teacher newsmag january/february 2014

TeacherEnd the stigma of mental illness in schools

NewsmagazineBC Teachers’ Federation

Volume 26, Number 4Jan. /Feb. 2014

Dale Costanzo composition

At the start ofevery new year, wereflect on the yearthat was and lookforward to whatneeds to be donein the year ahead.Many of us makeresolutions about

our professional lives and the lives welead outside of work with our friends and family.

It is the latter that is so important and wedon’t talk enough about it at the BCTF.We must all take care to look after ourhealth, find meaningful work–lifebalance, and spend quality time withloved ones. As teachers, it can be hard tofind that balance as we are pulled inmany different directions and facesignificant stresses.

Making a resolution to get healthier orfind more balance is one thing, followingthrough can be tough. It takescommitment, strength, and resolve. As a union, we are going to need allthree in the months ahead as wecontinue bargaining with the provincial government.

For me, two things are at the heart of ourefforts this year at the bargaining table. Iwant to see improvements to ourworking conditions, which includes salary,and new investments in resources andsupport levels for our students. The twogoals are completely linked. For over adecade, teachers have been doing more

with less and a generation of studentshave been shortchanged by cuts thatwere directly tied to the governmentstripping our collective agreement in 2002.

As working and learning conditionsdeteriorated, stress levels have gone upand students have been put into largerclasses and lost time with specialistteachers. BC students are now funded$1,000 less per year than the nationalaverage and we have Canada’s worststudent–educator ratio. That meansteachers and students are not getting thesupport or resources they need.

That’s why we must work hard to get afair and reasonable deal that isnegotiated, not imposed, at thebargaining table. It’s not going to beeasy. In November and December, itbecame clear that the government is onceagain trying to strip key provisions of ourcollective agreement that protectworking conditions. Also, thegovernment refuses to acknowledgecomparisons with other provinces thatshow our working conditions and wageslag behind our colleagues in other partsof Canada.

At the bargaining table, we have doneour part to create space for a deal. Weencouraged government to bargain atthe table, not in the media. We tabledreasonable proposals that will improveclass size, class composition, preparationtime, ratios for learning specialistteachers, and working conditions forTTOCs over time. We are asking for awage increase that respects the work wedo, helps us catch up to our Canadiancolleagues.

Efforts well receivedPlease convey to all that I was veryimpressed with the new format of theTeacher Newsmagazine.

I thoroughly enjoy reading the articlesand seeing what is happening ineducation these days.

Keep up the terrific work and know thatyour efforts are well received. Thank youvery much.

Margaret LittlePeace River North

Newsmagazine of the BC Teachers’ Federation 100–550 West 6th Avenue, Vancouver, BC V5Z 4P2

604-871-2283, toll free 1-800-663-9163, F: 604-871-2289

E-mail: [email protected] Web: bctf.ca/newsmag

Teacher EditorSusan Croll

Assistant editorKathleen Smith

GraphicsDale CostanzoLuis Isidoro

Jennifer SowerbyKaren Steel

Articles contained herein reflect the view of theauthors and do not neces sarily express official policy of the BC Teachers’ Federation.The BC Teachers’ Federation does not endorse or promote any products or services presented in the advertis ing sections of thenewsmagazine. All advertisements will be reviewed and approved by the BCTF. They mustreflect BCTF policy and be politically, environ -mentally, and profession ally appropriate.

CEPA Canadian EducationalPress Association

TFEU

CALM CanadianAssociationof LabourMedia

ISSN 0841-9574

Commitment, strength, and resolve

BCTF financial statementsThe audited financial statements ofthe BC Teachers’ Federation areavailable online, in the portal andaccessible at: https://www.bctf.ca/myBCTF/content.aspx?id=27285

PRESIDENT’S MESSAGE

LETTERS

2 TEACHER Jan./Feb. 2014

It’s time for government to now do itspart and come to the table withproposals that respect the work teachersdo and enhance our education system.

If the government continues to push forconcessions, strips, and unfair wagesettlements, they will not find thestability we are all hoping to achieve.

I remain hopeful there is a deal to befound, but it will not be easy and we willneed to support each other as we go forward.

Jim Iker

TEACHER Jan./Feb. 2014 3

Notice of AGM 2014As required by The Society Act, thefollowing formal notice of the 2014Annual General Meeting is made toall BCTF members pursuant to By-law 8.1 by publication in thisedition of Teacher.

The 98th Annual General Meeting ofthe British Colum bia Teachers’Federa tion will be held at the HyattRegency Hotel, Vancouver, BC,beginning on Saturday, March 15,2014 and continuing to Tuesday,March 18, 2014.

Teachers need preparation time duringthe instructional day to prepare andcreate lessons and resources, attend tomarking and record keeping, consult andcollaborate with other staff, undertakeschool committee work, communicatewith parents, make arrangements forevents and field trips, set up displaysinside and outside the classroom, andmuch more.

Teachers also spend many hours beforeand after school, in the evenings and onweekends attending meetings andcompleting other work that can’t be doneduring the school day. With very littlesupport, if any, teachers must attend to amultitude of tasks, from photocopyingand filing to developing assessment tools,preparing report cards, and setting upand maintaining inviting, interestingclassrooms.

Every year, more and more tasks fall toteachers. There is increased paperworkand more forms to fill out, additionalreporting require ments, and more

responsibilities regarding thedevelopment and implementation of IEPsand attending to students with specialneeds. Despite this increase in workload,preparation time for many BC teachershas been frozen for decades.

Some collective agreements in otherprovinces specify preparation time andsome specify limits on instructional time.The accompanying table, based on BCTFResearch and Canadian Teachers’Federation data, gives a sampling ofpreparation time and instructional timeprovisions for teachers in severalprovinces across Canada. Often differentjurisdictions, even within a province, havedifferent provisions for preparation time.There are often different provisions forinstructional time and preparation timefor elementary and secondary teachers.

As you can see, elementary teachers in BC have some of the lowest amounts ofpreparation time of any teachers in Canada.

Our proposal at the bargaining table is toincrease preparation time for elementaryteachers so that it is consistent with whatis made available to teachers in otherprovinces. For secondary teachers, whosepreparation time is closer to the nationalaverage, our proposal is to address issuesaround semestered schools.

Canadian teacher prep-time comparisons

BARGAINING

British Columbia (Vancouver)Elem: 90 min. a weekSec: 193 min. a week

Saskatchewan (Saskatoon)Elem: 285 min. a weekSec: 285 min. a week

Manitoba (Brandon)Elem: 240 min. per 6-day cycleSec: 390 min. per 6-day cycle

OntarioElem (Ottawa):

240 min. per 5-day cycleSec (Toronto):

375 min. non-teaching timea week

New BrunswickElem: 175 min. a weekSec: 175 min. a week

Nova Scotia (Halifax)Elem: 30 min. a daySec: 30 min. a day

Alberta (Edmonton)Elem: max. 1,430 min. a week

instructional timeSec: max. 1,430 min. a week

instructional time

QuebecElem: 240 min. a week

non-instructional timeSec: 420 min. a week

non-instructional time

by Richard Hoover

For more information aboutpreparation time and bargainingvisit: bctf.ca, sign in to the BCTFMember Portal, and look for the“A Fair Deal for Teachers/BetterSupport for Kids” banner.

Providing instruction to students is only part of a teacher’s work


disorders: Why do some districts havemuch higher claims than others? While webelieve that some age and genderdemographics are indicators, we are alsoconsidering other contractual andcontextual factors, such as a member’saccess to the number of accumulated sickdays or the level of conflict in a district.

Several provincial specialist associations(PSAs) such as school counselors, learningassistance teachers, and alternateeducators offer conference sessions onstudents’ mental health issues, while theBCTF Teaching to Diversity web page isdeveloping a section on students’ mentalhealth, with a range of resources andrelated links: bctf.ca/teachingtodiversityTeachers Diana Mogensen and Lily Yiu(both BCTF members who teach atChildren’s Hospital Eating Disorders’ Unit),and Dave Mackenzie, a Vernon schoolcounselor who attends the BC SchoolMental Health Coalition Network, havecampaigned for a greater recognition ofmental health issues within the union.

The BCTF also hopes to connect with anupcoming “School Connectedness”initiative funded by the Ministry of Health.Students who are well connected or feelthat they belong at their school are atlower risk of mental health disorders. Thisinitiative will explore and documentapproaches to strengthening schoolconnectedness for students. If you teach ina school where such initiatives are takingplace, and wish to have your schoolconsidered for this project, please contacteither Charlie Naylor in BCTF Research([email protected]) or Dave Mackenzie([email protected]) of the schoolcounsellors’ PSA.

* OCD–ODD: Obsessive CompulsiveDisorder–Oppositional Defiance Disorder

more prevalent. And with cuts to school-based counsellors, teachers are often at a loss at how to proceed with these students.

Did you know that mental illness places asignificant toll on the health and welfareof British Columbians? Considerthe following:

• Estimated in any given year, 20% ofBritish Columbians experience amental illness.

• Mental illness is the third largestcontributor to BC’s burden of disease—and the greatest contributor forpeople aged 15 to 34.

• Mental illnesses are leading causes ofdisability. The World HealthOrganization predicts that over thenext 20 years, depression—not allmental illness—just depression will bethe second greatest health burden onearth, the second after cardiovasculardisease.

• International research shows thatteachers are at high risk of stress-related disorders. The EuropeanFoundation, the United KingdomHealth and Safety Executive, andCOMPAS Inc. have conducted researchshowing that people employed in thehealth, education, and social servicesectors experience high levels of stressdue to the front-line work they do.And here in BC, the BCTF’s SalaryIndemnity Plan (SIP) spends about $12million a year supporting teacherssuffering from mental illnesses.

