Vol. 5, Issue 2 - Teaching for the Times: Educating Today's Generation

The Victoria College Education Magazine

HEY, TEACH! www.heyteachmagazine.com | Vol.05 Issue 2 | Winter 2014

Teaching for the Times: Educating Today’s Generation Communication: The Key to Holistic Education

Feature Interview with Jonathan Alderson, Autism Treatment Specialist

“To These Confusing, Trying, and Irreplaceable University Days”

Hey, Teach! is dedicated to developing the philosophies and ideas of aspiring teachers

Letter from the Editor Hey, Teach! Staff Editor-in-Chief: Veronica Jansen Senior Editor: Alexandra Procopio Senior Productions: Emma Townson Public Relations: Melody Barclay Associate Editors: Abeera Ali Melody Barclay Michelle Brooks Jessica Concepcion Ivana Danon Simone Hyttinen Aiman Jafar Mehak Jamil Sarah-Michelle Nemeth Elizabeth Nyhof-Young Tal Oren Diana Pegoraro Sigrid Roman Maria Romano Liuba Turlova Natalie Sanchez Agatha Ulewicz Associate Productions: Vanessa Cataldo Justin Chen Symon James-Wilson Joanne Lieu Kate Mahoney Marissa Mark Rene Shen Amanda Squillace Kelly Trinh Brittany Yuen Photographer: Sarah-Michelle Nemeth

The designation “Generation ME” casts a negative image on current students—

highlighting a sense of entitlement, poor work ethic, and lack of respect for authority—among other less-than-savoury attributes. This is no different from any time in history—young people are somehow deemed unfit to be the leaders of tomorrow.

What people sometimes fail to recognize is that today’s youth are faced with subject matter, problems, and concerns previously unheard of. Let’s face it, the times they are a-changin’—and so are the skills of today’s youth.

Educating students to grow into contributing members of society is the central role of (today’s) teachers. Considering the challenges and responsibilities that come with educating a generation that is over-stimulated, tech-savvy, and more medicated than ever, educators play an important role in ensuring that students receive a meaningful, worthwhile education. The issues that face today’s students are significant; we also need to realize that today’s generation has the skills, creativity, and know-how to achieve incredible things.

Our first author, Mehak Jamil, explores the importance of communication, which is key to a holistic education. She argues that connecting personal experience to everyday learning is central to one’s education. Melody Barclay promotes awareness of the issues and problems of society so that students can think critically about issues in order to foster change. The importance of experiences outside the classroom—and on a global scale more specifically—is highlighted in Joanne Lieu’s experience as a volunteer on a medical trip to Nicaragua. We continue by exploring the importance of teacher-student communication and the significance of putting students at the helm of their own education.

In our feature, Hey, Teach! sat down with Jonathan Alderson, an autism-treatment specialist in Toronto, to dispel myths surrounding austism, to discuss how children are treated, and to talk about the role of teachers and parents in working with children with austism.

Liuba Turlova explores the importance of clear communication between teachers and parents—to avoid misunderstanding and to ensure that the student’s best interests are at heart. “To These Confusing, Trying, and Irreplaceable University Days” is a reflection on the university experience—the good, the bad, and the irreplaceable—told by graduating student Kristie Cairns. Through a poem, author Emma Townson explores the innocence of childhood, reminding us of the sense of wonder, excitement and curiosity that drives a child’s willingness to explore and to learn new things. We get some insight into life as a parent of an autistic child through a review of The Spark and hear about the issues of gender stereotypes that are still prominent in schools. Through visual art, Ann Sheng presents her interpretation of helicopter parenting.

As future educators, we have the power to challenge our students—to place them at the centre of their learning, to foster critical thinking, and to raise the bar. Today’s students are resource-rich; when they are engaged and absorbed in learning, the possibilities are limitless.

Respectfully yours,

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Veronica Jansen Editor-in-Chief

Table of Contents Page 3

Communication: The Key to Holistic Education Mehak Jamil, First Year, Vic One Ryerson Stream

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Awareness Before Change Melody Barclay, English Major, French Minor, Second Year CTEP

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Travelling Not Far From Home: An Invaluable Learning Experience for Today’s Students Joanne Lieu, Double Major in Global Health and Religious Education, Third Year CTEP

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Are Standardized Tests Always the Best?

Amanda Squillace, First Year, Vic One Ryerson Stream

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Engaging the Disengaged: Responsibility of Teacher, Student or Both?

Emily Carter, English Major, Urban Studies Minor, Fifth Year CTEP

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The Importance of Meaningful Learning Natalie Sanchez, English Major, Sociology Minor, Second Year CTEP

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FEATURE: An Interview with Autism Specialist Jonathan Alderson Interview conducted by: Diana Pegoraro and Sigrid Roman, Fifth Year CTEP

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Lack of Communication: Leading Cause of Parent-Teacher Disputes Liuba Turlova, English Major, Math and Linguistics Minor

Pages 15-16 To These Confusing, Trying, and Irreplaceable University Days

Kristie Cairns, Double Major in Equity Studies and English, Fifth Year CTEP Page 17

When I Was Young Emma Townson, English Major, Visual Studies Minor, Fifth Year CTEP

Pages 18 “Dealing” with Students with Autism in Today’s World: A Book Review of The Spark

Hannah Hong, Anthropology Major, Environmental Anthropology Minor, Fourth Year CTEP

Page 19 Ew, You Have Cooties!

Tanjin Ashraf, Psychology Major, Fifth Year CTEP Page 20

Helicopter Parents, a Painting Ann Sheng, First Year Life Sciences

Pages 21-22

Final Thoughts

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Communication: The Key to Holistic Education Mehak Jamil

First Year, Vic One Ryerson Stream

With respect to public education in general, there is indeed a pressing need to cultivate the personal

growth of both students and educators alike. Only interaction can allow for student-to-teacher relationships to flourish, and in turn, for learning and teaching to flourish. When applying John Dewey’s principles of social control (control that provides some structure and adherence to fair play) and intellectual freedom (the ability to move freely and to therefore think creatively in the classroom), however, it becomes evident that the extent of this movement toward a more democratic process in education must be limited. While education is indeed a social process, teachers must be mindful that a surplus of interaction and freedom actually decreases productivity. When students are able to openly converse, they tend to gravitate toward topics of leisure, making what are supposed to be academic experiences, less educative. Consequently, an effective teaching technique is to relate content to students’ daily lives, and to link experiences they have already had to curriculum content. This will stimulate interest and, in turn, leave students open to the idea of willingly exploring academic topics.

