Both presentations introduced each organization and how they both represent and help teachers. Additionally, they discussed the role that teachers have in the public eye. Teacher safety is also a major concern for ETFO.

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Entering this profession, not many people may realize how strict a teacher must conduct themselves. It is good that this was the first set of presentations we participated in as it was probably eye-opening to some people. Moreover, it also allows us to be aware earlier on in our professional careers on how we can keep ourselves and our students safe.

The first presentation introduced the Ontario College of Teachers and how they function as an organization. The second presentation introduced two principals who discussed the role they played at their schools, how to reach their job position, as well as how COVID-19 has impacted their schools.

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Listening to the OCT helped guide us through the initial registration to receive our application number and a subscription to Professionally Speaking. I found the two principals to be the most fascinating as they discussed how to become a principal and the different responsibilities that come with it. It is an important insight to have as many of our ideas of principals come from our interactions as students rather than teachers.

This panel spoke with activists in Uganda and Kenya to discuss prioritizing mental health services and increasing access in response to violence, HIV and COVID-19.

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As a teacher, we need to build upon our intercultural awareness. We often find ourselves focused on issues that we may face. However, our students will come from cultures different than ours and it is important to work to educate ourselves on these issues. Additionally, it is also important to understand the intersectionality of discrimination and the continuous impact of COVID-19. There is often intersectionality in-between issues in our class and our world. To better teach our students, we need to understand these issues to the best of our abilities.
 

This presentation was focused on how teachers can help one another, especially in a COVID-19 situation. This is especially needed as some teachers may have lost their classroom due to COVID-19 policy changes.

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I found it very good that there was a consensus that teachers need to promote FLS students to take linguistic risks. We want this normally, but there is a movement to accept more errors in a pandemic to boost student confidence of their skills. Compassion is important in language learning in a pandemic. Another important aspect that was important was the emphasis of working with other teachers to create a welcome environment in a classroom, especially if the language teacher does not have a home room anymore due to COVID-19 and is teaching off of a cart.

This workshop focused on strategies and teaching approaches to develop appropriate learning relationships in the classroom. 

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Some ways that were mentioned to bring relational pedagogy into the classroom was to bring in restorative practices. Examples of this is the use of circles, listening, and restorative questioning. It is important to validate what a student is feeling within a classroom to create a safe learning environment..

This module focuses on the importance of knowing the learners, planning for authentic and engaging tasks, Universal Design for Learning and how planning for student engagement reduced classroom management issues.

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When teaching a second language, the hardest part is creating authentic tasks that are can be taught in an online environment. With an online teaching environment, we have the possibility of placing an emphasis on and using online resources. Sharing resources with our teachers is a part of participating in professional communities.

This module focused on strategies for collecting useful and relevant data, using a variety of assessment tools, planning for differentiated assessment, building relationships with homeroom teachers and the importance of communication with parents.

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I found this workshop had good strategies for assessment. For example, when writing success criteria in French, you should use "Je peux" statements to have students understand their abilities in a more positive light. Additionally, when words are similar to those in English, underlining and highlight those words can help language learners make connections to the text and aide with understanding. know, can do, and can express.

The two presentations were held back-to-back. The Canadian Civil Liberties Association looked at a variety of issues and challenges that affect today's inclusive classrooms. EQAO spoke about the role of large- scale assessment in Ontario, how educators use data to surface strengths and needs of learners, the modernization of EQAOs assessments, and how the Mathematics Proficiency Test is being prepared.

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Both presentations were very important to understand the various issues that impact students. Legal processes affect Canadians, so as a teacher we should be aware of the rulings that will affect us and our students. Additionally, EQAO can be used to collect attitudes on math and how they also reflect student grades. Student self-confidence is a factor teachers need to consider.

This presentation presented an overview of Ontario Ministry of Education policies and resources to support teacher candidates in welcoming and supporting English language learners in Ontario’s publicly funded schools, with a focus on anti-racism, anti-oppression, and culturally relevant and responsive pedagogy.

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ELL students within a classroom will have different skill levels. As such, there are different ways to support ELL in a classroom to support their transition to conversational language to academic language, such as using groups, multilingual texts, and offering opportunities in the classroom to use their home language. We need to be flexible and customize the support to benefit each case of ELL students.

