Social Awareness and Responsibility

Illustration Elements

Illustration Éléments

Context 

The Teacher’s Voice

Our class was part of a WE Wellbeing Pilot Program focused on service learning. The program encourages students to set goals (what you want to accomplish) and have intentions (how you want to be/feel while working towards your goal). When we discussed what our project might be, students felt strongly about doing something for the environment to address climate change. They worked collaboratively to set the goals and intentions of their project, then organized themselves into four groups to execute their plans:

  • Gardening group

garden pots

  • Recycling group

recycling bins

  • Energy management group
  • Swap cart group.

swap cart

I provided minimal teacher support was minimal because students had a strong sense of purpose and agency. Afterwards, students self-assessed their core competencies and reflected on their work.

Illustration 

Student Work Samples: Goals and intentions

Garden Group

  • Goals: To help the environment by planning vegetables and fruits; To raise awareness
  • Intention: Have fun!

Recycle Group

  • Goal: To increase awareness about plastic

  • Intention: To share knowledge

Energy Management Group

  • Goal: To reduce energy use
  • Intention: To share knowledge

Student Reflection

Goals of our class project

  • Increase awareness

Intention of our class project

  • Gratitude

Goals of your group’s project

  • To collect 20 pens, get the ink sponge out, and recycle them.
  • To raise awareness about the plastic usage in our environment.

My personal intention (how I would like to approach this activity)

  • I would like to approach this in a responsible way and a mature way.

Self-Assessment

My strength is giving and adding onto other people’s ideas. One example is one day my group was trying to find a way to find out how we were going to recycle and I said, One day we get pens and markers, then other days we take the ink out of them, and repeat. I can get better at keeping my group on task. To do this I need to stay more focussed. 

Profiles
PROFILE FIVE

I can facilitate group processes and encourage collective responsibility for our progress.

I play a role in collectively monitoring the progress of the group and adjust my contributions as needed. I recognize the interdependence of our roles and draw on these to move us forward. I ask thought-provoking questions, integrate new information and various perspectives from others, and think critically about whose voices are missing. I can disagree respectfully, anticipate potential conflicts and help manage them when they arise. I give, receive, and act on constructive feedback in support of our goals, and can evaluate and revise plans with other group members.

PROFILE THREE

I can make choices that help me meet my wants and needs and increase my feelings of well-being. I take responsibility for my actions.

I can take action toward meeting my own wants and needs and finding joy and satisfaction, and work towards a goal or solving a problem. I can use strategies that increase my feeling of well-being and help me manage my feelings and emotions. I can connect my actions with both positive and negative consequences and try to make adjustment; I accept feedback.  I make decisions about my activities and take some responsibility for my physical and emotional well-being.

PROFILE FOUR

I can take purposeful action to support others and the environment.

I can build relationships and be a thoughtful and supportive friend. I demonstrate respectful and inclusive behaviour in a variety of settings; I recognize that everyone has something to offer.

Illustration Elements

Illustration Éléments

Illustration Sub-competencies

Context

As part of a collaborative inquiry with other teachers, a teacher records her observations of “M”, over several months. The observations focused on kindness and empathy.

Illustration

Learning Story

November

I love to watch M as she goes out of her way to help anybody. She shares, cares, and has nice compliments for teachers and peers.

Dec 5

M and two peers are building with waffled blocks, making a couch. Another friend arrives and is upset because M tells her she can’t play. After noticing this child crying, M proceeds to make the “couch” bigger to allow a spot for the upset friend. She says, “There is always room for more friends.”

Jan 16

M and a group of peers were playing with the waffle blocks. The children often have conflicts over the waffle blocks because there is a shortage and they are popular.  After a few minutes of children arguing, crying, shouting and some tug of war, M found a solution, “I have an idea! We can make a walking path for all of us! We can all do it! Everyone walk the same way.””

Feb 7

One child was having a difficult time following directions and transitioning to outside time.

  • M: You can walk outside with me and I will give you my treat.
  • Teacher: M, you don’t have to part with your treat. Your Mom sent it for you.
  • M: She needs it more. She is sad. It will make her be happy.

Feb 21

M draws pictures for the educator almost every day. When she showed the picture below , she said:

  • You have heart clouds.
  • You make me happy.
  • We are both smiling. I make you happy too.

 Pictures for the educator

 

Mar 4

M is playing with two girls, C, a very shy girl approaches and observes the girls playing. M recognizes she may want to join them.

  • M: You can play with us.
  • N: (another child) No, you can’t.
  • M:  That’s not nice. Yes, she can. She never plays with anyone.
  • N: No!
  • M: I’m playing with her. I like her. Here C, you can hold my special unicorn. Are you ok?”
  • C nods, Yes.
  • N: You can’t play with my toys.
  • M: We should play together.

C leaves the block room. M follows and asks C to play with her in the dress up/kitchen area.  “Let’s take care of my unicorn.” The two girls play together for 20 minutes. M invites another child to join them.

Apr 8

During morning free play B grabs a bunny from N.

M is watching, offers the tearful girl her toy: “Don’t be sad. You can have mine.”

  • N replies “No!“ N throws her toy, and says, “I don’t like B!
  • M: How about I give you a makeover? It will help you feel better.
  • K: Yes, I want one. What’s that?
  • M: We can be happy having a makeover with makeup and play with our eggs.
  • K: We are friends!

Apr 18

M and two boys are looking through their belonging in their cubbies.

  • M: Everybody is different when you laugh at them.
  • A: I don’t cry when people laugh at me.
  • M: I feel sad when people laugh at me when I hurt my finger, that’s not nice.
  • A: I wasn’t laughing at you.
  • M: Don’t trick people. You’re lying. Lying is bad.
  • A: I’m tricking not lying.
  • M: I’m not mad. You just make me sad when you laugh at me.
  • A: Sorry, M!
  • M: It’s ok. You are my friend.
Profiles
PROFILE ONE

I can be aware of others and my surroundings

I like to be with my family and friends. I can help and be kind. I can tell when someone is sad or angry and try to make them feel better. I am aware that other people can be different from me.

PROFILE TWO

In familiar settings, I can interact with others and my surroundings respectfully.