Moreover, an educator is better able to discover the individuality of his/her students when their personal experiences are brought into the classroom. When proposing unrelated activities, an educator is creating an artificial sense of experience, as s/he is only able to gauge the reactions of these students to crafted situations. When, however, students have the freedom to converse about their own experiences and link these experiences to the curriculum, the educator gains a more holistic sense of his/her students.

The most beneficial form of interaction between an educator and his/her students is the informal conversation they engage in together. These interactions cultivate the student-to-teacher relationship and allow each party to better understand the other. For example, in my volunteer placement when aiding students in descriptive writing assignments, it became extremely beneficial for me to engage in casual conversation with my students. Writing is a humanistic field of study and demands that, if the educator is to aid his/ her students with a descriptive piece they have written about their personal belongings, the educator must first become familiar with students’ personalities. The educator must understand who his/her students are before s/he is able to provide adequate, tailored assistance. The educator must speak with each student to discover the significance of, for instance, a mobile device, to this student before s/he is able to aid said student in selecting an appropriate technique for romanticizing the physical aspects of this device in writing.

Thus, in order to educate holistically, there must be a movement not necessarily toward a more progressive form of education, but toward developing an authentic relationship between teacher and student.

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Awarenessbefore Change Melody Barclay

English Major, French Minor Second Year CTEP

Our society is constantly on the move. Different

cultures, religions, morals, expectations and practices are always being added to Canadian society.

Individuals must make a change to keep up with the changing collective. But how should education respond to this? What should be considered important for our students today? How can we teach them what is important? How can we be sure to include all faiths and cultures as we move forward in our educational practices?

This semester, I began taking a course on equity and diversity. I find the course to be intellectually stimulating as it forces me to think about our society in ways that I did not know I could. I’m forced to take on a bird’s-eye-view of the society that I thought I knew so well. In doing so, I have realized that I am far from understanding the intricate works of something that defines all humans in ways that we cannot escape.

After a bout of feeling slightly melancholy due to the shot to my optimism about a lack of change in society, I realized that change is not something that comes knocking at our door. We must start with awareness of society’s harness. This is how we can begin to make education inclusive and meaningful for all students. By being aware of the workings of society we can encourage this type of critical thinking and awareness in our students.

This awareness has the potential to alter the ways in which we see ourselves and others in the long term. We cannot expect change to happen immediately, but we should remember that it will happen slowly as more people become aware.

Our societies socialize us into positions dependent on what the dominant group finds important or “normal.” But what happens to the people like me who are categorized as not “normal?” We become part of the minority group that has ideologies imposed upon us in subtle ways that we are very much unaware of.

Everything we do comes as a result of our socialization into either the dominant group or minority group in any given category. I began thinking that if we are unaware and cannot escape society’s clutch and definition of who we are, how can we move forward with our thinking and redefine or not define at all what we consider “normal?”

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Travelling Not Far From Home: An Invaluable Learning Experience for Today's Students

Joanne Lieu

Major in Global Health and Religious Eduction Third Year CTEP

Traveling can be a life-changing journey to undertake when you’re young. It will expose who you are

as an educator and tell you how education is valued in different countries. The following is my journey as a teacher candidate working in a medical volunteer expedition to Nicaragua.

I thought I could connect the dots between this experience and what happens to a child in a destructive home after having worked for many years in high-risk schools and neighbourhoods. I felt that I could help any student and pull them out of the vicious cycle of poverty. It was almost like a part of me said to myself, “You’ve seen the worst of it; know that you can use education as a tool to prevent poverty.”

Reality struck me within the first hour of landing in Nicaragua, after witnessing children dragging a broken table out of a dumpster.

Everything I believed was challenged: How could I as a teacher prevent children from a life of poverty?

We had taken courses on how to combat poverty, so why freeze when faced with the real situation?

On each day of the trip, I came to realize that I was one person who had had an incredibly naïve outlook, an outlook that I could make a difference; however, the problems faced by the Nicaraguans (and many others) were beyond me – immediate situations required immediate actions, not something that could be provided by a long-term educational investment.

So what happened to me as a result of the trip? What is my outlook now?

I’m hopeful. I know education is a great privilege, existing in many forms and not just in the classroom. Most of us grew up with knowledge we take for granted. For instance, nearly everyone in the developed world knows to put on sunscreen and sunglasses on a sunny day to prevent skin cancer and damage to the cornea. Many of the elders in the villages of Nicaragua had no idea, never mind access to sunscreen. I had a patient who wasn’t aware that, when using pesticides, you are required to wear protective gear. Had he had access to first aid training, he wouldn’t be a 24-year-old with an enlarged heart and weak lungs.

As a teacher, you start with a classroom full of students who will grow up and make a difference in the world.

Just imagine what a privilege that is and the responsibility it holds after facing a small scope of what reality is for many people across the globe.

I could list all the patients, describe their illnesses, recall the looks on their faces when we told them the news regarding their health issues. I could tell you exactly what we prescribed to them and finally, that it’s impossible to change the world by yourself, but you have to start with yourself. I’m standing here, not as a sole teacher seeking to make a positive change, but as one with colleagues and a future classroom of hope.

“Be the change you want to see in the world.” – Gandhi Hey, Teach! Page 5

Are Standardized Tests always the Best?

Amanda Squillace

First Year, Vic One Ryerson Stream

Standardized testing is an examination style

used to measure students’ knowledge and determine their academic placement. These tests establish a uniform layout to ensure consistent testing amongst students. This consistent format does imply a sense of equality; however, are these tests really fair?

