Catholic Teacher Magazine - April 2020 Edition

APRIL 2020 ISSUE

MAGAZINE of the Ontario English Catholic Teachers’ Association

WE’RE IN THIS TOGETHER

IN THIS ISSUE: The long road to a fair deal OECTA responds to COVID-19 OECTA unearths long-hidden government consultation results Adjusting to work and life during the pandemic

CONTENTS I APRIL2020

22

INBOX 4 PRESIDENT’S MESSAGE

5

EVENTS

6 CALENDAR / UP FRONT

FEATURES

12

8 LONG ROAD TO A FAIR DEAL

By Adam Lemieux 11 PROGRESS MADE BY OECTA AT THE BARGAINING TABLE 12

THE BALLAD OF BAD-FAITH BARGAINING

How OECTA’s complaint against government class size changes unearthed

long-hidden consultation data

By Mark Tagliaferri

15

OECTA RESPONDS TO COVID-19

TEACHERS’ AID

18

16 TEACHER ADVISOR Managing your mental health

Video conferencing and webcasting

By Joe Pece 18 INSIGHT My surrender experiment

By Michelle Despault 21

CATHOLIC CONNECTION

A funny thing happened on the way to Lourdes

By Shannon Hogan 22 MONEY MATTERS Three important money lessons from the COVID-19 pandemic

By Kevin Zhang

22

PEOPLE WORTH WATCHING 24 BREAKING DOWN BARRIERS OECTA member Jennifer Pouw recalls her experience as a combat soldier in the 1990s

By Robert Smol

VIEWPOINT 25 TEACHERS’ FAVOURITE READS

By Cynthia Bifolchi 26 FOR WHAT IT’S WORTH Coping with COVID: the musical escape

By Gian Marcon

26

INBOX

PRESIDENT’S MESSAGE It has been a long and challenging trek since the Ford government announced its plan to overhaul Ontario’s publicly funded education system last March.

Collectively, we spent the better part of a year rallying tirelessly and devotedly to counter the attack on our profession and protect adequate funding of Ontario’s world-class publicly funded education system.

On April 6 last year, many of you joined us on the lawn of Queen’s Park to protest cuts to education, and send a message that Ontario’s teachers would not stand by and watch as the Ford government attempted to dismantle Ontario’s world-class publicly funded education system. The show of strength by tens of thousands of teachers, parents, students, and education advocates marked the start of a year-long wave of protests.

By June 2019, the Association entered what was the start of a lengthy and frustrating round of provincial bargaining; a round that would play out like no other. Despite many months at the provincial bargaining table, and significant collaborative effort with the Ontario Catholic School Trustees’ Association (OCSTA), we had no choice but to ask our members to ramp up support of our provincial bargaining efforts. And that you did! You supported our Provincial Bargaining Team with a resounding 97.1 per cent vote in favour of taking strike action if necessary. Building on the Association’s long history of political action, the 2020 province-wide withdrawals of service were the first of their kind for Catholic teachers since the Harris era.

I am incredibly grateful for the collective support of our members throughout the many ebbs and flows of this round of bargaining. A number of you were on the streets with us in 1997-98, while others remember the disruption felt as students in a system devastated by cuts. Together, we remained united by a range of experiences that create the fabric through which OECTA members have stood up for the best interests of teachers, students, and our communities.

Michelle Despault Editor Adam Lemieux Mark Tagliaferri Associate Editors Cynthia Bifolchi Contributing Writer Fernanda Monteiro Production Anna Anezyris Advertising

EDITORIAL BOARD Liz Stuart President Barb Dobrowolski First Vice-President David Church General Secretary

We should all feel proud of the decorum of our Association and the manner in which we confronted adversity. Our picket lines were spirited and informative; they provided an opportunity to not only illustrate our solidarity, but to inform Ontarians. While we have reached an agreement that will protect Ontario’s Catholic schools for the next couple of years, and won victories along the way, our work is not done. The Ford government has created a crisis in education, and it is not going away until an education-friendly government returns to power.

Mary Lachapelle Deputy General Secretary

With provincial bargaining behind us, we are facing unprecedented challenges for this Association, and the broader education community as the COVID-19 global pandemic has disrupted our lives both personally and professionally.

Catholic Teacher is published five times during the school year. Opinions and ideas expressed in Catholic Teacher are not necessarily those of the Ontario English Catholic Teachers’ Association.

On March 12, the same day we signed our tentative agreement, the Government of Ontario announced that school boards had been ordered to cancel classes and close publicly funded elementary and secondary schools for the two weeks following March Break, which, as we understand now, is an indefinite closure until the spread of COVID-19 reaches a manageable state. Coinciding with school closures, the government announced its emergency distance learning program, which is presenting another slate of challenges for our members and the students that we teach.

This Association and its members have always been committed to doing whatever we can to support our students, and I am proud that this continues to be our approach. On behalf of the Provincial Executive, I extend my thanks to each and every one of you for your quick and nimble response in these difficult times. We will get through this together.

Please take good care of yourselves and your families, and know that your Association is behind you every step of the way.

God bless,

WE WANT TO HEAR FROM YOU If you would like to connect with us to share your thoughts, ideas, or concerns, please reach out to us at communications@catholicteachers.ca.

There is no voice more important than a member’s voice.

4 CATHOLIC TEACHER | APRIL 2020

Carley Desjardins Communications Specialist/ Writer

Catholic Teacher is a member of the Canadian Educational Press Association, and the Canadian Association of Labour Media.

Return undelivered Canadian addresses to: Ontario English Catholic Teachers’ Association, 65 St. Clair Avenue East, Suite 400 Toronto, ON M4T 2Y8 PHONE 416-925-2493 TOLL-FREE 1-800-268-7230 FAX 416-925-7764 catholicteachers.ca Publication Mail Agreement No. 0040062510 Account No. 0001681016

Cover: Photo by @marstockphoto from Shutterstock.com

INBOX

EVENTS SHARING CATHOLIC TEACHERS’ PERSPECTIVES In addition to the wide range of meetings, work groups, and committees attended by OECTA political leaders and staff, the Association regularly contributes written submissions when invited by the government or other organizations. The past few months have presented two unique opportunities to share Catholic teachers’ perspectives on important issues.

Right to Read Inquiry

In October, the Ontario Human Rights Commission announced a public inquiry into potential human rights issues that affect students with reading disabilities in Ontario’s publicly funded education system. The inquiry, which is ongoing, includes written submissions, formal assessments of practices in a selection of school boards, an online survey, and town hall meetings.

OECTA’s submission acknowledged the success of Ontario’s publicly funded education system in terms of achievement and equity, but called for significant, sustained investments to ensure timely access for all students to the resources and supports they need.

Areas of focus included: • Child poverty • Early childhood education and care • Full-day Kindergarten • Screening, identification, and intervention • Effective accommodation and supports • Class size and composition • Professional development Poverty Reduction Strategy Consultation

The sad reality is that one in five children in Ontario, and one in seven families with children, live in poverty. These families are forced to make difficult decisions about how or whether to access necessities like housing, child care, transportation, and food. Research shows that as a result, children from lowincome families often start school behind their peers.

The previous government enacted Ontario’s first official Poverty Reduction Strategy in 2008. After an extensive consultation process in 2013, a new five-year strategy was introduced in 2014. The Ford government now has the responsibility of developing the next phase.

The Association’s submission to the consultation calls on the government to use the COVID-19 emergency as an opportunity to fundamentally rethink their approach to the economy and social policy. The previous government made progress in

reducing poverty, but there was much more that needed to be done. Instead, the Ford government spent most of their first two years in office implementing drastic cuts. They have since put in place some temporary measures, but we have urged them to strengthen these programs and make them permanent features of Ontario’s policy framework.

Our submission focused on the following areas: • Early childhood education and care • Quality publicly funded education • Access to post-secondary education • Decent work and working conditions • Labour rights • Minimum wages • Basic income pilot • Social assistance Both submissions can be found in the Where We Stand section at catholicteachers.ca.

