This week I had the pleasure of meeting with my resource teacher and Reading Recovery teacher, Sonia Pietzsch, to review the results of the Reading Recovery intervention with our Grade 1 students. The Vancouver School Board is one of the 64 school districts in Canada participating in this reading intervention. David Livingstone Elementary staff support this reading intervention in our school and benefit from being part of the early intervention program in the VSB.
Marie Clay was the literacy educator from New Zealand whose work with Maori children spearheaded the Reading Recovery movement that took hold in Canada in the 1970’s. Her work made it explicit that short term, intensive early intervention by trained literacy educators for students in Grade 1 who struggle:
1. reduced achievement gaps
2. reduced the need for long-term remedial classes.
This has been substantiated with research many times over. Reading Recovery Programs are now in Canadian, New Zealand, Denmark, the United Kingdom, and the United States, with affiliations also in the Caymen Islands, Ireland, and Malta. The Canadian Institute of Reading Recovery has been collecting data in Canada since 1995-1996 with results from over 200,000 students. The report notes that 100% of students in Reading Recovery make progress in the development of a literacy processing system with two positive outcomes:
Participating Grade 1 students make accelerated progress and are able to benefit from classroom instruction without the need for further individual support or,
Participants are identified early in school years as needing long-term or specialist support.
As anticipated, Sonia Pietzsch, reported back the results consistent with national findings for our Grade 1 students participating in Reading Recovery. She, however, noted an additional positive outcome:
“These kids see themselves as readers and writers. They see themselves as capable learners. With 12 – 20 weeks of individual, daily targeted instruction, we have been able to change the trajectory and student perceptions of self.”
In the complexity of the COVID school experiences since March 2019, the good news stories matter. Reading Recovery is certainly a good news story. The Vancouver School Board has included another dimension to the early literacy work in the work. This includes small group, guided reading with Kindergarten to Grade 3 students. It also includes the tracking of our Reading Recovery students all through their primary years (K-Grade 3). Livingstone parents have also helped consolidate emerging literacy skills with PAC funds to ensure classroom libraries and levelled books to facilitate regular home reading programmes.
Thank you, Marie Clay. Thank you, Vancouver School Board.
The policy of removing children from their homes to distance them from their families and their cultures was not the idea of one person with enough power to make it happen. Europeans came to North American and encountered the unfamiliar. They learned how to survive, navigate the land, extract resources, and benefit from alliances with Indigenous people before making the decision to obliterate Indigenous cultures. It was not about moral high ground and improving the lives of the children. It was about access to land, resources, and creating a malleable population. The residential system was in existence for well over 100 years and many successive generations lived the trauma generation after generation.
The discovery of 215 children in a mass, unmarked grave was shocking but it was not a surprise. Indigenous people have shared stories about their missing children since the inception of the residential system. Their friends have known the truth for many decades. For others, we may not have been taught about the policy to “remove the Indian from the child” and the use of the residential system to do so, when we were being educated in schools prior to 2010. However, it is not possible for Canadians to have missed the Truth and Reconciliation Commission that criss-crossed Canada for six years. It is not possible to pretend that we did not know this happened.
The Commission heard more than 6,000 stories from witnesses, most of whom survived the experience of living in the schools as students. There was wide media coverage, marches, ceremonies, healing circles, people acting as supports to traumatized Indigenous people reliving the experience. Enduring art installations of wooden tiles were created by children in the school system demonstrating their understanding of this time when children were forcibly removed from their families.
“Children were abused, physically and sexually, and they died in the schools in numbers that would not have been tolerated in any school system anywhere in the country, or in the world.”
Honorable Justice Murray Sinclair, Chair
Dr. Marie Wilson, Commissioner
Chief Wilton Littlechild, Commissioner
June 2, 2015
Final Report of the Truth and Reconciliation Commission of Canada
The Commission named it – Cultural genocide – and offered 94 recommendations for governments, churches, public institutions, and non-Indigenous Canadians to move from apology to meaningful reconciliation.
I was very aware of this dark part of our history but I was somewhat of a loss for navigating the path to support Indigenous families and students in the wake of discovering the 215 children in Kamloops. The image that came to my mind with the discovery of the children in a mass grave was the Holocaust. We understand this to be a time in which we knew people were treated with cruelty and disrespect that did not even acknowledge their humanity. As a mother, I cannot even imagine having to live through this experience.