Teachers also see their students exhibitingmental illness. Anxiety is becoming agrowing problem affecting a student’sability to concentrate on school work.Depression, eating disorders, andOCD–ODD,* rare in the past, are now

Teachers as well as students sufferMENTAL HEALTH: BCTF RESEARCH

by Charlie Naylor, BCTF researcher

The World HealthOrganization predicts thatover the next 20 years, not all mental illness—just depression will be the second greatest healthburden on earth, thesecond after cardio vasculardisease.

Recognizing the significant and growingissue of mental illness in schools andsociety, the BCTF Executive Committeerecently passed a comprehensiverecommendation to address bothteachers’ and students’ mental health.Essentially, the BCTF has a two-prongedplan that focuses on teachers andstudents. We will focus on teachers’mental health by examining SalaryIndemnity Plan (SIP) data linked tomental illnesses and also provide localsand members with pertinent mentalhealth information.

Secondly, the BCTF will focus on students’mental health in a number of ways,including promoting the BCTF’s Teachingto Diversity web page, connectingmembers with a mental health discussionforum, advocating for mental healthresources, and calling for the restorationof school counselor positions.

BCTF Research is analyzing data for everyBC school district that shows widedisparities in SIP claims for mental


These are Mike Shaw’s words. Mikeworks with young people in Grades 10–12who attend a storefront school inWestbank. Mike didn’t begin his workinglife teaching. He is a carpenter butdecided to get his teaching certificate sohe could teach kids about trades. Forthree years, he could only get work as ateacher teaching on call until he finallysecured a contract working with kidsenrolled in an alternate educationprogram. He hasn’t looked back. Hedescribes the last 23 years as absolutely amazing.

Mike is also the president of the BCAlternate Educators’ Association (BCAEA),a BCTF provincial specialist association.Each year, the BCAEA organizes theirChallenge and Change conferencebringing together alternate and specialeducation teachers, classroom teachers,counselors, child and youth workers,Aboriginal education teachers, andsupport workers as well as social workersand academics.

Many of Mike’s students experiencemental health problems. He believes thatmany of their problems stem from livingin difficult and unstable situations. Theymay be anxious or depressed, use drugsand alcohol, and eventually get in troublewith the police. Some students are copingas young parents. Regardless of theirproblems, Mike says the regular systemdoesn’t fit their needs; his students don’tcome to school regularly and when they do, often only attend for a couple of hours.

“We provide aflexible, self-paced program.Some kids onlytake one coursethe wholeschool year. Weare there toprovide a safe,non-judgmental,and respectfulspace so ourstudents canlearn.”

This year’sconference features Gordon Neufeld, adevelopmental psychologist based inVancouver. Gordon Neufeld, along withGabor Mate, co-authored Hold on to yourKids, a popular parenting book in 2004.They argue that kids lose their way andcan even develop debilitating mental-health disorders because they lack secureand healthy attachments with key adultsin their lives. Subsequently, they look totheir peers to fulfill attachment needs.Their peers, also young and immature,cannot, nor should they be expected toprovide, emotionally healthyrelationships or the role-modeling humanbeings require to grow and develop.

Mike says that Neufeld is a favouritespeaker at their conferences. “He speaksvolumes to the work we do—it’s aboutthe connection with the kids. When theconnection is solid, we’re able to makeprogress with our students. You respectthem and they respect you.”

All kinds of workshops are offered at thisconference including “Troubled kids andthe digital world.” Mike says there are

some positives for his students who aredigitally connected such as connectingwith like-minded kids, which helpsminimalize their isolation. The downsideis that many kids are dependent on theirtechnology. He describes it as Pavlovian.“Their cell phone dings and regardless ofwhat they are doing, they respond to theding.” He quotes a study that shows thaton average, kids browsing the internetchange sites 37 times an hour. “Nowonder kids can’t focus for long periods of time.”

Mike looks forward to attending aworkshop new to their conference thisyear about Aboriginal perspectives onpedagogy. “Some of our students haveAboriginal ancestry. We need tounderstand their history and to be open.We can never throw kids away again.”

To learn more about the upcomingconference on February 20–21, 2014, and the BCAEA, go tohttp://www.bctf.ca/bcaea

MENTAL HEALTH: ALTERNATE ED

Working with kids on the marginsby Susan Croll

“I love what I do. I leavework at the end of the day smiling.”

Having worked through the true and false exercise, it can be seen that eatingdisorders are complex in their cause and development. Making a diagnosismust be left to professionals.

For more information about eating disorders or other mental healthmatters concerning children and youth, contact Diana([email protected]) or Lily ([email protected]).

Answer key on page 14.


6. Certain aspects of the BC curriculumare triggering to students with aneating disorder.

7. Eating disorders are more prevalentin females than males.

8. Children and youth with an eatingdisorder who use exercise to burncalories should integrate back into aphysical education class.

9. Students with an eating disordershould not be expected to complywith the behavioural expectations ofthe classroom because they are indistress.

MENTAL HEALTH

Test your knowledge about eating disordersExcerpted from the guide“Understanding Eating Disorders inSchools,” written by Diana Mogensenand Lily Yiu, two BCTF members whoteach in the Eating DisordersProvincial Resource Program. Theguide was funded by the Ministry ofEducation and will be available forwide-based distribution in the newyear in the form of a PDF.

True or falseTo check yourunderstanding ofeating disorders, gothrough thestatements belowand decide if theyare true orfalse; thencompareyouranswers tothe answerkey (page 14).

1. Children andyouth who havean eating disorderare superficial,conceited, andnarcissistic.

2. Children and teensdevelop eating disordersto rebel against theirparents and/or theirfamilies.

3. Parents cause theirchild’s eating disorder.

4. Parents’ involvement in treatmentleads to power struggles. Parentsshould never be involved.

5. Teaching about eating disorders is aform of prevention.

Love your body, love yourself

Eating disorders and disordered eatingare genuine problems in British Columbiaschools. McCreary Centre Society research(2009) showed that 53% of girls and 14%of boys in British Columbia with a healthyweight were trying to lose weight. Toomany teenagers have tried some form ofdieting and too many school-age childrenthink that going on a diet when they getolder is normalized activity. All arebombarded with some form of mediamessaging every day, letting them know

that regardless of many variables thatcan make up a person’s body type, onlyone body type is acceptable—one that isextremely thin; what we call “The ThinIdeal.”

The Jessie’s Legacy Program holds theprovincial mandate for eating disordersprevention. We feel passionate aboutour work because we have seen toomany young lives hijacked by an eatingdisorder: The 13-year-old girl who goes

by Shelley Hine

10. The media triggers eating disorders.

11. A child/youth who was able tosuccessfully complete their treatmentis “cured.”

12. Students with an eating disorderoften maintain good grades.

13. Over exercising is a form of purgingcalories.

14. Mirror gazing contributes to poorbody image, which can worsen thesymptoms of an eating disorder.

15. School connectedness is a protectivefactor against the development of aneating disorder.

© Cathy Yeulet/Hem

era/Thinkstock


with activities and events taking placethroughout the year. The ongoing themefor PEDAW is “Love Our Bodies, LoveOurselves.” Themed wristbands areavailable. PEDAW 2014 is under way witha number of projects and events beingplanned, including a wristband challengeand multi-media contest. A calendar canbe found on the PEDAW section of theJessie’s Legacy website, jessieslegacy.com.If you have questions call us at 1-888-988-5281, extension 204, or e-mail us [email protected]

See also:

• E-mail: [email protected]

• Facebook: – facebook.com/JessiesLegacyEatingDisorderPrevention– facebook.com/loveourbodiesloveourselves

• Twitter: @loveourbodies

• Blog: loveourbodiesloveourselves.blogspot.ca

• Website: jessieslegacy.com

• Youtube:youtube.com/user/loveourbodies

Educators) with a resource stream oneating disorders prevention, resiliency,media literacy, curriculum, videos andother website referrals, designedespecially for professionals andeducators. The website is updated asnew information becomes available,with special attention to this pagebecause of our belief in adultinfluencers being one of the best linesof defense in the prevention of eatingdisorders in children and youth.

Our speakers bureau offers apresentation to both elementary andsecondary schools, on eating disorders,disordered eating, resiliency, medialiteracy, and weight and shape bias. APDF of this presentation is also availablefor qualified delivery in other regions of the province where speakers are not available.

Jessie’s Legacy also leads the ProvincialEating Disorders Awareness (PEDAW)Campaign, a province-wide effort toraise awareness around prevention andearly intervention of eating disorders aswell as media literacy, resiliency,building healthybody imageand self-esteem. Thisinitiative is acollab orationwith KeltyMental HealthResource Centre,Looking GlassFoundation, St.Paul’sSpecialized AdultEating Disorder Program,BC Children’s Hospital Eating DisordersProgram and Healthy Minds, HealthyCampuses, and Project True. PEDAW islaunched the first full week in February

MENTAL HEALTH: SUICIDE

on a diet and is over-exercising becauseshe’s been teased about the normalchanges occurring in her body and calledfat, and she believes it because there isno support for her to think otherwise; the15-year-old boy who believes he needs“6-pack abs” to be acceptable, is over-supplementing with Creatine, over-usingprotein shakes to bulk up, and isspending six hours with weights andtraining programs every day.

Eating disorders begin with disorderedeating, and disordered eating falls on acontinuum. At one end are normal,healthy eating habits; along the centre ofthe continuum are things like weight andshape preoccupation, yo-yo dieting,excessive exercising, steroid use,compulsive overeating, orthorexia(fixation on righteous eating),drunkorexia (binge eating combined withalcohol abuse); moving into distortedbody image and finally, into a full-blowneating disorder.

It is in the centre of this continuum thatvulnerable youth can get into real troubleif no one knows how to intervene. It canbe very difficult for teachers to know howto approach a student they suspect hasdisordered eating and to know how tobest support them. At the Jessie’s LegacyProgram, we know that adult influencersare critical to eating disorders preventionin children, and that teachers play acrucial influencing role. We also knowthat adult influencers need to know thecorrect information before they can helpeffectively. It is also true that we getbombarded by media messaging aroundbody stereotypes, and aren’t immune toforming opinions around weight andshape that might be influenced withbetter information.

