Summer 2006 - The member magazine of the Elementary Teachers

Summer 2006Vol. 8 • No. 4X, Y, Boom!Generations at WorkCURRICULUM INSERTNo More Couch PotatoesGetting a move on

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2 etfo voice SUMMER 2006

FROM THE EDITORETFO Provincial Executive MembersPresident - Emily Noble, AlgomaFirst Vice-President - David Clegg, York RegionVice-President - Sam Hammond, Hamilton-WentworthVice-President - Barbara Burkett, Ontario North EastOTF Table Officer - Hilda Watkins, Greater EssexExecutive MembersRachel Gencey, DurhamShelly Jan, Peel OTMartin Long, TorontoMike Lumb, LimestoneGayle Manley, AlgomaLynda McDougall, Upper GrandRian McLaughlin, Hamilton-Wentworth OTSharron Raymond, PeelHelen Victoros, TorontoETFO VoiceJohanna Brand - EditorGene Lewis - Business ManagerArtifact graphic design - DesignContributors this issue:Jessica Boyer, Christine Brown, Barbara Burkett,Winston Carter, André Charlebois, Karen Chow,Catherine Cocchio, Jerry DeQuetteville, Lynn Fraser,Sam Hammond, Peter Harrison, Derek Hulse,Pat McAdie, Vitusha Oberoi, Sharon O’Halloran,Barbara Richter, Linda Rowatt, Kara Smith,Hilda Watkins, Carol Zavitz.Photography - Johanna Brand, Catherine Cocchio,Francine Filion, Anne de Haas, Sherry Lewis,Vitusha Oberoi.Member of the Canadian Association of Labour Media (CALM) andCanadian Education Press AssociationIndexed in the Canadian Educational Index /Répertoire canadien sur l’éducationISSN: 1481-4072Articles contained herein reflect the views of the authors and do not necessarilyexpress official policy of the Elementary Teachers’ Federation of Ontario.Acceptance of an advertisement does not imply ETFO endorsement of theproduct or service. Advertising contracts are subject to cancellation ifmembers complain.Publications Mail Agreement no. 40070000.Return undeliverable Canadian addresses to:The resignation this spring of Education Minister Gerard Kennedy was the firstchange in education ministers this government has made. In her column (page 4)President Emily Noble welcomes the new minister, Sandra Pupatello.Although Gerard Kennedy has left his policy initiatives are still very much with us.One of these is the requirement that come September all students would haveto take part in 20 minutes of physical activity each day. This will require changesin schedules and approaches in some classrooms.Fortunately there are members whose schools are leading the way in providingstudents with many different kinds of activities. One of these is Queen ElizabethII School in Chatham. (See page 19.)The curriculum insert in this issue is designed to help you with the new physicalactivity requirements. ETFO member Kara Smith is also a member of Ophea (theOntario Physical and Health Education Association), a non-profit organizationdevoted to improving the physical health and well-being of children and youth.She provides guidelines, some model activities, and resources for classroom teachersjust starting a physical activity program.Education minister Gerard Kennedy recognized the important role teachersplay in the lives of children. In one of his last acts as minister, Kennedy madeavailable to teacher federations funds to enhance professional development activities.In his column the General Secretary outlines the funding ETFO has receivedfor programs that will focus on the early years and on helping teachers meet theeducational needs of children living in poverty.ETFO members are continually growing and developing as teachers. But theFederation is also changing – an increasing proportion of members are teachers intheir first 10 years. This is not surprising given that the Baby Boomer generationis now at retirement age. Those Boomers choosing to stay on the job for the timebeing, are working with much younger colleagues whose approach to their livesand to the profession may be quite different.In “X,Y, Boom!” (page 14) ETFO staff member Barbara Richter outlines howgenerational differences can affect relationships in the staff room and in theschool. This topic was the theme of Barbara’s popular workshop X,Y, Boom!– When generations collide.Barbara is a Boomer who is retiring. Thanks, Barbara, for making this researchavailable to all members, and best wishes for relaxation, fun, and happiness in theyears ahead.The rest of us can look forward to the summer break as a time to rest andrejuvenate. For members interested in professional rejuvenation – part of theprovincial funding the Federation received will be used to provide double thenumber of workshops in this year’s Summer Academy. Check out the enhancedofferings at etfo.ca E Professional Development. Also check out ETFO’s ProfessionalResources Catalogue provided as a pullout in this issue.Happy summer.480 University Avenue, Suite 1000Toronto, ON M5G 1V2Telephone: 416-962-3836 or 1-888-838-3836E-mail: etfovoice@etfo.orgwww.etfo.ca© ETFO 2006Printed on 10% post-consumer stock by Thistle Printing.JOHANNA BRANDetfo voice SUMMER 2006 3

FROM THE PRESIDENTCollege governance must be truly democraticPresident Noble on thepicket line with members ofthe Near North OccasionalTeacher Local.EMILY NOBLEPresident, ETFOOur new education minister Sandra Pupatellois someone I’ve had the honour of workingwith in the past. At her invitation ETFO becamea sponsor of Finding Common Ground, aconference on domestic violence that was anotherstep in educating the public and the professionalcommunity about domestic violence.I have had several occasions to meet with theMinister since she took office and I am lookingforward to continuing the positive relationshipwe forged with the former minister, GerardKennedy. Kennedy spearheaded the revivalof public education in Ontario creating anatmosphere where public education and teachersbegan once more to be appreciated and valued.We wish him well in his quest to become leaderof the federal Liberal party.Nevertheless, despite the positive relationshipswe have forged there are challenges to beaddressed. One of those challenges is Bill 78, theeducation omnibus bill.There are provisions in the Bill that wesupport: the increase in professional activitydays and the new teacher induction program aretwo examples. But there are also provisions thatcause us serious concern.A major issue is that Bill 78 shifts a numberof aspects of education policy from statutory toregulatory control. The government’s rationaleis to provide flexibility with a greater ability torespond to issues quickly. We are concernedwith the loss of accountability and transparencythat goes hand in hand with this kind of shift.If this Bill passes without amendment, changesin important working and learning conditions– such as class size and professional activitydays – can be put in place without debatein the legislature. The flexibility it gives thisgovernment can be used by future governmentsthat do not share a commitment to publiceducation and want to erode the improvementsthat have been achieved.The reforms to the Ontario College of Teachersto make it a truly self-governing body are anotherconcern. As Hilda Watkins points out in hercolumn (page 36) this was a Liberal promise priorto the 2003 election. She enumerates a number ofthe problems the Bill creates. On the positive side,the Bill increases the number of elected memberson the governing council by six, thus givingteachers a one vote majority. Other proposals inthe Bill undermine this improvement.The government proposes to exclude a significantportion of College members. This includesoccasional teachers who don’t work a minimumof 20 days in the year prior to the election andteachers on leaves – such as maternity leave or leaveto work as members of teacher federation locals.Local federation leaders are particularly targeted.The implication is that they will not serve in thepublic interest, as governing council members aremandated to do. There is no evidence to supportthis notion and it is offensive to our members.ETFO will be working hard to ensure that theCollege is governed by a truly democratic bodyrepresenting the teaching profession. (For details,see page 40.)Despite these challenges we have had an interestingand fruitful year. ETFO made significantcontributions to education here at home, nationallyand internationally. Winston Carter outlinessome of those in his column (page 37). I particularlywant to take this opportunity to recognizeyour provincial Executive who join me in supportinginitiatives to improve education here andabroad, and those members who will take thespirit of ETFO excellence to their colleagues indeveloping countries this summer.We have much to be proud of. We bargain toprotect your wages and working conditions, but wealso care about your rights as citizens of the world.Enjoy your summer!4 etfo voice SUMMER 2006

FROM THE GENERAL SECRETARYProfessional Development in a New EraGene Lewis with children atPROMEB (see p.7)GENE LEWISGeneral Secretary, ETFOThroughout the 1990s – particularly during theHarris-Eves years of government – we wereforced as a federation to spend our energies ontrying to preserve public education. We foughtcutbacks in spending and a destructive educationpolicy that affected not only the working lives ofour members but the chance of success for ourstudents.The election of the Liberals in 2003 changedthe outlook for teachers and students. Thisgovernment appreciates public education andthe people whose work is critical to studentsuccess. Nevertheless it has had to meet thechallenge of rebuilding public education andrestoring the confidence of the public in theeducation system.That work is not complete. There is much tobe done. However, what the government hasdone is show its willingness to treat teachers aspartners in public education. Federation leadersand staff are pleased to find themselves workingwith a government that solicits our ideas andexpertise. We may not always agree, but we arebeing consulted and are able to discuss ourconcerns.More evidence of the government’s commitmentto improving the quality of educationand the working conditions of teachers andeducation workers emerged this spring when itmade available funds for teacher professionaldevelopment that will be administered by theFederation.ETFO received $700,000 for professionalprograms for teachers of the early years. (JK/SKsummer institutes will be offered in six locationsthis summer. Teachers can register on-line onour website, etfo.ca.) We have received another$7.2 million to fund, over the next two years,professional development programs to assistteachers to improve education outcomes forstudents whose educational success is limited bytheir socio-economic circumstances.We know that, on average, students frommiddle-and upper-income families do better atschool and are more likely to succeed. To cite anobvious example, students who come to schoolhungry cannot learn well.However, we believe that poverty should notbe destiny and we will use these funds to improveour members’ ability to help children living inpoverty to succeed at school.We know this can be done. There are manyexamples of strategies and programs that helpsuch children achieve. The funding we areadministering will allow our members to learnhow to use those approaches and put in placethose programs.This is an exciting time in education. Thisis the kind of partnership we have sought. Itcreates opportunities for you as members tomake a real difference in the lives of the studentsyou teach – not just those who come to school‘bright eyed and bushy tailed’ but also those whoare harder to reach and harder to teach.There are increased opportunities for professionallearning as a result of this partnership– beginning with expanded ETFO Summer Academyofferings this year. Watch for your chance tobe part of this exciting initiative.etfo voice SUMMER 2006 5

YOUR FEDERATIONA ROUNDUP OF FEDERATION NEWSEquality dayMen in educationJustin Trudeau was the keynotespeaker at ETFO’s conference onmale teachers. More than 250 participantsalso heard from educationresearchers studying the importanceof men in elementary education.Look for a full report on the conferencein the Fall 06 issue of Voice.Education Minister Sandra Pupatello was theguest speaker ETFO’s Equality Day celebration.Sponsored jointly by ETFO and the Wom-en’s Future Fund, the day commemorates theenshrining of equality rights in the CanadianCharter of Rights and Freedoms in 1985. Oneof WFF’s newest member groups is the NationalEating Disorder Information Centre. Executivedirector Meryl Bear described the organization’sefforts to promote healthy body image amongwomen and girls. ETFO supports national child care campaignThe best place for grade 7 and 8students is in an elementary schoolSome school boards have started movinggrade 7 and 8 students into high schoolsin order to keep up the student numbersin those schools. ETFO believes – andresearch shows – that young adolescentlearners do better in elementary schools.Boards are thinking about dollars not thewell being of students. A new ETFO pamphletexplains the Federation’s position. It’savailable on our website, etfo.ca.Keira Heineck (centre), the executive director of the Ontario Coalition forBetter Childcare (OCBC), spoke to presidents and delegates at the Mayrepresentative council meeting about the national campaign for a universalchild care program. ETFO is actively supporting the national Code BlueCampaign (see the General Secretary’s column in the Spring 06 edition ofVoice).In a significant collaboration, ETFO, the Ontario Public School Boards’Association, the Canadian Teachers’ Federation, the Ontario SecondarySchool Teachers’ Federation, and the Ontario Federation of Home andSchool Associations signed a joint news release on May 2, the day of thefederal budget. Educators, parents and trustees expressed their dismaythat the Stephen Harper government is abandoning the federal provincialagreements signed last year. The agreement with Ontario would have created25,000 new child care spaces in this province. To sign the Code Bluepetition go to, childcareontario.org.6 etfo voice SUMMER 2006

ETFO helps colleagues in PeruBargaining skills for womenTwenty-two members attended the “Negotiatingskills for women workshop” held at the ETFO provincialoffice in April. Statistics on participationin ETFO programs have consistently shown thatwomen are underrepresented in collective bargaining.The workshop was designed to addressthis imbalance by helping women hone theirnegotiating skills and encourage their increasedparticipation in bargaining. Participants includedmembers who are early childhood educators,teachers and occasional teachers. Coming into theworkshop they had varying degrees of expertise.They participated in theoretical and hands onlearning, including a bargaining simulation.Grand Erie Bargaining SuccessGrand Erie ETFO and the district school boardhave agreed that effective next September allteachers will be employed on either a 0.5 or a1.0 basis.Proyecto de Mejoramiento en Educación Básica de Piura (PROMEB)works with teachers, schools, and about 9000 children in Piura, Peruan impoverished area north of Lima. Schools there have few or noresources. Illiteracy rates are high. Teachers walk three to five hours toreach the schools and lack housing to stay in during the week.The PROMEB project began a literacy campaign and a festival forchildren and parents so that they could read and write stories andproduce their own books to use as classroom resources. ETFO hasdonated $14,000 to the project. In March President Emily Noble andGeneral Secretary Gene Lewis had an opportunity to visit the project.For Spanish language information see promeb-piura.org.pe.As a result 48 teachers who had less than halftimeassignments – some as low as 0.01 – willhave their teaching time increased to 0.5 and59 teachers with assignments between 0.5 and0.99 will have full-time status.This move is clearly advantageous to ETFOmembers. As well, the local demonstrated thatthe board will save a significant amount ofmoney. Grand Erie teachers will further benefitby having the full 200 minutes of preparationtime in September 2007 as opposed to thenegotiated start date of September 2008.etfo voice SUMMER 2006 7