This is not solely an Indigenous tragedy. It is a Canadian tragedy and a Canadian failure. Just as Germans were well aware of Hitler’s politics, the persecution of the Jews, and their disappearance, the anti-semitism paved the way for it to happen. People saw and treated other people like they were less than human. Canadians voted for leaders who perpetuated residential schools for over 100 years. Clearly, we need leaders with the moral and ethical integrity to take on difficult issues like systemic racism in a deep and meaningful way. We have all experienced leaders only concerned with their personal advancement. That is not what we need now.
The people providing the leadership in the discovery of the 215 lost children, are the people suffering the most. Not suffering a new loss but acknowledging the unthinkable. Anyone who has lost a beloved person in their life, knows that grief does not disappear with time. We are more able to live with it beside us, and some days it is more palpable than others. The loss and pain exists close to the surface.
Kukpi7 Chief Rosanne Casimir spoke with such poise and grace to the press about her heart being completely broken, wanting nothing less than respect and honour for the 215 children discovered, and the end of the racism that negatively impacts Indigenous people today.
Monique Gray Smith @ltldrum made a video to help adults have difficult conversations with students about residential schools. Jo Chrona @luudisk talks about her place between sadness and anger and the importance for us to turn towards the pain, assume the responsibility to continue learning, and engage in a collective response. These are the people who are able to provide the stories that we most need to hear. Listening to the stories is the beginning. The stories provide us with guidance for how me move forward to end personal and systemic racism, and create the expectation that our Indigenous people deserve the respect and honour we expect for all families in Canada.
Racism and anti-racism has been more part of the educational conversation this year, than at any time during my time as an educator. Early on in my career, I joined Amnesty International. Participation in community groups, and Amnesty events and actions were the source of much of my learning about white privilege and the inequity of basic human rights throughout the world. I championed Human Rights Day on Dec. 10th and taught students and community members about the International Declaration of Rights and Freedoms. As a teacher in Coquitlam, I became the chair of the Coquitlam Teachers’ Association Multicultural and Anti-Racism Committee. I coordinated the CODE (Canadian Organization for Development in Education) Project Love in the district. Students wrote letters and packaged school supplies to send off to students in countries needing this support for young learners. My foundational belief was that teaching and learning about other cultures and human rights was to key to ending racism. Well, looking around today, it is fairly evident that learning about other cultures does not equate to valuing or respecting people with other ways of being.
Multiculturalism was supposed to represent a different paradigm than the “American melting pot”. Yet, in both Canada and the United States, racism has continued to play out. An openness to learning about other cultures can create the conditions for equity for all people despite perceived differences, but it is not a guarantee it will. COVID has created the circumstances for all of us to come face to face with the magnitude of the problem. Limitations on our activities ensured that many of us were riveted to the tv to witness the horror of the end of George Floyd’s life. The words “I can’t breathe” make the racism in mainstream society palpable.
COVID or perhaps the post Trump era has also created circumstances where the worst version of too many people have emerged. These people are emboldened to say and act in ways that would not have been tolerated in recent history. Overt acts of racism are reported regularly, and hate proliferates social media. However, there is a will of people not previously involved in social justice issues to ask questions and go after finding answers. Books, online courses, and discussion groups have popped up – all focussing on race and anti-racism. Institutions are becoming more aware of the need for them to be involved in a solution.
My learning journey continues but I have heard all of the advice provided throughout these different contexts to be quiet and listen, to share my ideas, to be pro-active, to check my white privilege, to own my responsibility for the problem, identify my biases, to do more, to follow the lead of people of colour, to find affinity with those who look like me… I believe that every piece of advice provided comes with quest to make our world a more just and equitable place. Yet, like any other scenario, there is no magic answer to create the ills of the world. To be a part of the solution to racism and create a more equitable world, commit to taking action. This is not a passive process. We will need build capacity in ourselves, our colleagues, our neighbours, if our institutions are to move forward with much needed change.
The past year, I have made the following things part of my learning journey.
Continue to celebrate other cultures and ways of life with families through Children’s Literature. Explore differences and common experiences that make us human.
I believe that we have moved beyond the need for a shelf of “Multicultural Books” in every school library. Children need to see themselves represented throughout our library collections and inquiry studies. Educators need professional development and recommendations to support book buying that help children in understanding that they do not walk alone. There are others with similar lives and experiences, and experience interesting opportunities.