VIRTUAL AGM TO BE HELD MAY 16 The Annual General Meeting (AGM) is a cornerstone of our union democracy, and a highlight of the year for Catholic teachers and our Association. Given the ongoing COVID-19 emergency and public health restrictions on large gatherings, this year the Association took the difficult decision to cancel an in-person AGM. Although this news was disappointing, the health and well-being not only of our members, guests, and staff, but also their families, their students, school staff, and other members of the community, is paramount.

Instead, a virtual AGM will be held Saturday, May 16.

Instructions for accessing the meeting and voting information will be emailed to each registered delegate prior to the meeting. Given the extraordinary circumstances, the Provincial Executive has approved unanimously a by-law amendment to allow resolutions to the 2020 AGM to be postponed until next year _ the amendment must now be ratified by a twothirds majority of AGM delegates. An updated agenda and meeting materials are available in the Members’ Area at catholicteachers.ca. If you have questions, please contact your local OECTA unit office.

Members who wish to observe the virtual AGM will be able to access portions of the meeting via livestream, in the Members’ Area of catholicteachers.ca.

APRIL 2020 | CATHOLIC TEACHER 5

CALENDAR UP FRONT A P R IL

19-25 National Organ and Tissue

Donation Awareness Week 20

Summer AQ Course Registration Opens

22

Earth Day

28

National Day of Mourning World Day for Safety and Health at Work

TEACHERS, COPYRIGHT, AND FAIR DEALING

Thinking of using a copyright-protected work in your classroom? First, you must determine if you need permission from the copyright owner.

The Fair Dealing Decision Tool helps teachers decide, with just a few clicks, whether fair dealing permits classroom use of short excerpts from print materials, artistic works, or audiovisual materials, without needing to obtain copyright permission. It takes 30 seconds on FairDealingDecisionTool.ca to receive your answer.

NFB FREE LEARNING RESOURCES

1

May Day

1

Deadline to Register for a Provincial Committee

M AY

1 Deadline to Apply for a Bursary 4-8

4-12

Catholic Education Week

Mental Health Week

10

Mother’s Day

18

Victoria Day

31June 6 National AccessAbility Week

CAMPUS features: • A rich collection of 1,300 exclusive documentaries, animated films, interactive productions, and shorts.

• Mini-lessons built around an NFB film using curated film clips, paired with activities, to encourage deep learning—written by teachers in the NFB’s educator network.

• Study guides, a chaptering tool, and the ability to share chapters and create your own playlists.

• Content organized around three key themes: the environment and sustainability; Indigenous voices and reconciliation; diversity and inclusion.

To register, teachers can contact NFB Customer Service at 1-800267-7710, or by e-mail at info@nfb.ca.

RESOURCES TO SUPPORT PARENTS AND CAREGIVERS WITH HPE AT HOME

JU NE

The National Film Board of Canada (NFB), the country’s leader in audiovisual learning resources, is offering free online learning resources that will give Canadian families and teachers new tools to keep young minds engaged.

• Parents can access a special collection of acclaimed NFB films and learning resources at NFB.ca/education.

• All teachers across Canada, from now until June 30, have FREE access to CAMPUS, the NFB’s online media portal.

National Indigenous History Month

Right to Strike Month

21

National Indigenous Peoples Day

(OECTA recognized)

To help kids to stay healthy and active at home, the Ontario Physical Health Education Association (OPHEA) has put together a collection of health and physical education content, including mindfulness, dance, and health activities. These resources can be found at: bit.ly/34z6CMC. CLIMATE KIDS

The Government of Canada has created a #ClimateChange education resource for kids, featuring activities, games, action ideas, and lots more. Check it out at climatekids.ca.

INBOX

RESOURCES FOR TEACHING ABOUT THE ENVIRONMENT

National Geographic, in partnership with Recycling Council of Ontario, Environment and Climate Change Canada, and Strut Creative, have launched 10,000 Changes, a multiplatform campaign to drive meaningful reductions in plastic use, production, and waste. At 10000changes.ca, there are free downloadable resources for teachers, including ready-to-use learning modules. Each module contains an infographic, video, and lesson plan designed to dive deeper into a plastic issue and move toward taking action.

The website currently offers the following learning modules: 1. 7 Types of Plastics (K to 12) 2. Hidden Plastics (Grades 3 to 7) 3. The Plastic We Eat (Grades 3 to 9) 4. Disposable Culture (Grades 3 to 8) 5. Ocean Microplastics (Grades 3 to 8) 6. BioCollection Technology for Recycling Plastic (Grades 3 to 8) 7. Circular Economy (Grades 4 to 8) ENGAGING SECONDARY STUDENTS IN ELECTIONS AND DEMOCRACY

Navigating political discussions in the secondary classroom can be challenging. Elections Canada’s suite of non-partisan resources can help you engage your students with the federal electoral system and their place in our democracy. From Civic Action: Then and Now to Digital Skills for Democracy, these one-hour lessons can spark curiosity, conversations, and connections in your classroom. Everything is free to order or download, and available in language-learner versions in both official languages at electionsanddemocracy.ca.

THE TEACHABLE PROJECT

JOIN A PROVINCIAL COMMITTEE

OECTA standing committees provide opportunities for teachers to contribute their expertise and creativity, and to develop new interests, while serving the needs of Association members.

Applications for membership on 2020-21 committees will be accepted at catholicteachers.ca until May 1. Committee appointments are made by the Provincial Executive and take effect July 1.

For a full list of committees, their mandates, and members, visit the Leadership Opportunities section, under For Your Career, at catholicteachers.ca.

APPLY FOR A BURSARY

A maximum bursary of up to $1,000 may be awarded to an individual member. Members currently in the pre-degree categories who are taking undergraduate courses shall be given priority as applicants. Members who wish to pursue postgraduate studies or professional development activities as lifelong learning shall also be eligible for a bursary.

Visit catholicteachers.ca by May 1 to learn more and apply.

READ ALOUD CANADIAN

The #ReadAloudCanadian Books Program allows educators and librarians to read all or part of certain books aloud online without copyright restrictions. The current list of publishers and authors participating, and the in-print works they have offered to license under the program, can be found at: bit.ly/3a44ihL. EXPLORING BY THE SEAT OF YOUR PANTS

National AccessAbility Week is May 31 to June 6.

To help you recognize and celebrate this week, TheTeachAble Project has ready-to-use lesson plans, resources, and professional development tools. The site is designed to help Ontario educators build their awareness of accessibility issues, and to equip them with the information and materials they need to educate and inspire students.

Over the next few months, Exploring by the Seat of Your Pants will broadcast live, free events with leading scientists, explorers, adventurers, and conservationists around the world. Parents and students can join any event from home, live via the YouTube stream.

Questions can be submitted via live chat.

Visit theteachableproject.org for more information.

See bit.ly/2K74CC6 for more information.

APRIL 2020 | CATHOLIC TEACHER 7

FEATURE

LONG ROAD TO

By Adam Lemieux

JUNE Ford government elected with strong majority.

AUGUST Government revises education funding formula, eliminates Local Priorities Fund.

SEPTEMBER Government releases reports inflating provincial deficit, identifying education sector spending as key issue.

2018

W

e all knew this would be a difficult round of negotiations.

Although Doug Ford’s election campaign featured few specifics, the Conservatives were upfront about one thing: they intended to reduce public spending significantly. They signalled early on that education would be a target, by rewriting the funding formula, then commissioning reports that inflated the provincial deficit and pointed to education spending as a key problem. They also went out of their way to portray Ontario’s education system as “broken,” and to cast doubt on the skills and professionalism of teachers and education workers.

Toward the end of 2018 and into early 2019, the government began so-called “consultations” with education stakeholders and the public, with the intention of cutting $1 billion per year from the education budget. The Association offered Catholic teachers’ perspectives, but insisted that the proper forum to discuss many of these issues was the bargaining table.

Nevertheless, in March, the government went ahead with an announcement of sweeping changes to education policy.

