NORCAN Reflections from Students at Banff Summit

[P. Jean Stiles]

Birds on a Wire Activity Reflections

These reflections were shared by NORCAN students, teachers and school leaders after watching the video Birds on a Wire. The activity called for participants to reflect on a time they had felt like a Bird on a Wire, particularly in their mathematics classrooms.

1. Recess and Reflection. So many times I have felt isolated as a child. I can recall my feelings as a student at recess in elementary school, when dismissed, I did not know how to connect with others and others did not the make effort to connect with me. I felt as though there were simply groups of friends, people who knew each, or didn’t have trouble connecting. My response was to walk home and be by myself. This way, I wouldn’t need to stretch outside what was comfortable and I could avoid making myself vulnerable. This pattern continued until one boy made an attempt to connect with me. Approach me and include me in his friend group.Too often, I believe students are in these situations, left alone in hallways, feeling awkward and finding it too difficult to fit in. How can we reach out and support students that find it difficult to include themselves or feel like they are not part of a like-minded group
2. A school that is better for all students would provide activities and practices that include all students. In fact, I believe it starts with a climate that builds inclusive character: it builds attitude in students that encourage them to seek others, and look for ways to draw everyone in in some way or another.
3. So earlier this school year I was really excited for a really good basketball season for the junior girls. As the season was approaching, my mom told me to take a break from basketball. I know exactly why she said this, but my coaches and my friends did not, which made this process terrible along with the fact that I did want to play basketball. I talked to my coaches about this and they said that if I really wanted to play, they could make it happen, they would arrange rides and I did not have to worry about the money. This sounded like a pretty good bargain but when I told my mom, she said, “Why should someone have the responsibility of taking care of my kids when I am alive and breathing?” And despite all the hard work she does, I did not mind. It would be a good idea if I played because it would mean my mom would feel this way. My coaches has the best intention of helping, but my mom had an alternative approach. She wanted me to solve my issue by getting a car and working for it myself. I have a car now which is convenient but now there is this tension that once you quit something, you cannot go back to it. I think that resources should be available to everyone all the time. Maybe better conversations can facilitate this. I am eternally grateful to have been able to host a Finland eventually go to Finland because it meant I had a purpose for a while and as of right now, I am just observing and commuting with people to hear their input and trying to do what feels right—great schools are created daily for sure. I felt like such a loser coming to school for a while but feeding off of other energy really helped
4. Idea 1—Experience on being the bird with no feathers. I was joining a new group or classroom and I felt unwelcomed and common as if I were a tool in which no one sat beside me and I had felt alone. Idea 2—School for all. What would it look like?A great school for all is a school that welcomes diversity and makes relationships with every student and making them feel special and/or like people can see them. They are noticed. Also great features that cause a school to be great are having events that recognize students that actually work hard to reach a goal they have set by giving out rewards. Teachers should have strong relationships in schools for students to be comfortable reacting to whether they do not have or have friends. Instead of a school strictly framing one hobby, frame many so that every category in your school gets to be recognized and not unnoticed. Have student speakers come into the school that have graduated or are currently studying so that students can get an idea of a goal to set themselves. Understanding students’ strengths and weaknesses. Safe and caring environment. Confidence boosting.
5. A moment that I felt like I was the bird on the wire was when I was in a class that I spoke up a lot in because I was passionate about what it was and had lots of knowledge and stories. Not only that but not a lot of other students felt like speaking up or did not know often I found that me saying something would get the ball rolling for other students to talk or add to my thought. It got to the point in the semester where the teacher told me every class, after speaking once or twice that anyone but me could talk. That was frustrating because often students would not talk so we would move onto the next question before I asked a question I had or made a knowledgeable addition to something. It made me feel excluded and ashamed but also frustrated that I could not ask questions. I think in a great school for all, this would be not a problem because we would create spaces where everyone in the class felt like they are accepted and free to have discussion and different opinions. I think a way this could happen is by establishing a welcome community right away and constantly encouraging it rather than singling out. Tell (establish processes/expectations first), show (give example), do (do the thing), review (talk about what was done)..