As president of the BCLCILA – British Columbia Literacy Council of the International Literacy Association / ReadingBC @BCLiteracyCoun1 , I spearheaded a project to create a booklist of titles to support children in their social emotional learning, which includes seeing themselves represented in text. Many of those tests, I read on my Ms. Froese Reads You Tube channel to create community in my school.
“By valuing their culture and identity, we give students the power to see themselves in their learning.”
2. Engage widely in reading and writing about issues of race, anti-racism, and equity in order to be exposed to the pertinent issues, vocabulary, and understanding of issues of race, anti-racism, and equity.
There is no one book to read to inform understanding or action. Read widely to formulate your own ideas. I have enough titles now that I am able to lend out to support others in their learning. I Included the titles on Goodreads to open conversations and sharing with my online reading community.
Writing about your reading supports connections between all of the material you are reading. Blogging helps me to further clarify my thinking.
3. Participate in professional development and discussion groups focusing on issues of race, anti-racism, and equity. Look for techniques and tools to reduce bias and measures to determine more equitable outcomes for students.
Notice what it feels like when you are listened to, when your ideas are valued, and when you feel like you belong in the conversation.
Notice what it feels like when you hear information that you do not believe to be true, when someone makes assumptions about you, or when you feel silenced or dismissed.
4. Find your own affinity group to engage in conversation to keep learning and fine tuning your ideas.
Do not let anyone make decisions for you about where you belong. Find someone or some people who you trust to have conversations about sensitive issues or ask questions.
5. Reach out to include people with different experiences or ideas to participate in conversations.
I submitted a proposal to the Human Rights Internet ( @HRI ) with a small group of social justice advocates in fall. The purpose was to produce a documentary to facilitate conversations between people wanting to make their groups, workplace or organizations more welcoming and diverse. We wanted to pose questions and include the perspectives of a diverse range of people in Vancouver, British Columbia with different experiences, ethnicities, and perspectives. It seemed so much more straightforward when we started, but what a learning experience. Formulating questions to tease out responses without directing answers took months!
The documentary will be a project over a longer period of time. However, the open-ended questions that we have refined and the voices of people we are interviewing are fascinating. The plan has evolved to release the unedited “voices” on You Tube each week and open up the participation in the project. This way we are not tailoring the message to an agenda but allowing the voices to peak for themselves.
6. Keep your eyes and mind open as to how you can support other people in their learning journey or join them to support yours. The learning evolves as we evolve.
“We can’t teach what we don’t know, and we can’t lead where we won’t go.”
I have a formidable work ethic. German on one side and Scottish / Irish on the other. I went from Magee Secondary School to summer French Immersion Program: to UBC; to one year at York University with written consent to transfer credits back to UBC for degree and to discover I had no idea where “back east” was in Canada; back to UBC to finish my Bachelor of Education Degree; to a diploma program while working at Spare Time Childcare Society at David Lloyd George elem. to ensure I wasn’t wasting time while looking for a job as a teacher; to working in SD34 – Abbotsford where I had done my practicum; to SD43 – Coquitlam to work closer in case my baby needed me; to Simon Fraser to expand my horizons as a Faculty Associate; to SD39 -Vancouver as a Vice Principal and then Principal. In the midst of it all, I taught summer school and worked as an online TA, a sessional instructor of the Reading Methods course at SFU and completed my Master of Arts Degree in Education.
Fortunately my passion is Education and I was able to work hard while still maintaining a focus of being there for my family. Working part-time, and scheduling after hours professional responsibilities around the soccer, swimming et al., schedule of my kids was possible. Certainly having a husband with his own company and a Mom who lived with us for 10 years helped. I was able to fly off to attend International Literacy Association Conferences in New Orleans, or Brain Conferences in New York, present in San Francisco or Kelowna and teach in China.
All threads have converged with a focus on my professional life, family and wise financial planning. Buying back pension time from maternity leaves and 9 month contracts at SFU was difficult at the time, but part of that wise financial planning. My mother taught my sister and me very young that you NEVER depend on anyone to provide for you. Those messages from youth provide a lens to see the world but also a subconscious nervousness about future financial stability.
In all fairness, security for my Mom was $20.00 in your wallet in case you needed to take a cab home. She was left with a divorce settlement and child support that never increased after 1964 and left her existing on the edge of poverty. Of course, my reality is very different. And yet, even for me with a pension plan, I sent in my letter of retirement with trepidation. My mind battled with the fearfulness in my heart.
