As per Module 5.1
"Module 5: Part 1 – Communicating with Parent/Guardians
Communicating with parents/guardians is a key component to student success. Oftentimes when a student reaches secondary school, the parent/guardian has less communication with the school. It is up to the teacher to initiate communication and to maintain communication with parents/guardians.
Post to the discussion board the ways you communicate with parents/guardians, the frequency and effectiveness of your communication. Read 2 and comment on 2 other postings."
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As per discussion,
"The first and foremost effective means of communication between the teacher and the caregivers if there is an LMS maintained and purchased by the school would be through the "parent" portal (portion of the classroom assigned for caregiver's observation and audit) of the provided LMS. An example in Canadian classrooms might be through Google Classrooms or Canvas Instructure, these are two softwares that allow teachers to include caregivers into the classrooms to a) keep caregivers in the loop with daily happenings of class tasking and b) allow caregivers to be aware of the student's progress.
While working in China, I have been in two schools, the first was Maple Leaf International School (now called Maple Leaf World School), their LMS was initially "Pearson's Powerschool" this included "Gradebook" which parents could use to collect details on student progress. There were functions that we were unfamiliar such as "contact" parent, but not many parents were connected due to the system's way of organizing/leveraging human resources within it. Later the school adopted licensed use of Canvas which was much more functional and much more parent intuitive. It took awhile for teachers to get behind because what and how things were being introduced (online-2020), but thereafter it became one of my favourite tools.
After leaving Maple Leaf, I have since been at Huamei where there was no LMS, and began introducing Edmodo to colleagues. which others were using schoology, both have advantages, but neither supercede the school's decision to establish use of "Classin" (I don't like as it has not matured to the extent it should have been when the school purcahsed the license leaving teachers to make-shift modular learning and establish grading protocols independently etc.)
Long and short, in all these online communications with parents, there are recurring themes that tell me that they are not effective, 1) confirmation of the last statement, an example: "So if my son hands in this work, they will pass the class?" and 2) plea for improvement strategies, an example "So if my daughter has a 90, what can she do to improve her score to 95?"
In person conversations with caregivers are never easy-unless you are congratulating them on rasing such perfect and wonderful children-then ya, but even then, sometimes caregivers inquire, "right, how can they be better?". I digress, in person communications here allow for one of two things to happen, 1) everyone walks away with a new direction or on the same page regarding the discussion happening; or 2) Someone walks away saying they will bring their child to another school and get a higher mark elsewhere, but realistically, maybe that is what is best for the student as the caregiver believes so that isn't always a bad thing if it is a potential option for that family. (no, I have never had anything that extreme be said across the table, but close-very close sentiments, and understandably, with organizations like "Rosedale" and "Ontario Virtual High School", why wouldn't you shell out the extra change if you had it and clean-up an A+?). In every situation though, the problem was resolved, when communicating online, the problem just becomes more volatile, confusing and leads to a great deal of disregard for what is actually being said by either party-no accountability, especially if teachers (which has been the case in the past), is being expected to communicate through "Wechat" (Chinese Software similar to WhatsApp, not a professional tool of communication in nature)."
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As per module 5.2
"In module 1 you read a background paper on Family Studies, CHEA Position Paper. In this paper, it states:
“Home Economics/Family Studies is the only school subject whose primary focus is on preparing students for everyday life in an increasingly complex global society. It is unique in its systematic, integrative approach where problems of daily life are addressed in a holistic manner.”
One of the major issues in our daily life is our increasing concern with the environment.
What does your school do to help to preserve the environment? In a Family Studies class what could be done? How have you included environmental issues in your unit development?
Post your response on the discussion board. Make any necessary changes to your unit plan."
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As per diuscussion,
"Moving forward in planning of this course in a tangible and meaningful way that may also respect the FNMI principles of teahcing and learning, I am looking at the idea of incorporating a gardening project into the HFN2O course where in the course cohort over the year would be responsible in developing a garden based on horticultural practices with guest speakers and corwd-funding (if applicable).