We have designed our Jessie’s Legacy webpage (jessieslegacy.com – Resources for

_______________Shelley Hine, child and family therapist,Family Services of the North Shore andco-ordinator, Jessie’s Legacy EatingDisorders’ Prevention Program


When I think of Amanda Todd, Ithink of relentless bullying,helplessness, hopelessness, andsuicide. I also think of Carol Todd,Amanda’s mother, and theunimaginable pain that comeswith losing a child so young.

Yet Carol Todd has taken her grief and istrying to turn it into change by making ither mission to educate, advocate, andspeak out about why the eerie silencesurrounding mental illness needs to bebroken. Carol Todd is not only a mother,but also a teacher and BCTF member, andbecause much of this issue of the Teachernewsmagazine is devoted to raisingawareness about mental illness, I decidedto call her and ask her for an interview.On Wednesday, December 18, I met CarolTodd at Learning Services, where sheworks in Coquitlam.

MENTAL HEALTH

Keeping Amanda’s legacy alive

Carol Todd is smart, intuitive, andcommitted to her daughter’s legacy: tomaking sure that mental illness is not atopic to avoid, not something to feelembarrassed or ashamed about. She isforthright in her belief that people needto talk openly and informatively aboutanxiety and depression and show kidsthat there are strategies for dealing withsuicidal thoughts and feelings.

As we began our conversation, Carolremarked that so many kids areseemingly anxious these days. She thinksthat a lot of anxiety is caused byunchecked stress and pressures: thepressure to be smart, to be in a girl–boyrelationship, to look good, to be skinny—especially for girls, to get good marks,and so on. She adds that in a world ofinsistent advertising, many kids feel asense of entitlement and feel that the

“shoulds” should just come to themnaturally. When the “shoulds” don’tappear, some kids don’t have a way tountangle why they didn’t get what theywanted, nor do they have the resiliencyto overcome their feelings of disappoint -ment. But anxiety is not the propriety ofgirls; the percentage of boys whocomplete suicide is double that of girls.

Add in social media, which Carol coins as“brag and slag,” and given this publicupmanship, some kids end up feeling notgood enough. She says the social mediarace isn’t limited to material things, likegetting a new smartphone. Kids paradetheir relationships on social media,posting photo after photo, not realizingthey are jeopardizing their own privacy.Some kids viewing the photo parade,notably those without a prizedrelationship and those who are in thefriend’s social circle, may end up feelinglike failures, becoming despondent,depressed, and disengaged.

Carol maintains that kids often don’t getthe support they need when they feel sador depressed. She says they may be toldthat their feelings will go away, that theirfeelings are trivial. Some people think

by Susan Croll

“Teaching kids aboutmental health andwellness is the bestprevention we have.”

that if kids talk about their feelings itmakes it worse, because it’s a form ofindulgence. Carol believes this way ofthinking exists because people don’tknow how to have these difficultconversations with kids. It’s easier not totalk than to talk.


through the doors. She thought peoplewould recognize her, point her outbecause of the posting of the intimatephoto and the Facebook comments madeafter that. They didn’t end up goingshopping and at that moment, Carolknew her daughter was really struggling with high anxiety.

Carol was able to obtain reliable help andsupport for Amanda, but she stresses thisis not the case for other youth and theirfamilies. She said the child and youthmental health system is so stretched thatunless the youth is suicidal or prone toharming themselves or others, theservices are slow to appear. She explainsthat kids who are depressed can’t waitfor the bureaucracy to turn its wheels.Youth mental health is also inconsistentand sporadic throughout BC. Each healthauthority has different protocols anddifferent resources. What are common,however, are the limited funds andlimited resources.

The Fraser Health Authority has 10beds available in its AdolescentPsychiatric Unit at Surrey

“Teaching kids about mental health andwellness is the best prevention we have.”Carol says. She also states that the cuts topublic education and health have donenothing to help kids suffering withmental health problems.

“Just look at the reduction of resourceteachers and counsellors in bothelementary and secondary schools.Amanda had a learning disability. Theseteachers can make a huge difference inkids’ lives. Kids need counsellors to talkto. Now counsellors in secondary schoolsshare their work duties with course andcareer guidance.”

This past September, the BC CoronersService released its review of child andyouth suicide. Given yearly averages,calculated on the past 22 years, 19 youthbetween the ages of 10-18 will commitsuicide in 2014.

Carol shakes her head at that number.“That’s 19 youth too many. That is why Ihave to continue what I do.”

For more information on cyberbullyingand mental health, visithttp://amandatoddlegacy.org/

She also says that sometimes we don’trealize how much someone may behurting. She talked about her owndaughter and how one day Amandawanted to go summer clothes shopping.When they reached the mall entrance,Amanda froze; too anxious to go

Memorial Hospital. Not a lot of bedswhen you consider the number ofmunicipalities between Burnaby and Chilliwack.

Carol says that if a child self-harms andends up in a hospital, that the resourcesupon discharge could use someimprovements. Amanda’s first follow-upappointment with a child psychiatrist wasscheduled for two months after dischargeand in her case, two months too late.

Carol feels that Amanda took her ownlife because she thought it was the onlysolution to take away her pain. She addsthat Amanda was a vivacious and creativeyoung woman who ultimately wanted tolive but that persistent, chronic bullyingbroke her down and led to depressionand despair. She says that Amanda didnot have the coping skills, strategies, orunderstanding to deal with what she wasfeeling and experiencing.

That is one of the reasons why Carolbelieves so strongly that as teachers, wemust talk and teach about mentalwellness: what it is, what it looks and

feels like, and what to dowhen we feel anxious anddepressed. She says thatlearning about

mentalwellnessis hit-

and-miss in the education system andthat it is vaguely referred to incurriculum. Instead, she’d like to see thetopic of mental health openly taught aspart of the ministry’s new curriculum.

But anxiety is not thepropriety of girls; thepercentage of boys whocomplete suicide is doublethat of girls.

…we must talk and teachabout mental wellness:what is it, what it looksand feels like, and what todo when we feel anxiousand depressed.

© lovleah/iStock/Thinkstock

10 TEACHER Jan./Feb. 2014 10 TEACHER Jan./Feb. 2014

MENTAL HEALTH

I spend a great deal of time talking aboutyouth suicide as the full-time executiveco-director of NEED2, a youth suicideprevention non-profit in Victoria. It’s notsomething most people discuss every day,in fact, it’s a topic that most folks havedifficulty discussing at all. The stigma andfear around this topic still pervades ourrelationships regardless of recent mediacoverage of Retaeh Parsons, AmandaTodd, and anti-bullying legislation. Wefear contagion, we fear implanting ideas,we fear not being able to help, and weare troubled by the lack of resourceswhen youth do reach out. And yetStatistics Canada has data showing twoyouth die by suicide every day in Canada.

Suicide is the second leading cause ofdeath among secondary school agedyouth and some 25 to 30 students killthemselves every year in BC. If you have aclassroom filled with youth, odds aresome students are thinking about it.

The fact a youth is seriously consideringsuicide is indicative of deep distress and they need help.

While suicide intervention/preventiontraining comes in many forms includingASIST Training, Mental Health First Aid,and others, teachers do not often havethe time or financial resources to committo these extensive training programs.While many teachers successfully rely ontheir own instincts and experience,compassion and related training to help ayouth, they may still hesitate to discussthis issue with a student, may miss someof the signs, and may not feel confidentin broaching the subject. Yet the burdenis always upon them to respond if theysee something amiss with a student.

Since 1996, we at NEED2 have beenworking with lower Vancouver Islandschools to introduce middle- andsecondary-school students, teachers, andstaff to the dynamics of youth suicideconversations. Through our classroompresentations, NEED2’s volunteers discussthe dynamics of suicide and how youthcan help each other.

Our work in schools has given us directevidence that supports the currentresearch on the numbers of youth who

Know the signs of despair

by Chris Holt

consider suicide. In every class there areyouth who disclose to our volunteers thatthey or a friend needs to talk. In thoseinstances we connect them to schoolcounsellors and ensure they receive help.We also connect youth to our online crisis

I spend a great deal oftime talking about youthsuicide… It’s notsomething most peoplediscuss every day…it’s atopic that most folks havedifficulty discussing at all.

portal Youthspace.ca, which providesyouth with connection to trainedvolunteers for chatting and texting about their emotional issues and how to get help.

We have discovered that for teachers thefact that so many students contemplatethis act is disturbing and they oftenrequest short introductory trainingsessions that can help them makeinformed approaches to one of theirstudents. And while we canaccommodate schools within lowerVancouver Island, we cannot provideservices across the province.

We have three programs available on ourwebsite at NEED2.ca. The secondary-oriented courses are less than $30. Thecommission on these programs is quitereasonable and so by taking a course youhelp to contribute to funding ournational crisis service Youthspace.ca, aswell as our Whole School SuicideAwareness programming.

Middle-school educators’ programAt-Risk for Middle School Educators usesuniquely effective and engagingeducational gaming technology toprepare educators to identify, approach,and refer at-risk middle-school-aged

© michele piacquadio/iStock/Thinkstock

TEACHER Jan./Feb. 2014 11TEACHER Jan./Feb. 2014 11

Breaking the silence through dramaby Sara Raouf, Richmond teacher

students. In the simulation, users learn byengaging in conversations withemotionally responsive student avatarsthat show signs of psychological distressincluding depression, anxiety, andthoughts of suicide.

High school educators’ programUsers assume the role of an educator andengage in conversations with threeemotionally responsive student avatarsthat exhibit signs of psychologicaldistress. These avatars “react” to users’decisions, effectively replicating real-lifeinteractions. Through this virtual role-play, users adopt effective conversationaltactics and motivational interviewingtechniques to effectively:• broach the topic of psychological

distress.• motivate the student to seek help.• avoid common pitfalls such as

attempting to diagnose the problemor giving unwarranted advice.