I can build relationships and work and play cooperatively.  I can participate in activities to care for and improve my social and physical surroundings. I use materials respectfully. I can solve some problems myself and ask for help when I need it. I listen to others’ ideas and concerns. 

Illustration Elements

Illustration Éléments

Context

During free exploration, children choose and design their own activities. They interact freely with materials that are provided, with other children, and with families who are there with their own children. They are self-directed during this time but receive support from the teacher as they play. Sometimes, they engage in explorations or play that extends over several sessions.

The teacher observed and documented two girls, as they created a “nail salon” over two sessions, several weeks apart, and involved other children and families in their play. She focused her observations primarily on “B” and offered the following questions about what she observed:

"I wonder where B gets her creativity from? How does collaborating with her friend S lead them to open a nail salon and other businesses? I wonder how both can work together and reach non-verbal agreements on how they would play. How does her actions impact the way other children perceive her, and how does that tie into making meaningful and long-lasting relationships with her friends and classmates?"

Illustration

Learning Story

During free play, B and her friend S took eggs, a telephone, a jar with markers and a watch over to the “literacy corner” where the teacher had set up some “dot the letter” provocations. Then they sat down and said:  "We’re going to do a nail salon".

They set up their items on the back of the table. S cleans B’s nails with the egg

They set up their items on the back of the table. S cleans B’s nails with the egg

  • S: B what color do you want for your nails?
  • B: Hmm the pink one.
  • S: Okay. First we have to clean your nails. (S takes the egg and cleans B’s nails)
  • S: Now we put the color. Put your hand here. (S opens the marker).
  • Teacher: S let’s ask B’s mom first if we can put the color on B’s nails.
  • S & B: Good idea. (B and S go over to B’s mom) Auntie can we put the color on B’s nails?
  • B’s mom: Oh no, I think not. (S interrupts mid-sentence.)
  • S: It’s okay. We’re just pretending. See we put the lid on.
  • B: Yeah just pretend.

 The children switch seats and B does the same process to S’s nails.

They run back to the table to continue. S pretends to put the pink marker on B’s nails.

  • S: Now we have to polish.
    S uses the watch to polish B’s nails.
    S takes the bottom of the phone and tells B to put her hand in
  • S: Don’t move, your hand needs to dry.
  • B: Okay. Is it done?
  • S: Yeah all done. Check your nails. Do you like it?
  • B: Yeah!. Okay now it’s your turn for your nails.

The children switch seats and B does the same process to S’s nails. 

B polishing S’s nails with the watch

Next, they decided to go around the classroom to ask other parents and children if they would like to get their nails done. After one mom and dad finished getting their nails done, B said,  we need to make a sign so people know they can get their nails done in our store! B grabbed a piece of paper from the art table and wrote her name. She asked S to write her name, and a dad to write the word “nails” and draw a hand with nail polish. S asked the teacher for tape. “Ms. M we need tape to put our sign up for our nail shop!  They put up the sign and started to ask other children if they would like their nails done.

Soon a line up forms and other children are waiting to get their nails done. As the children get their nails done B and S treat the children as customers, commenting on their dress and nails (e.g., Do you like them? I like your dress. That’s Elsa.)

A few minutes later, the children begin to add other signs such as Flu shot:

  • S: Make sure to put registered nurse because only a registered can do a flu shot.

They also created a sign for a “Gluten free hair salon.”

  • S: I like that name, that’s why.

This observation occurred on the last week before winter break. The educator decided to leave the signs up and see if the children would return to their work in January. As the children entered their first day of school after the break, S and B surely went back to their work. They both came back to their “salon” and asked different friends which service they would like.  They added new services(e.g., face-paint shop), and each day, specified which service they had available. Children and parents could choose from of the options available.

Profiles
PROFILE THREE

I communicate purposefully using forms and strategies I have practiced

I participate in conversations for a variety of purposes (e.g., to connect, help, be friendly, learn/share). I listen and respond to others. I can consider my purpose when I am choosing a form and content. I can communicate clearly  about topics I know and understand well, using forms and strategies I have practiced. I gather and present basic information I need

PROFILE TWO

I can get new ideas or build on or combine other people’s ideas to create new things within the constraints of a form, a problem, or materials.

I can get new ideas to create new things or solve straightforward problems. My ideas are fun, entertaining, or useful to me and my peers, and I have a sense of accomplishment. I can use my imagination to get new ideas of my own, or build on other’s ideas, or combine other people’s ideas in new ways. I can usually make my ideas work within the constraints of a given form, problem, or materials if I keep playing with them.

 

PROFILE TWO

In familiar settings, I can interact with others and my surroundings respectfully

I can build relationships and work and play cooperatively.  I can participate in activities to care for and improve my social and physical surroundings and use materials respectfully. I can solve some problems myself and ask for help when I need it; I listen to others’ ideas and concerns. I can be part of a group, and invite others to join. I can identify when something is unfair to me or others

Illustration Elements

Illustration Éléments

Context

Four years earlier, the student read the novel "Fatty Legs" by Christy Jordan-Fenton and was inspired to read more books that told the story of First Peoples experience in Canada. Her teacher recommended "Indian Horse" by Richard Wagamese and this book transformed the student’s thinking. She continued to seek out stories of Indigenous Canadians and her interest to learn more was fostered by her parents. She attended presentations by Indigenous experts and activists, including a colloquium with Wab Kinew and she was persistent in searching for information about the injustices felt by Indigenous Canadians.

As the student listened and built her understanding, she also spoke to others about what she was learning. In a conversation with a family friend, she discovered that an awareness initiative about Residential Schools and Indigenous injustice was already growing in Canadian schools. Orange Shirt Day wasn’t a part of her school yet, but because it was already an established day and other schools were doing it successfully, she felt it was possible to make it a part of her own school culture.

The student recognized that there was limited awareness of Canadian Indigenous injustice at her own school and she felt empowered to create change. She approached her school counsellor, her leadership teacher, and her principal. She showed them examples of Orange Shirt Day from other schools within her school district and expressed her belief that their school needed to do this. Everyone was in full support of her ideas. 

The student recognized that she was going to need help to make things happen. She is not Indigenous, and she did not have experience in organizing school-wide events. She spoke with Indigenous activist Phillis Webstad, who is the spokesperson for Orange Shirt Day, and she sought ongoing advice from her leadership teacher and school principal. She understood that she wouldn’t be able to take this on by herself, so she recruited a team that was willing to help organize the event. 

