Reflections in Education @mmitches - Tumblr Blog

Ally is a Verb

Standard 1 Caring and Responsive Relationships. CPL 2024-25. April 2025. Read the book and attended a discussion with author Rose LeMay.

READ this BOOK

It was such a pleasure to listen and learn from LeMay. The group was small and LeMay spoke for a part then opened the floor to discussion and questions from readers.

Reflections/Actions: Keep talking about it loudly. DEI and Reconciliation same approaches with different reasons. I think this speaks to the fact that Reconciliation is never done. We can't say, I did a land acknowledgement, or I read one book and saw a Pow WoW. It is the ongoing work of listening and "ruffling feathers"

Biggest changes are in workplaces...the agents of change. We uphold our highest hopes for society. This is not to say that we don't speak loudly at home, but our workplaces have impact in our conversations with peers and supervisors. Policies change from the ground up and our places of work are places of change.

Think about ways to connect and reconnect. Land acknowledgement...how and why.

Get ready to make mistakes and apologize. Relationships matter.

The book discussion was sponsored by CMHA. An example of stretching beyond mandates. Thinking "but we haven't done that before", "can we do this?" Partnerships and diversity in the workplace.

How can anyone call themselves a proud Canadian when Indigenous folx have been calling for equitable approaches & solutions for years (D. Lord as cited by LeMay, 2025)

Allyship is a process, a skill and art. Constantly learning and never done. Continue to check my privilege as a settler on my journey. Credibility is about relationship.

#Youtube

Compassion Fatigue

Continuous Professional Learning (CPL) 2024-2025. Standard I: Caring and Responsive Relationships (May 2025)

Session: Compassion Fatigue Vicarious Trauma & Burnout-This 1-hour workshop provides the skills and information necessary on best practices to support employees in managing the impact of compassion fatigue and vicarious trauma on their life and increasing their psychological wellbeing. This session will focus on understanding the signs and symptoms of compassion fatigue, burnout and vicarious trauma and identify coping and self-care strategies that promote resilience and psychological safety.

Reflections/Actions: As part of the workshop the book by Brianna Wiest was recommended. Overall, there wasn't a lot of new information from these two experiences. The session had some good reminders regarding my lived experiences and those of my students. Compassion is valuable so much so in our roles as educators today. However self-compassion and seeking support of others is more valuable particularly when avoiding burnout.

Setting healthy boundaries and modeling these to my students. Continue to be reflective of myself and practice.

Mentorship through Relationships

Continuous Professional Learning Portfolio Cycle (2024-25)-Relationships and Leadership

October 2024

ENGAGEMENT - NETWORKING - LEADERSHIP

Facilitated by: Mary Mitches R.ECE., MPed and Michele Andersen R.ECE, HBA

Join facilitators Mary Mitches (Fanshawe College ECL Field Coordinator) and Michele Andersen (Fanshawe College Faculty Advisor) as we discuss mentorship. How to develop a positive mentoring relationship and the dispositions of mentors and mentees. Participants will have an opportunity to share their experiences and discuss what "good mentorship" looks like.

ECL OER

Continuous Professional Learning Portfolio Cycle (2024-25)-Professionalism in Leadership

Sept-Dec. 2024

Welcome to the ECL Field Experience Learning Community Resource! This OER is a field practicum hub for students, Agency Mentors, Early Years

So, this was huge!! This developed from an interest in supporting students but also looking at Relationships in the Early Years. How the student, mentor and advisor engage in a reciprocal and responsive relationship to support children and families. This was a four-month long process where I was able to collaborate with each of these stakeholders to develop the OER (Open Educational Resource). Having this "open" to anyone provides access to information and supports for all of those involved in the field experience.

Particular thanks to two amazing students Rhea and Noah (who also were authors of one of the Chapters)

Continuous Professional Learning Portfolio Cycle (2024-25)-Professionalism and Leadership.

This was a big event in my pedagogical shift regarding AI and it's uses.

It was for sure uncomfortable to discuss and reflect on my feeling of AI as evil and NO place for it in Education and my classrooms. As faculty participants in this workshop, we had the opportunities to speak with faculty using AI in their classrooms (speaker panel) and we practiced ways that could work for ourselves and students in the ECL.

Actions: Transparency for sure and discussions with our team. No students shall use for assignments and paper writing. BUT Ai is a great study tool for students where lecture notes can be summarized, and review/test prompts created.