Each student has his or her own individual experiences that are sometimes very different from the norm. Cultural, religious or socio-economic status may define experiences for each student differently. Perhaps these experiences limit some students’ potential, as they are not exposed to the same opportunities other students have had available to them.

The formatting of these standardized tests usually consists of multiple choice and true or false questions, which are based on details from the given material. Left-brain thinkers are students who are generally strong in relaying facts and general information, while right brain thinkers hold strength in creative and critical thinking components. Since memorizing facts may be easy for left-brain thinkers, right-brain thinkers may find this form of testing to be challenging. Therefore, these tests may prevent a portion of the students from performing to their fullest potential, thus compromising the results of the tests. It would seem that left-brain thinkers have a greater advantage at achieving a higher mark, and are labeled as more intelligent students based on their test achievement.

This leads to another issue with standardized tests: how is knowledge measured using these examinations? Students who score well on these tests are assumed to understand the content well; however, these tests only seem to measure how well students can memorize and reiterate the individual facts. Students are not tested on how well they can use the knowledge they have gained by linking the content and applying it elsewhere. These test results may not be the most suitable indications for measuring a student’s intelligence on a topic.

Therefore, a new form of testing should be established. Perhaps, tests should use relatable examples that are more general and easier for all students to understand, despite their previous experiences. In addition, to accommodate both leftbrain and right-brain thinkers, tests should have a combination of multiple choice and written questions which require knowledge of facts AND application of concepts. Rather than solely focusing on the one system of testing, students would have the opportunity to display their knowledge using more than one style of learning.

Even though standardized tests are beneficial to teachers and parents for comparing each student’s progress with that of the general student population, test results may, nevertheless, are often unrepesentative of true academic capability.

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Engaging the Disengaged: Responsibility of Teacher, Student or Both?

Emily Carter

English Major, Urban Studies Minor, Education and Society Minor, Fifth Year CTEP

The countdown begins … 133 days until I walk across that stage completing both my Bachelor of Arts

and my Bachelor of Education. If all goes according to plan, come September, I will be looking at a classroom of eager children ready to follow my lead as we dive into the curriculum together. But wait, what happens if they are not all that eager to learn? What happens if previous years have jaded their feelings about school, learning, and the teacher who now stands in front of them? From previous jobs, volunteer placements and one official practicum in the York Region District School Board, I have found today’s students, especially in the junior division, to be less eager to learn and more likely to disengage.

From what I have learned at OISE, it is the teacher’s responsibility to engage her students and pull out all the tricks of the trade to grasp everyone’s attention in her classroom.

I do believe this to be true and it can be successful when done properly through hands-on activities in situations where subject matter can be dull, if skill development is focused on subjects of student interest. But when does it become the student’s responsibility to stay engaged, know that he or she has to try hard and pay attention, because ultimately learning (for the moment) is his or her ‘job’?

I had a junior student in my last practicum who was achieving high marks in all subject areas while also consistently finding ‘needs improvement’ in all Learning Skills and Work Habits areas. The teacher and myself had parent-teacher meetings regularly, sometimes with the child in attendance, but nothing seemed to click. Finally, one day during a literacy activity I was able to break through in the form of a heart-to-heart with him. Our conversation ignited after he showed me yet again another lazy, messy product and I said to him “Are you proud to hand this in to me?” He looked at me, paused for a moment or two, snatched it out of my hand, and 20 minutes later returned with a beautifully polished piece of work. He replied to my question by changing his outlook on school and finally decided that it was time to be proud of what he produced. I do not want to take credit for changing his mind because I truly do not think it was that one conversation that made the difference. Maybe it comes with maturity and it was just the ‘right’ time for him, or maybe it comes from a consistent degree of care from both teachers in the classroom. All I know is that at this moment, kids are harder and harder to engage.

Maybe that is what I find so addictive about the teaching profession: every day is a new day and every child has his or her own way of learning and understanding the world we live in. Through my position as his or her teacher, I have the privilege of uncovering that mystery.

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The Importance of Meaningful Learning Natalie Sanchez

English Major, Sociology Minor Second Year CTEP

Every student is different and has a unique

way of learning, thus making individual meaningful learning especially important for today’s students. Meaningful learning in education allows students to learn about many subjects and choose ways to participate that are comfortable for them. As well, meaningful learning endeavours to make insightful connections between the curriculum material and relevant aspects in students’ daily lives and in their roles in society.

Meaningful education gives students more opportunities to choose engaging activities that take into account individual intelligences and interests. There are many methods that teachers may employ in order to accomplish this. For example, a primary teacher may implement gender-neutral play centres with a variety of activities in his/her classroom. Junior and intermediate teachers may allow students to choose from different approaches to completing an assignment - a PowerPoint presentation, for example, or an essay, an arts-based project, among others. For high school students, a more diverse selection of elective courses may be beneficial and contribute to their future prospects.

When students and teachers engage in meaningful education, they have a great opportunity to connect the topics with applicable situations in their lives.

When learning about diversity in society, students can draw on their personal experiences and relate to their family history and/or interactions with members of their community. These connections help students develop a deeper understanding of the material as well as build classroom community through active discussion. Meaningful learning also allows students and teachers to reflect on their individual positions in society and how these connections might impact their lives. They may look at their roles of “teacher” and “student” and address the ways in which intersectionality of their other identities (i.e. race, class, gender, etc.) affect those roles.

Meaningful learning thus addresses students’ distinct interests and positively impacts students’ and teachers’ educational experiences.

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Feature Interview with Jonathan Alderson Sigrid Roman

Interview conducted by

Political Science Major English Minor

Diana Pegora

Classics Major Sociology Minor

Jonathan Alderson is the founder and director of the Intensive Multi-Treatment Intervention program - a private prac-

tice in Toronto working with families of children diagnosed with ASD (Autism Spectrum Disorder). He holds a Masters of Education from Harvard University and did his training at the Autism Treatment Centre of America in the United States, including 1,500 hours of one-to-one floor time with autistic children. These experiences have strongly influenced his current focus on a multi-disciplinary and holistic approach to autism treatment. Jonathan has worked throughout the United States, Middle East, Saudi Arabia, Mexico, Australia, Israel and Europe, and has seen a wide range of approaches to autism education. In 2011 he published, “Challenging the Myths of Autism: Unlocking New Possibilities and Hope” (Harper Collins).