Many people will tell you that you know when it is time to retire. Not so for me. I love instructional leadership. I love my conversations with kids about their learning and about their lives. I love talking to parents about parenting. I love talking to teachers about possibilities for their classrooms and their careers. I love talking to Spare Time staff about the same things. I love talking to Education Assistants about Universal Design.
Certainly no one emerges out of COVID without thinking about their WHY. Simon Sinek resonates for people considering their work lives or their personal lives. COVID has also opened up new avenues for working and pursuing our WHY. The other morning I woke up to Kenny Rogers. Now this was interesting because I am not a grand country and western fan, or a gambler. For me it is reserved for The Calgary Stampede and visiting my sister and her family in Texas. However, the lyrics came back to me from the 80’s loud and clear.
“Know when to hold’em
Know when to fold’em
Know when to walk away
And know when to run…”
I woke up laughing. This did not evoke surprise but certainly inquiry from my husband. He is well use to my vivid dreams, and inspiration through lyrics. I’m am feeling particularly excited about retirement from the VSB these days. I will ensure I leave the new principal in good shape with a thorough transition plan to ensure my Livingstone people are in good shape for our seismic mitigation move. Now to be perfectly honest, I may knit more, and I do have my Nanny Keenan’s rocking chair. But, I will embrace new opportunities with excitement, enthusiasm and energy. Time to publish. Time to work in new ways. Time to pivot.
“If you wait until you feel 100% ready to do something you really want, you will be waiting the rest of your life to achieve it. Forget the past. Forget your age. Today is the first day of the rest of your life.”
Ten years ago, as a vice principal at Tecumseh, I first decided to do the Indigenous acknowledgment at our school assemblies. Day 1, I called my friend, Latash, to ask two questions.
#1 – The correct pronunciation of Tsleil-Waututh, as I was fairly certain that I was butchering it badly. Growing up in Vancouver, I was unaware whose ancestral lands I was living on.
#2 – I asked how he would explain “unceded” to elementary school students. He told me it was very political and perhaps I should work on pronouncing Tsleil-Waututh first, and teaching my students that we were in fact learning on the ancestral lands of Indigenous peoples.
Today, I frequently feel a frustration with the next steps. It seems we travel the road to equity and justice at a glacial pace. Yet, elementary school children now, recite the Indigenous acknowledgement by heart. They are well aware of whose ancestral lands they are working, learning and playing on. Even the kindergarten students pronounce Tsleil-Waututh correctly. Conversations about unceded lands are readily engage in by students because they represent a significant historical reality. Most of all, there is an openness to concede that people living on these lands for thousands of years, know things. Indigenous people have lots to teach us.
Many classes participate in sharing circles, and if they are lucky it has been introduced by an Indigenous support worker who has shared the Indigenous history of the circle, the personal cultural connection to it, and perhaps Medicine Wheel teachings. My first experience with an Indigenous talking circle was in Ottawa in the 90’s. Latash had developed an Indigenous Exchange program between Indigenous youth in Coquitlam and Indigenous youth affiliated with a Neighbourhood House in Ottawa. He invited me to participate as the teacher sponsor. It was an amazing learning opportunity for me and all of the Indigenous youth involved. I encountered history and stories and perspectives that I had been oblivious to growing up in Vancouver. We solved problems encountered along the way. Participation in a talking circle – Indigenous style – was a different beast than I have experienced. It was not the performance circle I was familiar with, where you share what you know and are subsequently judged on the merits of your contribution. The focus was on actively listening to someone’s story and understanding what the speaker was striving to communicate. Respect, empathy, curiosity and the value of the speaker’s perspective were the reference points.
A right to voice an opinion is a basic tenet of democracy that was part of Indigenous cultures thousands of years ago. If we can learn and teach children to enter the talking circle with respect for all of the people in the circle and a curiosity about stories of others, we have a structure to cultivate change. Formulating questions drives the learning. The discussion of “unceded lands” is not to be avoided due to political sensitivity, but pursued because it represents the truth of someone’s story. The pitfalls of appearing “white passing” isn’t initially clear until you hear about a vital part of someone’s identity being denied. The indignation of being denied access to precious cedar baskets for sacred ceremonies isn’t palpable until you learn that they were voluntarily turned over a museum for safe keeping and then appropriated. It provides a lens to consider our history and how that meshes with our view of ourselves as Canadians with a social justice consciousness.