Useful for support with APA and Faculty using to create case studies, summary notes and in class activities.

AODA Training

Continuous Professional Learning Portfolio Cycle (2024-25)-Caring and Responsive Relationships

Reflecting on ways to better support and build relationships with students. This was a three-part course taken last year (2024) but was an inspiration for examining my practices regarding communicating on FOL and how curse content/materials are created, shared and understood. Ongoing revisions to the format of courses and reflections to how assessments are done. i.e. ensuring materials are uploaded in a way that permits screen reading capabilities and accessibility for diverse learners and abilities.

CPL-Prevention

A little behind in posting my CPL.

This prevention program is an educational requirement that empowers you with proactive approaches to help prevent child sexual abuse. (July 2024)

Flourishing Together: Intergenerational Literacies

Learning Goal #3 Enhance Knowledge of Diversity in Education-Nov 5/2022

Found a journal today with some past reflections. It's like a gift to revisit and reflect again on my learnings and once again to hold myself accountable.

Liz Akiwenzie opened with a greeting giving thanks to where we have come from with song. Some reflections from Liz; asked us to consider how many FNMI educators were in the room and how different this space would be that Truth and Reconciliation is more than words. FNMI were first to see children as Curious, Competent and Capable as communities they see children as "gifts from creator" what does this mean for us (settlers) and what does it mean for an "original woman" (not FNMI)to be in a space with all white settlers?

Dr. Rachel Hayden present her study/research regarding Intergenerational Literacies.

Indigenous Knowledge and the 4 foundations- we communicate through generations via care--our physical interactions. Currently IG interactions do not just happen many bonds are blocked by systems/colonization

If given the chance what can older and younger people offer each other?

-Being present in the now with mind, body, spirit and heart. The pace of who we are--totally in the now; where each sit and feel the experience of their life.

Why are we so disconnected?

-We are social beings and must connect to our mind, heart, spirit and body to thrive.

My actions: Considering relationships again and how to be present, take time to listen be joyful. Live/express my emotions.

Consider tears and their power-cleanse our body. Tears being a sign of strength & self love & healing--same as laughter. This is a very interesting point, although I was never told to stop crying, I don't freely cry and often feel bad if my story may make someone cry. We generally as a society seem embarrassed by tears. Re-thinking of this practice of quickly trying to stop tears and rather be present, experience the the heart, mind, spirit and body an see this as relationship and connection.

#Youtube

Rethinking Documentation with Sue Stacey

CPL Learning Goal #2 Development of Leadership and Advocacy opportunities and knowledge with students in ECL Program.

Documentation in the EY classroom. In my practice this was always an area of passion and excitement. Digging deeper into my understanding of children's learning/thinking, collaborating with colleagues and families to gain new perspectives and reflections to push my practice. In conversations with students over the past year many voiced how their mentors were feeling burnt out by this process, struggle to see importance or often feel "forced" to get a good picture and notes so they (the educator) can demonstrate their accountability. Hmmm, so how do I as a professor share with my students and pay it forward to my busy and burnt out colleagues in the field?

Well obviously there isn't a quick fix but when I saw this opportunity from Susan Stacey I knew I had to attend perhaps inspire my students with new discussions and share via my blog with other educators.

There were a few key learnings I want to intentionally share.

Stay curious-although not specifically discussed by Stacey, I think this view of ourselves supports our reflections and reconsiderations of how we approach and think about our pedagogy and specifically the process of documentation as enjoyable, exciting evolving and a process.

Revisiting Documentation as Communication: Who is your audience? Are you trying to share your professional knowledge with families? Or co-constructing knowledge with children. Building and understanding learning with children is a form of communication, listening and responding to children where it is important to share together.

Revisiting Documentation as Professional Learning: I think this connects well to "staying curious" where if we view ourselves as researchers and think of using documentation to make our professional knowledge visible, we reintroduce a process and experience rather than product and chore. Stacey spoke of a couple of ways to embrace this stance; sketch notebook (personal notes/ideas) and a Floorbook.

Sketch notebooks are creative and unique to each educator where you can get uncomfortable thinking about your planning, documentation, reflection. They can be shared with colleagues to help us disrupt traditional practices or can be used to archive projects to be revisited. It can go beyond jot notes with pictures, diagrams, mindmaps, etc....

https://suestacey.ca/category/blog/

Floorbooks are an interesting combination of planning journals, documentation and collaboration with children.