The training programs were developed byKognito Interactive with input fromnationally recognized mental healthexperts and over 250 high schooleducators in the US. Introduced in 2010,the program is listed in Section III of theSuicide Prevention Resource Center andthe American Foundation for SuicidePrevention Best Practices’ Registry andhas been adopted by state agencies andnon-profits to train over 200,000 teachersin seven states including Texas, Ohio, NewMexico, Alaska, Arizona, and New York.

You can see more about the training athttp://need2.ca/on-line-trainingand the courses can be taken at anytime.For more information on NEED2 you cancheck out our Website at NEED2.ca andplease check out Youthspace.caas a resource for your students.

_______________Chris Holt is executive co-director of NEED2

“uniqueness” and struggles with makingsense of his mental illness. The play wasboth an accessible and entertaining wayto broach a tough subject. More than2,000 students in Grades 4 to 7 inRichmond watched the play.

Larry Antrim, Richmond School District’sco-ordinator for Counselling and SocialResponsibility and Roz Walls, fromVancouver Coastal Health’s RichmondSupporting Families with Parental MentalIllness and/or Addictions, wereinstrumental in supporting this project,from applying for funding toimplementing the project in schools.Many teachers, school counsellors andother mental health organizations inRichmond worked together to create astudy guide to complement the play. Pre-play and post-play activities wereincluded for teachers and their students,as well as a comprehensive list of localmental-health related resources.

Mental illness is a topic often avoided inschools. It’s the elephant in the roompeople hesitate to talk about. I hope thatby showing students the play, we canfurther build and strengthen theirknowledge about mental illness. I alsohope that through further educationabout mental illness, we can help toremove the barriers that prevent peoplefrom accessing medical help andcommunity supports, and build greateracceptance and empathy with thosecoping with various mental illnesses inour communities.

Sources:

• http://tinyurl.com/mental-illness-fast-facts

• http://tinyurl.com/people-like-vince

• http://tinyurl.com/bluecross-community

I returned to school after my maternityleave ended in September 2012, and satdown to review my caseload as a resourceand learning assistance teacher that year.Several of my students were dealing withtheir own mental health issues, and morewere grappling with a family member’smental health. I wondered why weweren’t teaching kids about mentalhealth. I remembered the burden ofdealing with my own father’s mentalillness as a student and wondered why, 25 years later, schools still weren’t doingmuch to address this complex issue.

We know that one in five Canadiansexperience a mental illness in theirlifetime and that mental illness issomething that affects people of all ages,all cultures and all socio-economic levels.So why weren’t schools talking about it?

This difficult question was the catalystthat turned into a collaborative effortamongst various mental healthorganizations in Richmond and the schooldistrict. My sister works for the CanadianMental Health Association (CMHA) inVancouver and she put me in touch withDave Macdonald, the Executive Directorat CMHA in Richmond. We discussed howwe could start the conversation aboutmental illness in schools, and before Iknew it, we had a plan that includedapplying to Pacific Blue Cross’ CommunityConnections program for a $12,800 grantto fund 20 performances of a play byGreen Thumb Theatre that ran fromNovember 25 to December 6, 2013.

The play is called “People Like Vince” andit deals with a young girl named Myrtletrying to navigate her relationship withher uncle who suffers from bipolardisorder. She feels embarrassed by his


What are your concerns aboutmental health issues and servicesin BC schools? #bced #bcedchat

Steve Gelhorn@steveybg@bctf that there is a major lack of services and suport foryouth dealing with mental health issues.

Rob Genaille@rvgenaille@bctf lack of education on mental health issues whichleads to lack of empathy for those students or teachersstruggling. #bced #bcedchat

Tobey Steeves@symphilyI’m concerned about the loss of school counsellors @bctf.Since 2000, loss of how many? And what’s counsellor-to-student ratio?

Nico1e@nico1e@bctf I held a student’s hand once through a panic attack.1 yr later she committed suicide. Every school has stories,loss. Anxiety, bully.

Nico1e@nico1eA high school has over 1000 students but only 3counsellors. How on Earth is there time for them to reachstudents who need help? @bctf #bced

Derek Fournier@fournier422@nico1e @bctf “Safeteen” is run at my school with Gr. 10boys and Gr. 8 girls - excellent program

Amanda Long@MsAmandaLong@bctf HSs don’t have enough counselors&they’reoverwhelmed with admin work [courseplanning/graduation] no time to “counsel” #bced#bcedchat

Jim Watson@CaptainSuburb@MsAmandaLong @bctf my school had to make Sophie’sChoice decision of whether to use LIF pittance forcounselor time

MENTAL HEALTH: TWITTER CHAT

BCTF@bctf

Answer key for eating disorders’ quiz from page 61. F—Self-hatred and self-doubt are the underpinnings of eating disorders

among children and youth. They are uncomfortable receiving praise.They believe that they are “unlovable,” or are not “good at anything.”

2. F—Eating disorders are not about rebellion. An eating disorder is an“emotion-regulation disorder.” Children and youth who are unable toprocess difficult emotions (e.g., anger, shame, guilt) erroneously turn toan eating disorder to help them process their feelings.

3. F—Parents are not the cause. There is no one cause. There are a numberof risk factors. These include, but are not limited to, perfectionism,childhood anxiety disorder, traumatic life events, high-level exercise,genetics, and simply being a female adolescent.

4. F—Parents play a vital role to varying degrees in their child’s recoveryand treatment.

5. F—Research shows that teaching students signs, symptoms, and specificinformation about eating disorders may be harmful. Teaching drawsundue attention to the illness. Instead of explicitly teaching about eatingdisorders, teachers should focus on positive body image and resilience.

6. T—The Planning 10 and English 12 curricula are examples of two coursesthat contain materials related to healthy living, food, nutrition,advertising, body image, and exercise. These materials may be triggeringfor students with an eating disorder as well as those at risk fordeveloping one. The healthy living curriculum is woven throughoutGrades K–12.

7. T—According to the statistics, eating disorders are more prevalent infemales than males. Ninety per cent of those diagnosed with anorexianervosa are female. However, males also suffer from eating disorders andare largely under-diagnosed. An estimated one-fourth of childrendiagnosed with anorexia nervosa are male. Preliminary research forbinge-eating disorders suggests that it occurs equally in males andfemales.

8. T—Physical education classes may seem contraindicated for children andyouth struggling with an eating disorder. This is not true. It is importantfor students to learn to engage in physical activity that is healthy andbalanced. The structure of a physical education class is a good startingpoint for those well enough to participate.

9. F—It is important to ensure as much normalcy as possible when astudent returns to school. Though educational expectations of teachersmay shift, behavioural ones should not. To make exceptions for thisstudent by ignoring the behaviour would work against the effort tonormalize the classroom environment.

10. T—For some children/youth, the “thin is beautiful” message conveyedthrough the media will trigger them to develop an eating disorder. Forothers, the pressures found in the media will be inconsequential.

11. F—Time spent in treatment has only facilitated an interruption ofsymptoms; the student is by no means cured. In fact, the averagerecovery rate for eating disorders is seven years.

12. T—In some cases, perfectionism drives performance, which compelsstudents to over-function in spite of malnutrition and, therefore, gradesmay temporarily improve. Research also tells us that the performance ofan athlete may also show temporary improvement.

13. T—The bulimia nervosa subtype most commonly uses vomiting to purgecalories but may also over exercise to achieve the same result.

14. T—Mirror gazing is a form of body checking that serves to reinforce anegative self-image in the mind of the child/youth with an eatingdisorder.

15. T—Generally speaking, research informs us that school connectedness isprotective for child/youth mental health. Although the factorscontributing to an eating disorder are complex, there is little questionthat a strong connection to school is crucial to a student’s recovery.


Does the draft curriculum require me touse more technology in my teaching?

No. The use of technology in yourclassroom to support learning is yourdecision as the teacher. There is nothingin the draft curriculum that necessitatesan increase in technology.

The ministry’s web page refers to“personalized learning” and “21stcentury learning,” which are onlyvaguely defined. Is there anything in thedraft curriculum that will require me toadopt these methods?

No, nothing in the draft curriculumrequires teachers to adopt theseundefined concepts. And by the way,aren’t we all teaching in the 21st century?Teachers are always looking to keepcurrent and base their classroom practiceon sound pedagogy but the drafts do notrequire any particular way of teaching.You will notice that many learningoutcomes are less specific than in the pastand that issues relevant to communitycontexts are suggested as teaching tools.

What’s the timeline?

There is no implementation date yet andthe BCTF doesn’t know when the draftswill be finalized. We understand thatdrafts may change based on teachers’feedback to the ministry.

What plans are there for in-service?

Few, as yet. The BCTF and locals continueto press the Ministry of Education foradditional funding to support theimplementation of new curriculum. Mostlocal collective agreements speak to theimportance of in-service, as well as forresources needed for successfulimplementation. Locals are meeting withdistrict staff to discuss. The province,school districts, and school-basedadministrators should not expect the fivenon-instructional days set aside forteacher professional development to beused for curriculum implementation.

Instead, teachers should be provided within-service. A sixth non-instructional daydoes exist and this day could be used tosupport implementation. This year,however, the minister of education chose“skills, trades and apprenticeships” as thetopic for the day.

Can I start using the draft curriculum now?

The current prescribed learning outcomes(PLOs) remain in place, but teachers cango ahead and try out whichever elementsof these draft curricula they wish.

Please note: parents may opt foralternative delivery(http://tinyurl.com/altdelivery) for somePLOs in the current Health & Career K–7,Health & Career 8–9, and Planning 10Instructional Resource Packages (IRPs),but no such option is available for otherPLOs in any IRPs—and the same is truewith the drafts. You do not needpermission to teach Aboriginal contentnor does alternative delivery apply.Remember, teachers do not needpermission from administrators orconsent from parents to teach anylearning outcome.