The frequent refrain during conversations and discussions about race, is “do the work.” We have much work to untangle truth in the history of Canada in relation to Indigenous people. Fortunately we have a recent burgeoning of fiction and non-fiction work that provide an Indigenous lens, thanks to authors such as Richard Wagamese, Wab Kinew, Bob Joseph, Jesse Thistle, Michael Nicoll Yahgulanaas and Maggie DeVries. We also have the United Nations Declaration of Human Rights and Freedoms, the Indigenous Charter and the Canadian Charter to steer us on the path to creating greater fairness and justice in our Canadian context. As educators, we are poised to make structural change by achieving a tipping point of caring. A caring for the people telling the story. A caring for creating equity and justice in our school community, our province, our country. A caring by our students, our staff, ourselves. The Indigenous acknowledgement in an entry point but a powerful entry point.
On that note, I would like to acknowledge that we work, learn and play of the unceded and ancestral lands of the Coast Salish People, the Musqueam, the Squamish, and the Tsleil-Waututh.
Indigenous Authors to help you “Do The Work”:
Maggie DeVries (2003, 2008). Missing Sarah
Bob Joseph (2018). 21 Things You May Not Know About The Indian Act – Helping Canadians Make Reconciliation with Indigenous Peoples a Reality
Wab Kinew (2018). Go Show The World – A Celebration of Indigenous Heroes – a picturebook
(2015, 2017). The Reason You Walk
Jesse Thistle (2019). From the Ashes
Richard Wagamese (2018). Starlight
(2014). Medicine Walk
(2012). Indian Horse
Michael Nicoll Yahgulanaas (2008). Flight of the Hummingbird
Restorative justice practices were established by Indigenous communities thousands of years ago. The community sat in a circle. Each person had a chance to speak. Every other person was expected to actively listen. Then the problem was tackled by the community. The expectation was that a solution would be achieved. Sometimes the result led to healing and moving forward. Other times the collective good was served but an individual was harshly punished.
Our take-away in Western society was not surprising. In a society that recognizes speed as a sign of intelligence, the most expeditious path was to skip the talk. Look at the rules. Apply the punishment. Expedite. This is how the prison system became firmly entrenched and the strap made it’s way into school practices until the early 1970’s . The circle became a line. The power of the process was lost. Fear of punishment trumped understanding or learning from mistakes.
My friend, Latash, introduced me to a healing circle during an Indigenous Youth Exchange Program with middle school students in Coquitlam and Ottawa. During part of the trip to Ottawa, rules were broken. Safety was compromised. I was the teacher in charge and ultimately responsible to the school district for navigating through the process. Latash was the Indigenous support worker helping me to use Indigenous practices to facilitate the learning through an Indigenous lens. We sat in a circle with all of the students and people facilitating the Ottawa side of the trip. For me it was painful. It was SO slow. And yet, in the long game, it defined how I approach discipline with my kids and my students.
Meaningful learning always takes place over time. It is slow. It is not sped up by fear of reprisal. As a kid, I learned fear of an authority figure results in resentment. As I parent, I learned early on that punishment frequently results in anger rather than reflection. Energy was circumvented away from learning. Learning is the focus of parents. It is the mandate in the education system. Our purpose in intervening with children’s behaviour is teaching them to understand that their actions have consequences. It may be a safety risk. It may be to help them adopt another perspective so they can empathize with the person or people they have hurt, either physically or emotionally. All of the problems in history have emerged when people allow there wants to take first priority and they fail to see the humanity in other people. The process of learning is a circle not a line.
Restorative practices necessitate that families and schools work together. Parents are not informed after the fact but part of the process in moving forward. They are part of the process of teaching their child the difference between right and wrong, fair and unfair, kind and unkind. It provides support for the student making the error in judgement to consider their motivation and decide who it is they want to be in the world and how they are going to get there.
Restorative practices also provide a voice to the recipient of the problematic behaviour. It is also their opportunity to decide who they want to be in the world and plot a path forward. The opportunity to stand up straight, shoulders back, make eye contact and express their feelings and expectations. When I was teaching Grade 5/6 one day, the class was noisy, and I was clearly looking exasperated. James looked over at me and said,
“Want me to do it?”
“Go for it!”
“Excuse me… Do I look amused?” stated James emphatically, leaning back slightly, right toe forward, back foot at a right angle.