I remember, erpsonally, going to school, Lakeheshore Catholic and our school was backed-up against the yards of a suburb area, a lot of elderly italians with small gardens in their backyards and even my elders in my family have gardens in their backyards. For HFN2O there is sometimes parts of food that may not be used and rather than disposing of in the trash, there is an opportunity to compost and make meaningful cross-curricular connections with science courses as well.
This is certianly more well-recieved in elementary school setting but, in high school, this has great applicability to the cooperative education program and students who are potentially seeking careers in agricultural studies and food technologies.
Some examples of what i would use as an inspriation would be based on these success stories from the States:
https://www.fns.usda.gov/f2s/growing-your-farm-school-program#SuccessStoryEdibleGardensInNewYorkEncourageStudentstoExplore"
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As per Module 5.3
"For the third and final time, revisit and review the work you have done to date. Add to this chart from Module 3. This chart should now be complete. Upload to the assignment board for assessment as learning."
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As per Module 5.4
"As teachers in Ontario, we have obligations to keep our students safe from harm, both in and out of the classroom. This includes physical, social and emotional harm. This is clearly stated in the front matter of the curriculum document as quoted below. Students need to be aware that they also have an obligation to themselves and others.
HEALTH AND SAFETY IN SOCIAL SCIENCES AND HUMANITIES
As part of every course, students must be made aware that health and safety are everyone’s responsibility – at home, at school, and in the workplace. Students must be able to demonstrate knowledge of the equipment and products being used and the procedures necessary for their safe use. In addition, simple precautions such as wearing closed-toe shoes, tying back long hair, and removing loose jewelry (or taping it down in the case of Medic Alert bracelets) contribute to a safe environment when students are engaging in some of the hands-on components of social sciences and humanities courses.
Teachers must model safe practices at all times and communicate safety requirements to students in accordance with school board and Ministry of Education policies and Ministry of Labour regulations.
In planning learning activities to help students achieve the social sciences and humanities curriculum expectations, teachers need to ensure that students have opportunities to consider health and safety issues. In food and fashion courses, for example, use of hot equipment and sharp or hot tools must be carefully monitored, and such items must be securely stored when not in use. Food safety protocols must be in place in all food classrooms to avoid food spoilage, cross-contamination, and allergic reactions. Appropriate routines need to be in place in both food and fashion classrooms to help students avoid physical injury. Social sciences and humanities teachers must work together with all other teachers using dedicated facilities and with their school administration to ensure that the physical layout of food and fashion classrooms contributes to students’ safety.
Health and safety issues not usually associated with social sciences and humanities education may be important when the learning involves field trips. Out-of-school field trips can provide an exciting and authentic dimension to students’ learning experiences, but they also take the teacher and students out of the predictable classroom environment and into unfamiliar settings. Teachers must preview and plan these activities carefully to protect students’ health and safety.” (The Ontario Curriculum, Social Sciences and Humanities 2013, p. 34-35)
Review the Professional Advisory – Safety in Learning Environments: A Shared Responsibility (OCT 2013)
Read the case studies below. Answer the questions and write a reflective journal on your reaction to these situations. Submit this journal to the instructor for assessment as learning.
Case Study #1
Sabina has been teaching elementary Family Studies for 14 years. She has a Home Economics degree and a Specialist qualification in Family Studies. Her classroom is a multi-use room with areas for different activities. The grade eight students are working on a hand-sewing project but a few students have chosen to work on sewing machines. Prior to the beginning of the unit Sabina reviewed the safety rules for working with sewing equipment and required the students to get perfect on a safety test. In class one day, Sabina was working at the back of the room with the students who were completing their projects on the sewing machines. The students who were hand sewing were seated at the front of the classroom. Sabina would frequently move to the front of the class to check on the seated students. A student got out of his/her seat carrying a pair of scissors. While walking the student began to open and close the scissors. At the same time, another student raised his hand to ask a question. The scissors clipped the skin between the thumb and forefinger of the student asking the question, causing it to bleed profusely.
What could the teacher have done differently?
What would you do?
What next steps should be taken?
Who should be informed?
What follow-up needs to be done with the class?