Is the Health & Career IRP disappearing?

The Health & Career IRP will phase out. Anew course cur rently in draft, calledHealth & PE, combines parts of the Health& Career K–7 and Grades 8/9 IRP with thecurrent Physical Education IRP.

Healthy eating, personal safety, andsexual health education move to the newHealth & PE heading. The future locationof the career-related PLOs from thecurrent Planning 10 and Health & CareerIRPs is still in limbo. We expect it will beposted on the ministry website in January.

Arts Education drafts should be posted by now.

Are there any other changes to curriculum coming?

Not that we know about. No curriculumteams have been assigned to work on anyof the applied skills courses yet. Theministry is holding off on seniorsecondary drafts until they makedecisions on graduation requirements.

What about the rest of the BC Education Plan?

The ministry has not announced anychanges to grad requirements—or toGrades 11 and 12. They have stated thatwork on Grade 11 and 12 curriculumdrafts are delayed until the ministrybecomes clearer on the direction forgraduation requirements. Conversationswith education partner groups continueabout the future of the FSA andprovincial exams. Educators continue toadvocate for assessment methods thatalign with the draft curriculum. Theministry is still working on the other bigitem, the “core competencies.” Draftcontinua are in process and focus oncritical thinking.

Didn’t BCPSEA have concessions on the table during the last round ofbargaining? Didn’t they say they neededthese concessions for the implementationof the BC Education Plan?

The draft curricula can easily beimplemented without any need tobargain a single concession for post andfill, seniority, layoff, or evaluationlanguage. Good will and mutual respectare important for any education change,particularly with curriculum change, withteachers being the key to the process.

NEW DRAFT CURRICULUM

Curriculum questions answered

Compiled by Glen HansmanBCTF first vice-president


1. Induction ceremonies are designed to officiallywelcome new members to the union. New teachers receivethe BCTF Code of Ethics and a complimentary provincialspecialist association membership.

2. The “New Teachers’ Workshop,” an introduction tothe local union and the BCTF is often booked inconjunction with induction ceremonies. Some of the topicsexplored are the collective agreement, positiveprofessional relationships, professional issues, the work ofthe union, and the importance of active participation bynew members.

3. The New Teacher Mentoring Project is a jointprogram between the BCTF, UBC, BC SchoolSuperintendents’ Association, and the Ministry ofEducation. The project seeks to provide local, coherent,research–based, and sustainable systems of support forteachers in their early years. The BCTF is working onexpanding this program throughout the province.

4. The New Teachers’ Conference is held every springfor pre-service teachers and members in their first fiveyears of teaching. See ad, page 5.

5. Provincial Specialist Associations (PSAs) provide aspace for members to exchange ideas about research,teaching strategies, and professional curriculumdevelopment. By joining PSAs, new teachers gainopportunities to collaborate and share their expertise inspecific areas of interest. These 32 PSAs hold annualconferences, produce publications, and respond to issuesto provide services to colleagues and students.

6. “The Practice of Teaching: A handbook for newteachers and TTOCs” is a comprehensive resource outliningeverything from BCTF governance to classroom

management, student reporting, practical classroom tips,and much more. A mobile version will be available this spring.

7. BCTF grants are available for locals to provide mentorshipand training opportunities for members to undertakeleadership roles and become involved in BCTF-relatedactivities. Additionally, eight $500 grants are provided to aPSA, a local, or a zone conference that includes a signifi cantcomponent for new teachers and teachers teaching on call.

8. BCTF Provincial advisory committees are issue-basedcommittees that provide excellent leadership opportunitiesfor teachers from across the province. Teachers teaching oncall, the committee for action on social justice, andAboriginal education are examples of some advisorycommittees. The provincial TTOC committee also providessupport to local TTOC contacts.

9. Peer Support and Peer Mediation are two separateprograms designed to provide support to members. Peersupport assists members with their teaching practice whilepeer mediation helps teachers undergoing member-to-member conflict resolve this conflict. These services areprovided by highly skilled and experienced teachers.

10. BCTF website and social media. The website is a richsource of information on numerous topics. A ProfessionalLearning Portal is currently under development and willhouse resources and provide discussion forums regardingthe new government curriculum. Additionally, weencourage you to follow and contribute to the discussionson Facebook and Twitter.

For more information about these opportunities and services,contact your local union office, and explore the bctf.ca website. _______________Teri Mooring is BCTF second vice-president

Are you a new teacher? This page is for you.

Teacher newsmagazine wants to hear from new teachers. What are your experiences asnew teachers? What’s working, what’s not? How can the BCTF help you and your newteacher colleagues? Send us your ideas at [email protected].

by Teri Mooring

New teachers often face challenges that many of their predecessors did not. They are entering the profession more than a decadeafter class size, teacher ratios, and composition language was stripped from collective agreements, making workloads substantiallymore difficult. Without a doubt, teaching is now more complex with fewer supports for both teachers and students.

I recently had the opportunity to discuss these issues with a number of new teachers and with teacher-mentors. They generouslyshared insights about their experiences as new members. I compiled the following list of supports and services to address theconcerns and needs they identified.

BCTF RESOURCES & SERVICES


BCTF conference for new teachers, student teachers, and new TTOCs

Radisson Hotel8181 Cambie Road Richmond, BC V6X 3X9

February 28 – March 1, 2014

� visit resource fair � attend workshops � network with other new teachers � collect valuable classroom materials

NURTURING the LOVE of TEACHINGBC Teachers’ Federation

Conference registration information and program available on the BCTF website bctf.ca/NewTeachersConference2014/

Registration opens January 2014

For registration information contact Cécilia Huard de la Marre [email protected] 604-871-1869 or 1-800-663-9163

For conference information contact Marie-Claude Tremblay, conference co-ordinator [email protected] 604-871-1844 or 1-800-663-9163 Twitter: #BCTFntc

Stockbyte/Thinkstock

Vous cherchez des idées pour la classe defrançais langue de base, d’éducationphysique ou pour cette nouvelle classe demaths que vous enseignerez en février?Vous voulez des idées pour aider vosélèves ayant des besoins particuliers?Vous avez des questions au sujet desnouveaux curriculums? Vous désirezrencontrer et discuter avec d’autrescollègues en début de carrière? Quellemeilleure occasion que la conférenceannuelle de la FECB pour nouveauxenseignants qui aura lieu le vendredi 28février et le samedi 1er mars à l'HôtelRadisson de Richmond.

L'inscription commencera le lundi, 20janvier. Les frais d’inscription pour cetteconférence de 2 jours restent le même à70 $ et comprend 6 ateliers, le dîner(déjeuner) sur les deux jours et le Salondes exposants. Le déjeuner (petitdéjeuner) n'est pas compris.

Veuillez noter:• que l’horaire est le même pour les

deux jours.• qu’il y aura plus d’exposants au Salon.• qu’une séance plénière est prévue

après la première session d’ateliers : • la plénière du vendredi est une session

Q & R avec le président de la FECB, JimIker;

• le samedi, le personnel de la FECB etdes enseignants parleront de diverssujet tel que l'utilisation des médiassociaux à bon escient et en toutesécurité, que « la charité n’équivautpas à la justice » et quelquesparticipants courageux partagerontune ressource particulière ou une idéegéniale.

• qu’une table ronde est prévue au coursde la 2e session des ateliers. Adressez-vous directement au personnel de laFECB avec vos questions sur la santé etla sécurité, le mentorat, notre régimede retraite, la justice sociale dans votre

salle de classe, l'indemnisation destravailleurs, la négociation collectiveou donner des suggestions pour laconférence de l'an prochain.

• qu’après la conférence, les documentsdes ateliers seront publiés sur unepage spéciale du site web de la FECB.Tous les participants recevront le lien àcette page Web avec le sondage de laconférence.

Le but de la conférence annuelle pourenseignants en début de carrière reposesur le principe de base d’unperfectionnement professionnel efficacefondé sur le partage de connaissances etde compétences entre enseignantsexpérimentés avec leurs collègues.

Les places sont limitées alors mettez unenote dans votre agenda pour consulter lesite Web de la FECB, le lundi 20 janvier!

[email protected]

Appel à tous les nouveaux enseignants, nouveaux suppléants et maîtres-stagiairespar Marie-Claude Tremblay, coordonnatrice, Conférence pour nouveaux enseignants


ADULT EDUCATION

Andragogy—the study of adult education and itsprinciples—was popularized by Malcolm Knowles inthe 1970s and 1980s when adult enrolment incollege and university programs drasticallyincreased.

Knowles argues that teaching adults is a phenomenon in itsown and should be treated as such. Teaching adults must be:democratic/equal, kinesthetic in nature, problem-based,collaborative, important, and meaningful (Knowles, 1984).Working with, and teaching adults is a unique process thatinvolves learning or researching that extends generalpedagogy—andragogy. Masters degrees, certificate programs,and continuing education courses are offered at universitiesthat teach how to effectively teach adults. If post-secondaryinstitutions recognize this, why don’t our local school districts?

Teachers who work with adults experience the same challengesas their K–12 colleagues, but without the same supports. Forexample, adult educators (teachers who teach adults the Grade1–12 curriculum to either upgrade or graduate) do not haveaccess to special education resource teachers, support staff, andcounsellors. Student files are often locked up at a separatelocation and there is no extra time or professional developmenttraining to modify or adapt curriculum to suit the adultslearning styles or needs.

Adult education is likely offered at an off-campus location in aclosed down school that is separate from the regular schoolsystem. And, many of the classes are offered during the eveningto try to suit the attendance times of the adults who work(perhaps putting teachers’ safety in jeopardy).

Adult learners also do not receive the help that is offered totheir secondary colleagues, but must meet the same curriculumexpectations. These adults may have had negative experienceswith schools and teachers in the past, and may carry theseexperiences with them when they return to school.