The class went silent. From then on, students would beg to be chosen to work their magic. For me, I watched as students replicated me exactly and achieved the intended result. It became part of how I instructed students to express their truth. Stand up straight. Shoulders back. Unafraid. Unintimidated. Lessons from my father, Dr. Peter Dyck, who was afraid of no one and listened to by all. Opportunity is created within the healing circle for your voice to be heard. How to project that voice so it is learned.
In any school that I have work in, the success of restorative practices has hinged on parents and school staff working together with the children involved. Everyone must buy into the process. Everyone must be focussed on learning rather than retribution. This includes the police liaison officer at the school. The voice of our police liaison officer has been instrumental in providing the instruction required in order to avoid the life altering impact of entering the criminal justice system. The support of the counsellor has provided an avenue for the process of healing to continue. Parents have provided the safety for their child to voice their feelings and move beyond poor choices.
Poor decisions are part of being human. Learning from poor decisions is not guaranteed unless a process is designed. Restorative justice practices from Indigenous cultures provide an avenue that incorporates reflection on past behaviour and learning. The healing circle in Ottawa did not leave me as a popular entity on the trip. However, everyone left the circle understanding the reasons for my decisions and the paramount concern and responsibility for student safety. The process gave me a voice and provided a structure for students to take responsibility for their choices. In schools, my goal is for student to reflect on their behaviour and navigate a path forward. The best case scenario is to support students making poor choices to make better choices in the future. It is also to allow the recipient of poor choices to stand tall and say I deserve better and believe it.
One only has to tap into social media to witness the vilification of Bonnie Henry. Once hailed as the heroic public health officer of British Columbia helping to flatten the curve in a world gone crazy. Now the bullseye on the target for all that is wrong in the world. The conduit of a year’s worth of anger and frustration with a global pandemic leads to her. The go to place of humanity, find someone to blame.
I do not like all of Bonnie Henry’s decisions. I look to Taiwan. All businesses are open. People are travelling and working in the country. They are having fun. The last case of COVID was a month ago. It is a society where people respond to clear direction and seem to agree with harsh punitive measures for individuals who don’t follow the rules. We champion human rights and trade unions and individual rights in British Columbia. All good measures of a healthy democratic society. But in the midst of a global pandemic, a belief in collective rights have allowed other countries to make decisions that do not appear to be possible in our society.
If all people went to Whistler and followed the protocols for skiing / snowboarding during COVID, then went home, the mountain would still be open. If all restaurants showed the same kind of rigour in COVID practices as Rocky Mountain Flatbread in Kits, all restaurants could remain open for indoor dining. If all businesses were as vigilant about limiting the number of customers at one time as Windsor Meats, we wouldn’t be worried about allowing shopping. The reality is that not all people are following the designated COVID safety precautions with the same attention to the guidelines.
We have people in leadership positions needing to make difficult decisions. Bonnie Henry is a bright, articulate woman who could find other ways to achieve fame and fortune if that was her modus operandi. Squeezing her with vice grips does not allow her to serve us better. Putting energy into consistently following COVID safety policy in this case allows for the collective rights of British Columbians to be served. If this is not the case, she is put in the position of needing to make unpopular decisions that limit our range of activities. Her goal is to limit the spread of COVID-19 and its variants for our safety as British Columbians. There are many variables such as travel from other provinces, compliance enforcement, and politics that are not under her control.
I do not envy Dr. Bonnie Henry for serving British Columbians in this leadership capacity. Leadership in any capacity during COVID is extremely stressful and challenging. I am grateful for her leadership. I hope she is feeling supported. I also hope she has some effective stress management practices in place. I suspect it is her only saving grace at this time.
Parenting is one of the most challenging tasks that a person will take on in life. It is not work for the faint of heart and it not for the person requiring unconditional acceptance and appreciation along the way. Love alone is not enough. However, it does guarantees your child a safe context to test the boundaries and unleash his or her frustrations. Even the most skilled and highly educated in child psychology can be tested beyond any previous limits.
With the advent of brain scanning technology, we have learned that our experiences continue to change our brains throughout our lives. We have learned that parents and educators can be instrumental in helping children to process new information. We have also learned how harsh and punitive discipline strategies of the past are not helpful in raising students that are best equipped to cope with changes or stresses in their lives. We have also learned that complete permissiveness does not either.