YOUR FEDERATIONA ROUNDUP OF FEDERATION NEWSGlobal action weekConnecting with new teachersETFO regularly provides conferences and workshopsfor beginning teachers, that is teachers intheir first five years. In April 70 teachers attendedConnect 2006 in Sudbury. It was presented byETFO in partnership with the Rainbow TeacherLocal, the Rainbow Occasional Teacher Localand the Rainbow District School Board. Workshopsincluded presentations on techniques forclassroom management, core French teachingstrategies, software licensed by the Ministry ofEducation, and daily physical education.Summer of HopeThe challenge issued bythe Simcoe CountyTeacher local (see Spring06 issue of Voice) hasbeen taken up by threelocals. Grand Erie,Upper Grand and YorkRegion teacher locals have voted to supportLieutenant Governor James Bartleman’sAboriginal literacy program. As well the YorkRegion Local challenged its school board tomake a matching donation, which the boarddid, bringing the total donation from YorkRegion to $5,000. For more information onthe camps go to lt.gov.on.ca.Correction: In the January federal election Maret Sadem-Thompson ran for the NDP in Oshawa-Whitby, the second timeshe has done so. We inadvertently left her name off the list ofETFO members who ran for office in that election.More than 100 million children around the world don’t have a chanceto go to school. The United Nations estimates that to give every childan elementary education, the world would need 15 million additionalteachers. Global Action Week April 24–30 draws attention to the lack ofeducational opportunities for children around the world. It is a projectof the Campaign for Global Education, Education International, and theCanadian Teachers’ Federation. As part of the campaign, federation leaders,including ETFO President Emily Noble, spoke with Canadian members ofparliament and senators to alert them to the needs of children and teachersaround the world.Michelle Muir – Champion poetETFO member Michelle Muir (aka Nuff Said) isthe winner of CBC Radio’s Canada-wide PoetryFace-Off Competition 2006. Muir has been ateacher with the Peel District School Board forthe last 12 years and currently teaches grade 4in Mississauga. Her goal is to promote literacy,cultural awareness, and empowerment throughspoken word. Michelle’s company “Nuff Said,”provides shows put on by Michelle’s storytellingalter ego “Auntie Michie.” Michelle has performedon professional and non-professional stages in Toronto and NewYork. She is currently writing and working to compile her poetry andchildren’s stories. She has also lectured on numerous occasions at YorkUniversity and the University of Toronto.8 etfo voice SUMMER 2006

ETFO Award Winners2005-2006ETFO is proud to announce the winners of its awards and honours for this year. Awardwinners will be honoured at the 2006 annual meeting. Congratulations to recipients andthanks to all those who submitted applications.NAME OF AWARD WINNER LOCALAnti-Bias Curriculum Development Award Robyn Turgeon Thames Valley Teacher LocalArts and Culture Award Marie Arcangeletti Algoma Teacher LocalCurriculum Development Award – WP Adrianna Knight and Karen Blackwell Halton Teacher LocalMulti-Media Award – WP Pat Van Benthem Halton Teacher LocalScience & Technology Alice Assor-Chandler Halton Teacher LocalWriter’s Award – Published Martha Attema Near North Teacher LocalWriter’s Award – Unpublished Wendy Brathwaite Elementary Teachers of TorontoWriter’s Award – WP – Published Rina Singh York Region Teacher LocalHealth and Safety Activist Sharlene Smith Lakehead Teacher LocalLocal Leadership Dave Patterson Hastings-Prince Edward Teacher LocalLocal Website Deb Wells & Allan Hasketh Limestone Teacher LocalNewsletter Editor’s – multi-sheet Kim Pearson & Jo Anne Chapman-Beauvais Waterloo OT LocalOccasional Teacher of the Year Beverly Ferlatte Upper Canada OT LocalWomen Working in Social Activism on Behalf Kaysandra Curtis Windsor parent and literacy activistof Women and ChildrenHumanitarian Award – ETFO Member Ellen Chambers-Picard Lakehead Teacher LocalHumanitarian Award – Non-ETFO Member Ian Naisbitt Little River Enhancement Group, WindsorKaleidoscope 2006Humourist and Toronto Star columnist LinwoodBarclay was the keynote speaker at ETFO’s kaleidoscopeconference. A strong advocate for teachers(and the husband of one) he entertained participantswith stories that reflected the humour andpoignancy of life in the classroom. Seventy ETFOmembers attended the conference which includedworkshops on collective bargaining, use of technologyin effective communication and effectivestrategies for handling student assessment. Shownwith Linwood Barclay are ETFO President EmilyNoble and Karen Chow, a participant in the collectivebargaining mentoring program who introducedBarclay to the audience.etfo voice SUMMER 2006 9

Peel workshopstackle culturalbarriersby Vitusha OberoiClassroom noise, chit chat with superiors,students working in groups – these areamong the challenges that teachers fromother countries face when they step into aNorth American school.“It basically boils down to the cultural differencesbetween where our internationally trained memberstaught originally and the transition to teachinghere,” says Shelly Jan, president of the PeelElementary Occasional Teacher Local (PEOT).The academic credentials of the teachers aregood: they have their certification from the OntarioCollege of Teachers, but they have been trainedfor the classrooms of their countries of origin andnot Ontario. “That’s where the breakdown is,” Jansays. “They are capable of doing the job academicallybut certain things need to be adjusted.”To help bridge this gap the PEOT Local haslaunched a pilot project to help its internationallytrained teacher members to adapt to Ontarioclassrooms.The local is conducting workshops for teacherswho are looking for guidance as they transfertheir skills from their country of origin to Canada.Members hold monthly meetings, and in thepresence of an experienced facilitator discuss theproblems they face. They keep journals and sharetheir experiences as they strive to come to gripswith the cultural differences that challenge themin their profession here.Jan decided to focus on the special needs ofthese teachers after she realized that their teachingcredentials were being questioned becauseVitusha Oberoi is a former ETFO staff member and is a freelance writer.of cultural issues. “I would get calls from principals about the classroommanagement abilities or communication skills of the teachers. I felt it wasnot fair to our members because what we needed to do was deal with thesecultural issues.“The board is not cutting enough slack for their adjustment and theteachers themselves don’t know what to expect when they come into theclassrooms in Canada,” Jan says.Veena Navgiri, a half-time ESL teacher, says that a crucial issue faced by internationallytrained teachers in the initial stages relates to the amount of freedomenjoyed by students in the class. Navgiri is from Gujarat, India and was a universityprofessor before migrating to Canada. Her class of 80 students used tobe focused, would never challenge her, and above all, was mostly quiet.“In India, we always want our students to keep quiet while we do theteaching. I never had to think about discipline or classroom management.When I started teaching here, I would get anxious if the noise levels in myclass rose,” she says.Navgiri says with experience and discussing the problem with her colleagues,she has learned to adjust to her new classrooms. “These workshops have helpedme realize that I am not alone and other teachers also face a similar problem.”“The concept of group work in the classroom was new to me,” saysCharulata Joshi, originally from Mumbai. “How do I know any learningis going on? How do you monitor that the children are on task? The issueof who controls the classroom also baffled her. “In India, the classes areteacher-oriented. Here, the classes are more interactive.”While the English language in itself was not a problem, nuances andphrases peculiar to Canada definitely were. “I usually come across a numberof Indian children in my classroom. I find that they do not always pronouncetheir names the Indian way and correct me on this,” Joshi said.The informality of North America is another stumbling block for theteachers, who have a culture of treating their superiors as authority figures– distant and aloof. They hesitate to be on first-name terms with theirprincipal, won’t approach her on discipline issues until and unless theyare pushed to the wall, and won’t exchange small talk. “I see other teachersdiscussing the weather with the principal. I want to do the same but I don’tknow how,” says one of the workshop members.The problems are many but Jan and facilitator Prem Pillay, a retired teacherwho taught in South Africa before moving to Canada, make sure that they donot overwhelm. They offer advice and encouragement. “It takes you wantingto learn and not isolate yourselves in your own little groups,” says Jan.10 etfo voice SUMMER 2006

Mentoring: an insidelook at Federation workThe ETFO protective services mentorship program has provided me with anincredible insight into the broader scope of the work of the Federation beyondthe activities in individual locals.by Karen ChowKaren Chow is the chiefnegotiator for the Hasting-PrinceEdwards Occasional TeacherLocal.The program began as a pilot three years agoand has been offered each year since. It givesindividual members, including those in underrepresentedgroups, an opportunity to work withprovincial staff to improve their understandingof the federation and the work that it does, toacquire skills, and to experience first hand whatit’s like to be a staff officer. ETFO protectiveservices executive staff volunteer their time tomentor the participants.I am an occasional teacher local chief negotiator,one of six participants in the program thisyear. Some participants were released officers intheir local, while others were classroom teachers.All have been involved to some extent in theirETFO local.At the beginning mentors met with us (we wereoften referred to as mentees) to brainstorm someof the possible outcomes we’d like to achieve.Each participant chose three personal learninggoals. For one participant, it meant experiencinga day in the life of a professional relationsservices staff officer as they counselled members.Another participant, a local released officer, wasable to increase her knowledge of health andsafety. I wanted exposure to equity issues in the…this is a perfect opportunity to fill in thegaps in your own learning and experiencesin the local so that you can better serve yourmembers…Federation, and an increased knowledge of howdifferent workshops and conferences are organizedand facilitated.Participants work with provincial staff in atleast seven situations related to their goals. As aparticipant, some of my experiences included:• Working with a provincial staff officer whocoordinated a workshop for a northernlocal that involved co-operation betweenthe local, provincial staff and the localschool board. I shadowed her as she facilitatedthe workshop, and spoke with herabout the preparation for the event.• Participating in a meeting of the humanrights provincial standing committee. Thisexperience encouraged me to apply for aposition on other provincial standing committeesnext year.• Shadowing a protective services staff officerat a collective bargaining regional conference.This experience showed me how flexiblestaff officers must be, as one presenterwas unable to attend and the staff officerhad to step in.In retrospect, this program increased my leadershipskills and knowledge on a provincial levelregarding the work of the Federation. This willprove invaluable in my future activities in theETFO. As one of my colleagues in the programnoted, this is a perfect opportunity to fill in thegaps in your own learning and experiences sothat you can better serve your members in whichever role you choose to play, whether at the localor provincial level.etfo voice SUMMER 2006 11

y Sam HammondI have always believed that to be an effective leader I needed to focuson a few simple but fundamental things – integrity, communication,living up to my commitments, and last, but certainly not least,ensuring that my actions would always speak louder than my words.by Sam HammondThe opportunities andrewards of a leadership roleLeadership opportunities exist at every turn. To be a leader you simply needto step forward and take advantage of one of those opportunities.If you have taken part in your school decision-makingprocess, organized a professional developmentprogram, been a mentor, developed partnershipswith the community, or simply asked a questionthat no one else would ask you have already seizedan opportunity and taken on a leadership role.Over the past two decades I have had many diverse,challenging and rewarding leadership opportunities.They have been valuable professional and personalgrowth experiences. I have always believed that to bean effective leader I needed to focus on a few simplebut fundamental things – integrity, communication,living up to my commitments, and last, but certainlynot least, ensuring that my actions would alwaysspeak louder than my words.There were times when I found myself in aleadership role as a result of a crisis or unexpectedevent, like the social contract crisis in the early90s or our province-wide political protest in1997. However, in most cases, I made a consciousdecision to step forward as when I ran for thepositions of chief negotiator-grievance officer inHamilton-Wentworth, ETFO executive memberor ETFO vice-president.Since August 2004 I have been extremely fortunateto serve as ETFO vice-president, a leadershiprole that has been challenging, rewarding andextremely humbling all at the same time. It is avery dynamic role with a myriad of responsibilities.These are set out in our constitution and arereviewed and assigned annually by the ETFOexecutive and/or the president.Last year my immediate responsibilities includedthe ETFO public relations portfolio; liaison toa number of labour and social justice and equityorganizations; serving on OFL, CLC, and OTFcommittees; representing the membership on theOTF Board of Governors; and acting as the executiveliaison to eight ETFO standing committees.During 2004–2005 I was also responsible forpublishing Minding Your Business, an executivesummary of each ETFO executive meeting. I alsotook great pride last year in serving as a memberof the ETFO administrative, personnel, hiring,and executive appeals committees.This year my responsibilities are largely the sameexcept that I am now responsible for the ETFOpolitical action portfolio. Fulfilling the duties of thisportfolio requires a great deal of organization andplanning, and working very closely with a numberof ETFO executive staff. This portfolio will becomeextremely active and interesting as we move closerto the municipal elections in the fall of 2006 andthe provincial election scheduled for 2007.Equally important is ensuring that as an electedmember of the ETFO leadership team I amlistening to, and advocating for, members ineverything that I do. As a union leader, whether Iam addressing a gathering of new teachers, meetingwith an MPP, or visiting members in schoolsin various locals, I am always representing some70,000 teachers, occasional teachers, and educationalsupport staff professionals.It is an honour and a privilege to serve as ETFOvice-president. The sense of pride that resultswhen I know my actions have had a positive effecton the lives of our members makes every minuteof every day worthwhile.12 etfo voice SUMMER 2006