Action: Examine and discuss with ECL students the Floorbook Approach to revisit how we communicate, collaborate and embrace the curiosity of the process. Below is a link to Dr. Claire Warden's "Mindstretchers Academy and a short video discussing Floorbooks.

Using Child-led Inquiry to Raise Curious, Confident, & Happy Children

Thanks @SusanStacey8

Only One You

CPL-Learning Goal #1 Building responsive relationships with students, colleagues and community partners with a focus on well-being and belonging.

The Power of Small: Building micro-habits to combat stress and enhance personal well-being facilitated by Minaa B.

Habit: automatic; Routine: intentional. Thinking about my behaviours brings up my thoughts towards can my routines become habits? How long does it take to make a routine my habit? I think about my current habits and how some are positive there are those that are less so. For example some of my psychological habits--self-judgement.

Action: Thinking specifically to develop a micro habit around this perhaps practicing mindfulness, intentionally being aware of the negative impact of these critical self thoughts/talk. Sharing positive talk with students and colleagues too.

Another learning that stood out would be Minaa's discussion of "Good" is not a feeling. So many times this is the default to my conversations, discussions. Obviously not every conversation needs a detailed account when asked how you are feeling but as individuals we should be more acclimated with our emotions. This has great connection I believe to Dr. Shanker and research we know in the field around self-regulation. It is not control/compliance but rather the ability to recognize feelings and stressors in our lives, reduce if possible (obviously not all can be) and respond in ways that help us be more resilient and in a calm state.

Action: More regular check-ins with students. Set aside time and opportunity to discuss how we are feeling and share strategies and experiences of our challenges and successes.

Examine the idea of "time poor" where we have that constant feeling there is never enough time. Consider realistic commitments of time. i.e. in 24 hours; work 9+sleep 8=18h already of the 24 there are only 6 left to play, eat, exercise, be with family/friends, rest/disconnect etc...

Site tour: Nshwaasnangong Child Care and Family Centre

CLP Professional Learning goal #3. Enhance knowledge of Diversity in Education. (September 2022)

GoodMinds.com, is a First Nations family-owned business and passionate about Indigenous education. We supply Indigenous educational resource

Indigenous Reflections services all of North America, where we are working hard to preserve First Nations culture, language, traditions and

The site tour began with all participants standing in a circle and an opportunity lead by an elder to clean/open our minds, hearts, eyes, ears, mouth through smudging.

This way of welcoming and sharing in round room was filled with the smell of sweetgrass and wood as many of the rooms and high ceilings had natural wooden beams. The circle connected us and brought us together.

The building, the program, the environment the educators the community the food, the materials, the schedule and routines are all intentional and reflect the Indigenous communities in and around London.

The grandfather's teachings are found in all the classrooms and are supported for children to grow in.

Materials and books further support FMNI cultural knowledge, language and ways of being/knowing.

Stories and storytelling are valued opportunities to communicate, share knowledge, pass information and learn.

The evening was wonderful. As a settler I was welcomed, I spent much time listening, walking, observing and listening more. I acknowledge I have much to learn and this evening provided more opportunity to learn and continue on my journey in ally ship.

Action: Share the resources provided (links above) but also conversations with our team. How do we support FMNI students? How do we create learning environments that support FNMI voices. Thinking towards sharing more materials with FNMI voices (books and websites, visitors/elders) and thinking about ways classes are structured--seating, lecture/oral sharing, and how time is organized.

CoP: Be Well

CPL Professional Learning Goal #1. Building responsive relationships with students, colleagues and community partners with a focus on well-being and belonging

It was a privilege to attend a learning and community event facilitated by a student. As a facilitator Olivia placed herself in a position of vulnerability to share her personal journey; experiences with mental health, self care and self compassion.

One of the things that resonated with me was Olivia's discussion and differentiation of self-care and self-compassion. My past experiences and actions have focused only on the self-care aspect of well-being. I strive to be intentional around my self care and thought of this as what I did to support my mental health and well-being. (walking in nature, reading, a hot bath, working out, tea with friends...).

Self-compassion is more of a way of being/thinking. As Olivia shared "regarding yourself kindly" and "showing yourself the same compassion you show others".