Q. Tell us a little bit about the work that you do.

A. In the field of autism, there are many different

treatments that parents, once their child is diagnosed, can find. When they Google ‘autism treatment’, they’re faced with a million different choices and the questions: which ones are going to work for my child and which ones can I access? Over the years, I have worked with many families who say that one of their biggest stresses apart from actually dealing with the behaviours of autism is navigating these choices!

I designed IMTI (Intensive Multi-Treatment Intervention) with the idea to help parents navigate these decisions. I custom design and direct individualized treatment programs. I consider each individual child (there’s not a formula to this) and examine the diagnosis and any tests that have been done (psychometrics, intelligence tests, fine motor skills tests, etc.) and match their challenges and needs with evidence-based practices that make sense for them. So that’s the work that I do - multi-treatment.

The key is to understand the order and timing with

which to effectively coordinate individual strategies into a dynamic holistic program.

Q. What inspired you to be an autism treatment specialist?

A. It was a very particular in-

stance; it was an inspiring and sweet moment. I had just finished my undergraduate degree at Western University in Developmental Psychology and Educational Psychology, and I had also done some Linguistics. I had taken only one course in “Exceptionalities.” There is no one in my family who has autism. As far as I know, up to that point in my early twenties, I had not met anyone with autism. That summer after graduating I went down to the Option Institute in Massachusetts to take a [personal development] course. It turned out that the institute has an autism treatment unit as well. I was invited to watch a play session through a two-way mirror. And I remember there was this little boy, I think he was three or four years old, and his family was visiting from Israel. He was running around

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and the therapist was chasing him and all of a sudden he stopped and pointed at something on the shelf. The therapist turned to get what he was pointing to (his puzzle or blocks) and when she came back he was sitting under the table, self-absorbed in his own world all of a sudden.

She went under the table to try to engage him but he turned his back on her, and I was totally stunned because a second ago they had been playing a chase game. I’d had no prior exposure to autism except for a few pages in a textbook, so I turned to the staff member who was watching with me and asked “Why is he sitting under the table?” She said, “We don’t know. No one really knows why that happens.” A few minutes later the little boy came out and he was engaged again. Watching this piqued my curiosity and so many questions that I went home and started to read. I came back to them and said, “I’d like to get some training in your methods.” The truth is, seeing the play therapist run around and engage this child with love and playfulness stood in stark contrast to what I had just experienced as four undergraduate years of lifeless theory. I had planned to train for just one year and then return to Canada, but I got hooked! I stayed there for eight years. And I kind of threw myself into mastering this process of working with children including the attitudinal side of it – how to deal with a lot of the emotions, stress, and intense fears that come along with having a child like this.

Q. Does your program have to do with the education of parents as well? How so?

A. Yes! Absolutely! Educating parents is an essential

component to ensure consistency of program implementation across a child’s daily routines including home-life. There is lots of strong research that demonstrates parent involvement in children’s education leads to better outcomes on many variables.

In the field of autism, parents are often more knowledgeable about treatment options than the professionals. They are Google-empowered! However, the more information one gathers, the more choices you have to make and a common tendency is to believe that “the more treatments you combine, the better.”

Let me give you an example. I’m working with a little girl right now whose family is from another province. The mother read my book a couple of years ago and called me up to ask, “can you work with us?” I said, “I’d love to, but I don’t currently work out of province.” This is actually an extraordinary story… she didn’t take no for an answer and instead showed up at a book signing that I was doing in Toronto.

She waited in line only to take me by the arm and again say, “I want you to work with us.” And I said, “I’m sorry I can’t work with you in another province but I’ll help however I can.” Three months later I got a call from her and she said, “we’re moving to Toronto.” This mother is exceptional in that she is exploring and looking at every possibility. She is currently looking at three different biomedical interventions: hyperbaric oxygen treatment (HBOT), chelation (trying to get rid of heavy metals in the body), and a new product called GcMAF, which is a type of protein that activates the immune system. Many parents might be eager to do all three of these at once (three must be better than one.) Now, I’m not a medical doctor, but I counsel parents to slow down a little bit and talk with the doctors to find out in what order and timing they would want to do these three things.

In other words, are there any contra-indications that suggest you shouldn’t do one with the other? Is one a catalyst for the other? Separately they might have positive effects, but together they might have a negative effect. It turns out that, in many different diagnoses and areas of education, people grasp the idea that parcelling things out in packages and delivering things in units makes sense. With autism, because the diagnosis is so enigmatic, what tends to happen is that professionals and parents alike want to do all sorts of stuff, all at once. Too many treatments at one time can overwhelm the child.

So, in terms of education, I am encouraging parents to make these kinds of decisions with professionals.

And parents should be included and involved in the decision process. The second thing I’d say about educating parents is, “I’m showing up at your house for two hours, but you’re going to live with your child for the rest of your life.” It is something that many programs don’t acknowledge. In my training, parents sit in on all of the sessions. I also put time aside to watch the parents with their child and give them feedback on how they are with the child so that it’s not just this team coming in, taking over - parachuting in - and leaving, but the parents themselves are actually taught skills and given feedback.