Case Study #2
Angelo has been teaching for two years and has Family Studies, Part I qualifications. He is teaching a Grade 10 Foods class. He has taught safety procedures and shown his students a safety video. The students are completing their fourth lab of the semester. The unit being studied is Local and Global Foods. Angelo purchased jalapeno peppers for students to use in their recipe, and provided gloves for the students to wear while prepping the pepper. While slicing the pepper, a student rubbed her eye without first washing her hands or taking off her gloves. She started screaming immediately. Angelo knew that he had to wash her eyes with clear water. Not having an eyewash station in the classroom, he rushed her down the hall to the science classroom.
What could the teacher have done differently?
What would you do?
What next steps should be taken?
Who should be informed?
What follow-up needs to be done with the class?
Post your response to these case studies on the discussion board and respond to 2 of your colleague’s posts.
Ontario Legislation Relevant to Teaching
Access online and read the following legislation:
Ontario Human Rights Code
The Canadian Charter of Rights and Freedoms
Safe Schools Act
Accepting Schools Act
Ontarians with Disabilities Act
Municipal Freedom of Information Act
Accessibility for Ontarians with Disabilities Act
All of this information is relevant to teaching, but some is perhaps more relevant than others. Which 3 of the above legislations have the greatest impact on you as a teacher?
Post your response on the discussion board; respond to 2 of your colleagues’ posts."
As per discussion
"Carmelo Bono
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EDUC 4827
Professor Laura Featherstone
March.08/2024
An Investigation in Case #2 from Module 5: Part 4 - Legal Obligations with regards to HEALTH AND SAFETY IN SOCIAL SCIENCES AND HUMANITIES
Introduction:
As an actor accessing the role played by myself, I am drawing understanding from provided questions listed in Module 5 of the EDUC 4827 course (2024), with regards to the teacher’s (Angelo’s) behaviours after giving the instruction to his class (HFN2O) with regards to the use of jalapeno peppers. This incident includes a student (female) who suffered chemical burns in her eyes.
Step 1: Identifying the Problem
The problem here is that the teacher overlooked the human error and may not have offered explicit caution with regards to the use of the pepper and then left the classroom to provide the student with medical assistance.
Step 2: Taking Stock of Varying Perspectives
Through the lens of the teacher, the first and foremost concern is the students’ well-being. In a triage situation, the student who is injured draws one’s most attention. The teacher has overlooked the other potential issues in the classroom having left with hazards and a class that may not have complete context to the situation. Having been a fourth lab, the teacher imagines students have food safety awareness and that they would not touch hands to their face while working with food.
The injured student’s first and foremost concern will be self-preservation and will seek whatever help they can get. The student made a human error that may have been corrected had they been informed of the dangers of the materials/ingredients.
Classmates of the injured student may be in shock and may not be sure what to do, in this emergency it would be good to know that they had some exposure to first aid training making them able to assist the classmate as the teacher may request.
The principal who must be informed of the incident will need to consider the further training of future food teachers and potentially request first aid training for students in order to be able to have the class prepared for emergencies. Likewise the teacher’s classroom may need to be equipped with appropriate safety equipment/facility as spicy peppers (although uncommon) are not the only thing that may enter a student’s eyes in the food lab.
Step 3: Consider Possible Challenges and Opportunities
A challenge that immediately springs to mind would be the conversation with the caregiver that may need or want to pick up the student post-incident and have them taken for an eye check at a local clinic. The challenge would extend into the mediation between the student and teacher’s account of events wherein it may be revealed that the teacher was not consider the hazards of the classroom that they have introduced to the classroom.
This is an opportunity to create conversation about the need for more accessibility to safety equipped classrooms and first aid training for students and teachers a like. Likewise, it raises a need to revisit food policies and allergies in the school and what other underlying risks may be brewing.
Step 4: Imagine Equitable Outcomes
In a given medical/criminal incident, the principal should be accessible at the time of an incident, the teacher has access to a cellphone or other communication tools in the 21st century, and if not, another teacher in the hallway who they may ask to conjoin classes for a moment (if needed), however then there would be the assumption made that a student could accompany the injured student to the science lab where the science teacher could be notified of the incident and anticipate the incoming student with injuries.