Action: More intentional with my self-compassion. As shared in the CoP (and also resonated with me) is our choice of language. Trying to use and instead of but. But sounds like an ending to the conversation, opportunity and relationship. i.e. I would love to go and see a movie with you tonight but I am too tired to go and I am too tired to go, maybe another time.

Thanks @lets_talk_with_liv ! I am trying not to SHOULD on myself :)

On Reflection by Ellen Rose-A Strive book club

CPL Learning goal # 2: Development of Leadership and Advocacy opportunities and knowledge with students in ECL Program. (June 2022)

As I have a little time in the academic year to breathe and reflect I thought I might do little catch-up on some of my written reflections and learning over the past several months. I have been more drawn to writing in a journal lately than opening up my laptop.

The book study took place on a beautiful spring day in a park where as a group of educators we came together to share and be present. We did no writing we were in the moment only.

Rose's book was provocatively written with bold statements to engage the reader in what I felt was a "fight or flight response". I know this sounds strange. At times I was compelled to read more to see what her understandings/statements on reflection were OR throw the book down and walk away. She really got me going!!

My challenged thoughts were around reflection and problem-solving/scientific method. In my work in this blog I embrace this process and action in "my reflections". It is even in the title of my blog. Rose might state that I am not reflecting rather problem-solving and in a way contributing to "fast paced' academia and the devaluation of cognitive thought---deep, slow thought.

Rose discusses true reflection takes place in solitude, silence where there is no structure, time frame, expectations or goals. That this thinking--reflection leads to novel ideas, questions and discoveries.

Hmm, it does make me think in light of my role as an educator and how I am supporting a more solution oriented and fast paced way of reflecting. I encourage and even task students "to reflect" using Gibb's model. This is comfortable for me and how I have thought of reflection and even taught reflective practices to students. Although there are no time frames for this way of reflecting in the cycle there are steps and structure rather than open opportunities for discovery/thinking...curiosity.

Action: For now I am going to keep my action section in my BLOG and consider ways to build time and opportunity for reflection in student classrooms. It is a scary thought as I ponder; can I still be accountable to the Students, CLOs, and FC. Trying a few new things fall 2022 with Year 4 students. Creating a course with Communities of Practice where students are the facilitators, creators and contributors. Groups come together weekly to discuss their tenets. Discussion and being present is all that is required to learn and discover. I am looking forward to hearing from students how this expereince challenged them (or not) and supported new learning and growth opportunities?

Independent Book Study: Stamped a remixed audio version of the book Stamped read by Jason Reynolds and Ibram X Kendi

CPL Learning Goal 3: Enhance knowledge of Diversity in Education.

Great audio remix of the book Stamped from the Beginning. Looking to better understand systemic racism, critical race theory and history of black live in North America? Recommend this listen. Fantastic discussion of political and social rules/laws and movements. As a white educator it is imperative (my job) that I continually learn and put myself in that uncomfortable place and understand my privilege how systemic racism like colonialism is the history and present.

This audio cast reminded me of some of Thomas King’s books. Where the uncomfortable and horrific truth is shared, honestly but with passion and a bit of humour. ACTION: Recommend this reading to students. Create opportunities for discussion in the program (not just in specific courses). More opportunities for discussion will help to build relationships, create safe spaces. Conversations with friends and family too around the uncomfortable truth and support anti-racism.

Independent Book Study: Five Little Indians by Michelle Good

March 2022

Learning Goal 3: Enhance knowledge of Diversity in Education.

A story of abuse, trauma, hope and love. Good shares the lives/stories of 5 residential school survivors. The book details the lives before, during and after of Kenny, Lucy, Clara, Howie and Maisie. Through the characters of the book Good explores not only the impact of the lived trauma by the children but the Intergenerational impact on FNMI families and communities. In the characters diverse and shared experiences after residential school we further see how other tools of colonialism were used to "Kill the Indian"

ACTION: This was a CBC reads this year. As a settler and Ally, I highly recommend reading and spending time considering the life long impact of Residential Schools (one of the many tools of colonialism) . It supports Allies/Settlers to see/relearn/understand "What Happened to You?" and why FNMI peoples cannot "move on or get over it". (M. Good, 2022)

My goal as an Ally has been to listen and reflect on truth. Reading the book and recommending to others offers a starting point in learning myself and not relying on Indigenous peoples to relive trauma in sharing their stories. This has me consider my role as an educator and in what ways I welcome and build relationships with FNMI students in post-secondary education.