Leading up to Orange Shirt Day, she set and adjusted goals based on the advice of her experts. She listened carefully to the feedback she was receiving and created actions that were attainable for everyone involved. She spoke at a staff meeting and provided resources to get the teachers involved. With her team, she worked to promote Orange Shirt Day throughout the school by selling t-shirts and speaking in classrooms about the event.

Illustration

Student Reflection

The student wrote a reflection on the process of organizing an Orange Shirt Day. She also wrote an acrostic poem after this experience self-assessing her core competency in Communication.

Teacher Reflection

On Orange Shirt Day, many students wore an Orange t-shirt to school and the student felt that there was increased awareness of the legacy of Residential Schools among her peers. The students who worked on her team also became more passionate about raising awareness about the legacy of Residential Schools. The event also received media coverage. Although she is proud of her accomplishments, she recognizes that there is still opportunity to grow. She continues to be active in raising awareness about Indigenous injustice issues and she looks forward to the next school year where she can build on the momentum in making Orange Shirt Day an important part of the school culture.

Profiles
PROFILE SIX

I can connect my group with other groups and broader networks for various purposes.

I can step outside of my comfort zone to develop working relationships with unfamiliar groups. I develop and coordinate networking partnerships beyond and in service of the group.  I demonstrate my commitment to the group’s purpose by taking on different roles as needed. I acknowledge different perspectives and seek out and create space for missing or marginalized voices. I summarize key themes to identify commonalities and focus on deepening or transforming our collective thinking and actions. I recognize when wisdom and strategies from others are needed and access these to address complex goals. I help create connections with other groups or networks to further our common goals to further our impact.

PROFILE SIX

I can examine evidence from various perspectives to analyze and make well-supported judgments and interpretations about complex issues.

I can determine my own framework and criteria for tasks that involve critical thinking. I can compile evidence and draw reasoned conclusions. I consider perspectives that do not fit with my understandings. I am open-minded and patient, taking the time to explore, discover, and understand. I make choices that will help me create my intended impact on an audience or situation. I can place my work and that of others in a broader context. I can connect the results of my inquiries and analyses to action. I can articulate a keen awareness of my strengths, my aspirations and how my experiences and contexts affect my frameworks and criteria. I offer detailed analysis, using specific terminology, of my progress, work and goals.

PROFILE SIX

I can initiate positive, sustainable change for others and the environment

I build and sustain positive relationships with diverse people, including people from different generations.  I show empathy for others and adjust my behaviour to accommodate their needs. I advocate and take thoughtful actions to influence positive, sustainable change in my community and in the natural world. I can analyze complex social or environmental issues from multiple perspectives and understand how I am situated in types of privilege. I take action to support diversity and defend human rights, and can identify how diversity is beneficial for my communities.

Illustration Elements

Illustration Éléments

Context

Students attended a presentation by Alvin Law. Alvin was born without arms, due to a (now banned) prescription medication that his birth mother was given while pregnant. Alvin uses his story to challenge audiences to rewrite the negative stories they tell themselves—about themselves. For more information About Alvin, visit:  https://alvinlaw.com/about/

After the assembly, students responded to what they had heard, prompted by questions including:

One of Alvin’s many strengths is the way he gets us to think about how we view ourselves.  Comment on why it is so important to rethink and reevaluate the stories we tell ourselves. 

Comment on Alvin’s assertion that: “We all have obstacles in life. It is ultimately our attitude that determines whether they block our path to success or strengthen us on our journey.”

Define Privilege.  Describe, as many ways as you can think of and remember, the ways in which Alvin was, or could have been, disadvantaged by society.

Describe the ways that Alvin has shown perseverance and resilience throughout his life, despite his lack of privileges.

Alvin states that first impressions are important, but it’s the final impression that matters the most.  Did your impression of him change as the assembly progressed?

Was there anything else that surprised you about today’s presentation?

What are you still wondering about or thinking about, after today’s assembly?

 

The teacher then prompted students to write about their own stories:

Describe a “negative” story that you either currently tell yourself or have told yourself in your past.  For example, negative self-talk or negative stories sometimes sound like: “I can’t do this” or “I’ll never be that…”

After you describe this negative narrative, explain how can you reword that narrative so that you speak about yourself in a much more positive way?  You might want to think about what IS possible.

Finally, conclude your response with a connection to an “I can” statement that best fits, and explain why this “I can statement” can be connected and reflected on here. 

 

Illustration 

Student Work Sample

Student Three Response

Prompt: One of Alvin’s many strengths is the way he gets us to think about how we view ourselves.  Comment on why it is so important to re-think and re-evaluate the stories we tell ourselves. 

Student Response: It is important to re-think and re-evaluate the stories we tell ourselves since the few stories we may have may restrict us from the bigger picture of any lesson in life. For example, as Alvin described his situation, he commented that people had certain beliefs about him being able to function as a proper working individual in society. As a survivor of the thalidomide drug that pregnant women used, he explained his personal experiences and how he was restricted to accomplish certain tasks due to his disability. However, he was able to overcome his shortcomings and he proved that the single stories we know about the disabled are not trustworthy. Therefore, it should be required that we should re-think about those stories and should see situations and people for who they truly are.

Prompt: Comment on Alvin’s assertion that: “We all have obstacles in life. It is ultimately our attitude that determines whether they block our path to success or strengthen us on our journey.” Do you agree or disagree with this statement?  Why?

Student Response: I believe that it is our attitude that determines our future since without the willpower to succeed, we can only accomplish so much. In the world, there were several geniuses that helped us become a developed society with new inventions and social economies that shape our current society. However, even if they were significantly talented and had bright innovations, these plans were only created because they took the initiative to try to make the world a better place. They all had to overcome several obstacles in life such as poverty, the pressures of society, and their society’s burdening views. Even so, these geniuses such as Albert Einstein held on to their values and are one of the most famous people to contribute to society’s greater future. Therefore, we, as the new generations should persevere on since our ideas may affect the future positively and we can never know for sure until we try and test our theories out.