Member serviceat the heart of leadershipby Barbara BurkettOn August 17, 2005, the delegates to the ETFO annual meeting elected theirMember service is at the heart of my ETFO belief system. … I holdthe best interest of each member in mind when I make decisionsabout member service, policy development, and political action.provincial executive for the 2005–2007 term and my life changed.Iwas elected to the position of vice-presidentfemale. Leadership in ETFO is challenging andpersonally enriching.My involvement in federation began with myfirst year of teaching at Moosonee Public Schoolin 1979. That involvement included work asschool steward, committee member, vice-presidentand president in the Ontario North Eastlocal. It also included involvement on variousprovincial committees, participation in the WorldMarch of Women in New York in 2000, and mostrecently, four years on the provincial executive.In that position it was exciting to help shapeand support the positive direction of Campaign200. That campaign was supported by the groundbreakingframework agreement negotiated withthe provincial government and allowed us to takeour organization giant steps forward, creating farreachingenhancements in our members’ workinglives. I was proud to be part of it.This year, it has been equally exciting to go outto the occasional teacher locals to address strikevote and ratification meetings, as we work toenhance the profile, salaries, and working conditionsof our occasional teacher members.Member service is at the heart of my ETFO beliefsystem. I bring that direct commitment to my newrole. Leadership is often equated with decisionmaking.I hold the best interest of each memberin mind when I make decisions about memberservice, policy development and political action.Leadership includes my work as chair of theselection committee for ETFO standing committeesand my role as executive liaison for many ofthese vital committees. It also includes my workas chair of the executive task force struck to enactthe new ETFO priority to promote the care andprotection of the environment.For me, leadership in ETFO also includes advocacyon issues of equity and social justice, andliaison work with other organizations. I serve asan OTF governor, and as a member of the OTFawards committee, the OFL women’s committee,and the CLC task force on power generation.As an ETFO leader, I am able to take the leadon issues of importance to members and to society.For example, we can create positive change aswe work together to save the national child careprogram and to stop privatization and commercializationin schools.I am always happy to visit in the locals. This fall,I had the positive experience of presenting newteacher workshops in many locals. At local eventsI learn more about issues of critical importancefor members. Interaction with members fuels myenthusiasm.ETFO is an organization of knowledgeable andcaring professionals. Infused with a dedicationto the principles of equity and social justice, tostrong collective bargaining, to advocacy in thepolitical arena, to member support and qualityprofessional development; it is an organization inwhich we can take great pride. It is an honour toserve as vice-president.etfo voice SUMMER 2006 13

X, Y, BOOM!Generations at work14 etfo voice SUMMER 2006“Those young people just don’t understand what we fought to achieve.”“Those experienced teachers just want to talk about ‘the good old days.’”That’s the sound of generations colliding.

y Barbara RichterSome researchers believe that people are defined as much by their times as by theirparents or upbringing – perhaps more so. Regardless of differences in backgroundsmembers of the same age group share a common social environment that helpsshape who they are and how they relate to their work, their colleagues, their familiesand their friends. Members of a generation experience the same historical events,technological advances and economic shifts. They worship the same heroes, listento their own music and create their unique fashions.Researchers have classified the four generations populating our workplaces andour unions according to the time period in which they were born: Traditionalists–1920 to 1943; Baby Boomers –1943 to 1960; Gen Xers –1960 to 1980; and EchoBoomers (Nexters, Millennials, Gen Y) –1980 to 2000. 1 Social scientists are scramblingto understand the impact of these generational divisions on our lives.One thing is certain: generational differences can lead to conflict. Understandingthe differences can lessen that conflict.TraditionalistsBoomers(1) These dates may vary depending on the individualresearcher but the general trend is to define the generationsin approximately 20-year segments. In addition to thosewho fall squarely within any of the generations, thereare also those who were born somewhere between– sometimes know as “cuspers” because they span thecharacteristics two generations. The research used for thisarticle is based on experiences in North America.Photos - Anne de Haas.Forged by two world wars, the Depressionof the 1930s, and the Korean Warin the early 1950s, Traditionalists wereraised in long-established family structures:male breadwinner, mother athome. In their era, advanced technologymeant rotary dial phones, radios, phonographsand movies with sound.Traditionalists are hardworking andloyal – to their country, faith, institutions,employer and family. For themrules and duty come before pleasure.Respecting authority, they accept a hierarchicalchain-of-command leadershipstyle. They believe in “saving for a rainyday” – forgoing today’s pleasures fortomorrow’s security. They are the lastgeneration to embrace this ethic.When traditionalists became teachers,one-room schools dotted the province.Hired on individual contracts, they hadlittle say about their wages or workingconditions. Once married, womenwere forced to resign; if allowed tostay, they worked on temporary annualcontracts. Rural teachers were expectedto clean and maintain their classrooms.It was only during wartime, with menoff fighting, that married women wereallowed to work outside the home; infact, they were encouraged to do so, tomake up for the labour shortage.Barbara Richter is an ETFO staff member in Professional Services.Born after World War II, Baby Boomersare part of an enormous populationbulge that, because of sheer numbers, hada significant social and economic impactfrom the outset. Between 1950 and 1951enrolment in Ontario’s elementary schoolsjumped from 19,500 children to 42,000,then rose to 58,000 in 1952. As part of thisbig crowd, Boomers learned to be competitivebut also collaborative. They had tocompete for attention and recognition.Raised by parents who fought “a warfor freedom,” Boomers were instilledwith a sense of mission. They would get agood education, achieve more than theirparents had, and make the world a betterplace. They grew up in the years markedby the Cold War, the space race, the civilrights movement, the anti-Vietnam warmovement, women’s liberation, the Pill,the sexual revolution and the beginningsof the environmental movement. Theyare the generation with a cause.Boomers also experienced rapidtechnological change: TVs with severalchannels, transistor radios, hi-fi and stereo,touch-tone phones, and movies inTechnicolor, 3-D and Cinemascope. Atwork there were hand calculators, photocopiersand mainframe computers.They were the first generation to be constantlyexposed to mass advertising.etfo voice SUMMER 2006 15

Boomers grew up in a society that was relativelyaffluent and rich in opportunity. They wereoptimistic; believing that all problems couldand should be solved, they created the self-helpindustry.The term workaholic belongs to them. Work isa source of personal fulfilment and a measure oftheir self-worth. Putting in extra hours is a signof success. Their friends tend to be colleaguesfrom work. For many the decision to retire willbe difficult because they fear the accompanyingisolation and loss of identity.Boomers started teaching in the late 1960s, atime of great change in Ontario’s education system.County-wide school boards were created,and new schools built. Women won the right tostatutory pregnancy leave and the right to wearpantsuits to school. Teachers walked off theirjobs for a day in December 1973 to protest unfair bargaining legislationand eventually won the right to bargain collectively and to strike. Collectiveagreements became legally binding contracts that outlined rights, benefitsand working conditions.Boomers, with their sense of mission and commitment to a cause, believetheir efforts to improve teachers’ working lives made the world a better place.They are very sensitive to scepticism about or criticism of these achievements.Gen XersGen Xers are pragmatic, adaptable, techno-literate and good at multitasking.They grew up dealing with change. The children of early Boomers, they havealways been in the Boomers’ shadow. Many were raised in single-parent families,or with both parents working, and are often described as the generationthat raised itself. The term “latchkey kids” was coined for them.Gen Xers are very comfortable with changing technology, having grownup with personal computers, video games, remote controls and TV with 200Bridging the generational divide• Don’t judge the actions or statements of others through your owngenerational lens. Don’t make assumptions; ask for a discussion.• Resolve that for one week you will not start any sentence with thephrase “If you had been there in …”• Ask seasoned staff members about their experiences in their early yearsof teaching.• Seek out a colleague from another generation and discuss an issue facingeducation.• Offer to help a younger colleague set up an activity for students. Ask anolder colleague for suggestions.• Cultural icons are never universal; they belong to a specific time andplace. Don’t assume your colleagues will recognize generationalmarkers like Howdy Doody, Polkaroo, or Barney the Dinosaur.• Suggest a staff discussion about generational differences.channels. Defining events in their lives includedthe end of the Cold War, the Canadian Charterof Rights and Freedoms, free trade agreements,AIDS, economic uncertainty, increased drugs useand violence, and the faces of missing childrenon milk cartons.Gen Xers are a sceptical generation – theyneed proof. They grew up seeing institutionsand revered public figures wracked by scandal.As a result they respect competence and havemore faith in themselves and their peer groupthan in external authority. They are loyal to theirrelationships but not necessarily to institutions.They are the first generation to date in groups.Teachers who are Gen Xers work hard andspend cautiously, having begun their careers withheavy education debt loads. They know they arethe first generation that may not surpass theirparents economically.Gen Xers also want balance: they are notprepared to sacrifice their health, marriages,relationships, and personal lives to career as theirparents did. Freedom is their ultimate reward.They seek autonomy, a comfortable schedule,and time to spend with family and friends (whoare generally not people from work).Gen Xers started teaching in the mid-1980s,and prefer a casual and relaxed workplace. Theysee many Baby Boomer achievements – like protectionfor seniority – as an impediment ratherthan a protection against indiscriminate layoffs.They have also experienced radical changes inthe profession and in the workplace: the recessionof the early 90s; the “social contract” imposed by16 etfo voice SUMMER 2006

Regardless of differences inbackgrounds, members of the sameage group share a common socialenvironment that helps shape who theyare and how they relate to their work,their colleagues, their families andtheir friends.the provincial NDP government; the subsequent election of a Conservativegovernment that cut education funding; the creation of a professionalregulatory body, the College of Teachers; school board amalgamations; theamalgamation of teachers’ federations and the removal of principals asmembers of the federation; new curriculum and standardized testing.Echo Boomers – a planned childhoodNow just beginning to enter the profession. Echo Boomers are the childrenof Gen Xers, younger Boomers, or Boomers who chose to have childrenlater in life. Echos grew up in a time when there was an emphasis onchild-rearing practices and the importance of the early years. Their parentsplanned their lives and were active participants in every aspect of it. Theyare the first generation to grow up with personal calendars and daytimers.Echos were always welcomed into adult company. Their participationin family decision-making was encouraged and appreciated. They experienceda wide variety of family structures: two parents, single parents, samesexparents and blended families. For them, diversity is a given.Echo Boomers grew up in a world of email, the Internet and globalization.Some researchers believe that because of their early exposure totechnology, the brains of Echos developed differently so as to make themsuper-efficient multi-taskers. Simultaneously text-messaging, listening todownloaded MP3 music files, writing an essay on Hamlet, clipping theirtoenails and tuning out nagging parents is all in a day’s work.Echo Boomers also grew up with increasing school violence, gangs,economic uncertainty, a shrinking middle class, an increase in poverty andhomelessness and a war on terror. Nevertheless they are a confident generation:optimistic, flexible, street-smart, sociable and civic-minded. Theyenjoy working with other idealistic people. Some researchers say they displaymany of the early ideals of young Boomers (before they got jobs andcredit cards), but are more practical in their approach. They are more likelyto work for change within a system than to take to the streets against it.On entering the workforce, Echo Boomers show a keen sense of participationand entitlement and may be quite surprised when their suggestionsfor workplace improvements aren’t welcomed or acted upon. They respectauthority but are not in awe of it, and will treatthe receptionist and the company president withan equal amount of respect.“Paying your dues” is an alien concept andEchos expect quick career advancement. Theywant meaningful work. Having grown up withattentive parents, video games and the Internet– all providing immediate feedback – they expectthe workplace to deliver the same instant gratification.They expect respect. If they feel badly treated,they will broadcast their grievance to a worldwidenetwork of peers at the click of a mouse.Echo Boomers are entering the educationworkplace in a time of relative peace. Storiesof the battles fought and gains made and lostseldom resonate with them. They are eager andenthusiastic about building the optimistic futurethey believe awaits them, and they waste littletime and effort in reflecting on the past.Like cultural and racial diversity, generationaldifferences bring unique and valuable strengthsand perspectives to the workplace and to thefederation. By understanding, appreciating andbuilding on it, we can enhance the potential ofall to contribute to the profession and the federation.Sources:Adams, Michael. Better Happy than Rich? Toronto:Penguin, 2000.Foot, David K., and D. Stoffman. Boom, Bust, Echo.Toronto: Stoddart, 2001.www.footwork.com (David Foot’s website).Lancaster, Lynne C., and David Stillman. WhenGenerations Collide. New York: HarperCollins, 2002.Zemke, Ron, Claire Raines, and Bob Filipczak.Generations at Work. New York: Amacon, 2000.etfo voice SUMMER 2006 17