Step 5: Brainstorm Immediate-Term Responses
In the immediate-term as a leader reviewing this situation, the first and foremost concern I would have is, “did the student get treatment and are they relieved?” as if left untreated, the injury could have a worsened impact on the student’s life. Next I would question, “did you call to notify the principal?”. In this situation, while the student is rinsing their eyes, the principal could be attending to the foods class to ensure there are no further issues, likewise, they can take stock and relieve any brewing uncertainties of the situation. Thereafter or therein, the principal or vice-principal could ask a secretary to notify the caregivers as needed and fill in the incident report.
Step 6: Brainstorm Longer-Term Policy and Practice Adjustments
As a school, the leadership may seek to offer opportunities for training and anticipated hazard awareness for staff with regards to food allergies, reactions and use of first aid facilities. Likewise going over emergency situation policies will be something that the leadership may ask this teacher to spear head and introduce to the faculty members as a teachable moment rather than shameful experience.
Step 7: Craft a Plan of Action
After the student has been released medically, regardless of whether or not the teacher had explicitly provided caution to students about the use of hazardous materials/ingredients, the teacher would need to complete the PLC task as described in “Step 6”. This plan would come to application within the PLC within the span of a month, if not sooner.
The principal will need to connect with WHMIS and/or ParaCPRFirstAid and the school board to arrange presenters/speakers for the next PLC in the area of field trip regulations.
This would be a task that the teacher is expected to meet regularly with the principal about within the realm of office hours (where the teacher may have other tasks to assume), the principal would log PLC time in with that teacher specifically to offer recognition for their dedication to reassure the school community that the school and its staff have student safety in mind. This one on one PLC time and would allow the teacher to draw attention, reference and focus on different policies (or the lack thereof-in potentiality of a hypothetical situation).
After reviewing the documents, the teacher would need to create a PLC resource for presentation purposes on safety in labs and classrooms with hazardous materials (including arts rooms) that the school’s PLC may also invite parents to (potentially).
If not possible to invite parents to the PLC presentation on health and safety with the other presenters present, the principal may decide to make the PLC available for PTA review or hold another sitting in which the teacher is requested out of expression of dedication to the school community and student health and safety policies of the school board, to present at a PTA meeting. The idea of making this PLC opportunity available to parents would be to keep parents informed as a level of query that helps align teachers with the concerns of all stakeholders in the school community.
Conclusion:
In conclusion, as a principal/leadership, this case has been reviewed through case study framework and through the investigation it is clear that this is a common error in judgement by the teacher and student, wherein the (hypothetical) training provided by the teacher to the student has been disregarded and the teacher did not conduct extended safety precautions in belief that a common understanding was previously established in the classroom that is (hypothetical present in the classroom and well-known by all students). The teacher however abandoned their post (even in the preservation of student-well-being) and this requires attention through raising awareness of protocol and procedure rather than punitive measure as this may have been a near traumatizing experience for a teacher who has never had an incident where student physical well-being was raised in emergency. NOTE: Had the teacher had previous experiences with these emergencies, the outcome would be more serious as the teacher would have or should be familiar with the protocols in the given situation-relatively.
Carmelo Bono
EDUC 4827
Professor Laura Featherstone
March.08/2024
An Investigation in Case #1 from Module 5: Part 4 - Legal Obligations with regards to HEALTH AND SAFETY IN SOCIAL SCIENCES AND HUMANITIES
Introduction:
As an actor accessing the role played by myself, I am drawing understanding from provided questions listed in Module 5 of the EDUC 4827 course (2024), with regards to the teacher’s (Sabrina’s) behaviours after giving the instruction to her class (Grade 8 Family Studies) with regards to the use of assorted sewing equipment. This incident includes a student (female) who has caused bodily injury (laceration) to a (male) student who has suffered injury to their hand, specifically skin between the thumb and forefinger.
Step 1: Identifying the Problem
The problem here is that the teacher overlooked the human error and may not have offered explicit caution with regards to the use of the equipment wherein had caution been made at the beginning of the class it may provide the student with more awareness of potential hazards. Likewise, labels and cautionary reminders around the room may be beneficial.