In June, when formal bargaining began, the government was offering some of the worst opening positions we have ever seen. Not only were they looking to dramatically increase class sizes and implement four mandatory credits of e-learning, but they were also refusing to reinstate funding for supports for vulnerable students, would not commit to protecting full-day

8 CATHOLIC TEACHER | APRIL 2020

JANUARY Government solicits input from education stakeholders on class sizes, Kindergarten staffing model, and fair hiring, with intention of cutting $1 billion from education budget.

2019 Kindergarten, wanted to eliminate the fair hiring policy, and were proposing drastic cuts to teachers’ sick leave.

In the face of these challenges, our Association led the way in standing up for teachers and students. Working productively with the Ontario Catholic School Trustees’ Association, we were able to reach agreements many months ago to protect sick leave and strengthen the fair hiring policy. Unfortunately, the government did not approach negotiations with the same level of seriousness. Sometimes, they seemed to be actively undermining bargaining, for example by abruptly dismissing some members of their negotiating team. Throughout the process, the government’s representatives were adamant they had no mandate from their political leaders to engage in any discussions that did not include removing resources from the classroom.

The solidarity and resolve shown by Catholic teachers over the past year has been remarkable. The Association endeavoured to keep members informed through almost 70 Provincial Bargaining Updates, regular updates to the Members’ Area at catholicteachers.ca, and a series of local rallies leading up to the strike vote in November. Members responded by delivering a resounding strike vote, with 97.1 per cent voting in favour of taking strike action if necessary, and then by enthusiastically engaging in OECTA’s first-ever province-wide strike action, including extensive administrative job sanctions and four one-day full withdrawals of service. These actions, combined with the Association’s efforts at the bargaining table, helped to

A FAIR DEAL MARCH Government unveils education agenda, including increasing secondary class size average to 28 and imposing four mandatory credits of e-learning.

Government launches second phase of public consultation on education.

APRIL 30,000 teachers, parents, students, and members of the public rally at Queen’s Park against cuts to education funding.

JUNE Government introduces legislation capping public sector wage increases at one per cent per year.

Provincial bargaining begins.

MAY OECTA files notice to bargain.

Stephen Lecce replaces Lisa Thompson as Minister of Education.

Timeline continued on Page 10

slowly move the government toward a fair agreement.

The turning point in the negotiations came when the Association publicly exposed the flimsiness of the government’s arguments. First, we put the lie to their claim that they had the public’s support. At the end of last summer, after the government changed the class size regulations (on a day we were at the bargaining table discussing class size, no less!), the Association filed a complaint with the Ontario Labour Relations Board (OLRB), arguing that the move violated the government’s duty to bargain in good faith. In February, as part of the OLRB hearing process, we were able to compel the government to finally release the results of their public consultations. The data showed what we had suspected all along: there was virtually no support among Ontarians for the government’s cuts to publicly funded education.

The government had also been claiming that teachers were holding up negotiations with unreasonable demands for higher compensation. However, shortly after the consultation data were made public, OECTA President Liz Stuart revealed that for months, our bargaining team had been telling the government Catholic teachers would be willing to accept their proposals on wages and benefits, if the government would move away from their unpopular cuts. Not long after, Minister of Education Stephen Lecce announced that the government would be backing down on some of their more controversial positions. This enabled the Association to push forward to the signing of the tentative agreement on central terms.

Of course, this agreement is not perfect. The government was determined to find some savings in education, and the Association was not able to achieve every objective established at the outset. However, the OECTA Provincial Bargaining Team believed the agreement would enable Catholic teachers to continue providing quality education over the long term. Clearly, OECTA members concurred. After being recommended by the Provincial Executive and the Council of Presidents, the agreement was ratified in a province-wide vote, with 94 per cent in favour.

The fight to protect publicly funded education is far from over.

The government was already planning to freeze funding for elementary and secondary education over the next few years, and they will likely be looking to tighten the purse strings further in the wake of the COVID-19 emergency. Still, we should all be immensely proud of how Catholic teachers have pushed back against the government’s cuts and stood up for students. We hope to carry this momentum forward as OECTA units begin negotiations with school boards on the local terms of the collective agreement. And as we approach the next provincial election, and the next round of negotiations, this Association will be stronger and more united than ever.

Adam Lemieux is Communications Specialist in the Communications department at the OECTA Provincial Office.

APRIL 2020 | CATHOLIC TEACHER 9

AUGUST Government introduces regulations, formalizing proposed class size increases.

2019

SEPTEMBER OECTA files complaint with Ontario Labour Relations Board, arguing government’s unilateral class size increases violate “statutory freeze” period and duty to bargain in good faith.

NOVEMBER OECTA members vote 97.1 per cent in favour of taking strike action if necessary.

Government abruptly dismisses members of own bargaining team.

OECTA files for conciliation.

OECTA requests “no-board” report.

DECEMBER Ministry of Labour issues “no-board” report, putting OECTA in legal strike position.

OECTA files Charter challenge against government’s wage cap legislation.

FEBRUARY 4 OECTA members engage in second one-day full withdrawal of service.

FEBRUARY 11 OECTA enhances administrative job action.

FEBRUARY 18 OECTA announces plan for rotating strikes.

FEBRUARY 21 OECTA members join members of AEFO, ETFO, OSSTF in co-ordinated full withdrawal of service.

JANUARY 13 OECTA launches first-ever provincewide strike action, beginning first phase of administrative job sanctions.

JANUARY 21 OECTA members engage in one-day full withdrawal of service.

OECTA suspends planned rotating strikes as bargaining resumes.

FEBRUARY 25 At Ontario Labour Relations Board hearing for OECTA’s bad-faith bargaining complaint against government, results of public consultation are finally revealed. Data show virtually no support for government positions.

2020 10 CATHOLIC TEACHER | APRIL 2020

MARCH 3 OECTA President Liz Stuart releases public statement outlining Association bargaining positions.

MARCH 5 OECTA members engage in fourth oneday full withdrawal of service.

MARCH 12 OECTA reaches tentative agreement on central terms.

APRIL 7 AND 8 OECTA members ratify central agreement, 94 per cent vote in favour.

FEATURE

PROGRESS MADE BY OECTA AT THE BARGAINING TABLE GOVERNMENT’S OPENING PROPOSAL

OECTA CENTRAL AGREEMENT l

Wage increases of 0%, 0.5%, 0.5%

l

l

Wage increases of 1%, 1%, 1% Charter challenge of government’s wage-cap legislation continues Benefits funding of 4%, 4%, 4% Top-up if benefits costs are higher than projected

Benefits funding of 0%, 0.5%, 0.5%

l

Elimination of Local Priorities Fund l $33 million/year

l

Secondary class size average of 28:1, with local class size caps eliminated

Secondary class size average of 23:1, with local class size caps protected

New Supports for Students Fund $33.4 million in 2020-21 l $33.8 million in 2021-22

Four mandatory e-learning credits, with no opportunity to opt out

Two e-learning credits as part of graduation requirement, but parents (or students aged 18+) can opt out l School staff can also recommend that students be exempted from e-learning requirements

E-learning funded at a class size average of 35:1

E-learning funded at a class size average of 30:1

Strips to sick leave (loss of sick days, reduction in short-term disability leave payments)

No changes to sick leave

Elimination of fair hiring policy (Regulation 274)

Protection of fair hiring policy, with some changes that will help enable teacher mobility

l

No improvements to health and safety

All incidents of violence must be reported Teachers must be given access to information about students with a history of violence l Information about domestic and sexual violence leave will be provided annually

No commitment to maintain full-day Kindergarten

Full-day Kindergarten model (including teacher and ECE for classes of 16 or more students) protected for life of the collective agreement

l l

APRIL 2020 | CATHOLIC TEACHER 11

FEATURE

THE BALLAD OF BAD-FAITH BARGAINING How OECTA’s complaint against government class size changes unearthed long-hidden consultation data

By Mark Tagliaferri

August 22, 2019 started out like many other bargaining days. The OECTA Provincial Bargaining Team assembled early in the morning to review the previous day’s discussions and lay out the agenda. One item leaped from the schedule: class size. This was to be the first time the parties would discuss the topic, which had become a highly controversial issue following the Ford government’s decision last March to dramatically increase class size averages – to 28 students in secondary and 24.5 students in Grades 4 through 8.