The Multilingual Mind: the principles of Language Awareness Approach as well as engage participants in multiple pedagogical activities that are applicable to each one.

Becoming an Anti-racist Educator: understanding and modelling the language and strategies of an antiracist educator.

The Language of Colonialism: Teaching the New Social Studies Curriculum: how to approach teaching the new Indigenous-focused Social Studies Curriculum to grade four and five classrooms.

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Each panel focused on how language teachers will need to focus on anti-racist teachings. Students are surrounded by languages, and by helping students understand the connection between languages, we can improve their initial language. This is also related to the importance of celebrating differences within our classrooms, instead of being colourblind. Additionally, culture needs to be examined much deeper than a superficial level of food and traditional clothing. This is especially true when discussing Indigenous culture and history.  As teachers, we need to be aware that if we feel uncomfortable to teach about the abuse in residential schools (for example), that there are different resources such as speakers and museums to still use and teach an important subject.

This presentation's goal was to give an overview of the Grade 1 to 8 elementary math curriculum as well as resources that have been developed to support educators.

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The new math curriculum has gone through quite a few important changes. A similar theme from the EQAO workshop of placing an importance on math attitudes. Additionally, it is important for new teachers to understand the new importance stressed upon financial literacy and coding.

This session highlighted existing resources to support mental health and well-being, such as School Mental Health Ontario and other resources for educators to use to support parents and students. Supporting student, staff and parent mental health and well-being is vital. 

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As teachers, we need to be aware of the social-emotional needs of our students. There are a variety of resources we can use to help them, but the best way is to be there and recognize any possible issues.

This book address common issues that arise when trying to understand social justice issues. It goes in depth on a variety of issues, explaining necessary vocabulary, as well as how different issues are connected. It's goal is to make social justice education more accessible by explaining key concepts. 

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This book was a very interesting read as it delved into the intersectionality of issues. It is important to participate in book studies such as this to continue reflecting and growing. When discussing these complex issues, our education does not stop with one book or one class. We must continue learning and broadening our understanding of these issues so we can better teach our students.

There are many questions that more than likely will flood a new teacher's  mind.  What does it take to be the “It Teacher” that gets hired? What qualities and skills will serve me best in my new role? Now that I have secured my first position, what is the best way to transition to the school community? 

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These two presentations spoke greatly on how to transition from Practicum to a first position. Being a paid teacher, there are more responsibilities than a student teacher. How does a student teacher get those experiences and responsibilities? How do we highlight the professional development that we have completed? How do we create and use a resource that highlights the different activities and reflections that we have done?

OSSTF: What Can your Union Do for You?:  When you get hired as a teacher or education worker, you’ll automatically join one of the major labour unions. But what does a labour union do for you? In this presentation, you’ll learn about the role of OSSTF and how it supports you in your future career as an educator. Learn about the role of a labour union in contract negotiation and maintenance, support for working conditions, support for employee issues, and involvement in the community and political environment.

OECTA: Recent Graduate Panel: A Day in the Life of a Newly-Hired Occasional or Permanent Teacher

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These two panels allowed me to understand the uses and needs of unions in the teaching profession. Additionally, the second panel provided me with useful insights of OT and LTO positions, and how to mentally transition between the two. Boundaries between work and life are necessary for a teacher, but as a profession, we are still working in the creation of them.

As indicated by the title, this book lists 21 things that were part of the Indian Act that impacted Indigenous people in Canada that are often not discussed. It additionally extends the conversation into what are some possible routes for reconciliation so that the Indian Act is not forgotten as a historical document.

 

Understanding this document is crucial for an inclusive history teacher, as well as for all teachers who wish to be better allies through the reconciliation process. To understand what needs to be fixed in our society, we need to better understand the issues and where they stem from. This book is especially useful for history teachers who are keen to include more information regarding the continuity and change aspects of Indigenous history in the curriculum. It is a subject that many history teachers may not be familiar with, and this book is an excellent resource on building the gap of knowledge to be more diverse in their teaching material.