LEARN ON-LINE OR IN CLASS.THE CHOICE IS YOURS.Designed to meet your needs, our AQ and PQP programs are available in-class and fully and partiallyon-line. Try the in-class courses offered in convenient locations across the GTA. Or learn on-line withour partially on-line PQP or fully on-line AQ. Enjoy on-line’s self-directed learning, collaborate withcolleagues, download course materials and log on to resources 24/7. Learn from wherever you want,whenever you want. The choice is yours.Course OfferingsON-LINE AQFall: September to DecemberWinter: January to MarchSpring: April to JuneSummer: JulyFACE-TO-FACE & PARTIAL ON-LINE AQFall: August to NovemberWinter: January to MarchSpring: April to JuneFACE-TO-FACE & PARTIAL ON-LINE PQPFall: August to January (Partial Online)September to January (Face-to-Face)Spring: end of March to JuneSummer: JulyWe offer a wide-range of courses which include: ABQ – Junior, Primary and Intermediate, ESL, Librarianship, Physical& Health Education, Reading, and Special Education.View a full listing of courses and register on-line at www.edu.yorku.ca/profdev.www.edu.yorku.ca/profdev

Photos - Catherine A. Cocchio.No more couch potatoesIt’s spring and the playground at Chatham’s Queen Elizabeth II School is alive with the steady beat ofjump ropes slapping the asphalt and the sounds of kids repeating age-old chants: “One potato, twopotato, three potato, four…”lifestyles sums up the program in a nutshell,”says physical education teacher, Dave Allin. “Anythingthat can get kids more active is beneficial.I’d definitely recommend the program to otherschools.”Each class has two 40-minutes physical educationclasses in its timetable. That and the comprehensiveintramural program mean the gymis seldom quiet. Allin, one of the driving forcesbehind the Queen Elizabeth II program, coordinatesan extensive list of intramural activitiessuch as dodge ball, crab soccer, flag football,soccer, basketball, volleyball and floor hockey. Healso oversees numerous school teams.Classroom teachers wondered how they wouldsqueeze the 20 minutes of daily activity mandatedby the province into timetables already jammedwith core subjects, EQAO test preparation, antibyCatherine A. CocchioCatherine A. Cocchio is presidentof the Greater Essex OcassionalTeacher Local and is also afreelancer writer.Once infected with spring fever, students oftenstruggle to maintain their focus on indoor learning.That is, unless they happen to attend aschool like Queen Elizabeth II, where daily activityis part of every timetable. The school won theOphea 2005 School Community Award.The entire school focuses on promoting healthierlifestyles through increased physical activityand better nutrition. It is one of five schoolspiloting an I Can Be Healthy program sponsoredby the local health unit and other communitypartners. As part of this focus, the school is reintroducingold-fashioned playground games. Itis also replacing chips and pop sold outside thegym during nutrition breaks, with healthierchoices including cheese, yogurt, ice cream, pickles,granola bars, chocolate milk and juice.“Hammering home the idea of living healthieretfo voice SUMMER 2006 19

There are not a lot of children complaining thatthey don’t know what to do any more. Boys andgirls play together.bullying programs, and a variety of health and safety lessons. But, notes Allin,“everything went pretty smoothly. Staff was receptive to time slots allotted totheir classes for activity periods and worked their schedules around it.”Twice a week, on days when there are no regular phys. ed. classes, all threeintermediate classes go outside together for 40 minutes just before the firstnutrition break. (Queen Elizabeth II operates on balanced day).Teachers join in, modelling sportsmanship while helping build schoolspirit. They try to vary activities, keeping at least three choices such as basketball,touch football and dodge ball available at once. Some days, they walk theperimeter of the yard, or follow a route through the neighbourhood.“The fun factor is really important,” comments Grade 8 teacher MattCoatsworth. “One of the favourite games is dodge ball. Students keep scoreby the number of times they hit the teacher with the ball. It adds a specialchallenge to the game.”“Students are more productive in class. We have 40 minutes to do whatwe would otherwise accomplish in 60 minutes. We don’t look at it as missingtime from math, science or French so much as having more efficienttime,” Coatsworth points out.Students themselves have noticed a change. “I used to play a lot of videos,”said Aaron L’Ecuyer, a Grade 8 student leader. “Since I joined teams,I’d rather be outside when it’s warm. In the winter I go to the Y. If I seesomeone standing alone, I try to ask them to join in or encourage them todo something like shoot hoops.”The kids do lots of things that don’t necessarily involve skill or have aconnection to a sport. Supervising teachers must constantly keep moving toavoid bouncing, rolling and flying balls of all sizes, turning ropes, and runningor jumping children playing games like hopscotch, tag and grounder.Principal Deanna Blain says that not all the activity has to be organizedby adults. “Learning how to make their own games is important. We’repainting games like hopscotch and four square on the asphalt. We’re givingbooklets with game suggestions to the staff so they can introduce the gamesto the children.”Grade 6 teacher, Beth Haddock has noticed that “There are not a lotof children complaining that they don’t know what to do any more. Boysand girls play together.” When bad weather prevented Haddock’s class fromgoing outside for their activity break, she introduced a Tae Bo video.No more couch potatoesFor this activity students find their own spacebetween desks in the classroom. The only ruleseems to be not to knock over any plants asthey work up a sweat following their videoleader. “Students are more attentive after activity.They’re ready to settle and do some work at theirbooks,” observes Haddock.“I think the activity makes us want to go outsideand do more stuff like walk. After school I’drather shoot hoops with friends than stay inside,”notes Mathew Willder, who is in Haddock’sclass.Primary division classes each use an emptyclassroom on indoor activity days to work outwith two,10-minute Fit Kids video clips. Followinginstructions on the exercise video tapes notonly provides physical activity, but also helpsdevelop listening skills needed for EQAO testing.“We don’t look at the exercise requirement asan inconvenience, but as a benefit to the wholeday,” remarks Grade 3 teacher, Sharron Myers.Avery Case, one of her students, says he likesgetting energized! “Sitting is hard work. Kidsneed to wiggle. I don’t like being called a couchpotato.” Fellow student Alyssa Withington adds:“When I play school, I’m the gym teacher and wedo exercises that build muscles and get ready todo sports. I like to skip, ride my bike, climb onthe monkey bars and play grounder.”Kindergarten students get 10 minutes of exercisedaily wherever it fits into their flexible schedule.Here, the biggest problem is controllingthe excitement factor. According to JK teacher,Kristin Vandersluis, “It’s easier to handle whenthere’s an EA in the room.”Dave Allin observes that there are “two kids inparticular with remarkable changes in body sizefrom last year to this. Maybe it’s just that they’regrowing, but there is positive change. The kidsseem more in tune with their bodies and understandthat change is possible.”“It would be interesting to look at data onoffice visits,” comments Vice Principal, ByronHodgson. “I suspect there are fewer issues on theyard, partly because of intramurals.”In the end, administrators won’t need statisticsto judge the success of the program. All they’llhave to do is listen to students at play in the yard:“Five potato, six potato, COUCH POTATO NOMORE!”20 etfo voice SUMMER 2006

CURRICULUM INSERTGetting a move on:Putting your daily physical activity program in placeby Kara SmithDaily physical activity – 20 minutes per day for all students – is the new rule in Ontarioschools. To make this a positive experience for everyone, we as teachers need towork together and share great ideas and successful activities.Combined with the resource materials released by the Ministry of Education, the dailyphysical activity mandate is a great first step toward ensuring a healthier generation ofkids. It will contribute to the creation of a culture that promotes and supports active,healthy living in each school community.Children love to move. Studies show daily physical activity improves students’memory, observation, problem-solving and decision-making, as well as significantlyenhancing attitudes, discipline, behaviour and creativity. 1 It provides an outlet for therelease of stress and extra energy.Children who learn to participate in daily physical activity in a caring and supportiveenvironment that also provides positive and successful experiences, will enjoy thatactivity. They are also more likely to continue participating in physical activities outsideof school and go on to lead healthy, active lives as adults.Here are the steps to putting your program in place:Photos - Catherine Cocchio.Step 1: Familiarize yourself with theguidelinesThe Ministry policy 2 stipulates that dailyphysical activity (DPA) must:• Consist of at least 20 minutes ofdaily activity, which raises and maintainsthe heart rate for the physicalactivity period (It can consist of two10-minute segments, but 10 minutesis the minimum time per session.)• Be scheduled during instructionaltime (Not during lunch, recess orbreaks.)• Be provided on days when physicaleducation is not scheduled• Not replace physical educationclasses• Include a warm-up and cool-down.Classroom teachers, specialists and evenschool administrators can help lead thestudents in DPA. It can occur in a varietyof locations including the classroom,multi-purpose rooms, outside and in thegymnasium.Step 2: Consult the Ministry’sresource guidesDaily Physical Activity in Schools, Grades 1to 3, Grades 4 to 6 and Grades 7 and 8, areguides developed by teachers for teachers.They contain ready-to-use lessonplans. They also include steps and strategiesto set up a quality program for allstudents, adaptations for students withspecial needs, and information on safety,scheduling, timetabling and maximumuse of facilities.Kara Smith is a teacher with the Toronto District School Board and was a member of the DPA resource guide writing team led by Ophea.etfo voice SUMMER 2006 21

Every Ontario elementary teacher andprincipal should have received a copyof the guide in March. Administrationand Board guides were distributed shortlythereafter. English and French versionsare also available on the Ministryof Education website, edu.gov.on.ca.Please see your administration if youhave not yet received your guide.enced physical education teachers, orthose with a keen interest, to serveas mentors for teachers who are leadinga program for the first time. Otherboards are planning in-service trainingand have distributed resources. Contactyour board’s health and physical educationdepartment for more details aboutlocal training and supports.Step 3: Think about safetyIn addition to the common safety guidelinesin the Ministry guides, staff membersmust also be aware of and adhereto safety guidelines and policies put inplace by their boards. Be sure to consultyour safety documents prior to startingyour program. Be sure to consult yourschool administration or your schoolboard’s health and physical educationcontact if you have any specific concerns.School boards are working on a varietyof strategies to help schools implementDPA. Some boards are asking experi-Step 4: Gather your resources• Ophea’s H&PE CurriculumImplentation Support Documentsinclude lesson plans, daily physicalactivity ideas, and black linemasters.• activ8 is a free, curriculum-basedprogram with eight pre-plannedlessons for each grade with physicalactivity challenges that engageall students. Visit activ8.org or callOphea at 1-888-446-7432.• Ophea.net provides activity ideas,programs and services, and articles.1 J.J. Keays and K.R. Allison, “The Effects of RegularModerate to Vigorous Physical Activity on StudentOutcomes: A Review”, Canadian Journal of Public Health,86, no. 1, January/February 1995, p.64.2 Memorandum 138, Daily Physical Activity is availableon the Ministry website at edu.gov.on.ca/extra/eng/ppm/138.html22 etfo voice SUMMER 2006

Space MissionDivision: Primary/Junior/IntermediatePhysical Activity Level: Moderate/VigorousSpace:Time:Limited to large space10 or 20 minutesEquipment: NoneSafety ConsiderationsTeachers should ensure that studentshave enough room to move safely.Remind students to be aware of othersduring the “mission.”Warm Up (2–3 minutes)The Wave: Students form a circle. Theteacher or a student leader starts “thewave” by walking on the spot while theothers stand still. Then the student tothe right of the leader starts walking andthe next student follows, creating a waveeffect until everyone is walking on thespot. The leader then starts a new movesuch as jogging on the spot. Studentscontinue to walk until the wave (the newmove) reaches them – then they begin tojog. Continue in the same way with theleader introducing moves such as jumping,shoulder rolls, lunges, leg kicks and avariety of stretches.Getting Active (15–16 minutes)Demonstrate each command and accompanyingaction to begin. Instruct the studentsto scatter within the room.As each command is called the studentsdo the corresponding action (for 15 to20 seconds) and change the action eachtime a new command is called.Command examples may include:• Blast Off…jump up as high as possible using both legs• Space Travel…jog around the space• Man on the Moon…walk very slowly (zero gravity)• Meteor Shower…hop on alternating legs• Space Shuttle Passing…run on the spot• Lunar Landing…run three steps and stop, run three steps and stop• Comets Coming…run in a zigzag path• Asteroid Alert…skip around the space• The Rings of Saturn…groups of 3 – 6 form a circle and travel together• Recreation Time…walk around the space• Shooting Stars…star jumps• Martians Moon Walking…walk in a creative way• Red Alert…run to the nearest corner and do jumping jacksCool Down (2–3 minutes)Students move around the activity area in groups of 2–4, playing follow the leader.One student leads the way in each group, taking their group through a variety ofmovements and directions, at a slower pace. Finish by leading, or having a studentlead a stretching routine.Notes for Teachers:Space Mission is a fun activity for students and also a great opportunity for educatorsteaching the topic of space in the science/technology curriculum to activate studentlearning. Commands can be adapted to accommodate different facilities and varyingabilities of students. Teachers may want to consider starting with only a few commandsand then, as the students become more familiar with the routine, adding additionalcommands. You may need to adapt the above examples to accommodate the varyingskills and abilities of the students. For sample stretches see the Ministry of Education’sDaily Physical Activity in Schools: Teacher Resource Guide, Appendix C.Adapted from Ophea, H&PE Curriculum Support Documents, 2000.etfo voice SUMMER 2006 23