Prompt: Define Privilege.  Describe, in as many ways as you can think of and remember, the ways in which Alvin was, or could have been, disadvantaged by society.

Student Response: In this world, there are several privileges people are born with. Those privileges could be monetary values, materialistic things or even human qualities that are nurtured through an abundance of human contact. However, there are also those who are born without privileges and must fight for them. The definition of a privilege is, “a special right, advantage, or immunity granted or available only to a particular person or group”. Personally, as an individual in society, I was born with several privileges such as a warm family, comfortable funds, and a thriving life as a middle-class citizen. However, Alvin had mentioned he had struggled when he was younger and immature with his lack of love from his biological family, the loss of his limbs since birth and the freedom to act out his opinions out of fear of being judged by society. Unfortunately, these moments were very hard for Alvin as he was growing up, but he soon realized he could fight for these privileges. Therefore, Alvin fought for his privileges and finally achieved them through his hard work and sacrifices he had made. Since Alvin had to fight for some the privileges we view as the norm of society, it became clearer for me as an individual to be thankful for what we have.

Prompt: Describe the ways that Alvin has shown perseverance and resilience throughout his life, despite his lack of privilege.

Student Response: Continuing how Alvin persevered on with his hardships through his life despite his lack of privileges, he fought for his privileges and for his acceptance in society. Born as a child with no arms because of the drug called thalidomide, Alvin had lost some of his privileges that most of us would take for granted. He lost his family and the greater things he could have accomplished with his hands. However, with his lost privileges, this became his fuel to succeed and to grasp his privileges through his hard work. Alvin showed his perseverance when he talked about how hard he had tried to fit in with society by trying to become more independent. He had struggled with some of the daily activities the norm of society completes. However, by practicing and giving it his all, he was able to accomplish some of the harder tasks for him such as wiping himself properly after going to the bathroom. Although this task may seem very easy to some, to Alvin it was one of his greatest achievements on his first task to becoming more independent. Of course, there are still some things that requires assistance from others, but Alvin accomplished several of the ordinary day to day activities to be able to function in society.

Prompt: Alvin states that first impressions are important, but it’s the final impression that matters the most.  Did your impression of Alvin change as the assembly progressed?  Explain.

Student Response: I believe my first impressions of him changed after I began to hear him talking about his life and his experiences. Although I am ashamed to say, I was expecting a more typical story such as the single stories we hear about people with disabilities. Even though I was expecting a story full of solemn emotions and negativity, I was glad to hear Alvin’s story that had memorable moments. They way he explained his hardships and how he overcame them were very motivating for me as an audience member. Every time I would hear him speak, I could feel his emotions and could feel and imagine what kind of experiences he had gone through. Although Alvin did explain about his hardships in life, he explained he did not want people to pity or sympathize him. That was not his purpose of speaking and he stressed the fact that he lived a quite normal life after being able to fully accept who he was. Therefore, through his strong messages and emotions his message was to seek the true answers to different stories different people have and to be open to them.

Reflecting on the story I tell myself

There have been several moments that I had thought to myself that I had no worth. Being raised in a very competitive environment, I was often faced with the overwhelming pressures from both my family and my friends. With their high expectations, whenever I was unable to fulfil their requirements, I was often ashamed of who I was and could not find any good qualities about myself. I was and am not exceptionally great at any skill or academic course making it seem more helpless for me to picture out my career in the future. I had always wanted to have a special skill or an academic course that could be the solution to all my problems that involved my future. However, the truth was there was nothing that I found was remotely suitable for me, so I accepted that and persevered on with my studies as a whole.

Since there were no special skills that I specialized in, my parents had chosen the life that I would live, constantly reminding me that studying was my only way of life. Although they admitted studying did not always help you, they also told me they only encouraged me to study since being smart could help me land several successful careers. Also, my parents being raised in a similar environment, was taught that it was the only way they knew of living out a successful life. Wanting me to be happy, content with my life and not being able to worry about my financial background, they knew studying was my only option. However, as I was studying, I noticed that there were several other students that were talented at studying which made it seem like it more impossible for me to be able to fulfil my parents dreams.

Not only was I struggling to keep up with those that were more intellectual than me, I was struggling to keep a fine balance between my academic life and my social life. Entering high school, I had met several new friends whom I had gotten very close to in a couple of months. Wanting to cherish my time and youth with them, I spent a lot of time with them. Although everything seemed nice with my studies other than the one subject, I always had difficulty with, I started to realize that my social life was crumbling apart. This time period is where individuals are the most sensitive and very emotional. I had started to fight with this one close friend in which caused my whole friend group to crumble. Although both parties were held as being guilty, the other party never accepted the fact and continued to blame me. As this went on, I felt even more disgusted at myself and thought I was better off being alone.

I had been talking about my shortcomings and my personal beliefs on how I had done very badly. However, through these negative emotions, I realized that I could become someone I wanted to be if I had the willpower. When I had hated myself and questioned myself for behaving a certain way, I realized that it was not my fault and it was not the other party’s fault as well. It was simply the fact that we did not complement each other very well and were not meant to stay in a close relationship. Through the nights, I had cried alone contemplating on what to do with my life. However, one of the best supporters I had during that time was my mom. My mom, although a fairly strict person, was gentle, and she listened to all my troubles and gave me the harsh truths. At first, she was disappointed that I believed these thoughts about myself about my studies and my social life. However, she kept reassuring me that I did matter, and it was simply a hardship I had to overcome becoming a successful adult. Therefore, I realized that there was no need for me to focus on the past. I could only move on, trying to become a better person. I will and can become a successful person that will make not my parents but my own self, proud of who I am. 

Reflecting on Personal Awareness and Responsibility

Referring back to the “I can” statement I had previously stated that I could become a better person for myself and not for others. The “I can” statement that I mentioned was a bit different, but it was based on the statement, “I can imagine and work toward change in myself and in the world.”  Overall, I had just mentioned being able to point out my flaws and taking the initiative to change for the better. However, from this “I can” statement, I had learned that I did not have to please others and to live a happy life, and that I only needed to please myself. Of course, I had to be mindful of others and their situations and adapt to them. However, overall, this life that I was living was not there’s and they had no right to criticize me for who I was.