Daniel Siegel’s book, written with Tina Payne Bryson, The Whole-Brain Child, gives a nice synopsis of how the brain works to integrate new information and some strategies to ensure your child is learning appropriate boundaries alone the way. It provides a number of strategies to help parents support their child in “taming big emotions.” It also helps with the next steps of going back when your child has their emotions under control to revisit and redirect if necessary. The book provides scaffolding with refrigerator notes and scripted conversations to help parents.
I can speak to the power of encouraging children to tell their story. I have used this extensively with my own children and my students over the years. “The right side of our brain processes our emotions and autobiographical memories, but our left side is what makes sense of these feelings and recollections”( p. 28). In fear inducting situations, it allows children (and adults) to name it and tame it. In dealing with disappointment, it gives that child an understanding of wants, needs and resilience. In dealing with conflict, it is the first step in learning empathy and conflict resolution strategies.
Siegel and Payne Bryson also do a nice job in their discussion of nurturing relationships. In my role as an educator, parents often want advice on how to navigate relationships between their children. My kids are now grown and have a particularly good relationship. Even their friends comment on it. My conclusion was that three things contributed to this growing up.
There is an expectation that you will treat your sibling with respect and kindness.
When you have a fight, you calm down first then take responsibility for your behaviour and agree on a pathway forward.
Parents do not play favourites and have the same expectations for both kids.
However, Siegel and Payne Bryson brought up another factor that resonated with me. “Recent studies have found that the best predictor for good relationships later in life is how much fun the kids have together when they’re young”(p. 133). As a family, we had lots of beach time, park time, biking time, and ski / snowboard time. We also regularly trekked down to California or Europe in summer to visit family. My husband and I loved these times because sibling bickering slowed down to a minimum during the pursuit of adventure. Our kids had lots of fun time together and they are the fabric of the revisited stories when we’re laughing together. Makes sense.
COVID has added yet another layer of complexity. Kids are experiencing lots of big emotions and the role of parents is more important than ever. Now that my kids are grown, occasionally I even get to hear about the things I did well as a parent. It just may take a few decades to hear the appreciation for your efforts 🤗. Very best of luck in navigating these muddy waters.
Daniel J. Siegel, M.D., and Tina Payne Bryson, Ph.D. (2011). The Whole Brian Child. 12 Revolutionary Strategies To Nurture Your Child’s Developing Mind. Bantam Books, New York.
If you live or visit Vancouver, sighting a Pacific Blue Heron is as likely as seeing a seagull or a Canada Goose. Usually, it is one large statuesque and graceful bird alone on the golf course or at the beach during low tide. New discovery today. The Great Blue Heron Rookery is part of my Stanley Park bike route. Who knew? They have returned to their address at 2099 Beach Avenue, the trees outside The Parks Board building, and apparently have been doing so for 20 years!
Looking up during a sunny bike ride was not what led to this discovery. I have nearly made it through all 111 Places in Vancouver That You Must Not Miss, the book by Dave Doroghy and Graeme Menzies. This is number 98 and the perfect time to discover it. The Vancouver Parks Board has installed a webcam ( Vancouver.ca/herons ) for viewing their arrival in March; courtship in April; egg laying and incubation in May; chick rearing in June; and fledging in July.
Without the leaves on the trees, you can see SO many nests, seemingly empty. Then an eagle comes cruising by. Instantly the sky is filled with masses of our very closest renditions to prehistoric pterodactyls in flight. Apparently, we are home to the largest urban blue heron colonies in North America. One third of the great blue heron population in the world live around the Salish Sea aka the part of the Pacific Ocean by British Columbia and Washington.
After the big commotion, the herons return to the nests, but this time assume a far more visible stance. Some on branches or on the edges of nests. Some appear to be visiting between the trees. They have diversions from the tennis courts, the lawn bowling club, and the people staring up at them. For me, it is the excitement of a new discovery. How could I have missed this? I’m looking forward to checking out the webcam at regular intervals and letting all my Wild About Vancouver outdoor enthusiasts about it.