Step 2: Taking Stock of Varying Perspectives
Through the lens of the teacher, the first and foremost concern is the students using equipment that poses a more imminent risk. In a larger group situation, the student who is injured draws one’s most attention. The teacher is act risk of overlooking the other potential issues in the classroom having various areas of the room with hazards in use during a class at one time. Having been a unit expectation that the students score perfect on the safety test prior to lab work, the teacher imagines students have safety awareness and that they would not do something haphazardly.
The student who has injured the other student may be a student with an exceptional learning need and although may have made a mistake, did not intentionally mean to do it and may experience some shock themselves.
Classmates of the injured student may be in shock and may not be sure what to do, in this emergency it would be good to know that they had some exposure to first aid training making them able to assist the classmate or teacher as the teacher may request.
The principal who must be informed of the incident will need to consider the number of students in the room at one time and potentially request that students are working in “shifts” through their unit. In order to be able to have the class prepared for emergencies the teacher’s classroom may need to be equipped with appropriate safety warnings and cautionary reminders.
Step 3: Consider Possible Challenges and Opportunities
A challenge that immediately springs to mind would be the conversation with the caregiver that may need or want to pick up the student post-incident and have them taken for stitches at a local clinic. The challenge would extend into the mediation between the student and teacher’s account of events wherein it may be revealed that the teacher was not considering the hazards of the classroom that they have introduced to the classroom.
This is an opportunity to create conversation about the need for more accessibility to first aid training exposure in classrooms/first aid training for students and teachers alike. Likewise, it raises a need to revisit subject enrollment numbers for courses that include the use of hazardous equipment in the school and what other underlying risks may be brewing.
Step 4: Imagine Equitable Outcomes
In a given medical/criminal incident, the principal should be accessible at the time of an incident, the teacher has access to a cellphone or other communication tools in the 21st century, and if not, another teacher in the hallway who they may ask to contact the principal, likewise the teacher will hypothetically have a first aid kit and be able to dress the wound before having the principal escort the student(s) to the main office.
Step 5: Brainstorm Immediate-Term Responses
In the immediate-term as a leader reviewing this situation, the first and foremost concern I would have is, “did the student get treatment and are they relieved?” as if left untreated, the injury could have a worsened impact on the perception of the incident. Next I would question, “did you call to notify the principal?”. In this situation, while the student is applying pressure to the injury, the principal could be attending to the needs (psychological) of the student who injured the other student. Thereafter or therein, the principal or vice-principal could ask a secretary to notify the caregivers as needed and fill in the incident report.
Step 6: Brainstorm Longer-Term Policy and Practice Adjustments
As a school, the leadership may seek to offer opportunities for training and anticipated hazard awareness for staff with regards to use of first aid facilities. Likewise going over hazard awareness and anticipation will be something that the leadership may ask this teacher to spear head and introduce to the faculty members as a teachable moment rather than shameful experience. If the student who was using the scissors in an incorrect manner was a student who is identified as a student with needs in learning settings, this may also mean that teachers could coordinate an action plan to help the student avoid behavioural (if so) situations like this; likewise be become more aware of potential risks that degrees of varying behaviours may result in.
Step 7: Craft a Plan of Action
After the student has been released medically, regardless of whether or not the teacher had explicitly provided caution to students about the use of hazardous equipment, the teacher would need to complete the PLC task as described in “Step 6”. This plan would come to application within the PLC within the span of a month, if not sooner.
The principal will need to connect with WHMIS and/or ParaCPRFirstAid and the school board to arrange presenters/speakers for the next PLC in the area of field trip regulations.
This would be a task that the teacher is expected to meet regularly with the principal about within the realm of office hours (where the teacher may have other tasks to assume), the principal would log PLC time in with that teacher specifically to offer recognition for their dedication to reassure the school community that the school and its staff have student safety in mind. This one on one PLC time and would allow the teacher to draw attention, reference and focus on different policies (or the lack thereof-in potentiality of a hypothetical situation).