Without a learning resource teacher or counsellor on site,learning challenges may go unnoticed and may hinder thestudents desire to learn. Offering the assistance of a learningresource teacher may help alleviate some of the stress enduredby both the student and the teacher. Most adult educators workin a classroom with upwards of 30 students, all at various

Andragogy: How do we teach adult learners amidst cutbacks?

No more muddy waters regardingstudent privacy or confidentiality. You have the

right to know when a student in your class or your schoolposes a real safety risk to you or the people you work with.WorkSafeBC regulations are clear: the employer has aresponsibility to inform staff about “all known or reasonablyforeseeable health and safety hazards, including workplaceviolence.”

In fact, the WorkSafeBC regulation defines violence as “theattempted or actual exercise by a person, other than a worker,of any physical force so as to cause injury to a worker, andincludes any threatening statement or behaviour that gives aworker reasonable cause to believe that he or she is at risk ofinjury.” (Injury or harm including bullying or harassment by a co-worker is covered by another regulation).

A recent WorkSafe Bulletin states that over 115 workers inBritish Columbia’s education sector each year end up taking timeoff work due to injuries inflicted by students. “Workers oftenreport that violent incidents happen “out of the blue” or“without warning.” However, incident investigations frequentlyreveal that the student involved had a history, or a known risk,or violent behaviour that was not communicated to workers byway of assessments, individual education plans, or employeesafety plans.”

Take the time to read this WorkSafe Bulletin. Different scenariosincluding students transferring from one district to another arefeatured. In the past, administrators often did not inform staffof newly transferred, but potentially violent students, citingstudent confidentiality. This information can no longer bewithheld. Just as importantly, staff also must be informed of anyparents who have displayed aggressive or threatening behaviourtoward any staff member. Read the WorkSafe Bulletin here:http://tinyurl.com/WorksafeBulletin

We encourage you to discuss this regulation at your schoolHealth and Safety Committee meeting and at your staff meetingto ensure that everyone is aware of their rights.

Violence atwork: Yourneed to know is your right to know

by Tammy Gates, Adult Educators’ Advisory Committee


INTERNATIONAL SOLIDARITY

abilities, without assistance, without resources, withoutsufficient space, and without any preparation time. This isunacceptable and needs to change.

Unfortunately, the funding formula for adult education makes itimpossible to fund these basic services. The government paysschool districts per course and only once, NOT per student, whichequals approximately $400 per course paid to school districts. So,if a student registers for a course more than once, there is no

funding for that student/course again because the district hasalready received the money for the course.

Both the government and school districts need to recognize thatteaching adults has a unique set of challenges and thatappropriate funding may lead to a higher rate of educationalsuccess. If you are an adult educator and have any concerns, pleasespeak with your local union president or contact the AdultEducators’ Advisory Committee (Patti Turner, [email protected]).

Mexican teachers protest education reform, standardized tests

In the middle of the night on January 5, 2014, Mexicanauthorities moved in with riot police and bulldozers to put anend to one of the most valiant and enduring actions ofresistance by Mexican teachers in their long history of strugglefor quality public education.

Since the school year began last August, thousands of teachershave taken to the streets and squares of Mexico City to protestthe federal government’s sweeping education reforms that willundermine labour rights, increase standardized testing, imposeteacher evaluation based on test scores, and promoteprivatization of public education.

After being evicted from the main square with blasts fromwater cannons and blows from police batons, approximately4,000 teachers occupied the Monument to the Revolution.Conditions were difficult in their make-shift tents, butdetermination remained firm.

In November 2013, BCTF President Jim Iker visited the teachers’encampment and delivered a keynote address at anInternational Solidarity conference organized by the Tri-National Coalition in Defense of Public Education. The eventbrought together teacher union leaders from BC, Ontario,Chicago, and Los Angeles with Mexican activists, many of whomcame from rural states where most students are impoverishedand vulnerable.

Iker emphasized the similarities between the neoliberal attackson teachers and their unions throughout the Americas,although the challenges facing Mexican colleagues are clearlymore severe than in Canada. Still, he noted, everywhere acrossthe continent we are seeing deep cuts in the public sector,attacks on human and labour rights, and economic injustice on the rise.

Teachers from all three countries reported on the negative impactof standardized testing. The Mexicans emphasized that they arenot opposed to evaluation per se but that student scores onstandardized tests are to be the key measure of teachercompetence, a factor that penalizes those working with the mostmarginalized students. Teachers from Oaxaca, Chiapas, andVeracruz were also critical that the exams are in Spanish, whiletheir language of instruction may be Nahuatl or other indigenouslanguages.

Nancy Serrano from the Chicago Union of Teachers explained howschool funding and teacher evaluation are largely based on testscores. “They use low scores as an excuse to close the publicschools and re-open them as charter schools with non-unionizedteachers,” Serrano said, adding that 50 public schools have closedin Chicago in the past year, resulting in significant teacher layoffs.

by Nancy Knickerbocker

L-R: Paul Bocking, (Ontario); Mirna Valenzuela (Chicago); RosemaryLee, (Los Angeles); Nancy Serrano (Chicago); Jim Iker.

NANCY KNICKERBOCKER PHOTO

“When I was 15 years old, some of my co-workers and I went on strike because thefactory was cutting our pay. I learnedabout an organization in Dhaka; it was alabour education centre sponsored by theAFL-CIO (American Federation of Labour). I took some courses about labour rightsand my life was changed. I knew I couldnot make things better for only me—ithas to be done for everyone.”

Kalpona no longer works in a garmentfactory; instead she runs the BangladeshCentre for Worker Solidarity in Dhaka,the capital city. Her organizationadvocates for garment workers; they tryto enforce regulations, help workersunionize, and lobby for better and safeworking conditions.

The BC Federation of Labour alsoorganized a lunch time rally the dayKalpona was in Vancouver to informshoppers about who makes their clothesand the conditions they’re made under.BCTF Executive Committee and manylocal representatives participated. JimSinclair, BC Federation of Labourpresident, described the Rana Plazatragedy as “industrial murder.”

“The factory, before it collapsed, hadbeen cited for safety violations but theowners did nothing. Canadians don’twant to wear clothes made with theblood of workers’ hands.” He called onCanadian companies like The Bay andCanadian Tire to sign on to theBangladesh Factory Fire and SafetyAccord. The accord ensures thatindependent and regular safetyinspections of Bangladeshi garmentfactories takes place. And if factoriesviolating safety practices have to shutdown while carrying out repairs, theworkers will not lose any pay.

After the rally, about 50 people, alongwith Kalpona Akter and Jim Sinclair,crossed the street, entered The Bay, andwalked throughout the store chanting“Join the Accord.” One news reporterpointing to a sweater on a rack priced at


Kalpona Akter, of the Bangladesh Centrefor Worker Solidarity, speaks at theHudsons’ Bay store in Vancouverinforming shoppers about who makestheir clothes and the conditions they’remade under.

Stop industrial murder Buy “clean” clothes

SOLIDARITY SPOTLIGHT: BANGLADESH FACTORIES

Twelve and ten years of age. That’s howyoung Kalpona Akter and her brotherwere when they began working at agarment factory in Bangladesh. Their pay,for working 15 hour days in a run-down,dilapidated, and unsafe building, was $6 a month.

Kalpona Akter was in Vancouver inNovember to speak at a BC Federation ofLabour conference. Delegates werespellbound as she spoke about the RanaPlaza garment factory and the collapse ofthe building that killed more than 1,000workers last spring. She remindeddelegates that this most recent tragedywas not the first but one of many. Sherecalled her own experience in 1990when fire broke out in the factory sheworked at.

“When we tried to leave, the managerslocked the doors. Workers were trying toget down the stairwell but were trapped.Fortunately, the fire did not spreadthroughout the building. That time noone died.”

She was imprisoned last year for trying toorganize a union, and one of her co-workers was brutally beaten andkilled. One might wonder why she doesthis kind of work but her answer isstraightforward.

over $200 asked Kalpona how long aBangladeshi worker would have to workto buy the sweater. She answered that itwould take at least six months, but thateach day, garment workers producedhundreds of single sweaters like the oneon the hanger.

Loblaw, a Canadian company owned bythe Weston family and incidentally thesecond wealthiest family in Canada,produces the Joe Fresh clothing line, hada contract with the Rana Plaza garmentfactory. After sustained outcry andpressure, Loblaw have now signed on tothe international accord but according toKalpona have not paid the families ofthose killed or injured all of thecompensation money Loblaw promised them.

When asked how Canadians couldsupport Bangladeshi garment workers,Kalpona stated, “Please put pressure oncompanies like The Bay, Canadian Tire,Walmart, Gap, and Target to join theinternational accord. The workingconditions will only improve when wehave a legally binding accord that has theability to regulate and set standards.”

Visit the Clean Clothes Campaign athttp://cleanclothes.org/issues/faq-safety-accord or the Bangladesh Fire and SafetyAccord at http://tinyurl.com/bangladesh-fireandsafetyaccord

SUSAN CROLL PHOTO

GLEN HANSMAN PHOTO


STA vs Myles Winch

A three-member Hearing Panel of the BCTFJudicial Council was duly charged withdetermining if BCTF member, Myles Winch,was guilty of breaching Clause 8 of the BCTFCode of Ethics. It was alleged that Mr. Winchengaged in conduct harmful or prejudicialto the interests of the Federation (By-law 7.1b), and had contravened Job ActionProcedure 44.04.2.b (Strikes/Lockouts) byattending work whether or not BCTF hasestablished a picket line when a lawful workstoppage is taking place .

The charge arose when Mr. Winchreportedly worked during the BCTF jobaction of March 5, 6, and 7, 2012. There wasno dispute of these facts.

The Hearing Panel determined that, by hisactions, Mr. Winch violated Clause 8 of theBCTF Code of Ethics.