Q. Can you tell us a little bit about your book, “Challenging the Myths of Autism”?

A. The book really came about after a particular

event. Dave Savage, a hugely syndicated radio host in the U.S.) one day spouted an incredibly insensitive diatribe ( I call it the Savage rant) : [paraphrased] “You know what autistic kids are? Autistic kids are just out of control idiots. They need to be controlled by their parents and disciplined.” He just went on and on in this incredibly ignorant way. When I heard

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that, I had already been developing a list of negative stereotypes associated with autism that were promoted and repeated throughout popular media and academic literature. They would drive me bananas because I was working with these children hands on and witnessed a lot of evidence that flew in the face of the stereotypes: many of the childrenwere affectionate not affectionless, many were intelligent not mentally retarded, many were creative not unimaginative. I began to call the negative stereotypes “myths.” The ‘Savage rant’ triggered me to write about the myths to start a public conversation to reframe how we think about people with ASD. Imagine how differently a teacher might approach and behave toward a child who they think doesn’t want/like affection versus one who does. For example, there is the idea that people with autism cannot feel or share affection - you see this throughout the literature. And yet you talk to any parent of a child with autism and they’ll tell you about affectionate moments that they’ve had, and many of them describe their kids as very cuddly and warm. So, I wanted to research why these myths exist and how they are perpetuated.

wished she had been clearer and more specific about what she had meant by “lack of imagination.” There’s a word missing, she explained. I meant to say that people with ASD have challenges with “social imagination” (i.e. that they lack Theory of Mind and empathy.) Wing did not mean that autistic children lacked imagination to play, but rather the ability to take someone else’s perspective. I could talk about this myth all day - I wrote a whole chapter on it. It is excitingstuff because it changes our perspectives, our attitudes, and changes designs of treatment.

Q. What is the impact of age in autism treatment?

A. One of the myths I wrote about is this idea

that there is a “window of opportunity” that aligns with early intervention and education.

Science has shown that early intervention (in a child’s first five years) is important and impactful; however, it is not true that somehow development stops or slows down at the age of five.

There’s a great My curious mind started book called “The to research the origin of Myth of the First these myths. The DSM Three Years” by (Diagnostic and StatisJohn Bruer that tical Manual, now in its tackles this notion. fifth edition) is revised I examine the idea every few years, and vis-a-vis autism. the diagnosis of autism I’m a big advocate in DSM I and II is very of early intervention, but there is this myth that is different from DSM III and quite different from the perpetuated by paediatricians, psychologists and latest version, DSM V. One stereotype I was interby educators that you better get in there quick ested in specifically was about imagination. There and do everything you can because by the time are seven myths in my book and one of them is the JK or SK happen, a lot of the development really commonly held belief that peoplewith autism don’t is set. So I was interested in this, like the other have any ability to do pretend play and to imagine. myths, because I had seen seven, eight, nine, and And yet, as with affection, many therapists and parten-year-olds learn and make great developmenents talk about how creative their autistic children tal gains including acquiring language and social are. As I was researching it, I noted that the original skills. In some cases they made their biggest gains definitions of autism from 1943 described children between five to ten years old. It turns out that rewith vivid and fanciful imaginations. Then in 1987 search very much supports intensive intervention Dr. Lorna Wing’s new re-defining of autism into the beyond the age of five right up until the teens. Yet “Triad of Impairments” which included “absence of in many provinces in Canada intensive treatment imaginative activity” was accepted and incorporatis only funded up to age five or so. The policy ed into the DSM’s third edition. Yep. A 180 degree implications of debunking the “early years” myth shift just inserted into the diagnosis. In a recent book are profoundly important. There is an aging popcalled “The History of Autism” (2011), Wing was inulation of young adults with autism and a dearth terviewed and clarified for the record that she of services to support them. Our governments are Hey, Teach! Page 11

only just starting to wake up to this looming crisis. Where will we house them when their aging parents are no longer able to care for them for example? I envision much more than just residential care though. Life-long learning, cognitive stimulation, and physical activity all can have a positive impact no matter one’s age. The only thing that really shifts between older and younger participants is the importance of picking activities and materials that suit their age.

For example, I would not use a Fisher Price toy car for a fifteen-year-old because it’s not appropriate for age or interest.

Here’s another example. I’ve been working with a girl in BC for about ten years and she’s at a point where she has some language and some self-help skills, but she’s sixteen now. We’ve recently decided that it no longer makes sense to keep focused on getting her to say “A,B,C,D,E” versus teaching her life skills, like how to boil an egg, personal hygiene, and taking public transit. She’s at a point where she’s going to have to seek some semi-independent living in the near future, so we emphasize things such as taking the bus to go to the library so that she can read a picture book there. And so there is a time when you shift priorities in terms of what you’re going to teach an older child or young adult versus a younger child.

Q. What are some strategies from your own experience that teachers can use to bring awareness of autism into the classroom and into the outside world?

A. It really warmed my heart that you asked about that because I’m an advocate of

teachers who have class projects that set kids up to do community-based work. So I think if you’re a teacher in a classroom, the most important thing is to have a conversation about autism. The worst thing you can do is be silent and pretend it’s not there, or think that if you talk about it you will upset a parent or a child. The opposite is true. Most parents with a child with autism want to be connected to their child’s school community to have a discussion rather than pretend there’s nothing different about their child. There are a small percentage of families in denial, and the way the teacher would approach that would be to say to the parent, “I’d like to have a discussion or a class project, a conversation with these kids (as young as grade two and grade three) about autism – would that be okay? Could we include you, would you come in and talk? Is there someone you might recommend to come in and talk about it?” So having a conversation is very important. Then, once you have a conversation within a class, you move to the broader school. Talk to the school leaders. You might not want to have a whole assembly but maybe there are little things you could do in each classroom – perhaps a poster competition or a lunchtime talk. Then you can take that outside of the school into the broader community in terms of a conversation by bringing in guest speakers or maybe going out to visit an autism treatment centre. A teacher can engage thinking and exploration and research.

One strategy we use is to make a short video (as part of a transition technique when a child is transitioning from home-based to school or from one class to another, for example). There is actually a transition policy in place in Ontario between special educators and the public school system. For one of the children I work with, we made a five minute video so that she could show her peers the things that she could do. It turns out that she does ballet, she plays piano, she walks her dogs and she plays Uno! really well. This child does all sorts of activities that her peers do but that they wouldn’t otherwise know she can do because of her communication difficulties. Before she even showed up at school, her classmates watched the video and her mom came in and talked with the kids, answering any questions they had. By the time the child showed up they all wanted to be her recess buddy. The key point is to open up a discussion and talk!