Keep it CleanDivision: PrimarySpace:Time:Large space20 minutes or two 10-minute segmentsPhysical Activity Level: Moderate/VigorousEquipment: Small balls or objects (math manipulatives orcrunched up pieces of recycled paper)Activity Description: Keep it Clean is a great activityto incorporate 20 minutes of daily physical activity duringinstructional time. This activity can also be a great way tointroduce, reinforce and/or practice counting, grouping and/orsorting concepts for grades 1–3.Overview: Teachers should ensure a safe pathway from wallto wall. Remind students to move safely and to avoid collidingwith others in the corners. Allow for a warm-up (beginningwith less vigorous movement and stretches) and cool down(ending with less vigorous movement and stretches):• Divide the class into two groups.• Place objects in the centre of the room.• One group stands at the back of the room; the other atthe front.• On a signal, students walk quickly to the centre, pick upONE object and return it to their end of the room.• When all objects are gone from the centre, students canwalk to the other side and take an object from the otherside.• Students work as quickly as they can to get as manyobjects on their side of the room.• During the group assessment of their safe participationask one of the teams to lead a stretching routine to cooldown.Variation: The teacher may challenge the class to move indifferent ways or to carry the objects in unique or creative ways.The teacher may also instruct the students to sort the materialsthey have collected on their side by colour, size and/or shape.Adapted from Ophea, H&PE Curriculum Support Documents, 2000.24 etfo voice SUMMER 2006

COLLECTIVE BARGAININGAlligators and everythingelse: a perspective on theschool yardby Derek HulseTo hear some school administrators tell it, there is no more dangerous place on earththan the yard of their local school. It’s surprising that teachers are not given a suitof armor to wear – under the bright orange vest, mind you – while on duty. Granted,every administrator will also explain that his/her school is “unique” and requires“special consideration” to deal with its multitude of issues, especially supervision time.Derek Hulse is a member ofETFO’s protective services staff.Creating a supervision schedule that meets theneeds of a particular school, no matter howunique, is not only necessary but possible.Every public school board in Ontario hasagreed to collective agreement language thatlimits teachers’ supervision time. In addition,by agreeing to this language the boards haveassumed a shared responsibility for implementingthese supervision limits.Now is the time to look for solutions notexcuses. The process used to find solutions oftendetermines the outcome.When administrators work cooperatively withstaff – the norm throughout the province – twothings happen:1. Supervision schedules are created that meetthe collective agreement requirements andprovide for student safety at no extra cost.2. An atmosphere of mutual respect is createdthat improves every aspect of the learningenvironment.On the other hand, when administrators usean autocratic decision-making model there areoften two quite different outcomes:1. The disputed supervision schedule becomespart of the mediation/grievance/arbitrationprocess.2. The animosity created eventually poisonsrelationships and results in an “us versusthem” mentality that does nothing to improvethe learning environment.A portrait of the cooperative approachThe days of the school administrator having thefinal say on the supervision issue are over: collectiveagreements clearly state that joint decisionmakinghas to take place. Teachers have an equalvoice on the school supervision committee andmust be given equal opportunity to have inputinto the process and the final product.A cooperative approach should include thefollowing:• Meeting dates that allow everyone to beinvolved while respecting other aspects oftheir lives• Provision of all information required• Ground rules that acknowledge everyetfo voice SUMMER 2006 25

The process for resolving supervision timeissues is fair and recognizes a new era inboard-union relationships, an era of equalityand shared problem-solving.member of the committee has an equalvoice• A willingness to listen to the ideas of othersand the courage to attempt creative solutions.With this type of approach the parties canwork towards the common goal of meeting thecollective agreement requirements while maintainingstudent safety.What next?As a result of the 2004 – 2008 round of collectivebargaining all locals have collective agreementlanguage that limits teachers’ supervision time.In all but one local, the upper limit for supervisionfor the 2006 – 2007 school year is 100 minutesper week (or per five instructional days).In addition, all but one collective agreementprovides that boards must “make every reasonableeffort” to ensure that no teacher performsmore than 80 minutes of supervision per week(or per five instructional days).To achieve the 80-minute limit, committeesmay need to look at new ways of performing supervision. The followingsuggestions may help:• Use teams and rotating schedules so that less desirable duties areshared• Use walkie-talkies during yard supervision to improve communication• Combine as many classes as possible for lunch supervision• Review bus loading and unloading procedures to minimize waitingtime at the end of the day and between multiple bus runs• Use yards efficiently and possibly close down some sections• Institute a peer-helper or conflict manager program using older students• Modify bell times to reduce length of time before school• Reallocate existing funds to hire lunchroom assistants to superviseduring lunch/nutrition breaks• Maximize the use of non-teaching adults to provide supervision.This list of suggestions is by no means exhaustive. Each school will determinewhat can work for it.HELP! We’re stuckTeachers in a school may, after much deliberation, determine that they haveno further ways to reduce supervision time. That may very well be true;however, this does not mean that supervision time can’t be reduced butonly that those teachers have run out of workable ideas.Teachers who find themselves in this situation are responsible for referringthe matter to their local ETFO office. Teachers do not have the authorityto agree to working conditions that are different from those outlined inthe collective agreement. This is acknowledged in the collective agreementlanguage regarding board-union supervision committees.The greater knowledge and experience of board–union committee membersmay help them find alternative solutions to supervision issues.If the committee can’t find a resolution, then supervision schedules stillnot meeting the requirements of the collective agreement may be forwardedto the newly-formed Provincial Stability Commission. Establishedas part of the provincial framework, the Stability Commission will serve asa problem-solving body to help deal with supervision issues.The process for resolving supervision time issues is fair and recognizes anew era in board-union relationships, an era of equality and shared problem-solving.A better futureThe working conditions, specifically supervision, that were bargained inthe last round of negotiations are only real if they are implemented.Everyone involved in public elementary education wants to see the bestpossible learning environment for students. That can only happen when allof the stakeholders work cooperatively.As teachers, we must make sure that we are doing our part.26 etfo voice SUMMER 2006

Creating an accessiblebuilt environmentby Christine BrownUniversal design (UD), sometimes called barrier-free design, is the notion thatthe built environment should be accessible to everyone – young and old, shoeuser and wheelchair user, left-and right-handed, immigrant and native-born, sickand healthy, well-rested and bone-tired.Universal designis seamless,unobtrusive andfront-end loaded.… It sidestepsthe stigma thatunfortunatelystill attaches toso many adaptivedevices.Christine Brown is an ETFOresearch officer with an interestin disability issues.UD should not be confused with the often costlyretrofitting that we apply to our dwellings andpublic buildings when legislative requirements,good conscience or fear of litigation prompts usto do so. Instead, UD is seamless, unobtrusiveand front-end loaded. The beauty of UD liesin its invisibility. It sidesteps the stigma thatunfortunately still attaches to so many adaptivedevices.UD is literally just outside your door – in theform of curb cuts, those smooth dips in the sidewalkthat occur at intersections and other locations.Curb cuts make public spaces accessibleto those who use mobility devices, of course.But they also aid the parent with a stroller, thedelivery person with a hand-truck, the kid witha skateboard, and the weary teacher with a soreknee and a load of groceries on her way home atday’s end.The wide hallways of many older schools– many of them built before the term “universaldesign” was coined – not only accommodatesmall feet and large wheels together, but alsofacilitate quick building evacuation. Ironically, itwas the very width of those halls that the Harris-erafunding formula penalized as “non-classroom”space.The automatic door openers and Brailleequippedelevators we encounter so frequentlyare now things we take for granted. So too arelevers in place of twist-taps in washrooms – adesign feature which aids the very young and thearthritic, but is also more hygienic.But we can expand our thinking about designfar beyond this. Clear, consistent signage makespublic spaces more useable for people withdyslexia. It can also help those whose brains– through fatigue or stress – are not processingcomplex information. Universal captioning inmovie theatres – whether traditional titles orrear-window captioning – would assist the deaf,but also those learning a new language. Andthere is no good reason why desks and countertopsshould not be manufactured with a built-incapacity for multiple height adjustments. Evenfor those who are standing up there are ergonomicadvantages in lowering surfaces for suchthings as meal preparation.The concept of UD has been around for awhile. But it was codified nearly 10 years ago intoseven now widely accepted principles developedby a team of designers, researchers and engineers:equitable use; flexibility in use; simple andintuitive use; perceptible information; tolerancefor error; low physical effort; size and space forapproach and use.UD is a design philosophy that assumes thatthere is no such thing as able-bodied or disabled,capable or incapable. There are merely six billiondifferent capabilities, and we are ingeniousenough as a species to create an environmentthat accommodates them all.etfo voice SUMMER 2006 27

EQUITY & WOMEN’S SERVICESETFO Advocacy:by Carol ZavitzEliminating violence against women has always been one strong focus of ETFO’sadvocacy work. Our key partner in this work is Education Wife Assault (EWA). Lastyear EWA celebrated 25 years of activism, outreach and education related to violenceagainst women. In 2005 the Ontario Teachers’ Federation awarded Education WifeAssault the Greer Award, recognizing EWA’s outstanding service in Ontario.Carol Zavitz is an ETFO staffmember in Equity and Women’sServices.Our partnership with EWA has enabled ETFOto provide our Breaking the Silence women’sprogram. It has offered workshops on violenceagainst women every year since 1999. In recognitionthat men need to be actively involved inthis struggle we have developed a new workshop:Breaking the Silence: Men and Women WorkingTogether to End Violence Against Women. We areworking with EWA and with Counterpoint, afeminist, non-profit organization that providescounselling and educational services to assaultedwomen and abusive men.This year, ETFO has deepened our partnershipwith Education Wife Assault, engaging in a projectsponsored by the Ontario Women’s Directorate aspart of their Promoting Healthy Equal Relationshipsprogram. In this project, we are expandingand diversifying the Breaking the Silence program,creating a variety of resources for use by educators,students, parents and community members.ETFO members are hard at work writing curriculummaterials for use in elementary classroomand designing workshops for grade 7 and 8 girls’conferences, focused on promoting healthy, equal,violence-free relationships.28 etfo voice SUMMER 2006

Eliminating Violence Against WomenOntario’s Domestic Violence Action PlanETFO has also provided support for a major conference on reducingdomestic violence, Finding Common Ground, hosted by the Ontario governmentin November 2005. The conference was a key component ofthe government’s four-year, $66 million Domestic Violence Action Plan.Another conference is planned for 2006, and ETFO plans once again to bethere and to provide support.Ontario’s Domestic Violence Action Plan encompasses a variety of experttraining panels focused on different sectors of the community.December 6: National Day of Remembrance and Action onViolence Against WomenEvery year ETFO and ETFO members participate inevents organized around the province to rememberthe murder of 14 young women in Montrealon December 6, 1989.ETFO staff and members fundraise onbehalf of the December 6 Fund, an organizationthat provides interest-free loans to womenfleeing abuse.Advocacy: funding for women’s sheltersOn Dec. 6, 2005 the Canadian Labour Congress (CLC) initiated a postcardcampaign called Freedom and Equality for Women. One of three keydemands in the campaign, which ETFO co-sponsored, was for “core fundingfor women’s organizations and services, like shelters, which ensure thatabused women and their children have a safe place to go.”Donations to women’s crisis centresThis year and every year, ETFO donates $40,000 to women’s crisis centresacross Ontario: in 2004–2005, 56 such centres received funding. ETFOlocals also support women’s shelters and crisis centres in their communitiesthrough fundraising events, donations, and providing school supplies forstudents living in shelters.For more information visit these websitesEducation Wife Assault: womanabuseprevention.comCounterpoint: eurowrc.orgOntario Women’s Directorate:citizenship.gov.on.ca/owd/index.htmlOntario Domestic Violence Action Plan:citizenship.gov.on.ca/owd/english/preventing/dvap.pdfDecember 6 Fund of Toronto: dec6fund.caCanadian Labour Congress:canadianlabour.ca/index.php/women_statement/813Sisters in Spirit: sistersinspirit.caAdvocacy: Sisters in SpiritThe Native Women’s Association of Canada(NWAC) is leading a campaign to establish theSisters in Spirit Fund. The systematic killing ofindigenous women in Canada, particularly thosewho are young and impoverished, has been welldocumented, including in a report by Amnesty International. On InternationalWomen’s Day in 2005, ETFO President Emily Noble wrote to thefederal Minister of Public Safety and Emergency Preparedness promotingthe establishment of a $10 million fund for research and education relatedto violence against Aboriginal women.etfo voice SUMMER 2006 29