The Hearing Panel subsequently imposedthe following penalties:

1. Pursuant to Procedure 44.16.f. ii.4, Mr. Winch is fined a total of $750, $250

for each of the three days, March 5, 6,and 7, 2012, which he worked during alegal job action.

2. Pursuant to Procedure 44.16.ii.1, thesefindings will be published in the nextappropriate printed issue of the Teachernewsmagazine.

STA vs Mike Hoven

A three-member Hearing Panel of the BCTFJudicial Council was duly charged withdetermining if BCTF member, Mike Hoven,was guilty of breaching Clause 8 of the BCTFCode of Ethics. It was alleged that Mr. Hoven engaged in conduct harmful orprejudicial to the interests of the Federation(By-law 7.1 b.), and had contravened JobAction Procedure 44.04.2.b (Strike/Lockouts)by attending work whether or not BCTF hasestablished a picket line when a lawful workstoppage is taking place.

The charge arose when Mr. Hovenreportedly worked during the BCTF jobaction of March 5, 6, and 7, 2012. There wasno dispute of these facts.

Judicial Council reports BCTF job action decisions

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Teacher Mentorship: A ProvincialConversation

April 10–11, 2014

Bringing together BC educators to support

beginning teachers; featurepresenter Lois Zachary,

an internationlly recognizedexpert on mentoring.

April 10, 5:00 – 8:00 p.m.Provincial panel and forumApril 11, 9:00 a.m. -

3:00 p.m. Full-day workshop with Lois Zachary

For conference updates andmore info on TMBC:

http://teachermentorshipbc.com

Twitter: @MentorshipBC

Conference venue and

accommodations: Radisson Hotel

Vancouver Airport, Richmond, BC

The Hearing Panel determined that, by hisactions, Mr. Hoven violated Clause 8 of theBCTF Code of Ethics.

The Hearing Panel subsequently imposedthe following penalties:

1. Pursuant to Procedure 44.16.f.ii.4, Mr. Hoven is fined a total of $750, $250for each of the three days, March 5, 6,and 7, 2012, which he worked during alegal job action.

2. Pursuant to Procedure 44.16.ii.1, thesefindings will be published in the nextappropriate printed issue of the TeacherNewsmagazine.


Factor 90 or 65 years of age? Don’t waitYou can save the long-term fee(approximately 1.2%) from the dateyou reach age 64 or “Factor 88.”Members are no longer entitled tolong-term benefits under the SalaryIndemnity Plan once they hit “Factor90” (age plus cumulative service) or age65. It is up to you to apply to withdrawfrom LTD.

How and when to apply

A member who has attained age 64, orhas reached “Factor 88,” or is in receiptof a retirement pension under aregistered pension plan, mayvoluntarily withdraw from the long-term portion of the SIP. Ensure that inthe event of serious illness or accidentyou have sufficient accumulated sickleave, which, when combined with 120days of benefit from SIP short-term, willprotect your salary to the end of themonth in which you reach “Factor 90”or the end of the month you attain age65, whichever comes first.

To get an application, go to:http://tinyurl.com/7qrrnxx or call theBCTF Income Security Division at 604-871-1921.

GIFT OF A LIFETIMELeave a legacy in your will to

The Children’ariety - VVariety -

GIVE THE GIFT OF A LIFETIMELeave a legacy in your will to

s Charity and The Children’

GIVE THE GIFT OF A LIFETIME

The Children’ariety VVariety -

help children who have special needs

in the province.

help us continue to provide hope,

enrich lives, and build a better future

for children like

For information on how to leave a legacy:

Call 604.320.0505

or visit .bc.ca/legacyvariety

s Charity and The Children’

help children who have special needs

our generosity will YYour generosity will

help us continue to provide hope,

enrich lives, and build a better future

.for children like Xander

For information on how to leave a legacy:

604.320.0505 or 310-KIDS (5437)

.htm.bc.ca/legacy

www.sfu.ca/education/gs/explore.html

Further your professional development with a doctoral degree, master’s degree, or graduate diploma. Explore your options. Discover the opportunities.

Apply Now!

GRADUATE STUDIES FACULTY OF EDUCAT I O N

ADVANCE YOUR CAREER.

Teachers’ Tutoring ServiceA non-profit society

Working with teachers and forstudents for 30 years.

one-to-one in-home tutoring

[email protected]

www.tutor.bc.ca

Our futures are notdetermined simply by

what we do but howand why we do it.

www.makeafuture.ca | @makeafuturenew jobs are being added everyday

Search for career opportunities in BC’s 60 public school districts on www.makeafuture.ca

EDUCATORSTeachers | Special Ed | Tech Ed | French Immersion

EDUCATIONAL ADMINISTRATORSSuperintendents | Principals | Vice Principals

SUPPORT STAFF & ASSOCIATED PROFESSIONALSEducational Assistants | Speech Therapists | Trades

Faculty member postingThe University of the Fraser Valley invitesapplications for a full-time faculty memberin its post-degree Teacher EducationProgram (TEP). The program is located onthe Abbotsford campus.

We are looking for an outstandingcandidate with a K–12 teaching certificateand classroom experience, who hasdemonstrated a proven commitment toteacher education with relevant expertisein K–12 school curriculum with a particularfocus at the secondary level.

For more information, visithttps://www.ufv.ca/hr/careers/faculty/

Human ResourcesUniversity of the Fraser ValleyPOSTING 2013.124Tel: (604) 854-4554 Fax: (604) 854-1538Website: www.ufv.ca


LESSONS

20+

at www.beyondimages.ca

$0GRADES

4–8

MORE than half of children report being involved in appearance based bullying. Be part of the solution.A positive body-image can lead to better self-esteem,emotional stability, happiness and confidence in children.

Beyond Images helps students understand how and why mediamessages are constructed – and then learn to make their own.

Join us on this journey of self-discovery and build understanding andresilience towards negative messaging in students and in the schoolyard.

Developed by the National Eating Disorder Information Centre(www.nedic.ca). Beyond Images is generously supported by theDove Self-Esteem Project

TEACHER ADVANTAGES:a comprehensive media literacy curriculum written by teachers that includes:

• Lesson objectives• Lesson plans and media

examples• Student worksheets• Evaluation rubrics• Curriculum outcomes

matched

GRADES

4–8LESSONS

20+$0

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TRAVEL/VACATIONSOUTH OF FRANCE villa in lively, lovelymarket town of Limoux. 4 bdrms. 2 bath.Sleeps 8. All mod cons. Near lake andriver swimming and historic Carcassonne.Great rates. Deep discounts for long-term, off-season.www.southoffrancerental.com

FRANCE Ultimate vacations, pri vatelyowned, beautiful furn. 1 bdrm. centralParis. Wkly/mthly. 604-738-1876, 604-879-4936, [email protected]

MAUI, KIHEI Privately owned, fully furn. 2 bdrm, 2 bath condo, across fromKamaole Beaches. Great com plex, Greatlocation. 250-598-6955.

FRANCE Alsace and Vosges Mountains, 3 bdrm. heritage house on wine route,furnished, modern kitchen, 45 min. fromGermany, 35 min. from Switzerland.C$550/wk., [email protected]

ENGLAND The Cotswolds, cottagesuitable for two people. Gorgeous,country walks and history at yourdoorstep. Minimum 2 weeks. Email:[email protected]

PUERTO VALLARTA Bright, clean, quiet, 1bdrm., 2 blks from beach, downtown,$350/wk., $895/mo. (May-Oct.),$1,395/mo. (Nov.–April). 604-608-4268,[email protected]

GULF ISLANDS Deluxe waterfrontcottage, 1 bd./sleeps 4, winter andsummer rates, call Alma 250-629-3008,www.ainsliepointcottage.com

FRANCE Alsace wineroute nearStrasbourg, large 2 bdrm. apartment.Balcony overlooking river, beamedceilings, much charm. [email protected]

GREECE Charming, 1 bdrm. apartment onMediterranean Sea. Fully equipped,including air conditioning. [email protected]

MAUI Great S Kihei location, 1 bdrm. withocean view, across from great beachs. Formore information 209-599-5248 orwww.maui342.com

BAJA San Jose Del Cabo Mexico: Privatelyowned, fully furnished 1 bdrm. condo onthe Punta Sur Golf Course (6th tee) Oceanview. Wkly/mtly. 604-626-8523,[email protected] VRBO #461431 for pics.

PUERTO VALLARTA 2 bdrm. condo rental,[email protected]

WHISTLER Townhouse, sleeps 6, fullyequip. 604-925-7669 or Gary 604-669-7212.

WATERFRONT CONDO Birch Bay, WA. 2 bdrm., 2 bath, for week or weekendrentals. Complex has indoor pool, hottub, games room. $150/night or $900/wk(plus $50 cln. fee) birchbayrentals.comor call Teresa 604-831-4080.

SEE EUROPE like you’ve never seen itbefore! Highly rated tours – Ideal forteachers! www.onelifetours.ca

FRANCE FRANCE 2014/2015 holidayrental. Well renovated converted barn &stone houses in ancient, traditionalvineyard village, SW France. Greatwalking, cycling, food, wine, Catharcastles. C$776/ C$1067/wk. couple orfamily/children under 18. Email:[email protected]: www.ourhouseinfrance.com.au

GABRIOLA ISLAND, BC 2 bdrm. cottagegabriolacottage.netfirms.com or e-mail [email protected] 250-247-9883

FOR RENT/EXCHANGEVANCOUVER Clean, bright, quiet,centrally located condos at Robson &Bute, 1 bdrm. weekly/monthly rates. 604-608-4268, [email protected]

VANCOUVER Beautifully furnished, 1 bdrm. West End apartment for rent.$99/night. [email protected]

MISCELLANEOUSSCHOOL TATOOS temporary tattoosprinted with your school’s art. 1000Tattoos $129, Free Graphic Service andFree Tattoo Proof. Website: www.schooltattoos.ca, E-mail: [email protected] call (613) 567-2636.