Another discovery is that Stanley Park Ecology Society has started an Adopt a Nest Program to sustain the Pacific Great Blue Heron colony. It is $54.00 to adopt one nest for a year. There are over 100 nests in 25 trees in Stanley Park. I’m excited about doing this with the students at Livingstone Elementary School to support learning in all curriculum areas and build interest in our Twitcher group. The kids like the name. Although our sightings are not usually rare, they are equally as exciting when someone can identify the bird 🙂
No rain in the forecast yesterday and an itch to do something different. The lack of variety in my COVID life is stifling. My husband and I checked out Dave Doroghy and Graeme Menzies ‘s book 111 PLACES IN VANCOUVER THAT YOU MUST NOT MISS for options. Our choice was focused by the fact that Black History Month is coming to an end. I love holidays, commemorative days, and times like this that focus our attention on learning something new. With the destination spot chosen, Nora Hendrix’s house at 827 East Georgia, we jumped on our bikes and headed east.
The mural at Nora Hendrix Place at 258 Union Street is on the bike route by the Dunsmuir viaduct and first catches my eye. It is now temporary modular housing that is wheelchair accessible. It opened in 2019, in partnership with Hogan’s Alley Society to meet the needs of Black and Indigenous Communities. As a black community organizer, Nora Hendrix, helped establish the Fountain Chapel located at Jackson Avenue and Prior Street. It was a branch of the African Methodist Episcopal church and an important cultural resource, a centre for gospel music, and gathering space for the Hogan’s Alley black community. In the words of artist, Ejiwa “Edge” Ebenebe: “Motifs of music and laughter emerge throughout the stories and memories I have encountered…”
The was actually no person named Hogan that the community was named after. Hogan’s Alley was the name of a comic strip about an Irish ghetto in Hell’s Kitchen, New York. The idiomatic reference was used to describe this poor neighbourhood of Italian and black people on the edge of Chinatown in Vancouver. A few factors brought the black population to Vancouver. Two immigrant streams, one from Oklahoma via Alberta and one from California came to escape growing racism in the United States. Vancouver was also the end of the line for two major train companies. Trains traditionally provided work for black people as railway porters in the United States and this tradition was continued in Canada. It was a good position with a uniform, travel and decent pay. Vancouver was also a major city for entertainment. Many performers such as Louis Armstrong, Sammy Davis Junior, Duke Ellington, Lena Horne, Mitzi Gaynor to The Cave, The Palomar, Izzy’s, Granville Street and after hours to restaurants and speak-easies. Mami’s Chicken was one of first places to provide southern comfort food and a place where everyone was welcomed. The tradition grew as did the speak-easy’s skirting the 1917-1920 prohibition in B.C. Vie’s Chicken and Steak House opened in 1948 with Randy Clark’s grandfather as the greeter and his grandmother, Vie doing the work. This is where Nora Hendrix worked as a cook and allowed Jimi access to many significant performers on his regular visits to Vancouver up until 1952.
Nora Hendrix was born in Tennessee and part of a travelling vaudeville act. When the Seattle troupe went broke, she and her husband Ross headed to Vancouver in 1911. They raised their three boys in Vancouver in Hogan’s Alley. Nora lived until 100 years of age and was known to be in the crowd when Jimi Hendrix performed in the Pacific Coliseum in Vancouver in 1958.
The advent of the car culture brought with it a push for people to live in the suburbs and work in the city. Arthur Julius Burr, a building inspector of the day reference the dilapidation and social ills of the areas as a “blight that spreads like mould across the city.” This resulted in the clear cutting of Hogan’s Alley. Only objections from the entire city prevented the proposed 12 lane highway being built through the city. However, the building of the Georgia and Dunsmuir viaducts in 1972 obliterated the western end of Hogan’s Alley and marked the first and last black neighbourhood. Much of the population dispersed through-out the rest of the city.
The Nora Hendris’s house is well taken care of and is marked with a granite Heritage House marker with historical information. It has obviously been renovated with a suite downstairs. While we are checking it out, three young boys migrate towards the suite. We wonder, if they know the significance of living in this house. An important part of the history of the city that only recently been pulled back from remote memory back into a place of pride in our collective civic consciousness. I’m transported back to a Whistler ski trip with my friend Karen Monteith where her older sister blasted Jimi Hendrix for the whole trip. And this was where it all started.
Doroghy, D. and Menzies, G. 111 PLACES IN VANCOUVER THAT YOU MUST NOT MISS @EMONS
“Secret Vancouver Return to Hogan’s Alley” – YouTube
(with Randy Clark, Vie Moore’s grandson and the Crump Twins – discovered by Duke Ellington on Granville street and credited with teaching Sammy Davis Jr., to dance)