As the bargaining team prepared, phones started to buzz. The OECTA Government Relations department had been tipped-off that Minister of Education Stephen Lecce was planning a surprise press conference for that morning. The team huddled around laptops and watched in bemused disbelief as the Minister announced the government was filing amendments to class size regulations, to formalize the policy direction his predecessor had laid out in March. In an attempt to mislead Ontarians, Minister Lecce characterized the regulatory changes as “modest,” and claimed falsely that the government “always planned” to fund Grades 9 to 12 at a class size average of “22 [students], plus attrition,” in 2019-20.

The announcement ignited confusion across the education sector, as school boards had been staffing at a class size ratio of 28:1, per the Ministry of Education’s directive. And it threw bargaining into chaos, as the public announcement of regulatory changes directly impacted on a key central bargaining issue. Nevertheless, Minister

12 CATHOLIC TEACHER | APRIL 2020

Lecce wanted to reassure everyone of the government’s motivation: “We’re listening to parents,” he said.

The largest consultation ever

This was not the first time a Ford government Minister of Education had made such a claim. Back in October 2018, as the government unveiled plans to launch their province-wide education consultation, then-Minister of Education Lisa Thompson struck a similar tone.

“While we are embarking on this consultation… we are actually listening to parents,” she said. Then she addressed parents directly: “We want to hear from you, we want to hear your priorities, we want to hear your concerns… participate in this very unique consultation.”

Unique is one way of putting it. When the two-stage consultation opened, OECTA made an official written submission, and encouraged members to do the same – although we emphasized that many of the issues belonged at a bargaining table, not a public forum.

Almost immediately, it became clear the government was trying to torque the consultation process to manufacture desired responses, by using biased and leading questions, and dubious methodology.

None of this seemed to matter to Minister Thompson, who boasted of the results during her March announcement of devastating class size changes. “We threw the doors open to real, meaningful public and parental input into our education system,” Minister Thompson said. “And I have to tell you, ladies and gentlemen, the people of Ontario did not disappoint... Seventy-two thousand

students, parents, teachers, employers, and organizations [participated]. This consultation is the largest of its kind in Ontario education history.”

There was one problem. Although the government frequently referred to the consultation data to justify their policy decisions, they flatly refused to release the results. For nearly a year, reporters’ questions were ignored and Freedom of Information requests were denied. In the end, the government was willing to spend nearly $1 million of public funds on a public consultation, which the public would never get to see.

“The [consultation] results were precisely what many expected. There was ‘virtually no support’ for any of the government’s actions.”

OECTA leads the way

With this in mind, we can return to Minister Lecce’s August 22 press conference. When the Minister announced the government was making changes, and listening to parents, he was following a well-established pattern.

However, this time things were different.

With the existing collective agreement expired and bargaining underway for a new agreement, a “statutory freeze” period was in effect, which prohibits the government from changing terms and conditions of a collective agreement, unless certain conditions are met. In effect, when the government unilaterally changed class size regulations in August, they violated this “statutory freeze” period.

In response, on the advice of legal counsel, the Association filed a complaint against the government with

the Ontario Labour Relations Board (OLRB). In addition to the “statutory freeze” breach, OECTA’s complaint alleged that the government had violated its obligation to bargain in good faith.

And because those actions essentially pre-empted bargaining, it contravened our right under the Canadian Charter of Rights and Freedoms to bargain collectively.

Bargaining continued as the OLRB complaint progressed. At one OLRB hearing date, after the government referred to the consultation results to justify their changes to class sizes, the opportunity arose for OECTA’s legal counsel to request that the full results be turned over as evidence. The Chair of the OLRB agreed.

Several months later, on Tuesday, February 25, after nearly a year of the government denying access publicly, staff from the OECTA Bargaining and Contract Services department read into evidence a summary of the consultation results. The consultation finally saw the light of day.

The results were precisely what many expected. There was “virtually no support” for any of the government’s actions. Among the more than 7,000 additional written submissions, not one supported increasing secondary class size averages to 28 students, even when it supported the government saving money. The witness testimony was emphatic: “This consultation has no relevance to the direction the government is taking.”

A turning point

Once entered into the record, the full education consultation documents finally became available to be obtained by members of the public, media, and opposition political parties. In the following days, news exposés and television segments outlined the lack of support for the government, and called into question their frequent claim to be “listening to parents.” This was a clear victory for transparency and accountability.

Of course, many factors led to the Association reaching an agreement on central terms, not least of which is the vital role played by Catholic teachers through OECTA’s first-ever provincewide strike action. But the Association’s decision to pursue a bad-faith bargaining complaint against the government was the key to finally unlocking the door and exposing how unpopular the government’s positions were among Ontarians. It was a significant factor in forcing the government to rethink some of their public positions, and return to the bargaining table with a plan to negotiate a fair deal.

At the first Question Period after the consultation results became public, the opposition NDP grilled the government.

Unfortunately, neither the Premier nor Minister of Education were present in the legislature to field questions. When Minister Lecce resurfaced the following day, he drew on a familiar refrain; he assured everyone his government was “[heeding] the perspective and advice of parents.” “We have listened,” he said.

Perhaps, in the future, they should listen more carefully.

Mark Tagliaferri is Communications Specialist in the Communications department at the OECTA Provincial Office.

APRIL 2020 | CATHOLIC TEACHER 13

new Supporting Caring Connections

Creating a sense of well-being and belonging in a virtual classroom

Google Classroom 123

Distance Learning and Communicating with Parents Brightspace 123 Tea and a Tour with the Editor For registration, dates, and times please visit the For Your Classroom section at catholicteachers.ca Missed the live session? No problem!

All WebExperiences are recorded and available in the Members’ Area at catholicteachers.ca.

FEATURE

OECTA RESPONDS TO COVID-19 The COVID-19 pandemic has taken over our lives so quickly it can be difficult to comprehend just how much has changed. While we are mourning those who have lost their lives, we are also taking extraordinary measures to prevent the virus from spreading.

“Social distancing” and “flattening the curve” have become common parlance seemingly overnight, and we are all doing our best to adjust to new ways of living and working. However, although much has changed, Catholic teachers can be sure that the Association remains as committed as ever to serving our members and our communities.

What is OECTA doing?

OECTA is committed to providing a safe and healthy environment for all of our members, employees, and anyone we interact with in a public setting. To that end, the Association has taken a number of measures based on the advice of public health authorities and/or the direction of the government.

The Provincial Office building is closed, and staff are working remotely. We have cancelled all in-person meetings. Where possible, Association business has been moved to online platforms – including the Annual General Meeting and the information meetings for the ratification of the agreement on central terms. Nonessential travel for other Association business has been cancelled until further notice.

To help members adjust to the emergency distance learning program, staff in the OECTA Professional

Development department have created a series of WebExperience training sessions. The new Distance Learning series covers topics such as Google Classrooms and Brightspace, as well as communicating with parents and creating a sense of well-being and belonging in a virtual classroom. Lists of all sessions available for registration, as well as an archive of past sessions, can be found in the For Your Classroom section of catholicteachers.ca.

The Association understands that the COVID-19 crisis is having severe impact on our economy and society. While the government has put some emergency measures in place, many Ontarians are losing work, and the hardships faced every day by people with low incomes are being magnified. In response, the OECTA Provincial Executive has approved a donation of $20,000 to Feed Ontario, the umbrella group for emergency food programs across the province.

We also know that the isolation measures put in place to prevent the spread of COVID-19 have led to increased risk of domestic violence and child abuse.