Q. Can you suggest any training programs that would be beneficial to teachers in this field?

A. There is the Geneva Centre, which is probably the foremost centre for this in Toronto. Their treatments are primarily focused on IBI (Intensive Behavioural Intervention), so I think it’s a place to start. They offer a Hey, Teach! Page 12

“Summer Institute” each year designed specifically for spcial education and classroom teachers. I had the honour to present at this last year and really appreciated the interest teachers had in wanting to know what they could do to help their students with ASD. But let’s be honest, teachers are overwhelmed already with the broad range of accommodations and diverse needs of a typical classroom. Most are not likely in a position to become autism specialists too. I recommend that the average teacher simply start by getting more informed. Many teachers I talk with don’t understand well the basic symptoms of autism which are too often misinterpreted as ‘bad behaviour.’ This will sound self-serving but I most often recommend for teachers to read “Challenging the Myths of Autism” because it is just so important to become aware of the negative (and inaccurate) stereotypes that limit teachers’ beliefs of what is and isn’t possible. Beliefs we hold influence how we behave. If my book can change just one teacher’s understanding toward more acceptance and greater possibility for just one student with autism then I feel okay about recommending every school get a copy for the staff room!

If a teacher has time for just one thing for a student with autism it should be to learn about and experiment with building rapport (relationship). The number one biggest mistake made in schools is trying to teach – to make demands and expect compliance – without having invested any time into rapport. Build some trust, create some communication, experience some fun together, establish some joint attention and eye contact. Only then will you have much success in working together to do the harder work of learning the wide range of challenges that are called autism. The good news is, building rapport can be enjoyable and fun!

For more information about the IMTI program please visit www.IMTI.ca (therapist positions and professional training are occasionally available.) Jonathan’s website is www.jalderson.com His book, “Challenging the Myths of Autism” is available at Indigo, Coles, Chapters.ca and Amazon.ca.

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Lack of Communication:

Leading Cause of Parent-Teacher Disputes Liuba Turlova English Major, Math and Linguistics Minor

Last summer I had the privilege of working as an

instructor at an educational camp that allows children to develop new skills outside of the “school environment.”Along with its perks of educational activities, this camp gave time for stay-at-home moms to run errands and pick up their kids for lunch. This was an outdoor camp, which meant that kids and instructors stayed outside in almost any weather.

In the heat of the summer, the sprinklers were brought out and one little girl’s mom provided a change of clothes for her daughter. After she had played in the sprinklers, I sent her to the washroom to change. When it was time for pick up, the mother saw her daughter in her change of clothes and in a fit of irrational anger, turned on me demanding to know if her little girl had gotten wet. I explained the situation, but the mother then yelled, “She’s not wearing water-proof sunscreen; she will burn!” I apologized, saying I was unaware of this, but she simply scoffed and dragged her daughter away.

the gap of communication with clear instructions and goals.

Parents and educators need to work together for the development of their children and students, not work against one other in a battle of faults. As a team, we could create a world for our children that would allow them to flourish and learn in ways we never imagined—and it all starts with kind words and a mutual understanding.

This situation made me see clearly the lack of communication that occurs between parents and teachers. The problem could have been solved without unnecessary anger towards either party, and instead this conflict ended a fun day for the little girl on a bad note. It also brought down my confidence as an instructor, as I felt that not only had I been under-appreciated, but also that this parent had not considered me a capable instructor.

Parents only want the best for their children, but they need to understand that teachers or camp counselors are not superheroes - they are human beings attempting to educate future generations. I believe that parents and teachers need to come to an understanding of each others’ abilities and bridge

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To These Confusing, Trying, and Irreplaceable University Days Kristie Cairns

Major Equity Studies, Major English, Minor Education and Society, Fifth Year CTEP Vic iTeach President

“It’s important not to become jaded.” These were

the words spoken to me almost two years ago, at the beginning of my third year of university. I was completing a transaction at the bank and talking to the teller, a recent graduate who was finding the jump into the real world exciting, yet unfamiliar.

These words have resonated with me ever since, a reminder of the fortunate position I hold in receiving a post-secondary education; however, it has been during this year, entering and working through my fifth and final year of undergraduate studies, that I have felt this reminder to be more pertinent than ever.

In one of the classes the fifth year cohort had together this semester, the class discussion became a forum for sharing experiences and opinions on various education systems, and the tendency was to see education as losing contact with the unadulterated joy of learning. What does education promote when concerns of educators are focused on the ability to cover content knowledge and teach to the test? What happens when the only success criteria for learning is a grade or an evaluation? Learners lose the enjoyment of seeking out knowledge, developing their own ideas, and being challenged by novel ways of thinking. With practices that validate memorization and recall, education becomes about filling the mind, satisfying external expectations of knowledge use, while negating the important internal, personal interests that can and should be developed in learning.

In my own university education, I have felt the waning motivation to read articles that just do not elicit any response. I have felt the discomfort in completing assignments for the sake of needing to complete a course. I have felt the pressure to work to my limits and then push beyond that, only to be handed back a number. I have felt the heaviness of disappointment and the nagging of competition. Like so many indi-

viduals, I have felt the grief of sacrifice and warped prioritization asked of me in order to be here. It is, therefore, perhaps easy to become weighed down by the pressures of post-secondary life; it is easy to slip into a default position of going through the motions.

This is a valid response, a valid way of being and a way of coping with scholarship that has continued to forget the possibility of experiencing the inherent pleasure in learning.

However, despite the limitations of such learning, in this place and over these past five years, I have also felt encouraged to explore subjects once deemed off-limits. I have been confused and critical, overwhelmed and disheartened, challenged and moved.

I have been expected to re-evaluate and make sense of who I am and who I am becoming, and have felt validated in my search for identity like never before.

I have been given the opportunity to be affected by my learning, and maybe this is what the teller meant when he cautioned against jadedness. Maybe I need to appreciate the moments when I have felt validated by the material I have studied, or discomforted enough to change the way I think. Maybe, in the moments I have felt my learning slipping away to be replaced by the need to meet expectations, I have been able to gain a better understanding of selfhood and my own valuing of education.

