to their philosophies and strategies, and learn from the obstacles that they have had to overcome. These experiences have been invaluable to the growth and development of our team, and the teachers and administrators that have come along with us.
In December, we had the privilege of being invited into some unique schools in Southern Alberta. Along with our fantastic tour guide Adelee Penner from Alberta Education, and Associate Superintendent Dave Morris, our team visited Bassano School, Isabel F. Cox in Redcliff, and Crescent Heights High and Dr. Roy Wilson in Medicine Hat. Each of the schools brought new perspectives and practices that we were eager to explore.
Learning environments have always been a hot topic in education. How are schools creating spaces for students to learn, innovate, and feel welcome? I. F. Cox in Redcliff, is a K-3 school that has been intentionally designed to promote choice and creativity. While walking through their classrooms you couldn’t help but feel invited and inspired. Each space contains elements that appeal to the senses, influence play, and create a calm atmosphere. Some of the more unique additions include, essential oils specifically chosen for each class, reading nooks with pillows and small lights, and covers over the fluorescent tubes that allow the light from small lamps to contribute to the room’s ambiance. Their Learning Commons comes complete with a green screen room, science exploration station with microscopes, and a building area. My favorite features were the doors on the outer walls of the classrooms. These additions encourage the staff and students to get outside and promote learning through nature. When we talked to their principal, she shared their collaborative process and explained that one of the most important parts of the redesign was developing a shared vision.
Dr. Roy Wilson Learning Centre, is a K-9 school in Medicine Hat. This P3 building has a similar design to many of the new schools in Rocky View, and through its architecture, promotes collaboration. Walking around during class time, we saw students in common areas utilizing soft seating and standing at laptop bars working comfortably. Breakout rooms surrounded the common spaces, where groups were gathered around whiteboards and tables, tackling problems. In the “Project Commons,” robotics, shop and culinary arts exist side by side and encourage multidisciplinary exploration and projects. Many of the classrooms were built so that the walls between them could slide back. In most rooms the walls were open and the two classes were seamlessly functioning as one. We have seen this set up in other schools and were curious about the process that led them to having the walls open as the norm. The conversation around their journey was insightful. Although there were challenges, the staff worked together to find a way to take advantage of the space. Through this, the collaboration between staff and students has led to increased support for all learners and effective teaching teams.
Check back Thursday for part two of this blog, where Bassano School and Crescent Heights High will be highlighted for their work on relationship building. Thanks for reading!
Building Futures Teacher – “It’s not about the house!” It is what I say to visitors all the time about the Building Futures program, where 34 grade 10 students spend the whole school year in a double garage working side-by-side with McKee Homes amazing sub-contractors to build beautiful homes, all while learning their core classes. If it is not about introducing students to the construction industry, then what is it about?
My partner teacher, Erica Rozema, and I are in the pursuit of creating learning experiences that matter, ones that try to help build a student’s future. Connecting students to their community has been a major component of this pursuit over the years. Students have been involved in putting on their own fundraising events, they built and set-up little free libraries in Airdrie, donated a book barn to the Airdrie Recycling Center and helped set up the Airdrie Festival of Lights – all in the name of giving back to their community.
This continuous pursuit to connect our students to their community is a driving factor in what we think makes learning experiences matter. Connecting with other humans from all different backgrounds, connecting to the place you live, connecting to ideas that impact our world, connecting to experiences that bring students a sense that they belong. I do admit one of the better “connections” we offer students is the experience of learning to belong in building a most basic need, a home. The construction journey is just one of the learning experiences we have created. We have other learning experiences that have connected students to starting a business, a challenge to create the staging and sales write-up of the homes, re-designing urban spaces, creating a marketing plan for an innovative program and building a solar-powered tiny house. These experiences are because of local experts whom we connected with in the Airdrie community who shared their expertise and feedback with our students.
Building our student’s futures means that we keep pushing ourselves as teachers to connect learning beyond our “classroom”. It means that we push ourselves to connect learning to people who want to share their knowledge with our students. It means we want to push ourselves to connect learning to a student’s sense of place and allowing them to see themselves as contributors to their community. It means that we push ourselves to connect learning to having students fall in love with the world around them. It means we push ourselves to connect learning so that our students, at the end of the school year, can say “it is not about the house, it is about connecting!”