Les devoirs dansla classe de français?Tout est possible!par André CharleboisQuelle journée occupée! L’école est finie… on va chercher les enfants chez la gardienne, aprèsl’école… il est 18 h 30… on fait le souper… on mange… on discute des événements de la journée...et maintenant, le moment tant attendu : le temps des devoirs… et un devoir en français en plus!André Charlebois enseigne àl’Université d’Ottawa. Il étaitprécédemment coordonnateurde l’enseignement, languessecondes, au conseil scolaire dudistrict Upper Canada.Pour plusieurs familles dont les enfants étudientle français langue seconde, faire des devoirs enfrançais représente un obstacle majeur. Les difficultéssont nombreuses :1. Les parents ne parlent pas français ou possèdentune connaissance minime de la langue;2. Les enfants n’ont pas les ressources nécessairesà la maison pour effectuer le travail;3. Les ressources disponibles au foyer sont souventdésuètes ou trop difficiles pour les enfants quisont dans un programme de français de base.Il en résulte trop souvent des situations destress pour les enfants et les parents; enfin, toutela famille ressent la pression du devoir nonaccompli.Quelques suggestions pratiquesPlus que jamais, les enfants participent à bonnombre d’activités sociales et sportives après lesheures de classe. Celles-ci s’avèrent importanteset nécessaires afin d’élargir les horizons et lesintérêts des élèves. Les quelques suggestions suivantesvisent à aider l’enseignante et l’enseignantde français langue seconde qui encourage sesélèves à parfaire leurs connaissances du français.Pour les élèves du programme defrançais de baseLe document The Ontario Curriculum, Frenchas a Second Language : Core French, Grades 4 to8 énonce clairement le but de ce programme :“… offers students … the opportunity to develop abasic usable command of the French language thatcan be expanded through further study or contactwith French-speaking people.”Les suggestions se basent donc sur cet énoncédu ministère de l’Éducation.1. On invite les élèves à regarder une émission detélévision en français, à Radio-Canada, à TFOou aux réseaux TVA, TQS ou RDS, si ceux-cisont disponibles dans la région. On peut ciblerune émission précise, selon l’âge des élèves.Pour les élèves plus âgés, certaines émissions demusique à Musique Plus peuvent s’avérer amusanteset convenables.2. Écouter une station radiophonique enfrançais pendant 20 à 30 minutes, trois soirspar semaine. Radio-Canada est toujoursdisponible, alors que dans certaines régions,on peut capter des stations des réseauxÉnergie ou Rock Détente. Certaines stationsde radio communautaire offrent une variété30 etfo voice SUMMER 2006

de styles de musique qui pourraient intéresserles élèves. La programmation de la plupartdes stations radiophoniques peut égalementêtre écoutée sur Internet.3. Avec l’approbation des parents et de ladirection de l’école, l’enseignante oul’enseignant de français langue seconde peutcréer une liste de correspondancetéléphonique pour les élèves de la classe. Ainsi,selon un horaire fixe et partagé avec les parentset les élèves, un élève téléphone à uncompagnon de sa classe et les deux partagentune courte conversation en français, selon unmodèle fourni par l’enseignante oul’enseignant lors du cours de français.4. Si un club de devoirs existe à l’école, on peutinviter un élève de français langue seconde duniveau secondaire à passer un certain temps àaider les élèves plus jeunes. Ce bénévolat peutainsi aider l’élève du niveau secondaireà accumuler les heures requises par sonprogramme de bénévolat obligatoire.5. On peut communiquer avec la bibliothèquemunicipale afin de l’encourager à se procurerdes livres, des disques audionumériques ou desvidéos en français. Souvent, les bibliothécairesapprécient recevoir des requêtes de lacommunauté afin d’acquérir ce qui comblecertains besoins. Par exemple, la maisond’édition Presse Commerce offre la possibilitéde se procurer bon nombre de revuesmensuelles à prix modique.6. Il est toujours fort intéressant et enrichissantpour les élèves d’avoir la possibilité departiciper à un programme d’échanges.Plusieurs organismes tels que la SEVECoffrent leurs services afin d’organiser deséchanges entre groupes scolaires situéspartout au Canada.Pour les élèves des programmesd’immersion française ou du programmeintensifLe ministère de l’Éducation de l’Ontario esttrès clair dans l’énoncé des objectifs de cesprogrammes. Le document The Ontario Curriculum,French as a Second Language, ExtendedFrench, Grades 4 – 8, French Immersion, Grades1 – 8 nous rappelle que l’objectif est “to providestudents with the skills they need to communicatein a second language and thereby to enhance theirability to perform effectively and meet with successin a rapidly changing global economy.”En plus des suggestions énumérées précédemment,il devient encore plus important pourles élèves de ces programmes de parfaire leurconnaissance de la langue en la pratiquant àl’extérieur de l’école.1. On s’assure que le devoir fait à la maison estun prolongement du travail commencé àl’école. L’élève possède donc les connaissanceset les habiletés adéquates pour mener à bienla tâche. Le travail en études sociales ou enhistoire et en géographie peut être un projetde recherche à compléter, sans nécessairementavoir besoin d’acquérir de nouvellesconnaissances. Le devoir de mathématiquesconsiste à compléter les problèmes commencésen classe. Pour sa part, le devoir de sciencesvise à préparer un rapport scientifique à lasuite d’une expérience faite en classe.2. On encourage les élèves à inverser les rôleset à devenir des enseignants de françaislangue seconde auprès de leurs parents ou deleurs tuteurs. Cela va de pair avec l’énoncédu ministère qui encourage les parents às’impliquer dans l’apprentissage du françaisde leur enfant.Comment transformer les devoirs enapprentissage?Le mot devoir possède une connotation de quelquechose qui doit être fait, mais tel n’est pas le cas,comme le sait bien tout enseignant et toute enseignante.Lorsqu’une enseignante ou un enseignantréussit à éveiller chez ses élèves ce sentimentd’apprentissage continu, de vouloir devenir unapprenant qui désire apprendre continuellement,les devoirs n’ont plus besoin d’être imposés.L’élève prend pleinement la responsabilité deson apprentissage et souhaite parfaire ses connaissances.Les devoirs deviennent donc un plaisird’apprendre et de profiter des avantages quilui sont fournis. Sans être une partie de plaisir,l’apprentissage du français devrait être un desmoments agréables de la journée d’un élève.Et l’apprentissage du français devient un autreplaisir du cerveau!etfo voice SUMMER 2006 31

Sharing Personal Information Wit– When is it just ‘Too Much InformPROFESSIONAL RELATIONS SERVICESA grade 5 teacher was leading his class in a study of the novel Island of the Blue Dolphins when theycame across the word ‘faggot,’ meaning, in this case, a bundle of twigs. The class snickered and therewere some asides. “Some people would be offended to hear you say that,” the teacher remarked. “As agay male I am offended.”Was this teacher acting professionally?by Jerry DeQuetteville and Sharon O‘HalloranEducation Act Duties and ResponsibilitiesSection 264 of the Education Act describes your duty to provide moral leadershipthis way: “to inculcate by precept and example respect for religion andthe principles of Judaeo-Christian morality and the highest regard for truth,justice, loyalty, love of country, humanity, benevolence, sobriety, industry, frugality,purity, temperance and all other virtues.”This may seem like a tall order, out of step with our multicultural, modernsociety, but the spirit of these obligations remains. The law is meant toreinforce your instrumental role in the moral guidance of vulnerable youngpeople both in your teaching and in the example you set.When examining whether or not a disclosure of personal information isappropriate the employer would often look at four factors: your motivation,the age of the students, the type of information shared and the localcommunity.MotivationA teacher who is going through a difficult divorce and shares the detailswith students could face an allegation of inappropriate professional activity.This person may need to talk about the situation with somebody butthere are other more appropriate supports.However, the motivation may be educational. A teacher who overhearda student being teased for being in a single parent family, could say: “I’m asingle parent; it is not my child’s fault. What you said to X is hurtful.” Thisshould be interpreted as relevant self-disclosure. However, the employermight question the extent of the disclosure if the teacher dwelt on theissue.Jerry DeQuetteville and Sharon O‘Halloran are ETFO staff in Professional Relations.Age of StudentsMany people believe that children should beprotected from certain issues and informationuntil they are the right age. As educators weunderstand that children develop differently sorigid rules are inappropriate.We also know that within reason, parentsshould make decisions about what is appropriatefor their children. However, in the publiceducation system we deal with issues that someparents will feel are never appropriate. Theyhave tried hard to prevent teachers from usingmaterials such as those that deal with same-sexpartnerships or diverse family structures.The Ontario curriculum, the Ontario Collegeof Teachers’ standards of the teaching profession,and the competencies set out in the teacher performanceappraisal process require teachers to teachfor diversity to ensure that all students feel theyare represented in the classroom. It is the board’sresponsibility to deal with parent objections and tosupport staff in carrying out their duties.Generally, sensitive information should notbe shared with children in the early years. Manyboards have developed specific guidelines fordealing with sensitive issues in the classroom.Teachers should be aware of and comply withthem.32 etfo voice SUMMER 2006

informationh Studentsation’?Youthful indiscretionsDisclosure about youthful indiscretions are problematiceven in the context of a teachable moment.For example, parents might consider it inappropriatefor a teacher to disclose a teenage convictionfor theft. Parents could construe this as indirectencouragement by the teacher who is a role model.In this case the employer would likely take theposition that the disclosure was contrary to theteacher’s duties as set out in the Education Act.Community ValuesNews that a teacher is undergoing a sex-change proceduremight be more controversial in a small communitythan in urban Toronto. Community valuesshould not force teachers to hide their identities.ETFO expects that the rights of teachers under theOntario Human Rights Code, the collective agreement,and board policies would be upheld.The Ontario Human Rights CodeThe Ontario Human Rights Code protects youfrom discrimination or from harassment inemployment on these prohibited grounds: race,ancestry, place of origin, colour, ethnic origin, citizenship,creed, sex, sexual orientation, age, recordof offences, family status or disability. (See VoiceSpring 05 and Winter 06 for more on this topic.)You have the right to be free from discriminationor harassment based on the prohibited grounds.A teacher who tells her students she is Aboriginalcould file a complaint against them if they harassedher as a result. This type of bullying should beaddressed in accordance with board policies. Ifthere are no policies, ask your board for guidance.Call PRS for more information and confidentialcounselling if you wish to discuss this further:416-962-3836 or 1-888-838-3836.Disclosure of sexual orientation or same sex partnership statusA student, naturally curious, may ask about a partner or a photo on yourdesk. You need not be afraid to tell the truth.At ETFO we believe that everyone has the right to her or his identity,and the right to be free from discrimination and harassment. Disclosure ofsexual orientation or same-sex partnership status is the same as a disclosureabout any other aspect of identity.However, such disclosure might cause some reaction, depending on theschool, the community, and school board practices and policies. Those whoperceive the disclosure of sexual orientation or same-sex partners to be“promotion of a gay lifestyle” will fear and misunderstand it. As well, therestill are double standards about what is and is not appropriate. It is unlikelythat anyone would protest if a teacher told her class she was marrying hermale boyfriend.It is important to ensure that personal disclosure is firmly rooted in the“teachable moment” and situated in the context of a classroom discussionabout bullying and discrimination. It should be appropriate to the age ofstudents and the curriculum. It should be motivated by the spirit of the legaland professional obligations to promote acceptance and respect. (For oneteacher’s story see “Knowledge is Power” in the Spring 05 issue of Voice.)The grade 5 teacher? His employer thought he had violated his professionalresponsibilities and disciplined him. ETFO challenged the board,and won. We based our objection on the fact that the teacher had respondedin an appropriate way to an expression of bigotry by students. It was ateachable moment – and he was teaching for diversity.Remember:• Do not attempt to be overly friendly with students, to pry into theirpersonal or family lives.• Never share your personal troubles or problems. You are in a positionof power and must refrain from using the teacher-student relationshipto satisfy a particular need. A student should never be used asa confidant, advisor or friend. To do so constitutes a clear boundaryviolation.• Sharing intimate information with students can be regarded as a deliberateattempt to create a situation of intimacy for improper purposes.• When in doubt, consult: speak to a colleague with more experience,find expertise at your school board, contact your ETFO local or PRSat provincial office.• If the employer does not support your legal and human rights ETFOwould explore the avenues available under the collective agreement,local harassment policies or the Human Rights Code, and launch alegal challenge if warranted.etfo voice SUMMER 2006 33

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1A planthat hassomethingforeveryone.Corporate PCS 200Includes:200 Local Anytime MinutesFREE Message Centre (Voice Mail)FREE Call DisplayFREE Unlimited Incoming Text Messages• Call Forwarding• Detailed Billing• Call Waiting• Conference Calling• Waived Connection ChargeBillable Fees• SAF (System Access Fee)only $4.50/mth extra• 10¢ per minute for longdistance in Canada$20. 00• 20¢ per additional local minute• 911 billed at $0.75/mth• 20¢ per minute for long distance to USTo compare these rate plans please go to www.etfo.caPreferred Plus 200Includes:200 Local MinutesFREE Evenings and Weekends (8pm - 7am)FREE Message Centre ExpressFREE Mobile Browser (capped at 100kb, $0.05/kb out of bundle)• Call Forwarding• Call WaitingBillable Fees• 30¢ per additional local minute• 30¢ per minute for long distance to US• 30¢ per minute for long distance in Canada• $35 Connection Charge• SAF (System Access Fee) only $6.95/mth extra• 911 billed at $0.75/mth• Detailed Billing• Conference Calling$20. 002A planespeciallyfor thechatty types.Check out the current promotions:Log on to www.etfo.ca and click on the Edvantage button.Look for Partner by Name, Bell Mobility. Click on “Special Offer”.Order Desk:416.650.2035 (Toronto area)1.866.746.2252 (Toll Free)(For new activation orders only. Please state that you are calling about an Edvantage promotion.)PLEASE NOTE: THIS OFFER IS NOT AVAILABLE AT ANY RETAIL STORE.OTHER PHONE MODELS CAN BE VIEWED ONLINEetfo voice SUMMER 2006 35