In this vein of gratitude and understanding, I should recognize that this journey is not one I have taken alone. I have shared these feelings and reached where I am today, supported and encouraged through a sense of belonging with a community of individuals – the Victoria College Concurrent Teacher Education Program, class of 2014. Each of these exceptional individuals has endured struggle, challenge, growth, and achievement of his or her own, and they never cease to amaze me in their abilities, passions, and the extent of closeness that has pervaded our time together, however small or extended that time has been. And so,

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To Alexandra, who brings a smile to light any situation, To Angel, who always welcomes unconditionally, To Annie, who provides such an abundance of joy, To Brittany, who imparts a wealth of understanding, To Catherine, who knows what it means to wander fearlessly, To Chelsea, who carries a well of courage and strength, To Daniel, who is persistently hard working, To Darren, who shares the value of compassion, To Diana, who defines the phrase steadfast motivation, To Emily, who generates enthusiasm and determination, To Emma, who embraces the artist’s spirit of originality, To Ivana, who demonstrates unyielding perseverance, To Jasmine, who proves a poet’s point of view is invaluable, To Kaitlin, who incites a natural goodwill in all, To Karen, who possesses a genuine heart of kindness, To Katharina, who lovingly expresses boundless care, To Laura, who encourages the discovery of individuality, To Michelle, who offers warmth without hesitation, To Miranda, who maintains dedication to ambitions, To Olivia, who consistently conveys optimistic cheer, To Sandra, who reveals an immensity of generosity, To Shannon, who encourages a deep sense of thoughtfulness, To Sigrid, who upholds the importance of imagination, To Stephanie, who contributes a richness of creativity, To Stephen, who leads with quiet confidence, To Tanjin, who embodies an open-minded acceptance, To Veronica, who models unending graciousness, To Pavi, who unfalteringly solves and supports, To Sheila, who continuously connects and inspires, To the individuals we started this journey with, To those who have come and gone, To those who will follow after us, With the utmost sincerity, I wish you all happiness, success in whatever you strive for, and to remember to appreciate your present, as well as your past and future. I know it is not easy and our individual experiences of university may differ significantly, but I invite you to remember this as an opportunity for challenge and self-discovery, here in a post-secondary world and beyond. Where we find ourselves and what we do may not always be what we are searching for, but it is an important part of a larger journey. Remember, what you are doing now, in the present, is important.

To my family and the friends who have become family, To those who have passed on, I love you, Thank you.

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When I was Young

Sometimes I feel as though we are so caught up in ideals, and what we think teach-

ing should be about, that we forget to breathe, reflect on the past, and approach new ideas and concepts with ease and an open mind. I often strive for perfection, creating anxiety for myself over simple tasks. I believe that a lot of educators and students have similar troubles. With this in mind, I want to look to a simpler time—childhood, and have it remind us of the little things in life, so that we can approach educating today’s generation in an authentic way. Although there are ups and downs and messy bits in-between, it’s important to remember not to get too caught up in the insignificant or unattainable.

Emma Townson

English Major, Visual Studies Minor, Education and Society Minor, Fifth Year CTEP

Remember, in the words of John Lennon, “Life is what happens when we’re busy making other plans. “

When I was young I played the violin, having to learn each note and performing hot cross buns until I knew it by heart.

I faced my fears when I was young, sliding down the algae rocks with my black and green flowered swim suit, into the falls at St. Mary’s Lake.

Filling autumn leaves into pumpkin-shaped bags, and smiling with my brother on the wet lawn, when he was young when I was younger.

When I was young, make-shift homes to house my dolls were made sitting in my fantasy land for hours dressing, undressing, redressing my ladies only caring what happened to my small friends.

I sang for the first time, when I was young, a small kid on a giant sofa my father witnessing his little girl sing Beauty and the Beast.

I played school when I was young, talking to my imaginary class in the middle of my living room teaching was my favourite.

When I was young I pretended to be a spy like Harriet.

With my yellow coat and notebook in hand scribbling down all I could find in the alleyway.

Piano was what I played And what I eventually quit, When I was young.

“I will now play Sing Bird Sing” (bow now)

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“Dealing”

with

Hannah Hong

Students with Autism in Today’s World:

Anthropology Major, Environmental Anthropology Minor, Fourth Year CTEP

A Book Review of “The Spark” by Kristine Barnett

Imagine that you live in a tree house in a beautiful forest, and the only place you feel safe and calm is in that tree house. But people keep intruding. “Hey, come out of the trees!” they yell up at you… Then one day, somebody comes into the forest, and she doesn’t yell or try to make you change, but instead climbs into your tree house and shows you that she loves it as much as you do...Wouldn’t you have a completely different relationship with her than you do with anyone else? And, when she asks you to come down for a few minutes because she has something amazing to show you, wouldn’t you be more inclined to check it out?...We met the children where they were in order to get them where they needed to be.

Kristine Barnett, “The Spark”, p.77

This excerpt is taken from “The Spark”, an auto-

biography by Kristine Barnett who recounts her experience of raising her son, Jake, who has Asperger’s syndrome, in today’s world of professional diagnoses, special education experts, and countless therapy sessions available for children with mental exceptionalities such as autism. Seeing little progress in Jake, Kristine decided to pull her son out of this system and work with him and other children with autism at her home-run preschool for children with autism, called Little Light. Through Little Light, she reveals her philosophy of inclusive teaching: celebrating autistic children’s passions can uncover their ‘spark’ and their potential to make unique achievements and valuable contributions to the world. She believes that families, educators, and other supporters are responsible for connecting and relating to the world of children with autism in order to understand them. This connection, she argues, plays a significant role in guiding them into our world and discovering their valuable gifts and skills. In the field of special education today, diagnostic terms and labels often be-

come overused ‘buzzwords’ that not only identify, but wholly define children with exceptional needs.