VOICE LESSONS White Rock area. Ivy Charyna, SD#36 Music and Dramateacher. [email protected].

TEACHERS’ TUTORING SERVICE is lookingfor qualified high school teachers forone-to-one in-home tutoring in all areasof Metro Vancouver. Teachers must be BCMinistry of Education certified. For moreinformation and to apply online, visit our“Join Our Service” page atwww.tutor.bc.caTTS is a non-profit society.

TILING & PAINTING.Want to get the jobdone right? Call Vito. Glass and slatespecialist. Indoor, outdoor painting.Serving the Vancouver area since 1996.Call 604-831-4013 or www.tile-rific.ca

VARIETY–THE CHILDREN’S CHARITYWorking with children is your passion.Leaving a legacy to Variety in your Willfor BC’s kids is your gift of a lifetime.There are estate planning benefits too.Contact Peter Chipman or Paul Spelliscyfor information. Toll free 310-KIDS (5437)or 604-320-0505 or [email protected]

PSYCHOLOGICAL ASSISTANCE. Drs. Peter Williamson and Robert Wilson,registered psychologists, are seekingreferrals from professionals who areexperiencing personal or work-relateddistress. We specialize in relationshipproblems, depression and anxiety andhave a long history of working witheducators. For details on ourbackgrounds, please visitrfwilsonpsychologist.comor www.couples911.org, or referrals canbe made directly by calling 604-341-3741(Dr. Williamson) or 604-831-7792 (Dr. Wilson). Qualified, province-wideservices available on Skype or Facetime,contact above for information.

Classified


PENSION QUESTIONS? Ask Arnie –now retired and available for expert,personal, one-to-one consultationincluding pension estimates, options,bridge, CPP/OAS, and pension splitting.Reasonable rates. Call Arnie Lambert at604-354-5624 or [email protected]

HOME-BASED TUTORING Referral Agency.Awarding franchises in Kamloops,Kelowna, Nanaimo, Victoria, ComoxValley and Prince George. Good income,flexible lifestyle, proven system. 1-877-ITS-EASY (487-3279)[email protected]

SCHOOL IS EASY In Home Tutoringagency is seeking certified teachers in:Lower Mainland, Fraser Valley, Victoria,Comox Valley/Campbell River, CentralOkanagan. Forward resume [email protected] or call 1-877-ITS-EASY (487-3279)

RECRUITMENT FAIR. Search AssociatesVancouver International Recruitment Fair,Vancouver Feb 21–23, 2014, at the NewDelta Airport, 50–60 recruitersrepresenting over 80 schools worldwide.Free registration draws. Search placed3000 + candidates annually. Leader ininternational recruitment. Contact RaySparks: [email protected]

OCEAN VIEW CONDO:White Rock B.C.Top floor (3rd), S/W corner. Approx. 1700sq.ft., 3 bdrms., crowns. Full kitchen. 2 full baths. En-suite laundry. Appliances.2 balconies (one glassed-in). Many extras.Two car park. 8 x10 storage. Steps toSemiahmoo Mall, transportation andbeach. No pets. 55+, $389,000 (by owner),604-381-1331 or email: [email protected]

PRIVATE DRAWING LESSONS. Bring yourpassion for drawing to life withartist/teacher Wendy Mould, AFCA. 604-583-4538, [email protected]: artbywendy.com

TEACH IN CHINA for 2 or 4 weeks in July2014. Interested? Check us out atwww.china-connection.ca

SCHOOL ART LESSONS. Don’t spend timepreparing art lessons! Quick, easy, andstep-by-step art lessons are only a clickaway. www.schoolartlessons.com

PDCalendarJanuary 30–February 1 Vancouver.The Early Years Conference 2014—Shaping Childhood: Factors that Matter.http://www.interprofessional.ubc.ca

February 14–April 14 Various citiesin BC. “Save Your Sanity: ProactiveStrategies for Children with ChallengingBehaviour.” Phone: 250-572-4144. Toregister: www.saveyoursanity.ca

February 20–21 Richmond. SEA(Special Education Association)Crosscurrents Conference. Keynotespeaker: Norman Kunc and Emma Vander Klift. Keynote and sessions relatedto students with special and diverselearning needs, for classroom teachers,special education teachers,administrators, educational assistantsand parents. Sheraton VancouverAirport Hotel, Richmond. Registeronline at www.seaofbc.ca/ Rae Perry, [email protected] Stephanie Koropatnick,[email protected]

February 20–21 Vancouver. BCAEA(BC Alternate Education Association)“Challenge and Change” – 27th annualconference. Dr. Gordon Neufeld askeynote; sessions featuring diversetopics relevant to all those associatedwith vulnerable students typicallyenrolled in alternative learning environ -ments. Sheraton Vancouver WallCentre, Vancouver. To register go to:bctf.ca/bcaea/conference.html. For more info: bctf.ca/bcaea/index.htmlCo-ordinator: DJ Pauls [email protected]

February 21 Victoria. It’s Never TooLate to Begin. Connie Foss Morepresents ideas for creating musicalmagic with older beginner music classesfor upper elementary and beyond. Freeworkshop courtesy of SD61 LSA andBCKSC. Victoria. 1:00–3:00 p.m.Registration and more info at the BCKodaly Society of Canada website

http://www.bcksc.ca, or e-mail EmilyPollet at [email protected], orphone 250-337-8186.

April 12 Victoria, BC. Building aSuccessful Choral Program in theElementary School. Presented by KellyFoster-Griffin. Ideas to generate andsustain a flourishing, robust choir.Explore necessary components thatmake up successful and inspirationalteaching. University of Victoria,MacLaurin Building A166, Registrationand more info at the BC Kodaly Societyof Canada website http://www.bcksc.ca,or e-mail Emily Pollet [email protected], or phone 250-337-8186.

April 25–27 Berkley, CA. Ed RobertsCampus in Berkeley, California. “FourthInternational Conference on Familieswith Parental Mental HealthChallenges: Addressing the needs ofthe whole families.” View call forabstracts: bit.ly/1dtSEgF. Submit anabstract: bit.ly/1chWqu6. For moreinformation, visit the conferencewebsite at http://bit.ly/1arUT1d. [email protected] get on an enquiry list for updates.

May 2–3 Vancouver. 2014 ConsensusConference on FamilySmart & YouthEngagement. To view the advancenotice, please visit http://bit.ly/HhitD5.For more information, please visit theconference website athttp://bit.ly/HhiuqP. E-mail [email protected] to get on an enquiry list for updates.

Future October PSA days: 2014–2015: October. 24, 20142015–2016: October. 23, 2015

Changes/additions: [email protected]

Online PD Calendar:http://tinyurl.com/94nz4m5


No matter how hard his Grade 3 teacher and his parents tried, Jim seemedincapable of memorizingmultiplication tables.

He had problems with spelling. Hisattention span was short, and he waseasily distracted and quickly bored—disruptive. Token economies, specialtutoring, and various disciplinarystrategies all came to naught. Thecollective conclusion: Jim had a learningdisability requiring psychological testingand guidance.

But something didn’t fit. Frustrated asJim’s parents were, they couldn’tunderstand how someone who couldmaster a video game in minutes, surf thenet with the agility of a cat, and use hisiPad to defeat a world-devouringmonster could be such a poor student. Hewas already a “master” of a game whenhis father could barely get past “novice.” Was this a boy with a learningdisability and attention deficitdisorder or a child among the grow -ing number of “digital learners?”Jim was training his brain to gather,not memorize, information and toretain only that critical to his digitalsurvival. His motivation to pursueother forms of learning, such asrote recall and linear thinking,appeared to have atrophied.

Sound fanciful? Indeed, Jim isfictional, but the idea that digitallearning can change brainorganization is not, according toUCLA neuroscientist Dr. Gary Smallin his fascinating book, I Brain:Surviving the TechnologicalAlteration of the Modern Mind. Dr.Small contends that with the adventof digital technology “we’re nolonger memorizers but gatherers…,if kids are multitasking andstimulated in a certain way outside

of school, it’s hard for traditional learningmodels to compete.” He goes on to write,“If you spend a lot of time with aparticular mental experience, theneurocircuits that control that experiencewill strengthen. But if you don’t continueto exercise those circuits, they become rusty.”

Neurologist Dr. Judy Willis, adjunctprofessor at the University of California,Santa Barbara, and former elementary-and middle-school teacher, writes that“The brain is a dopamine junkie…itwants to remember things that releaseit…for the dopamine reward system towork, feedback needs to be immediate.”Enter video games. University ofWisconsin psychologist C. Shawn Green,who studies the effect video games haveon abilities, concludes that “video gameschange your brain.”

What effect does “digital learning” havein the classroom? Is Jim’s experiencecommonplace or an anomaly? A review

of the literature appears to conclude thejury is still out on this issue. A recentstudy by Tannis Morgan and Mark Bullenof post-secondary “net” generationstudents concluded, “…there is noempirically-sound basis for most of theclaims that have been made about the“net” generation… nor in theirbehavioural characteristics and learningpreferences” (Journal of DistanceEducation, vol 25 no 1, 2011). Clearly,there is dispute among researchers.

We cannot change or ignore the fact thatthe digital world is having a significantimpact on our lives and may well bealtering the way an increasing number ofchildren learn. This can either make theclassroom a challenging, stimulating andrewarding place to work or a challengingand frustrating place to work. For thosein the latter category, ironically,technology may come to your aidethrough a growing number of Skype andFacetime peer-support groups. Can’t findone, start one._______________Robert Wilson:www.rfwilsonpsychologist.com

Canada Post Corp. Publications MailAgreement No. 40062724

Please return undeliverable Canadian addresses to…

BC Teachers’ Federation, 100-550 West 6th AvenueVancouver BC V5Z 4P2 E-mail: [email protected]

by Dr. Robert Wilson Ph.D., R.Psych

teacher newsmag january/february 2014

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