How I amplify voices and not speak for.

Ways I recognize and respond to colonial tools of oppression and genocide.

The Truth and Reconciliation Commission (TRC) provided those directly or indirectly affected by the legacy of the Indian Residential Schools

As part of the CBC Reads this year Michelle Good and Christian Allaire discuss Good's novel.

#Youtube

Expression: Winter Rethink 2022

March 2022

Learning Goal 1: Building responsive relationships with students, colleagues and community partners with a focus on well-being and belonging.

Lots of thinking and learning happening today. Along with colleagues I explore Expression.

Our relation to self supports our ability to express. We are the key element of the context (learning/environment). How children/learners see us. I feel this connect to the other foundations as well and our own mental health/well-being plays a pivotal role to ways we express ourselves to others and build critical relationships. ACTION: Intentionally create time and space for my well-being so when I come to lecture/classes/spaces I am able to connect and build relationships. To express myself in ways that support others to share.

Discussions with @KarynCallahan1 Examining Expression in the context of Listening. This is an interesting way to think about expression as to me it is "communication"

But when we think of our role to "foster communication and expression in all forms" then as educators we need to speak less and listen more. Consider how we are inclusive--100 languages; where we must engage in the difficult work of listening to all the languages (ways children express, communicate, share). To me this makes very strong connections to Alison Clark and her work using the Mosaic Approach: Listen to Young Children. Children are participatory and they are the meaning makers.

3. This also impacts our role as educators in revisiting pedagogical documentation and understanding children's learning and what they are sharing/demonstrating to us.

What happens with TIME/PLACE and OPPORTUNITY?

Considering working with young children "What a lovely drawing" could close a child's ability to express. Working with adults "Good work" also could close the individual's opportunity to express and share their thinking/understanding and ideas. Time is a challenge so how to create time in a 3 hour lecture to "move through the challenges and give a place for intellectual conversations and to wrestle with ideas". ACTION: Rethink structure/flow of class where Time and opportunity are prioritized over "lecture". I feel have over the years moved in this direction but consider ways to scaffold this teaching/learning pedagogy from Year one-Year three. Consider ways to also model and name this pedagogy to adult learners to that they may consider this value to their practice in working with young children.

Mental Health First Aid

CPL Learning Goal 1: Building responsive relationships with students, colleagues and community partners with a focus on well-being and belonging.

During the Covid-19 our profession has been in crisis and the stress and anxiety experienced by our students (Fanshawe College) seems to exists daily and be amplified in the world around us.

CLOs: This work shop was a valuable resource. Where I was able to improve my understanding of mental health problems and mental illness. Minimize the fear and hesitation to become involved when you think someone is experiencing a mental health problem. Develop simple and effective intervention strategies that are relevant to your role in the college.

Rainbow Youth HealthCreating Safer Spaces for 2SLGTBQ+ Emerging Adults in Health-careRead More Celebrate Diversity Month Discover Mental Hea

Module 1: Empathy vs Sympathy

Brene Brown. I have seen this one before BUT an important start to reflecting on Mental Health and ways we can support. Being there and present (empathy) rather that sympathizing---brushing off another's feelings or too bad for you; "At least comments", to try and make things better. Connection makes things better not a responses. I think this also takes a weight off how to help rather than trying to think of ways to "fix" or move on by giving advice or trying to give important comments one can take time to listen and be there.

https://youtu.be/1Evwgu369Jw

Module 2: Mental Health

5 basic actions of ALGEES:

Assess/Approach the risk of suicide and/or harm; this might look like asking if the would like to go for a walk or someplace to chat. Using "I" statements. "I'm concerned" Listen non-judgmentally; Really listen to their thoughts, feelings and what they are saying. Give reassurance; Using respectful language, "You have experienced a lot lately" Encourage professional supports Encourage other supports; these might be social groups/clubs Self-listen empathically to yourself too! As our facilitator Nikki offers "Don't should on yourself"

ACTION: Familiar with crisis supports and resources. Including the Fanshawe Mental Health tool Kit in all of my courses. Taking the time before each class begins to do a check-in. Continue to build relationships and highlight this not only a pedagogical stance and in the ECE code of ethics (Building caring and responsive Relationships) but as a way to to support our well-being and those around us.

#Youtube

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