Teachers, experts, and parents often obsessively focus on their children’s poorest skills, discouraging and pulling them away from their interests or ‘fixations.’ Kristine and Jake’s story shows us that sometimes, it is okay to let children thrive in their interests and passions. Moreover, their story shows us that sometimes, engaging and joining with them in their interests can build the strongest bridge to gradually connect them to our world. In the midst of the growing culture of medicalization, particularly of childhood behaviours, “The Spark” provides a radically different approach that considers the perspective of children with autism. Kristine’s story was a beautiful reminder of the value of empathy, relationship, and community that resonated deeply with me as a prospective teacher. It is truly an inspiring and engaging read that I would highly recommend!

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Eeew, You Have Cooties!

Tanjin Ashraf

Psychology Major, Fifth Year CTEP

Yesterday, I was scrolling through my Facebook

newsfeed when I came across an interesting article from The Toronto Star. A male student from the University of Toronto had enrolled in a Women and Gender Studies Course, only to find out that he was the only male student in the class. He asked the professor if he could be exempt from group discussions because he was “shy” around females. The professor declined his request.

The student ended up skipping every single lecture for that course for the rest of the semester. As a result, his grades took a toll and he received a failing mark. The student decided to complain to the university tribunal, but they did not pay heed to his complaint.

This article reminded me of an instance that happened in early January at York University. In this instance, a different student was actually granted an exemption by the university from a group project because he stated that he was the only male group member and his religious beliefs prevented him from engaging with students of the opposite sex.

After hearing of these two stories, I thought about the possible implications for educators. What if we have to deal with similar scenarios? What if parents request that their children be exempt from a school project due to religious or cultural beliefs? I noticed that in these two postsecondary situations, each respective institution arrived at contrasting verdicts. So these are not black and white problems where we can apply an idea or theory we learned from teacher’s college and solve them. We have to overcome these hurdles on our own and address each issue separately and uniquely.

Even though I do not know an easy way to solve these challenges, I do know this much: we can focus on our students and encourage inclusiveness as much as possible. It does not matter whether we work at a public, a Catholic, or even a gender-segregated school. Inclusion and equity can always be infused into teaching.

I remember back in my wee elementary days, everyone in the playground would divide themselves into two groups according to gender. The girls would try to avoid and run away from the boys because we believed that they had “cooties.” Viewing this retrospectively, I realize that such instances of gender segregation can be present in early childhood and they can potentially become problematic.

As such, we must foster a safe environment at all times.

We can assign students to randomized heterogeneous groups for assignments. Or, we can use resources that make minority and marginalized groups feel empowered. It is also possible to engage students in discussions and activities that take them out of their comfort zone. That way, we can help students become aware of the fact that, no matter where they go in life, they will be in situations where they will have to be accepting of differences. And perhaps we can prevent future situations like the one where the student felt shy towards the opposite sex.

Now, this of course is easier said than done; however, I firmly believe that being the awesome teacher candidates we are, we will be able to stay up-to-date on contemporary issues and continuously evolve in our teaching philosophies and experience in order to face these challenges. In turn, we will be able to prevent “cooties” from becoming malignant both inside the school and outside on the playground.

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Helicopter Parent Ann Sheng

First Year, Life Sciences

“Step back from the pool it’s dangerous! You’re getting your shoes all wet too! When will you learn to be more careful?”

This watercolour painting is part of a series that explores how modern society distances

children from their innate connection and fascination with nature. It traces the influences of the natural versus the artificial in the main character’s youth as he loses awareness of the importance of nature in his life.

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abeera ali

melody barclay

michelle brooks

vanessa cataldo

If I were stranded on a desert island, I would bring a pillow!

If I were stranded on a desert island, I would bring cookies (it’s a serious obsession).

Life is like a novel and you are the main character and you can decide how your story will end.

If I had one wish, it would be to go to Hogwarts School of Witchcraft and Wizardry.

justin chen

jessica concepcion

ivana danon

symone hyttinen

Teaching is significant; it involves interacting with learners and being part of their lives.

If I had one wish, it would be to have magical powers.

If I had one wish, it would be to always have coffee.

If I had one wish, it would be to have been alive in the 60s to see Bob Dylan and other music legends play live.

symon james-wilson

mehak jamil

veronica jansen

aiman jafar

If I had one wish, it would be to have classes outside on nice days.

Teaching is finding what you love and sharing that passion.

If I had one wish, it would be to travel the world.

I want to be a teacher because I think that every educator has the power to change a child’s life.

joanne lieu

kate mahoney

marissa mark

sara moncata

Teaching is a learning experience itself.

If I were stranded on a desert island I would bring my cat.

If I could describe myself in one word, it would be sincere.

Teaching is rewarding!

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sarah-michelle nemeth

elizabeth nyhof-young

tal oren

Life is like a dream.

If I were stranded on a desert island, then I probably wouldn’t have to worry about that paper coming up!

Teaching is a way to connect with students while learning from them simultaneously.

alexandra procopio

sigrid roman

maria romano

If I were stranded on a desert island, I would bring my entire collection of Jane Austen novels and chocolate.

Teaching is helping students find themselves.

My favourite form of exercise is walking to and from the refrigerator.

rene shen

agatha ulewicz

brittany yuen

If I were a mystical creature, I’d be a unicorn.

I want to be a teacher because I want to inspire children to be the best they can be.

I want to be a teacher because I’m thankful for the teachers who’ve made me who I am today.

kelly trinh My favourite form of exercise is sleeping.

amanda squillace My favourite form of exercise is shopping!

emma townson If I were stranded on a desert island, I would bring a camera.

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diana pegoraro If I were stranded on a desert island, I would bring a bucket and shovel to create the best sandcastle ever.

natalie sanchez Teaching is a neverending learning experience.

liuba turlova I want to be a teacher because I want to provide my students with the inspiration my teachers provided me.

final thoughts from the

“Hey, Teach” team.

Thank you to the following people: Victoria College Faculty Advisor, Professor Sheila Cook, Victoria College Program Liaison Officer, Pavi Chandrasegaram, & VUSAC For your on-going help and support.