The “I can” statement that I had made for myself could and should be relatable since it is a common problem youths experience. Youth are often scared of other’s opinions and try to please those around them and they convince themselves that they are happy when others are content. However, that is merely the pressures society gives us to act out a certain way and should not be followed. Therefore, I believe if I can become a better person for myself, others can become better for themselves as well.

Profiles
PROFILE FIVE

I recognize my value and advocate for my rights. I take responsibility for my choices, my actions, and my achievements.

I have valuable ideas to share. I am willing to explore controversial issues, and I can imagine and work toward change in myself and in the world. I can set priorities; implement, monitor, and adjust a plan; and assess the results. I take responsibility for my learning, seeking help as I need it.  I use strategies for working toward a healthy and balanced lifestyle, for dealing with emotional challenges, and for finding peace in stressful times. I know how to find the social support I need.

PROFILE SIX

I can identify my strengths and limits, find internal motivation, and act on opportunities for self-growth. I take responsibility for making ethical decisions.

I am aware of my personal journey and reflect on my experiences as a way of enhancing my well-being and dealing with challenges. I can advocate for myself in stressful situations. I can take the initiative to inform myself about controversial issues and take ethical positions. I take ownership of my goals, learning, and behaviour. I act on what is best, over time, in terms of my goals and aspirations. I recognize the implications of my choices and consult with others who may be affected by my decisions. I can identify my potential as a leader in the communities I belong to. I sustain a healthy and balanced lifestyle.

PROFILE FIVE

I can advocate and take action for my communities and the natural world. I expect to make a difference.

I am aware of how others may feel and take steps to help them feel included. I maintain relationships with people from different generations. I work to make positive change in the communities I belong to and the natural environment. I can clarify problems or issues, generate multiple strategies, weigh consequences, compromise to meet the needs of others, and evaluate actions. I value differences; I appreciate that each person has unique gifts. I use respectful and inclusive language and behaviour, including in social media. I can advocate for others.

PROFILE SIX

I can initiate positive, sustainable change for others and the environment.

I build and sustain positive relationships with diverse people, including people from different generations. I show empathy for others and adjust my behaviour to accommodate their needs. I advocate and take thoughtful actions to influence positive, sustainable change in my community and in the natural world. I can analyze complex social or environmental issues from multiple perspectives and understand how I am situated in types of privilege. I act to support diversity and defend human rights and can identify how diversity is beneficial for the communities I belong to.

Illustration Elements

Illustration Éléments

Context

Students attended a presentation by Alvin Law. Alvin was born without arms, due to a (now banned) prescription medication that his birth mother was given while pregnant. Alvin uses his story to challenge audiences to rewrite the negative stories they tell themselves—about themselves. For more information About Alvin, visit:  https://alvinlaw.com/about/

After the assembly, students responded to what they had heard, prompted by questions including:

One of Alvin’s many strengths is the way he gets us to think about how we view ourselves.  Comment on why it is so important to rethink and reevaluate the stories we tell ourselves. 

Comment on Alvin’s assertion that: “We all have obstacles in life. It is ultimately our attitude that determines whether they block our path to success or strengthen us on our journey.”

Define Privilege.  Describe, as many ways as you can think of and remember, the ways in which Alvin was, or could have been, disadvantaged by society.

Describe the ways that Alvin has shown perseverance and resilience throughout his life, despite his lack of privileges.

Alvin states that first impressions are important, but it’s the final impression that matters the most.  Did your impression of him change as the assembly progressed?

Was there anything else that surprised you about today’s presentation?

What are you still wondering about or thinking about, after today’s assembly?

The teacher then prompted students to write about their own stories:

Describe a “negative” story that you either currently tell yourself or have told yourself in your past.  For example, negative self-talk or negative stories sometimes sound like: “I can’t do this” or “I’ll never be that…”

After you describe this negative narrative, explain how can you reword that narrative so that you speak about yourself in a much more positive way?  You might want to think about what IS possible.

Finally, conclude your response with a connection to an “I can” statement that best fits, and explain why this “I can statement” can be connected and reflected on here. 

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Student Work Sample

Student Two Response

Prompt: One of Alvin’s many strengths is the way he gets us to think about how we view ourselves.  Comment on why it is so important to re-think and re-evaluate the stories we tell ourselves.  

Student Response: The stories that we tell ourselves are often complex and filled with layers and layers of different perspectives. When we re-think these stories, we are able to discover things that we might not have paid attention to the first time. By reflecting on our own past and stories, we gain knowledge on how to improve our own selves, instead of focusing on others. In other words, instead of judging other people, we can look within us for a better attitude.    

Prompt: Comment on Alvin’s assertion that: ​ “We all have obstacles in life. It is ultimately our attitude that determines whether they block our path to success or strengthen us on our journey.” Do you agree or disagree with this statement? Why?

Student Response: I agree with this statement, because many things in life are all a result of perspective. Someone’s attitude towards something could drastically change their success at it, because it determines how they will treat the problem. A positive attitude creates confidence and clears the path for more opportunities, as opposed to a negative mindset. This creates a mental block that can very well limit yourself without even knowing it. Everyone has the internal choice to have a good attitude, and to choose how they wish to face their problems.    

Prompt: Define Privilege.  Describe, in as many ways as you can think of and remember, the ways in which Alvin was, or could have been, ​disadvantaged​ by society. 

Student Response: Privilege is a right that is granted to and is only available to specific people or groups. This is apparent sometimes depending on race, gender, or ethnicity. In Alvin’s case, he was born without arms. Rarely is being born with all your limbs seen as a privilege, but it is one in the grand scheme of things. Alvin was disadvantaged by society because he was born into circumstances that he could not control. Without arms and growing up around a time where not many people were accepting of ‘special needs’ children, he struggled with his own self-image and path in life. His birth parents rejected him, and he would have led a very different life if not for his adopted parents.    

Prompt: Describe the ways that Alvin has shown perseverance and resilience throughout his life, despite his lack of privilege. 

Student Response: Alvin has overcome many of the struggles he faced in school, from not knowing what to do in life to hating his own appearance and limitations. However, he did not let this stop him; by carrying a positive attitude with him in life he learned to be a whole new person. He learned to play piano with his feet, despite the piano teacher saying his toes were too short. He learned to play drums and didn’t let his struggles in sports stop him. He kept his mind open to any possibility of a way to change his life. He was patient and trusted in himself.      