OTF R EPORTReforming the College of Teachers– half measures are not acceptableby Hilda WatkinsNo otherprofessionalcollege has agoverning bodywith such aslim majority ofmembers of theprofession.… No otherprofessionalcollege has apublic interestcommittee.Hilda Watkins is the OTF TableOfficer for ETFO.T he Liberal party campaigned on theplatform of revitalizing the OntarioCollege of Teachers. Indeed, Liberal politiciansseemed to comprehend the teachers’dilemma – that teachers could only supportand respect the College if it were trulya self-regulatory professional body.This spring the government introduced Bill78, the Education Statute Law Amendment Act(Student Performance). The Bill addresses awide variety of issues. Particularly significant forOTF – and of grave concern – are the proposedchanges to the governance of the College. Thenew law proposes to:• Increase in the number of elected classroomteachers to 23 from 17• Create a public interest committee• Give the College responsibility to determine,through regulation, who is eligible tobe elected and what constitutes a conflict ofinterest• Shorten the maximum term of office to sixconsecutive years from 10 years• Introduce an oath of office.Although the legislation affords teachers sixadditional seats on the governing council, thisequates to a simple majority of one. (Other councilpositions include 14 government appointees,and one from each of the designated groups– principal, supervisory officer, private school representativeand faculty representative.) No otherprofessional college has a governing body withsuch a slim majority of members.The proposed public interest committee wouldbe comprised of people who are not members ofthe College. They would be government appointeeswho would provide advice relating to the dutyof the governing council and its members to serveand protect the public interest. This committeeseems redundant given that the mandate of thegoverning council, since its inception, has been toserve and protect the public interest. Further, theexistence of such a committee could be potentiallycostly and the teachers of Ontario would have tobear this expense. Additionally, no other professionalcollege has a public interest committee.The proposed eligibility requirements arepunitive and excessive. Teachers would not beallowed sit on the governing council if they wereemployed, elected or appointed at either the provincialor local level by any teachers’ federation.Such language has the potential to disenfranchiseany member who participates as a delegate at anannual general meeting or serves on a provincialor a local committee. Indeed, even local committeemembers who liaise with crisis centres couldbe deemed ineligible.Equally distasteful is the language around thedefinition of a teacher that could potentiallymake teachers on maternity and other leaves, aswell as occasional teachers, ineligible to stand forelection to OCT.The six-year limit on the term of elected councilorswill hamper the acquisition of experienceand the smooth transition between those whoare experienced and those new to the council.OTF and the affiliates have a short time framein which to address the difficulties inherent inBill 78. In particular, the issue of eligibility mustbe resolved prior to the election of the fourthcouncil, which is scheduled to begin on September5.36 etfo voice SUMMER 2006

C TF REPORTETFO contributions to CTFrecognizedby Winston CarterThe insightand vision ofyour PresidentEmily Noblehas contributedgreatly to thedepth and scopeof our discussions.Winston Carter is President of theCanadian Teachers’ Federation.As I look back over the past year, whatbecomes apparent is ETFO’s vital roleat the heart of so many of activities here atCTF. I want to express our heartfelt thanksfor your contributions throughout the pastschool year.The insight and vision of your President EmilyNoble – a member of our executive committee– has contributed greatly to the depth and scopeof our discussions.Last October when the British Columbia governmenttook draconian measures to try andbreak the BC Teachers’ Federation, CTF establishedthe BC Teachers Hardship Fund. ETFOmade a generous contribution. CTF memberorganizations and affiliates donated over $1million that helped nearly 2,000 BC teachersmake ends meet. (See ctf-fce.ca for the fullreport on the fund.)ETFO has helped us move forward on variousfronts during the year: compiling data for ournational survey on commercialism in Canadianschools (jointly organized by CTF with theCanadian Centre for Policy Alternatives and theQuebec-based CSQ-FSE); mobilizing membersfor a lobby of MPs on copyright issues; contributingto our national conference on inclusiveschools; and overseeing the design of this year’sWorld Teachers’ Day poster.CTF, with the exceptional support of ETFOand other member organizations, continuesto be a leader within the international educationcommunity. One of these activities, GlobalAction Week, is an annual world event to raiseawareness about the fact that over 100 millionchildren around the world are without anyschooling. ETFO played a key role in remindingthe newly elected federal government of itscommitment to meet the United Nations’ millenniumdevelopmental goals.On April 25, members of the CTF boardof directors discussed these issues with theirrespective federal MPs and senators. ColinGreene, a member of the executive board ofEducation International and former presidentof the Caribbean Union of Teachers, was theguest speaker at the event CTF organized.Through its Project Overseas program CTFprovides practical assistance to countries aroundthe world. Since 1999, 42 ETFO members havevolunteered their time and skills to improveteacher performance and school managementin developing countries. Canadian advisorswork with partners to enhance professionalcapacity and organizational skills.Next month, the federation is sponsoringthese ETFO participants in Project Overseas:Carol Peterson – GhanaAllyson Taché – Team Leader to GuinéeLeyla Kfoury – NigeriaBarbara Moran – NigeriaAnita Dhawan – Sierra LeoneAdrianna Knight – UgandaYasmin Khan – MongoliaMichael Gill – DominicaDonna Howey – GuyanaOwen Smith – St. VincentAllison Stroffman – St. VincentDolores Sullivan – St. VincentWe wish you good luck and thank you.Through your efforts, you have helped improvethe working conditions for teachers and thelearning conditions for all students in thefuture.On behalf of your colleagues across the country,we thank ETFO and its members for yoursupport and involvement in our common journeyforward to ensure that quality public educationbecomes a reality for all.Enjoy your summer.etfo voice SUMMER 2006 37

Final article in a 3-part series.Our schools for sale?“On the importance of education generally we may remark, it is asnecessary as the light – it should be as common as water, and as freeas air.”Egerton Ryerson, 1829.by Pat McAdieEquity and universal accessibility are two of theobjectives of our public education system. Yetthese goals can be undermined by the increasingcommercialism in our schools.The national survey on commercialism 1 that Iwrote about in previous issues of Voice identifiedthe ways in which private money funds activitiesand programs in public schools. The surveylooked at the extent of fundraising (see VoiceWinter 06) and the extent to which corporationshave a presence in our schools (see Voice Spring06). Topping up public school budgets withprivate fundraising and other sources of privatemoney has been described as providing a privateschool education within our public system, particularlyin wealthy neighbourhoods.Pat McAdie is an ETFO research officer.These activities can and do change the nature of our public educationsystem. Here are some of potential impacts:• Inequity: The amount of money schools raise ranges from a low of$180 to a high of $250,000 per year. Generally, schools in wealthierneighbourhoods can raise more money.• What is – and is not – funded: An increasing number of itemsdefined as “frills,” fall outside of government funding includingplayground equipment, field trips, and even some classroom andlearning resources. This is less of a problem for schools in wealthyneighbourhoods that can raise funds and provide a richer variety ofexperiences for students.• Competition for funding: Programs and schools relying on privatedonors may all be competing for the same sources of funds. Howdoes this detract time and energy from other activities?• Lack of educational quality control: Who ensures that thecurriculum/classroom materials provided by corporate sources areunbiased, complete, and accurate?• Targeted funding: When private interests decide which schools orprograms are more “worthy” of support, they are making decisionsabout programming that ought to be made by schools and schoolboards.• Requirements for receiving funding: Some private corporationsor organizations may require advertising or the use of specificcurriculum or other materials.• Instability of funding: Many private sources of funding do not makecommitments to provide resources over an extended period. Asparents and corporations go through challenging economic conditions,support for public education may not be as attractive or feasible.Many of these issues go to the purpose of our public education system.Whose interests are being served and who is left out of the discussions anddecisions?How do we provide support for public education if our governments won’tprovide it? We need to reaffirm the purpose of public education – to benefitnot just individuals, but our communities and our whole society.1 This survey was conducted by the Canadian Teachers’ Federation, the Canadian Centre for Policy Alternatives,and the Fédération des syndicats de l’enseignement.38 etfo voice SUMMER 2006

BOOKS • CDS • GAMESreviewsBeginnings:Stories of Canada’s PastEdited by Ann WalshVancouver: Ronsdale Press,2001228 pgs., $12.95Reviewed by Adrienne JohnsonBeginnings is a collection of storiesabout young people fromCanada’s past who did somethingfor the first time.These gripping stories haveboth factual and fictional, maleand female main characters. Theyoung characters tell their ownpowerful stories. Extensive historicalnotes provide context foreach story.They include the story of theyoungest person – an eight yearold boy! – to be imprisoned inthe Kingston Penitentiary, andthe story of the young womanwho went against her father’swishes so she could participate inthe first election in which womencould vote.Much has been written inCanadian history about the lastspike in the Canadian PacificRailroad. Laura Morgan tells thestory of “The First Spike.” Anotherstory of Aboriginal origin, “Gift ofthe Old Wives,” describes how afew Cree women elders sacrificedtheir lives to save their peoplefrom a battle to death with theBlackfoot tribe.This book would be a greatread-a-loud, and fits well withmany aspects of the grade 7 and8 history curriculum. Beginningscould inspire young people tofurther investigate the colourfulhistory of Canada.My only hesitation in notassigning five stars to this collectionof stories is that thereare several ‘suggestive’ referencesthat I would edit out if Iwere reading the stories aloud toyounger children.Adrienne Johnson is a formerteacher-librarian who is nowthe special education advisorycommittee liaison for the TorontoDistrict School Board.Core Learning: CalculationSkillsA Four-Volume CD SeriesVol 1 - Addition & Subtraction,Basic LevelVol 2 - Multiplication & Division,Basic LevelVol 3 - Addition & Subtraction,Advanced LevelVol 4 - Multiplication & Division,Advanced LevelReviewed by Wayne RockelThis set of four CDs is a greatway to help students learn andreinforce basic calculation skills.Divided by operations and skilllevel, it works well not only withstudents needing extra support,but also helps extend basicnumeration skills and higherlevel calculation skills for juniorand intermediate students.Right now, the software (whichis easy to install and run) is availableonly for Windows® platforms.The interface is easy to masterfor students from about grades2 or 3, and the teacher trackingtools are extremely simpleto use. Questions can initially beset for a specific level of difficultyand, as mastery develops, thequestions get increasingly morechallenging. Each section beginswith a cheat sheet, or review,to help students understand theconcepts it covers.While the questions involvedrills rather than problem solving,they allow for good reviewand consolidation of skills. It’s anovel approach and allows allages to easily understand anduse it with enthusiasm. Thesection on money questions isenjoyable for students who likeworking through the questionsboth individually and in teams.While not provincially licenced,a demo CD can be ordered onlinefrom Core Learning’s website,core-learning.com. Consideringthe material covered in one program,the full programs are reasonablypriced both for singleworkstations, five-packs and sitelicences.Wayne Rockel teaches Grades5–8 and Information Technologyat Billy Green School in theHamilton-Wentworth DistrictSchool Board.etfo voice SUMMER 2006 39