And the resources that survivors usually rely on, like extended family, child care and schools, religious groups, and other community organizations, may no longer be available. To help ensure survivors have safe places to turn, OECTA has donated $20,000 to the Ontario Association of Interval and Transition Houses.

authorities, and making decisions in the interests of public health, while remaining actively engaged in navigating this crisis.

Advocating for members

Although the school closures and the emergency distance learning program have emerged quickly, the Association has been doing whatever possible to ensure Catholic teachers’ needs and perspectives are heard. To this end, Provincial Office staff are involved in formal work groups that provide the Association’s input to the Ministry of Education, and local OECTA units are in regular contact with school boards.

Throughout this process, the Association has been stressing the need for consistency. While we recognize that this new situation requires some creative thinking, we will continue to encourage common practices both across and within school boards.

Please continue to monitor your personal email for COVID-19 updates.

If you have questions about specific situations in your school board, contact your local OECTA unit. Broader questions about the emergency distance learning program can be sent to COVID19@catholicteachers.ca.

Answers to frequently asked questions, and previous member updates related to COVID-19, are available in the Members’ Area of catholicteachers.ca.

The Association will continue following the advice and direction of public

APRIL 2020 | CATHOLIC TEACHER 15

TEACHERS’ AID

MANAGING YOUR MENTAL HEALTH

By Joe Pece

The health threat posed by COVID-19, and the social and economic consequences of the distancing and isolation measures, are taking their toll on everyone. In addition to grappling with the broader societal impacts, teachers are also caring for family members who have fallen ill or lost their jobs, managing children who are out of school, and helping friends and neighbours who need assistance, all while trying to guide students and their families through the emergency distance learning program. And you are trying to do it while dealing with another significant change in your life: working from home!

Here are a few easily implemented strategies to help manage anxiety during this difficult time.

Work/life balance – Just because

you are at home does not mean you should be expected to respond to emails or other communication at all hours.

This includes communication from your school administration. You should react and respond to these communications just as you would if schools were still open: during the regular workday, when you are not engaged in teaching or planning duties.

Create a routine – While much is

beyond your control at present, you can bring some predictability and familiarity to your life by creating routines for yourself and your family. Create a schedule of what you will work on and when, and do your best to stick to it.

Make sure to include breaks. Do not overschedule – be flexible and realistic about what you can accomplish given the many competing demands on your time.

16 CATHOLIC TEACHER | APRIL 2020

Manage your media intake –

Being at home may lead to increased consumption of media – checking social media feeds frequently throughout the day and keeping the television or radio news playing in the background. This increased consumption of news can lead to increased anxiety. While it is important to stay informed, consider scheduling media time into your day to ensure you are regulating your exposure.

If you are dealing with increased stress and anxiety during these challenging times, you are encouraged to consult the Counselling and Member Services department publication Managing Stress & Promoting Wellness. You can also take advantage of services offered through the OECTA Benefits plan, such as OTIP’s feelingbetternow.ca platform, or consult your school board’s Employee Assistance Program (EAP).

Advocate for your needs –

Monitor your mood and energy levels throughout the day and determine if there is something that would help you to feel better. If you are craving more social interaction, schedule calls with friends and family. If you are the kind of person who is used to having time to yourself, schedule alone time or go for a walk. If you are used to getting regular exercise, do what you can to schedule even a few minutes a day to stretch and move your body.

Maintain good habits – While social media is full of jokes and memes about people binge-eating and drinking to manage stress, it is important that these not become your new normal.

Keep up regular healthy habits – stay hydrated, eat regular meals, limit alcohol consumption, and get some exercise and fresh air. Also, consider adding some other healthy habits, like a gratitude practice or meditation.

Be reasonable – These are extraordinary times that require flexibility and understanding. Be reasonable with how much you can accomplish, and temper expectations of yourself and others. Forgive yourself for not achieving all of your daily goals, or for any heightened emotions you may be experiencing.

COVID-19 Resources

Information regarding the COVID-19 pandemic, including responses to some frequently asked questions and previous member updates, is available in the Members’ Area of catholicteachers.ca.

Questions about specific situations in your school board should be directed to your local OECTA unit. Broader questions about emergency distance learning can be sent to COVID19@ catholicteachers.ca. We appreciate your patience in awaiting responses to these inquiries.

TEACHER ADVISOR

VIDEO CONFERENCING AND WEBCASTING While there is no substitute for face-to-face interaction between teachers and students, Catholic teachers are doing what we can to help everyone navigate these extraordinary times. As we adjust to this unique form of emergency distance learning, it is natural that teachers may have questions about best practices and potential pitfalls. One topic that has emerged as a major point of discussion is the use of video conferencing or webcasting.

Err on the side of caution

The Association understands that some parents, journalists, and even members may feel that live video or audio lessons or discussions would be beneficial. However, we have urged teachers to exercise caution in deciding whether to use video conferencing and webcasting, as these platforms pose a number of risks that could outweigh any possible benefits.

It is important to remember that at all times, teachers are responsible for the learning environment – even if that learning environment is virtual. Any platform you choose for communication and curriculum delivery must protect everyone’s privacy and equity. Failing to do so has the potential to create issues of professional liability, which could lead to complaints from parents, your employer, and the College of Teachers. In addition, teachers may not have received adequate training on the proper set-up and use of the technology, which can put you at risk of privacy breaches and allegations of inappropriate conduct.

A few of the key challenges that teachers should be aware of include: • Equity issues – not all students, families, or even teachers have sufficient or reliable access to the technology needed to facilitate live online learning, and/or they may not have the flexibility to join a webcast/lesson at the scheduled time.

• Privacy issues – it can be very difficult to protect both teachers’ and students’ privacy when using live video or audio.

There is no way to control every situation or image that may get overheard or projected. Also, the sessions could be recorded and shared without appropriate permissions, which would violate students’ privacy rights.

• Liability issues – video conferencing and webcasting apps and services often share data with third parties, such as Facebook, which are non-compliant with privacy legislation and school board policies. Personal information that is provided to access the platforms may be accessed by others and used for nefarious purposes.

For these reasons, the Association advises using written materials, or pre-recording video or audio messages. By prerecording lessons and following up using email or an online educational forum approved by the school board, teachers

are better able to control the learning environment and the information that students are receiving.

Use your professional judgement

If you do choose to use video conferencing or webcasting, you are strongly advised to follow these guidelines: • Make sure your privacy is maintained. If possible, be in a

separate room from other family members and avoid having personal items in the background.

• Use equipment provided by your school board. Using your personal phone, tablet, or computer can inadvertently expose personal information (banking, health records, etc.). If you cannot ensure your personal privacy, DO NOT USE this platform.

• At all times, maintain the utmost professionalism.

• Use this tool very sparingly and for specific, intended purposes. It should not be the only method of delivery.

• Small group settings are better than large groups.

• Please ensure that as the host, you are the only one able to share your screen.

• You should always view all participants in the “waiting room” first, before allowing them to enter the conference.

• Make sure you lock participants once everyone has joined, in order to avoid unwanted guests.

• You should also opt for the advanced precaution of protecting the session with a password.

As always, teachers are to use your professional judgement when selecting tools to engage with students and families. In all your communications, be sure to respect your professional and ethical obligations. All communication with students and families should: • Be undertaken during the regular instructional day.

• Be related to student learning or progress.

• Use professional tone and language.

There is a great deal of anxiety around what can be accomplished through emergency distance learning. Ensure that you fully understand the tools you are using and take any necessary steps to protect yourself and your students. Working with technologies that are familiar to you will help to alleviate some of that anxiety. Remember that school boards cannot mandate the use of webcasting or video conferencing. If they attempt to do so, contact your local OECTA unit president immediately.

For more information on electronic communications, check out our guides in the For Your Career section at catholicteachers.ca.

Joe Pece is Department Head in the Counselling and Member Services department at the OECTA Provincial Office.