Prompt: Alvin states that first impressions are important, but it’s the final impression that matters the most.  Did your impression of Alvin change as the assembly progressed?  Explain. 

Student Response: My impression of Alvin changed quite a bit as the assembly went on. In the beginning, when I saw that he had no arms, I figured he was a motivational speaker who would lecture us on the importance of never giving up or a similar moral. His incredibly cheerful and easy-going attitude led me to believe that he had a simple and a relatively ‘easy’ childhood. However, I did not anticipate the richness of the stories he told us, and definitely not the tragedy. I was honestly surprised at how well he has coped with disadvantages in his life and was feeling more educated by the end of the assembly.    

Reflecting on the story I tell myself and Personal Awareness and Responsibility

When I struggle with school, with balancing my extracurriculars and time management, I sometimes develop a negative mindset. I think, ‘I can’t finish all this work’, or ‘I’m going to fail this test’. I get overly anxious and try to avoid the problem by looking at something else, oftentimes unrelated to my schoolwork. Procrastination is one of the struggles I am trying to overcome. I can word this sentiment in a more positive way by assuring myself that I will get my work done. For example, ‘I will study productively, and I will know all the material on the test’, instead of only thinking about getting a good grade. I can also try to visualize success, which sometimes works for me as it calms me down. The ‘I can’ statement I connect with most is: ​ “I am aware of my personal journey and reflect on my experiences as a way of enhancing my well-being and dealing with challenges.” ​I connect with this statement because I often reflect on what I can do to improve my study habits. When I deal with challenges, I am ‘aware of my personal journey’. I remind myself of the work needed to be done, and act accordingly.

I can look within myself, identify places that need improvement and develop those areas.  I take responsibility for my own decisions for my learning and ask for help if I need it.   I can develop social skills by relating to peers and respectfully interacting with them.  I develop my own ideas to be shared with the world, inspired by examples around me. 

Profiles
PROFILE FIVE

I recognize my value and advocate for my rights. I take responsibility for my choices, my actions, and my achievements.

I have valuable ideas to share. I am willing to explore controversial issues, and I can imagine and work toward change in myself and in the world. I can set priorities; implement, monitor, and adjust a plan; and assess the results. I take responsibility for my learning, seeking help as I need it.  I use strategies for working toward a healthy and balanced lifestyle, for dealing with emotional challenges, and for finding peace in stressful times. I know how to find the social support I need.

PROFILE SIX

I can identify my strengths and limits, find internal motivation, and act on opportunities for self-growth. I take responsibility for making ethical decisions.

I am aware of my personal journey and reflect on my experiences as a way of enhancing my well-being and dealing with challenges. I can advocate for myself in stressful situations. I can take the initiative to inform myself about controversial issues and take ethical positions. I take ownership of my goals, learning, and behaviour. I act on what is best, over time, in terms of my goals and aspirations. I recognize the implications of my choices and consult with others who may be affected by my decisions. I can identify my potential as a leader in the communities I belong to. I sustain a healthy and balanced lifestyle.

PROFILE FIVE

I can advocate and take action for my communities and the natural world. I expect to make a difference.

I am aware of how others may feel and take steps to help them feel included. I maintain relationships with people from different generations. I work to make positive change in the communities I belong to and the natural environment. I can clarify problems or issues, generate multiple strategies, weigh consequences, compromise to meet the needs of others, and evaluate actions. I value differences; I appreciate that each person has unique gifts. I use respectful and inclusive language and behaviour, including in social media. I can advocate for others.

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Context

Students attended a presentation by Alvin Law. Alvin was born without arms, due to a (now banned) prescription medication that his birth mother was given while pregnant. Alvin uses his story to challenge audiences to rewrite the negative stories they tell themselves—about themselves. For more information About Alvin, visit:  https://alvinlaw.com/about/

After the assembly, students responded to what they had heard, prompted by questions including:

One of Alvin’s many strengths is the way he gets us to think about how we view ourselves.  Comment on why it is so important to rethink and reevaluate the stories we tell ourselves. 

Comment on Alvin’s assertion that: “We all have obstacles in life. It is ultimately our attitude that determines whether they block our path to success or strengthen us on our journey.”

Define Privilege.  Describe, as many ways as you can think of and remember, the ways in which Alvin was, or could have been, disadvantaged by society.

Describe the ways that Alvin has shown perseverance and resilience throughout his life, despite his lack of privileges.

Alvin states that first impressions are important, but it’s the final impression that matters the most.  Did your impression of him change as the assembly progressed?

Was there anything else that surprised you about today’s presentation?

What are you still wondering about or thinking about, after today’s assembly?

The teacher then prompted students to write about their own stories:

Describe a “negative” story that you either currently tell yourself or have told yourself in your past.  For example, negative self-talk or negative stories sometimes sound like: “I can’t do this” or “I’ll never be that…”

After you describe this negative narrative, explain how can you reword that narrative so that you speak about yourself in a much more positive way?  You might want to think about what IS possible.

Finally, conclude your response with a connection to an “I can” statement that best fits, and explain why this “I can statement” can be connected and reflected on here. 

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Student Work Sample

Student One Response

Prompt: One of Alvin’s many strengths is the way he gets us to think about how we view ourselves. Comment on why it is so important to re-think and re-evaluate the stories we tell ourselves.

Student Response: Often, we tell ourselves things that simply aren’t true, which can be based on how we are feeling during the moment, on what we think of the subject, and perhaps even our history with the subject. While these are just a few factors that can influence a bad story that needs to be re-evaluated, they are certainly significant factors and do cloud our judgement. If we allow these things to make us think only one way, it can be dangerous for us. Sometimes, all we need to do is take a deep breath and re-think our situation. We can be feeling very sad at one point, but if we get out of that, we will be happier, but most importantly stronger as a human being.

Prompt: Comment on Alvin’s assertion that: “We all have obstacles in life. It is ultimately our attitude that determines whether they block our path to success or strengthen us on our journey.” Do you agree or disagree with this statement?  Why?