Jivin’ Johnny’s Let’s Talk!Midland, ON: J Johnny Press,2004112 pgs., $17.95Reviewed by Jane CliffLet’s Talk! is a user-friendly classroomguide written by teacher/author Jivin’ Johnny, also knownas John Philips. The book containsinteresting situations andstimulating questions that helpstudents explore over 40 contemporarytopics ranging fromschool, dating and honesty towork, war and the media.The author provides an excellentoverview of how to bestorganize a class for small andlarge group discussions, paneldiscussions, oral presentationsand impromptu speeches, formaland informal debates, writingand projects.The book is divided into thematicsections each of whichcontains authentic scenarios andquestions that serve to stimulateconversations and enhancethinking capabilities.The section called “Let’s talkabout Morality,” describes the followingscene: “While leaving acrowded parking lot, you accidentallyknock out someone’sheadlight. What would you do?What if somebody saw you? Whatif you were sure that nobody sawyou? Suggest a situation – real orimagined–that involves a moraldecision.”“Let’s talk about Society” presentsstudents with a situationin which their neighbourhood isasked to be home to a halfwayhouse for recovering addicts. Thequestions that follow ask studentsto consider what a communityis and who is includedand excluded. Extended questionsrelated to this scenarioprompt students to think abouthow growing up in a slum orghetto might affect one’s life andoutlook, or what it would be liketo be homeless.Let’s Talk! is a highly accessibleand relevant resource for teachersof grades 6–12. It is designedto build confident speakers andrespectful listeners through astimulating exchange of ideas,opinions and shared feelings. Thediscussion questions are perfectprompts for both drama andwriting. Additionally, it marrieswell with all areas of the Ontariolanguage curriculum.Jane Cliff is a Grade 6 teacherwith Peel District School Board.Election of Members to the OntarioCollege of Teachers Governing CouncilAn election for members of the Ontario College of Teachersgoverning council will be held this fall. The term ofoffice for elected members expires in November.The governing council is the body that sets Collegepolicy. There are currently 31 members: 17 are electedand 14 are members of the public appointed by the provincialgovernment. Teachers hold 14 positions.As part of Bill 78, introduced in the spring, the governmentis proposing legislative amendments that will alterthe way the OCT election is run and who will be eligibleto run for office. It will also add six elected members tocouncil and determine how these new positions will beallocated. We won’t know the specifics until the legislationpasses and the necessary changes to the regulationsare made.It has been suggested that the government may restrict,or prohibit altogether, the candidacies of anyone active inETFO at the local or provincial level, of retired teachers,and of occasional teachers.ETFO has significant concerns about these restrictions:we recognize the important role that the elected councillorsplay and we do not want to see that role weakened.ETFO may endorse candidates who we feel will bestrepresent the needs of Ontario’s teachers. ETFO may alsodiscourage members from participating in the elections ifmembers who are active in the federation are prohibitedfrom being candidates.Watch for an all-member mailing at the end of Augustthat will set out ETFO’s position and recommendations.If you are moving be sure to update your memberrecords before the end of July. Go to etfo.ca and clickon “Update your member records” in the Quicklinksmenu.The current timeline for College elections is:June 24Nominations openJuly 14Nominations closeSeptember 5Voting beginsOctober 24Voting ends• These timelines depend on when the legislation ispassed and when the regulatory changes are filed.40 etfo voice SUMMER 2006

THE UNIVERSITY OF BRITISH COLUMBIADavid: Teaching in the U.S.A.Home Country: CanadaU.S.A. Placement: GeorgiaProfessional Goal: Broaden my overall teaching experiencePersonal Goal: Go whitewater rafting on the Chattooga RiverHow He Got Started: www.vifprogram.com100% OnlineNo Residency RequirementFlexible certificate and degree programs forworking professionals. Apply now—classes beginblack PMS 542September 2006 and January 2007.www.met.ubc.caHundreds of teachers like David are teaching in the U.S.A.and gaining experience that will advance their careers.You can, too. Visit www.vifprogram.comYou can find their WORK everywhere.THIS is the place they’ll be your teachers.The fact that the top researchers in education are working and teaching at OISE/UT isjust one of the reasons we’re considered the TOP place in Canada to study education.The other reasons are just as valid.■ We offer a larger and more diverse selection of M.Ed. courses than any other place in Canada.■ We offer programs with a lot of flexibility. That means you study what you WANT to study.■ You can study full-time or part-time. We offer somecourses through distance education and some in French.■ We’re in downtown Toronto—righton top of the subway in the heart of the city.STILL ACCEPTINGAPPLICATIONS FORJANUARY 2007A Professional Master’s Degree from OISE/UT is an investment in your CAREER.Find out more at: www.oise.utoronto.ca/professionalmasters/Ontario Institute for Studies in Education of the University of Toronto

calendarclassifiedsJune 25 - 27, Vancouver, BCEducating a Generation to Create aCulture of Peace2006 Peace Education Forum of the WorldPeace ForumContact Jane Turner: jturner@bctf.caAugust 9 - 10, TorontoLearning Through LiteracySummer Institute 2006With Mary Gordon, Founder/President, Rootsof Empathy, and Jacques Demers, former NHLcoach who admits to being illiterate. Pluseight workshops, two breakfasts and lunchesand a reception.Holiday Inn on King, Torontowww.learningthroughliteracy.com905-849-8777 x 8801; or 905-849-8811 x 8833info@learningthroughliteracy.comAugust 9 - 11, OttawaTeaching and Learning withMonarch ButterfliesMonarch Teacher Network-Canada.Information and registration atwww.monarchcanada.org oremail monarchteacher@msn.comAugust 14 - 16, OrilliaTeaching and Learning withMonarch ButterfliesMonarch Teacher Network-Canada.Information and registration atwww.monarchcanada.org oremail monarchteacher@msn.comOctober 12 - 14, AllistonOphea’s 2006 Kids’ Health ConferenceThis year’s conference includes a special focuson daily physical activity with high quality,professional learning sessions, practicalhands-on workshops, and unique networkingopportunities. Nottawasaga Inn, AllistonTo register, email Ophea atconference@ophea.net or call 1-888-446-7432CANADA’S FUNNIEST TEACHER. Steve Brinderhas performed all across North America, appearingon stage and TV with his side-splittingcomedy show geared for teachers, educatorsand parents. Specializing in teachers’conferences/conventions, fund-raisers andsocials. Phone: 416-785-3339E-mail: steven.brinder@sympatico.caFOR HELP WITH ANXIETY, STRESS,. depression,trauma, relationships... Julia Balaisis, Ph.D., offersemotionally focused, cognitive behaviouraland EMDR therapies customized to clientneeds. 416 518-0153INCREDIBLE RETIREMENT OPPORTUNITY. inMerrickville, Ontario. Fulfill your dream of owninga high-end B & B. Historic Victorian, fully restored(circa 1850) B & B. Over 12 years in business, forsale. $692,500. Beautifully decorated. Take a “virtual”tour. www.owenbayley.com Eastern Ontariocommercial.LAKE HURON. beautiful sunsets, lakefront tranquility,sandy beach, pristine swimming,Bruce Peninsula near Red Bay (Wiarton), attractive3 bedroom cottage for rent, bright,spacious, good fishing nearby, great for families,$790, www.priorityrentcottage.com. Booknow for the summer! Call (416) 626-5734.MAKE A DIFFERENCE IN YOUR STUDENTS’ LIVES!Become a more effective teacher! http://www.glavac.com. Free prize inside.NEW TEACHER INDUCTION PROGRAM. Learnhow to set up a mentor program thatsupports new staff and improves the climatein your school. July 3-4, July 6-7, Sep. 18-19,Oct. 12-13, 2006. Peer Resources–MentorLeadership Training. Location: Waterloo.Register on-line: http://www.peer.ca/trng.htmlPEER HELP TRAINING – LEVEL 1. Learn how todevelop and run mentor programs. Improvethe activities and training for students takingPeer Help & Leadership Courses in yourschool. July 10 - 14. Peer Resources–MentorLeadership Training. Location: Waterloo.Register on-line: http://www.peer.ca/trng.htmlRHYTHMS OF LIFE–PERCUSSION ASSSEMBLY.The keys to quantum learning entices kids toachieve their personal best. By adding percussion,rhythm and lots of excitement, kidscan’t help but take part and embrace the passionatemessage that surrounds them in thisdynamic workshop “Rhythms of Life.” For information,a flier, three minute video, or acopy of the power point on this energizing assembly,contact www.peermentor.net orphone (519) 745-8543.TEACHERS LOOKING FOR THE ULTIMATECULTURAL EXPERIENCE A certified high schoolin China requires qualified administrators /teachers of English and E.S.L. for September2006 and February 2007. Familiarity with ESLprograms / services an asset. Excellentcompensation (CDN $), return air fare, privateaccommodation, local travel and more. This isan ideal opportunity for retired teachers orbeginning teachers or teachers on “teacherfunded leaves” to experience the culture andmysteries of China. Forward resumes to: DonFolz. Phone: 416-763-4121; Fax: 416-763-5225;Email: donfolz@glctschool.com.THE TORONTO ART THERAPY INSTITUTE. announcesa one year advanced certificate in art therapybeginning in September 2006 for individualswith a Masters degree in counselling,psychology, education, social work and anyrelated field with clinical experience. Pleasecall 416-924-622142 etfo voice SUMMER 2006

Teachers’TriviaToo few coloursby Peter HarrisonThe students had been cutting out some equilateral triangles, each with 10-inch sides,from stiff cardboard. Each triangle was then painted in one of the colours: red, orange,yellow, green, blue, lilac or brown.The Teacher then explained that, together, they would build a regular octahedron, ahollow shape which needed just eight of the triangles, suitably taped together, so thateach triangle was securely fixed to the edges of three others. To make it as colourful aspossible, the class agreed that they would use as many different colours as they hadavailable.When it was finished, the octahedron was passed round and everyone studied it intentlyfrom various different angles. Some of the students made pictures of the views they sawas follows:Send your answer to ETFOvoice@etfo.org with the word ‘Trivia’ in the subject line.You may also mail your entry to Editor, ETFO Voice, to the address on the masthead. Threewinners will be drawn from all the correct entries received by July 30, 2006.The winners for “Meeting Deadlines” Trivia are:Mary-Evelyn Lather, Heather Staines and Andrew JamiesonWhen the octahedronwas placed on a flattable and the trianglefacing directly upwardsat the top was green...what was the colour ofthe triangle in contactwith the table?Congratulations!TRAINING FOR LEADERSIN ONTARIO SCHOOLSSummer 2006In partnership with BluewaterDistrict School BoardMeaford Community School186 Cook Street, MeafordPQP PART IDailyAugust 1, 2, 3, 4, 7, 8, 9, 10, 11PQP PART IIDailyJuly 4, 5, 6, 7, 10, 11, 12, 13, 14Fall 2006In partnership with Halton District School BoardTecumseh Public School3141 Woodland Ave, BurlingtonPQP PART ISaturdaysOct. 14, 28; Nov. 11, 25Wednesday eveningsOct. 4 – Dec. 6In partnership with York Region DistrictSchool BoardE.C. - Newmarket Centre for Leadershipand Learning300 Harry Walker Pathway South, NewmarketSaturdaysOct. 14, 28; Nov. 11, 25Tuesday eveningsOct. 3 -- Dec. 5For details and application forms go toetfo.ca A Professional Development AConferences and Workshopsor contact Joanne Languay at provincialoffice, ext. 2271; jlanguay@etfo.orgetfo voice SUMMER 2006 43

Now only $25See etfo.ca for details2006 SUMMER ABORIGINALLEARNING EXPERIENCEJuly 24 - 26Fort William Historical Park - Thunder BayJoin your colleagues for this fantastic cross-cultural learning opportunity!• Learn all about the Aboriginal peoples of Northern Ontario• Develop plans and activities linked to Ontario’s curriculum expectations• Share strategies and resources to make teaching more inclusive• Reflect on teaching practice related to incorporation of Aboriginal perspectives• Explore strategies for Ojibwa language instruction• Explore Fort William Historical Park (www.fwhp.ca)Information and registration forms are on the ETFO website:www.etfo.ca Eprofessional development Ecourses, conferences and workshopsOr contact: Jan Beaver, jbeaver@etfo.org; 416-962-3836 or 1-888-838-3836 ext. 2245Once again proudly presentsConnecting to ourChildren and YouthNovember 1, 2006 Columbus Centre, Toronto“Connecting to Children and Youth” is an exciting, free, full-day event thatprovides children and youth with disabilities with the opportunity to see andexperience first-hand the wonder and enjoyment of disability arts and culture.There will also be an exhibit of art and poetry by children and youth withdisabilities from across the Province.Check out our website at www.abilitiesfestival.org for details on howchildren and youth with disabilities can submit pictures, drawings or poems,and for further details on “Connecting to our Children and Youth.”44 etfo voice SUMMER 2006

Twice as many courses:54 workshopsReduced cost: $25 perworkshop includesbreakfast and lunch.Summer Academy 2006For more information contactRuth Dawsonat the provincial office:extension 2247 orrdawson@etfo.org• Three-day curriculum courses.• July 4 and August 25.• Locations throughout the province.• Practical, dynamic courses with the ‘ETFO edge.• Developed and facilitated by teachers, for teachers.• Endorsed by participants:Very, very, very useful! Lots of ready-to-use resourcesthat work. Made me very excited to start the new year!The workshop was a great place to brainstorm, createnetworks, and feel more comfortable in September.The most practical, easy-to-apply workshop I have evertaken.1000-480 University AvenueToronto, ON M5G 1V2Phone: 416-962-3836 / 888-838-3836Fax: 416-642-2424Website: www.etfo.caetfo voice SUMMER 2006 45

Secure, no hassleHome and Auto insurancecoverage makes you feellike dancing.Cha, cha, cha.If you own a home or a vehicle, you need home and auto insurance — that’s a fact.And if the time comes to make a claim, you want secure, no hassle coverage.Why OTIP you say?Because you know us, you trust us, you own us.Because you’ll reach a live person for all your insurance services and claims.Because you may actually save money! (that’s why)Request a free, no-obligation quote by calling an experienced OTIP representative at1-800-267-6847 or visit us online at www.otip.com. Cha, cha, cha.Insurance solutions that work for the education community.1.800.267.6847 | www.otip.comETFO VoiceSummer Ad Insertion480 University Avenue, Suite 1000Toronto, ON M5G 1V2PM 40070000