APRIL 2020 | CATHOLIC TEACHER 17

INSIGHT

TEACHERS’ AID

MY SURRENDER EXPERIMENT

By Michelle Despault

Many years ago, I read The Surrender Experiment by Michael A. Singer. The book recounts the author’s improbable journey after he decided to follow “life’s flow.” No longer would he allow personal desires and fears to dictate his life choices, but rather he would “surrender” to what life had in store for him.

The author believed he was being guided in life and had no idea where that guidance would lead him, or what opportunities, success, and struggles would come his way. He made the choice simply to accept everything.

I have always admired the author’s faith and his ability to roll with the punches – and there were many along the way. Despite what was going on, Singer always believed things would work out exactly as they were intended, and that he would be taken care of – he would “go with the flow.”

“Going with the flow” has never been my strong suit. I am a big-time worrier – constantly thinking about what is going to happen and trying to come up with answers to never-ending “what if” questions. I need to feel like I have some measure of control over my life. I need the reassurance of knowing where the path is leading, or how a goal will be attained. Heck, I cannot even go for a walk without having a destination and route mapped out before I leave the house. And do not even get

18 CATHOLIC TEACHER | APRIL 2020

me started on how crazy it makes me when my son breaks-up his Lego sets, and uses the pieces to make other things. I like order, and worrying has always made me feel I can control the uncontrollable. Until it no longer did.

During a recent conversation with friends, we were sharing our fears around the COVID-19 situation. One friend worried about how his 18-year-old daughter will fare as she moves on to university in September, and noted that she still needs missing content from her calculus class. Another worried about the chiropractic practice she has had to close – how will she pay her rent and mortgage? Will her staff and clients return when the clinic is able to reopen? I shared that I was worried about my retirement plan and the value of investments that are key to my family’s future. However, as the conversation progressed, I was struck by how fruitless it is to worry about things that are so outside of my control. There are no answers – and no amount of worry will change that. I realized I had to let it go, and just trust that things will work out.

These past weeks have been like my own “surrender experiment.” As I have begun to let go of my need to have things figured out, I am learning to “go with the flow” and accept there is something much greater than me at work right now.

While there is nothing normal about our “new normal,” I take solace in choosing to embrace the reality of what is happening, as opposed to struggling, resisting, or trying to control the situation.

Knowing the challenges I am facing are being faced by so many others lessens the feeling that I need to do or control something to ensure I am ok. There is comfort in knowing not only that we are all in this together, but that we will all get through this together, when the time comes.

Being able to surrender has required a fundamental shift in perception: a shift from fear to faith. Worry is fearbased – fear of the unknown, fear of what other people will think, fear of losing what I have fought so hard to attain.

By worrying, I gave myself a sense that I could control a situation – but that was an illusion.

The reality is we cannot always control everything in our lives. We can take action consistent with the end goals we desire, but outcomes are never guaranteed.

Deadline May 1, 2020

Consider applying for a Bursary!

Learn more at

catholicteachers.ca/For-Your-Benefit

Surrendering, on the other hand, requires faith that things will work out exactly as they are intended. It requires courage for us to let go of what we feel is the desired or best outcome. And it requires enough self-love to let go of our white-knuckled grip on life and believe we are worthy of experiencing life with more peace, joy, and ease.

As I try to navigate through this uncertain time, I am learning so much about how my typical ways of operating in the “normal world” just do not work in this new reality.

Everything feels like it is shifting and changing, and we have a perfect opportunity to stop and reflect inward, look beyond how we survive, and think about what it will take to allow us to thrive during these difficult circumstances. I have seen many people demonstrate amazing creativity and resolve throughout this time, to enhance their own lives and the lives of others.

Many are seizing on the time they have from being at home to introduce new behaviours and habits that will serve them now and into the future.

We all have an opportunity to let go of resistance, go with our own flow, and emerge from this pandemic different from who we were when it started.

Michelle Despault is Director of Communications at the OECTA Provincial Office.

APRIL 2020 | CATHOLIC TEACHER 19

Visit the For Your classroom section at catholicteachers.ca to register.

TEACHERS’ AID

CATHOLIC CONNECTION

A FUNNY THING HAPPENED ON THE WAY TO LOURDES

By Shannon Hogan

“This is what the Lord asks of you… only this: To act justly Love tenderly And walk humbly with your God.” Micah 6:8 Many years ago, while I was studying at a university in Spain, I took a train during winter break to visit a friend who was studying at the Sorbonne in France.

For a variety of reasons totally beyond my control, I did not make it to the Sorbonne, but did end up in a Carmelite monastery in the low mountains just outside of Lourdes.

a representative of the community of faith. In asking for forgiveness in confession, I was asking my community of faith to forgive me – to accept my sorrow for my separating from them in sin.

During my week-long stay, I was included in all of the duties of monastic life, including attendance at all hours of the day and night (depending on the schedule you were given) to sit in front of the Blessed Sacrament, which was exposed 24 hours a day.

He then reflected that since God had forgiven me, and since he, as a representative of my community, had forgiven me, there was only one thing left for me to do – forgive myself.

The most difficult thing of all.

Waking at 4 a.m. for “matins” (morning prayers) and attending my scheduled hours in front of the Blessed Sacrament made the fact that we were living under the rule of silence easy to master. I was pretty much sleep-walking for the most part, and conversing in French and Spanish did not come as easily to my tired mind.

For my penance, he quoted from the book of Micah, saying this was, for him, the only thing that made any sense as far as penance goes: “to act justly, love tenderly, and walk humbly with your God.”

One morning, after finishing breakfast, I noticed an elderly priest sitting in a room off the main dining room, having his breakfast.

I had not been to confession for some time and thought I would take the opportunity to confess with this priest in this place.

He invited me to a parlour in the convent for a 4 p.m. sacrament of confession. He was fluent in English and thought this might be easier for me, stumbling around as I was.

When I entered the parlour and greeted the priest, he invited me to sit down and then asked a strange question. Through the thick of his Galois cigarette smoke he asked, “Why are you here?”

Needless to say, I was quite startled by the question, and wondered if this poor man was experiencing some form of dementia. I reminded him that I was there for confession.

He asked why I wanted to go to confession, and I told him that I wanted to be forgiven for my sins.

He replied, “God has already forgiven you, so why are you here?” At that point, I was lost for words. He explained to me that in the sacrament of reconciliation, the priest is not the representative of God in the process, but rather

Penance was not about a few prayers, he said, but about a shift in a way of life, for your whole life.

I have often thought of this wise French priest over the years.

And given our current pandemic, his words have come back to me in a very powerful way.

In the helplessness that we feel in this global quarantine, with the looming possibility of contracting a serious, if not fatal virus, it is in our nature to want to do something, help something, or fix something.

As we find ways to do what we can to alleviate the suffering of others, we can use the words of the prophet Micah as a guide to all of what we do, all of what we say, and all of who we are being.

In acting justly, loving tenderly, and walking humbly with the God of our lives, we are creating hope in the midst of despair and courage in the face of fear.

Let us pray for and with each other – in our community of faith.

Shannon Hogan is a member of the Counselling and Member Services department at the OECTA Provincial Office.

APRIL 2020 | CATHOLIC TEACHER 21

MONEY MATTERS

THREE IMPORTANT MONEY LESSONS FROM THE COVID-19 PANDEMIC

By Kevin Zhang

We live in uncertain times.

This column was supposed to be about how to avoid debt traps when buying a vehicle. But since I wrote my last column, the world has been flipped upside-down. So, instead, I will look at some important money lessons we can draw from this crisis.

LESSON 1: Emergency funds are not “nice to haves,” they are an essential component of a healthy life

Growing up, we all heard Grandma tell us the importance of “putting a little away for a rainy day.” But a significant number of people today are still woefully unprepared for the rain.

In a recent Ipsos poll commissioned by Global News, a whopping 58 per cent of Canadians surveyed indicated they have less than four weeks of emergency savings, of which 31 per cent have essentially no savings at all. My heart goes out to those who are in this situation and have lost their jobs.