After reviewing the documents, the teacher would need to create a PLC resource for presentation purposes on safety in labs and classrooms with hazardous materials (including arts rooms) that the school’s PLC may also invite parents to (potentially).
If not possible to invite parents to the PLC presentation on safety policies in the school with the other presenters present, the principal may decide to make the PLC available for PTA review or hold another sitting in which the teacher is requested out of expression of dedication to the school community and student health and safety policies of the school board, to present at a PTA meeting. The idea of making this PLC opportunity available to parents would be to keep parents informed as a level of query that helps align teachers with the concerns of all stakeholders in the school community.
Conclusion:
In conclusion, as a principal/leadership, this case has been reviewed through case study framework and through the investigation it is clear that this is a common error in judgement by the teacher and student, wherein the (hypothetical) training provided by the teacher to the student has been disregarded and the teacher did not conduct extended safety precautions in belief that a common understanding was previously established in the classroom that is (hypothetical present in the classroom and well-known by all students). The teacher however needs to reconsider seating and positioning in the classroom to better anticipate the potential hazards of equipment use. NOTE: Had the teacher had previous experiences with these emergencies, the outcome would be more serious as the teacher would have or should be familiar with the protocols in the given situation-relatively."
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As per Module 5.5
"Review your unit and activity plans and revise them if necessary to ensure that all safety considerations are being met. Investigate your school board’s safety policy and school’s safety policy ensuring that you have included these policies in your unit and activity plan.
Preparing yourself to teach Family Studies
You are nearing completion of this course, Intermediate Family Studies that legally allows you to teach Family Studies from grades 7-10. As you know, at the secondary level, there are both food and fashion courses. If you are asked to teach these courses you must be skilled in these areas. It is your responsibility to ensure that you have obtained the practical skills necessary to organize, and safely run a food or fashion lab. This may involve taking a practical course in cooking or sewing, offered in your community.
Community Norms
Although the curriculum is provincial, a Family Studies classroom may look different depending on the area of the province that you are teaching in. Most communities have an awareness of environmental concerns. These may be recycling, composting, animal protection, food-related strategies, and fuel efficiency to name a few. There are other issues that are particular to individual locales.
Identify the environmental issues found in your community?
How will these be reflected in your Family Studies classroom?
Ensure that your community norms are reflected in your unit and activity plan.
Post the answers to the above questions on the discussion board. Read and respond to 2 of your colleagues' postings."
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As per discussion
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As per module 5.6
"Everyday, as teachers, we struggle with the use of social media and personal technology in our classrooms. Our students have grown up with the Internet, cell phones, texting, IMS, Facebook, Twitter, MySpace, Instagrams, Edmodo and many other forms of social media. Prior to the turn of the century, these were not issues in the classroom but today they have a strong presence. Teachers, also, are using social media in their classrooms and personal life. As professionals we need to be aware of appropriate use of all technology. Some forms of social media have been designed specifically for educational purposes, others have not, and it is imperative that you practice sound judgment in the use of social media.
Read the following:
http://www.oct.ca/resources/advisories/use-of-electronic-communication-and-social-media
“Maintaining professional boundaries in all forms of communication, technology-related or not, is vital to maintaining the public trust and appropriate professional relationships with students.
Members should be able to answer this: How does my online presence – that which I control and that which is posted by others – reflect my professionalism, and how does it reflect on the teaching profession?” (OCT 2011)
Write a reflective journal on your use of social media in your classroom and the boundaries that you set for yourself and your students. Upload to the assignment board for assessment as learning."
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As per discussion
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As per module 5.7
"You have been working on your unit plan and activities throughout this course. Peer edit and descriptive feedback from the instructor have been given to you. Incorporate this feedback into your unit plan and upload your completed unit and activity plan to the assignment board for assessment of learning.
Look to Appendix 5.1 for a checklist of what must be included in your unit plan."
find the lesson plan available on my teachers pay teachers here:
https://www.teacherspayteachers.com/Store/Resources-By-Bono
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Module 5.8-UNLISTED
Module 5.9-James Banks Continuum
Module 5.10- Final Refleciton
