EXHALE

Working Together

Dear colleagues,

We see you. We are here with you. We will get through this together.

We know that in the coming weeks teachers will enter a time in education many of us have never experienced before. Many of us are scared, and that is okay. This new normal is baffling, confusing, frustrating, and the anticipated narrative going into and returning from spring break is no longer. These are all truths of the moment and as home economics (and family studies) teachers we may recognize and understand the grief and loss that accompanies our current situation on top of all the other challenges that we are currently facing.

 

Notice this moment. How are you right now? What feelings are present? Take a deep breath.

Please take time to check in deeply with ourselves, our loved ones, our colleagues, and especially our students. Just like this is new for educators, it is new for our learners.

 

During the last few days of Spring Break, a small group of our colleagues met virtually to brainstorm how we might support our colleagues in THESA. It consisted of Megan Brevner (SD36, THESA Curriculum Chair and part of the ADST assessment team), Carrol Keane (SD36), Denise Nembhard (SD43, Past THESA Curriculum Chair, UBC) and Joe Tong (SD38, THESA VP, UBC). The team discussed everything from the needs of our learners, equity and inclusion, assessment and evaluation, to the structure of coursework during this time.

 

Together we have designed sample modules with the four realizations in mind. By no means are the modules the end goal. These are our starting points, our heart’s work for the last two days, and the start of a conversation to help each other get through this. For our members who may be the only home economics teachers at their schools, this could be everything. As we step into the unknown, we will be inundated with resources, worksheets, and “should”s, “could”s, and “would”s. Notice when it becomes too much. Notice when the focus strays from connecting with our students. This is why we are starting this process by keeping modules simple, focused, and flexible.

 

First comes relationships

The first relationship that we must nurture is with ourselves. If we are exhausted, sad or scared that is okay. If we are ready and excited that is okay. The first interactions with our students in the first week will be everything. Take moments to check in on our learners as humans first. Then we can embark on navigating what learning looks like together.

Equity and inclusion is more important than ever

In developing our initial modules, we considered the large range of equity and inclusion concerns that can be amplified with home learning - digital equity (technology access), funds for materials/ingredients, learning support, and mobility support. We do address many of these issues on a daily basis during face-to-face classes, but equity and inclusion issues may amplify during home learning situations. When it comes to our initial modules, we have attempted to design coursework that requires no shopping and uses what is already in the home. We are also working on a paper-based version of modules by request.

THIS is not business as usual

Many of us may realize that the plans we had coming back from Spring Break will need to change. Labs, projects, field experiences, and design challenges may be more difficult to do in our current situation. Be kind to yourself. There is no expectation that you need to replicate what you usually do in the same way and at the same pace.

routine and TIMELINES FOR COURSEWORK WILL REQUIRE FLEXIBILITY

We have all undergone a large routine shift. Our students have as well - as new information comes up every day we may find it difficult to keep exactly the same routines as we would normally have in school and in these times it does not make sense to keep the same schedules or count hours of instruction in the same way. We and our learners may have responsibilities in and out of our households (caregiving, work, or family businesses, etc…) that require flexibility of time. In designing the coursework, we suggest timelines for the length of a module (generally a week per section) and recommend students schedule their work according to their personal schedules.

 

We will know more in the first week - what expectations may be for reaching out to students, what expectations for coursework may look like, and this may drive some changes for what we are accustomed to. We will be here for you. We will continue to iterate these home learning resources and add to them based on your suggestions and sharing. We can only do this together.

 

In friendship, love, and joy,

Joe Tong (SD38, THESA VP, UBC)
March 30, 2020