Student Response: I agree with this brief yet powerful statement. We often believe that the problem with a situation is our own strength and the difficulty of the situation. While sometimes we might be underhanded, it is our attitude that can guide us through the situation and conquer it. If we don’t believe that we can do something, it will be very hard for us to do it. If the situation is indeed impossible, it is usually only impossible at the time. Training and building up our skills to beat the situation will greatly help us do so. If we allow ourselves to have an attitude wanting to improve and carry out our plan, we can usually get through our everyday obstacles. While attitude won’t be the key to everything, it is definitely a great help.

Prompt: Define Privilege. Describe, in as many ways as you can think of and remember, the ways in which Alvin was, or could have been, disadvantaged by society.

Student Response: Privilege can be defined as a special right that is given to certain people. For example, having clean water, food, shelter, and even a loving family are all privileges. However, having privileged people will lead to having unprivileged people, people who are not taken seriously or treated fairly by society. Alvin, born without arms, is one of those people. In his presentation, he talked about being called a “freak” by other people and not being accepted. While name-calling and acceptance might not seem like the most important things to some people, nothing could be further from the truth. To tear down a person’s self-confidence is perhaps one of the most destructive things in life. When you make a person feel bad about being who they are, you revoke their privilege of being allowed to be what you choose to be. Through destroying his self-image, Alvin was disadvantaged by society.

Prompt: Describe the ways that Alvin has shown perseverance and resilience throughout his life, despite his lack of privilege.

Student Response: Many people, if put into Alvin’s unfortunate situation, would easily break under the obstacles of everyday life that come with having no arms. If they did not show the same perseverance and resilience as Alvin, they would certainly be unable to make it as far as he has. Not only has Alvin faced sever challenges with his own life, he must face being called “weird” by other people and being disadvantaged by society. He has so many difficulties in his life, yet he somehow makes it through to the other side and with a positive attitude. He was born to challenges of doing everyday tasks, but he is just another human being like the rest of us. It is Alvin’s perseverance that has gotten him through his hard times and into a future that has a good outlook for him.

Prompt: Alvin states that first impressions are important, but it’s the final impression that matters the most. Did your impression of Alvin change as the assembly progressed? Explain.

Student Response: Alvin pointed out at the beginning that we were almost like an “oil painting,” still and trying to not be disrespectful. This is clearly something that he has been dealing with for his entire life, if not being labelled as “weird.” I am almost embarrassed to say that almost everyone in the gym had the same first impression of him, but we did not want to point it out due to respect: he was abnormal because his arms never grew. Arms for the rest of us have seemed like a perfectly normal part of life, always accessible to us and making things easier. For us, it must seem impossible to live a life without such a useful tool. However, as Alvin lightened up the audience with jokes and stories, we began to see the other side of him. We began to see that he was a talented speaker and that he motivated us. He was not just a “weird” person who was so different from everyone else. He was a human being, just like the rest of us, who wanted to go on with his life. It was wrong to judge him based on a first impression. However, as he said, the final impression is what counts. I am sure that everyone had an extremely positive final impression of the speaker, as he brought up the energy and humour levels of the crowd.

Reflecting on the story I tell myself

Presentations and talking to new people have usually been a challenge for me. If I happen to know about it in advance, I will spend lots of time stressing about when the moment comes. I have told myself “I can’t present” or “I can’t talk to them and connect with them” multiple times in the past. I have believed that I will make myself look like a fool when I try to do something new. This negative mindset has existed for many parts of my life.

Even if I think that a task like I described is impossible, I am always able to do it in the end. I can dread it all the way until I do it, being afraid of showing a bad side of myself to other people. But every time I think this way, I only delay the inevitable. Rather than prepare more for what I am going to say, I hope that I do not have to say anything. When I do, however, relief washes over me every time. I don’t make myself look stupid, and if I do, I just go along with the crowd. I stress over such simple tasks, but I always must do it in the end.

Sometimes I just don’t think my ideas are important. This is part of not wanting to present or connect with new people. Perhaps I believe that my ideas will be laughed at, or already be known, or just seem incomprehensible to my audience. One “I can” statement that speaks from a positive and growth mindset is “I have valuable ideas to share.” This is something that I don’t often realize until I share them. As I grow with more and more experiences in life, I will hopefully also grow out of this shell that I trap myself in.

Reflecting on Personal Awareness and Responsibility

There are many “I can” statements to be recognized in terms of personal growth, especially after being inspired by a guest speaker today, such as Alvin. If Alvin were looking at our Core Competencies in the areas of Personal Awareness and Responsibility, he might be able to say:

  • I can recognize my value and advocate for my rights
  • I take responsibility for my choices, my actions, and my achievements
  • I can set priorities; implement, monitor, and adjust a plan; and assess the results
  • I take responsibility for my learning, seeking help as I need it
  • I use strategies for working toward a healthy and balanced lifestyle, for dealing with emotional challenges, and for finding peace in stressful times
  • I know how to find the social support I need
  • I have valuable ideas to share
  • I can imagine and work toward change in myself and in the world
  • I can identify my strengths and limits, find internal motivation, and act on opportunities for self-growth
  • I am aware of my personal journey and reflect on my experiences as a way of enhancing my well-being and dealing with challenges
  • I can advocate for myself in stressful situations
Profiles
PROFILE FOUR

I can recognize my strengths and take responsibility for using strategies to focus, manage stress, and accomplish my goals.

I advocate for myself and my ideas; I accept myself. I am willing to engage with ideas or information that is challenging for me. I can be focused and determined. I can set realistic goals, use strategies to accomplish them, and persevere with challenging tasks. I can tell when I am becoming angry, upset, or frustrated, and I have strategies to calm myself.  I can make choices that benefit my well-being and keep me safe in the communities I belong to.

PROFILE FIVE

I recognize my value and advocate for my rights. I take responsibility for my choices, my actions, and my achievements.

I have valuable ideas to share. I am willing to explore controversial issues, and I can imagine and work toward change in myself and in the world. I can set priorities; implement, monitor, and adjust a plan; and assess the results. I take responsibility for my learning, seeking help as I need it. I use strategies for working toward a healthy and balanced lifestyle, for dealing with emotional challenges, and for finding peace in stressful times. I know how to find the social support I need.

PROFILE FIVE

I can advocate and take action for my communities and the natural world. I expect to make a difference.