If you do not currently have an emergency fund, please start one today! Start with something attainable, like $1,000. In a non-pandemic world, $1,000 is a good cushion for most common emergencies you will run into. Put this money in an account that is not easily accessible, but can be made readily available in an actual emergency. Once you have that in place, slowly work toward building it to the recommended threshold of three-to-six-months of expenses.

This is not quick or easy to do. It means having a proper budget, where you write down every dollar you are going to spend before you spend it. It means cutting back on everything, even the things you would never normally think about cutting.

It means saying “no” far more often than saying “yes.” But in the end, it will be worth it.

I saved my first $1,000 while making minimum wage. Today, our family emergency fund is well over the recommended threshold, and we would not trade that peace of mind for anything in this world.

LESSON 2: There is no such thing as “good” debt

In recent years, certain credit “experts” have gotten very good at using mental gymnastics to justify our culture’s growing reliance on debt as a way of life. They say debt is “good” when

22 CATHOLIC TEACHER | APRIL 2020

you use it to purchase assets that appreciate in value (like houses, mutual funds, etc.), and debt is “bad” only when you use it to purchase assets that depreciate in value (like cars and every other form of consumer debt).

Now, in an actual global emergency, the “good debt vs. bad debt” theory is being stress-tested to the extreme. As it turns out, lenders do not care if the underlying asset appreciates or depreciates. They only care about one thing: can you make your payments on time?

For many people, the answer right now is a resounding “no,” and they are at risk of losing everything they own. This is because major economic downturns rarely affect only one aspect of an economy. The 2008 financial crisis wiped out the real estate market, the stock market, and the jobs market simultaneously. People who overextended themselves and borrowed too much money to purchase houses and other investments found themselves underwater overnight. With their jobs gone, they were put under extreme financial duress to liquidate their investments at a loss to pay off their debts.

Many have lost everything, and never recovered.

I am not saying you need to avoid debt at all costs. For most people, this is not a realistic way to go through modern life.

But we need to adjust the attitude our culture has toward debt.

There is a prevailing sentiment in the current zeitgeist that it is perfectly okay to go into “good” debt and stay there. When I speak to my friends who hold this attitude, the justification is usually along the lines of, “Well, when invested properly, your money will make a much higher return than the interest you would be paying on the debt, so it is actually a good idea to borrow money to invest.” This rationale makes perfect mathematical sense, in a world where nothing ever goes wrong. But now that things have gone horribly wrong, and as the economic tide recedes, we are very quickly finding out who has been financially skinny-dipping.

As a wise investor once said, “The debts are assured, the returns are not.” Debt has never been a good thing and never will be a good thing. If you must go into debt for anything (including a house), your only focus should be how to get out of it as quickly as possible, and how to avoid going back into debt.

LESSON 3: Never panic-sell your investments during an economic downturn

Toward the end of March, when the mass panic first began to set in, my wife received a frantic phone call from her parents.

“We sold all of our stocks! You should too! It is getting really bad!”

We simply shrugged our shoulders and went about our day.

We knew the market was going to take a beating in the short term, but we also knew that it will eventually bounce back. The 2008 crash was the worst financial crisis in a century, and yet the people who simply held onto their index and mutual funds tripled or quadrupled their money by 2020.

Anecdotally, I would say that only 20 per cent of people who sold their investments at a loss did so under real financial duress. The other 80 per cent sold because they let their negative emotions overwhelm them, and they sold when there was no immediate financial need to do so. In either case, the result was the same: severe and sometimes crippling financial losses.

My in-laws’ reaction is the stereotypical reaction during an economic downturn. The stock market,

for all of its complexities and technicalities, is almost

exclusively driven by human emotion. When people are scared, the market reflects that fear. When people are hopeful, the market reflects that optimism. Fear is highly contagious. When people are watching the value of their investments (which are often their whole life’s savings) plummet in real time, their natural instinct is get out and save what they can. But doing so not only guarantees the losses they were trying to prevent, it also robs them of any future gains they would have incurred.

Overcoming the urge to panic-sell is a two-fold exercise. First, understand that periodic fluctuations and financial crises are part of the normal ebb and flow of the world. Investing in the stock market is a long-term wealth-building exercise. Over a 40-plus-year time span, the value of a properly diversified portfolio will always go up, therefore any phantom losses in the short-term are completely irrelevant to your financial future.

For investors who are within five years of retirement, action may need to be taken to protect your portfolio, but even then, decisions should be reasoned and based on sound advice, not heightened emotion.

Second, and more importantly, never put yourself in a position where liquidating your investments at a loss is your only way out.

This is much more difficult to do, and it goes back to having proper emergency funds to weather the storms, getting out of debt as quickly as possible, and having the proper insurance to cover unforeseeable tragedies in our lives. As boring as it sounds, the secret to living a blissful and stress-free life, even in times as dire as this, boils down to proper risk mitigation.

Those who do it well will never be afraid of life’s toughest challenges, and those who do it poorly will never be more than a minor breeze from financial ruin.

I wish all of you the best of luck in these trying times. A crisis like this is a major test of our resolve. Despite all the tragedies and setbacks, I have no doubt that Canadians will prevail.

We are the hardy bunch of the North, and we will persevere in the face of adversity.

Kevin Zhang is Internal Audit Accountant in the Finance department at the OECTA Provincial Office. He is a Chartered Professional Accountant (CPA) and holds a BA in Economics from Wilfred Laurier University.

APRIL 2020 | CATHOLIC TEACHER 23

PEOPLE WORTH WATCHING

BREAKING DOWN BARRIERS OECTA member Jennifer Pouw recalls her experience as a combat soldier in the 1990s

By Robert Smol

It has now been thirty years since the Canadian government, responding to a successful human rights complaint, eliminated all restrictions preventing women from entering combat roles in the Canadian military.

excuse. The argument is that men are naturally hard-wired to protect females, and if women were allowed in combat, the male soldiers around them would be overly focused on shielding and supporting their female colleague and ignore the unit’s objective.

In the 1990s, the military began accepting women as combat infantry soldiers. Yet, the task of normalizing women’s acceptance in a rigidly male-dominated institution was left to a generation of ambitious young women, who had to prove to a skeptical public – and military – that women in combat was not just an idea, but a reality.

But for Jennifer, the experience during her basic training proved to be exactly the opposite.

Among the cohort of pioneers who began the process of breaking down barriers in the Canadian Forces was Jennifer Pouw. In early 1992, just three years after the restrictions against women serving in combat were lifted, Jennifer, then only 17 years old, enrolled in the Lorne Scots Regiment as an infantry soldier.

“Most people were supportive, but I would also say that most also tried to get me to choose a different avenue of training,” says Jennifer. “No one seemed worried that I would fail, they were mostly concerned about my safety.”

In the summer of 1992, after completing her final semester of Grade 12, Jennifer arrived at Canadian Forces Base (CFB) Petawawa for her basic infantry training. Recalling those first few days, the self-described “free spirit” says it became clear that weapons and physical fitness tests were not the only challenges she would face.

“Everyone was acutely aware of the ‘three girls’ at basic training, and we were acutely aware that they were aware! We were given a private lecture about behaviour from a female Master Corporal – it was an honest conversation about what people expected of us, how we needed to behave appropriately at all times, to avoid engaging in relationships with any of the recruits or soldiers, and how we would have to work twice as hard to be accepted.”

The remaining weeks of her first “summer break” were to be taken up with drill, learning to fire and maintain weapons, grenade throwing, hand-to-hand-combat, as well as section and platoon tactics culminating in elaborate tactical exercises.

“There were long days on the gun range, but I proved to be an exceptional shot, so that earned me lots of points and attention. I was small but feisty, so I really enjoyed the hand-to-hand combat.”

At the time, one of the most common self-fulfilling “concerns” raised against allowing women in combat (often used as a veil for outright prejudice) was the “woman-on-the-pedestal” 24 CATHOLIC TEACHER | APRIL 2020

“On the first day of a multi-day exercise, we had to march a total of 10 kilometers to our site, in full combat gear, rucksack, and weapon. And it was deadly hot. Not long into the march, one of the newer Privates started to falter. Finally, I reached forward and grabbed his ruck sack off his back and turned it around so I could wear it on my front [these things weigh about 50 pounds].