I am aware of how others may feel and take steps to help them feel included. I maintain relationships with people from different generations. I work to make positive change in the communities I belong to and the natural environment. I can clarify problems or issues, generate multiple strategies, weigh consequences, compromise to meet the needs of others, and evaluate actions. I value differences; I appreciate that each person has unique gifts. I use respectful and inclusive language and behaviour, including in social media. I can advocate for others.

PROFILE SIX

I can initiate positive, sustainable change for others and the environment

I build and sustain positive relationships with diverse people, including people from different generations. I show empathy for others and adjust my behaviour to accommodate their needs. I advocate and take thoughtful actions to influence positive, sustainable change in my communities and in the natural world. I can analyze complex social or environmental issues from multiple perspectives and understand how I am situated in types of privilege. I act to support diversity and defend human rights and can identify how diversity is beneficial for the communities I belong to.

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Illustration Sub-competencies

Context

As part of a community outreach, teachers contacted community organizations to identify ways that students could be involved in supporting local needs. They identified four organizations that expressed an interest in making connections with students and invited their contributions: a seniors’ residence, a homeless shelter, a women’s centre, and a centre that provided toys for children in the community. Students visited the organizations and then, along with their families, collected and delivered the items requested by each organization.

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Activity Photo

Grade 4 class donated toiletries and collected gently used handbags for homeless women.

Teacher and Student Reflections

All students participated, and teachers noticed a strong sense of pride in contributing. In reflecting on the activity, student comments included:

  • It gave us a chance to help others.  
  • I felt happy participating in this project because I was helping other people.
  • It made me feel happy and proud that we could do that for them.
  • It made me realize how lucky I was in my life.        
  • I felt joyful and happy doing this because I was making a difference
Profiles
PROFILE THREE

I can interact with others and the environment respectfully and thoughtfully.

I can build and sustain relationships and share my feelings. I contribute to group activities that make my classroom, school, community, or natural world a better place. I can identify different perspectives on an issue, clarify problems, consider alternatives, and evaluate strategies. I can demonstrate respectful and inclusive behaviour with people I know. I can explain why something is fair or unfair.

Illustration Elements

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Illustration Sub-competencies

Context

A teacher observes a child consoling his friend who was crying and recorded their dialogue.

Illustration

Learning Story

D:        Why are you crying?

C:       Cause I miss my dad.

D:        I miss my dad too,

C:        My dad is at work.

D:        My dad is too. Let’s play.

C:        I can't play, I miss my dad too much.

D:        goes and finds C's favorite toy and sits beside him and starts playing, meanwhile he's checking on C and encouraging him to come play. When C finally joined in they laughed and had a great time.

D:        See C it’s fun to play and the more we play the quicker dad will come.

C:        Thank you, D

D:        I’m so glad we’re friends!

D:        (Going over the visual schedule with C):           

Every time we finish something is bringing it closer to home time.

Profiles
PROFILE ONE

I can be aware of others and my surroundings

I like to be with my family and friends; I can help and be kind.  I can tell when someone is sad or angry and try to make them feel better.   I am aware that other people can be different from me.

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Context

Students in this class frequently practice strategies to support social-emotional well-being and they spend a lot of time building their class community. The teacher encourages increasing independence and interdependence; children have frequent opportunities to  solve their own problems, with support as needed. They have also learned about zones of regulation. The following observation notes focus on one of the children.

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Student Interview 1

(A teacher observes S talking to another student and a teacher and decides to ask S about the conversation.)

  • Teacher: I saw you talking with the teacher. I see X over here, too. Can you tell me what you said?
  • Student: I told her that X was in the “blue zone.”
  • Teacher: So, you were playing, and you saw X. How did you know he was in the “blue zone?
  • Student: ’Cause he had his arms around his legs and his head facing to his knees.
  • Teacher: Yeah, that does sound like the “blue zone.” Did you say anything to X?
  • Student: I tried to say, “X what’s the matter?” and he didn’t answer me.
  • Teacher: So, then you knew that was a problem?
  • Student: mhmm
  • Teacher: And you went and found the teacher?
  • Student: mhmm
  • Teacher: Well there’s a thoughtful friend right there! [high five] Are you playing with X or did you just notice it while you were playing?
  • Student: I just noticed while I was playing.
  • Teacher: Thanks S!
  • Student: Y’welcome

 

Student Interview 2

(Conversation between teacher and the same student, after the teacher noticed S intervening when two other children had a conflict.)

  • Teacher:  You were there when C was having a hard time listening to D. I saw that you went over to talk to him. What did you say?
  • Student: I said if D says "no" you have to listen and you can ask maybe the whole class if they want to play the game. If they don’t want to maybe he could put it away and play something else. Like the game family.
  • Teacher: Lots of great ideas! Why did you decide to do that?
  • Student: So, then there wouldn’t be that much problems with C and D.
  • Teacher: Why did you think that was important to do?
  • Student: So, then you can do your work and C can concentrate on listening.

 

Profiles
PROFILE TWO

In familiar settings, I can interact with others and my surroundings respectfully

I can build relationships and work and play cooperatively.  I can participate in activities to care for and improve my social and physical surroundings and use materials respectfully. I can solve some problems myself and ask for help when I need it; I listen to others’ ideas and concerns. I can be part of a group, and invite others to join. I can identify when something is unfair to me or others

PROFILE TWO

I can initiate actions that bring me joy and satisfaction, and recognize that I play a role in my  well-being.

I can seek out experiences that make me feel happy, and proud.  I can express my wants and needs and celebrate my efforts and accomplishments. ). I have some strategies that help me recognize and manage my feelings and emotions  I recognize/can explain my role in learning activities and explorations, and give some evidence of my (learning. I can describe how some specific choices can affect my well-being and participate in activities that support my well-being.

PROFILE THREE

I can make choices that help me meet my wants and needs, and increase my feelings of well-being. I take responsibility for my actions.

I can take action toward meeting my own wants and needs and finding joy and satisfaction, and work towards a goal or solving a problem. I can use strategies that increase my feeling of well-being and help me manage my feelings and emotions. I can connect my actions with both positive and negative consequences and try to make adjustment; I accept feedback.  I make dec isions about my activities and take some responsibility for my physical and emotional well-being