Thankfully, it wasn’t far to the ‘finish line.’ Though I got there with tears in my eyes, I saw the look on my Master-Corporal’s face and felt, in that moment, I had earned my stripes with him.”

Her basic training complete, Jennifer was to return the following summer to CFB Borden for additional training with the Canadian Airborne Regiment as a communications specialist.

For the past 21 years, Jennifer has been a teacher at St. Thomas Aquinas, and an active member of OECTA’s Dufferin-Peel Secondary Unit. Throughout her time studying to become a teacher, Jennifer remained in the reserves. Later, when beginning her teaching career, it was difficult not to be asked a few questions.

“When you are a female with ‘combat infantry service in the Canadian Armed Forces’ on your resume, people notice. My interview for my current teaching position was mostly a discussion about my experiences in the Forces. I guess they figured if I could survive and find success in the Army, I could survive a classroom!”

Today, reflecting on her experience in uniform, Jennifer recalls that the military, more than anything else, affirmed her willingness and ability to lead under pressure. Something she applies today to her extensive work in recent years as a union rep, committee member, and councilor.

“I have always been a believer in the team approach to everything I do, and I feel the Forces had a major influence on me in that aspect. I approach my advocacy work the same way. I think finding success in the Forces gave me a lot of confidence, a strong sense of right and wrong, and the notion that if I have a strong team backing me, I can pretty much accomplish anything.”

Robert Smol is a retired Catholic teacher and freelance journalist who served in the Canadian Armed Forces reserve for over 20 years. He is currently studying law in Toronto.

VIEWPOINT

TEACHERS’ FAVOURITE READS

By Cynthia Bifolchi

We asked Catholic teachers on social media what books they would recommend to their fellow educators. What we got back was a rich list of great books, both for personal enjoyment and for the classroom. Happy reading!

“Any books by Indigenous authors. Start with Thomas King, Tanya Talaga, Waubgeshig Rice, Cherie Dimaline, and Bob Joseph.”

Mary, Ottawa

“Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge and the Teachings of Plants by Robin Wall Kimmerer, and Embers by Richard Wagamese. Both of these books are food for the soul.”

Sherry, PVNC

“Mindset by Carol Dweck. My copy is six years old and I still go through it today. Great for education but also for other aspects of life.”

Anne, Sudbury

“You Are Special by Max Lucado. In this day and age, every child needs the reminder they are special and a gift from God. The most important lesson? We are special because we are the children of the Maker.”

Madelaine, Halton Elementary

“The Crippled Lamb by Max Lucado. I love this book!”

Bridget, Toronto Elementary

“Father John Dear wrote a great book called Put Down Your Sword that I regularly reference in my Religion classes. He brilliantly captures Jesus’ gospel of non-violence.”

Tim, Huron-Perth Secondary

“Seven Fallen Feathers by Tanya Talaga tells the true story of seven Indigenous teens who went missing or were found dead in Thunder Bay within a short period of time. Talaga exposes the failure of the police department to thoroughly investigate, and the systemic racism behind the story. It is both challenging and easy to read.”

Kelly, York

“Graham Green’s short story ‘The Hint of an Explanation’ deals with the problem of evil, and reconciles agnostic objections to the existence of a loving God in a compelling and intelligent way. Graham Greene’s novels are also excellent!”

Taunia, Windsor Essex Secondary

“The best book I ever read to my class was Restart by Gordon Korman. It’s a heartwarming story about friendship and standing up for what’s right. So many teachable moments. My students say it’s one of the best books they have ever read.”

Paula, Dufferin-Peel Elementary

“Fish in a Tree by Lynda Mullaly Hunt. There are so many worthwhile pausing points and meaningful teaching moments, and rich quotes and language latent with metaphors. Relatable and relevant for students.”

Stephanie, York

“Sorta Like a Rockstar by Matthew Quick. This was one of the best young adult novels I’ve ever read. It’s an incredible story about resilience, optimism, and the uplifting power of community.”

Erin, Halton Secondary

“Beartown by Fredrik Backman – as a new Canadian resident working in education, it brought home how much goes into kids playing hockey and their behind the scenes struggles. Yes, it’s set in Sweden, but the hockey way of life is the same!”

Louise, Ottawa Cynthia Bifolchi is Social Media Assistant in the Communications and Government Relations departments at the OECTA Provincial Office.

FOR WHAT IT’S WORTH

VIEWPOINT

COPING WITH COVID: THE MUSICAL ESCAPE

By Gian Marcon

When I woke up this morning, things were looking bad.

Seemed like total silence was the only friend I had.

Bowl of oatmeal tried to stare me down… and won.

It was 12 o’clock before I realized I was having no fun.

John Prine (1946 – 2020) On March 12, Ontarians’ lives changed dramatically as a number of measures – including the closing of schools – were announced in response to the global coronavirus pandemic. As I write this article, in mid-April, the emergency measures have just been extended for another 28 days, and the chances of a return to traditional classes for the current school year appear to be remote, at best.

It quickly became obvious to anyone roaming the neighbourhood streets that the world we were accustomed to had changed. Every time I crossed the street to maintain social distance, I was reminded that vigilance is now required.

I could not just let my mind wander.

When I tried to clear my head, I found that I could not. What used to be a pleasant experience had turned into a chore. Instead of looking forward to walking, I was walking out of a sense of obligation, realizing that I should be taking every opportunity to exercise, because I should get some fresh air and because it got me out of the house. And then John Prine died.

So, as I sit at my dining room table, which now serves as the epicenter of my improvised home office, a number of thoughts have germinated about our new reality.

Some of you may remember a short-lived TV series from the mid-1970s called “The Texas Wheelers.” It starred an irascible Jack Elam and two very young actors named Mark Hamill and Gary Busey. It was not a particularly notable show, but it always stayed with me because the theme song was sung by John Prine.

In a previous column, I reflected on the purpose and power behind a restorative, contemplative walk. Little did I know that within a few short weeks, a solitary walk would become my only option if I wanted to clear my head. To complicate matters, many of the locations where I have traditionally taken my walks were being closed to the public.

When I became aware of his death from COVID-19, I did what many of his fans did: I searched out his music. On a whim, I googled “Texas Wheelers Theme Song,” and sure enough the first verse of his classic, “Illegal Smile,” played over top the opening credits. The beginning of the song, cited at the outset above, might lead the listener to surmise that the song

is going to be one big downer. But in typical Prine fashion, the song pivots: But fortunately, I have the key to escape reality, And you may see me tonight with an illegal smile.

It don’t cost very much but it lasts a long while.

Won’t you please tell the man I didn’t kill anyone, I’m just tryin’ to have me some fun.

It evoked a melancholy smile and tear – and, not surprisingly, also embedded a persistent earworm. In fact, my twangy impression of Prine’s not-so-dulcet tones could be heard in my household for days.

I could not stop singing and listening to his extensive discography, including my personal favourite: his collaboration with Steve Godman on “Souvenirs.” Soon after, as I was preparing for another of my twice-daily walks, I decided – for the first time – to pull out the ear buds for my iPhone. I set out listening to a playlist that included the music of John Prine and other of my favourite artists.

That day, I began to experience a renewed sense of pleasure from my walk.

The music distracted me just enough to block out the previous sense that things were somehow off-kilter. By allowing the music to take me to other places, my body began to move organically and subconsciously. I had reclaimed my walking mojo, and it felt good.

I am going to miss John Prine, but I am fortunate to have had this latest opportunity to appreciate and benefit from his talents. In the midst of these life-altering events, my love of music and those who provide it has stood me in good stead and sustained me once again.

I hope all of you are staying safe during these difficult times, and I wish you all the good listening you can manage.

Gian Marcon is a member of the Bargaining and Contract Services department at the OECTA Provincial Office.