6. A moment that I had in which I felt like the lonely bird happened within my years in junior years in junior high. During the teen years many cliques form and this leads to the exclusion for some students. In a great school for all, student would feel comfortable with one another and would have that desire to make connections with other students. If this occurred in schools, this would make the school a better place for all. A great school for all would even provide a comfortable space for students to be in.
7. A variety of things that we want and we do not want. It was back in Grade 11, I was always surrounded by very brilliant kids. My friends were all high achievers. They knew and had a plan for the future. But I, being still so immature about life, ignorant of life’s possible consequences did not really know what I wanted to be, to do, on to pursue because it was really only I that can do so. A great school for all would start with building that inter-connected relationship that allows students that feel like their excluded to be more connected with the community. On the process being able to then draw inspiration from individuals that have “figured” it out. More possible solutions that would make a great school for all would be to through student voice represent the absolute minorities. Thought they are minorities, they still are a community that exists within the society of the school.
8. Kids sitting on a bench playing games with their smartphones, not talking to anyone. Probably very lonely. School: culture idea: teachers and staff can’t walk by never. They have to say something to them. So these kids will have an experience that they are visible. Teachers and staff will also be an example to student.
9. If you have problems that you cannot solve, it is good to talk to colleagues. They make you think out of the box and see the situation from a different perspective. And finally, you find the way out. Supportive colleagues/classmates who don only care about their own things.
10. I have a friend in the other class in elementary school in Grade 6 and all her good friends were in my class. And during breaks we always played football (soccer) without own class and one day she wanted to join but my classmates did not allow that because she were from another class. But I said that she can play because she is my friend. And when I were older I felt sorry for my friend because of she were bullied by her own class back then. Nowadays those who bullied her are really shy and just stares at my friend because she have now more real friends than the former bullies.
11. As an administrator, someone with enough agency to begin to impart change, I am often too focused on the forest to appreciate the trees. My intention is a better forest, a stronger forest, one that grows deeply and lushly. Reality, however, starts to look like a cutting, a threatening forest project that can only look like deforestation to the trees themselves. Clearly, therefore it is reasonable that those same trees would dig in their roots a bristle at change, hold strong against the wind. My goal may be a better forest, but theirs is simply survival. Far be it for me to tell them they’re wrong. It behoves me, therefore, to first see them in all their individualities, to know their stories and find room for them in my own. Their existence and mine should not be mutually exclusive, after all, we are all threes. Opportunity lies in similarities. Likewise, change is possible because of those situations. Differences, context, necessity might make change necessary but possibility and opportunity belong to the commonalities. Therein are the access points. There in is beginning. So change happens when all of the stakeholders feel heard, feel see, feel valued, feel honoured , feel respected. Histories, rooms, those underground pieces must be honoured and understood. Only then can real change take hold. It seems to me that attention to the pieces also afford the opportunity to adjust and adapt along the way. Part of the nature of a school is its ever changing composition. Students and teachers come and go, yet somehow a forest remains. The conversation better keep happening. We cannot afford to start from zero in September every September.
12. Being unique is something that a low amount of individuals acquire. The world that we are currently residing in is an enormous place, with talented special, and different individuals. A really good example is Apple. Steve Jobs was a normal citizen like us, however he had an idea. He inspired people with his creation. Businessmen were shocked when they looked at the financial portion of Apple. Macintosh, was something that change the world completely. His creation was unique, that is the reason why it achieved such tremendous success and fame. To be fair and unique, an individual has to have motivation, self-interest and foremost important, potential.
13. One of the vital fragments in achieving success is respect. Schools are currently lacking that. There has been a huge drop in the percentage of student who drop out of grade twelve, without even going to college or university. The pop culture has set an image that wrongdoing can be right. If somebody has a problem, that cannot discuss it with a councillor, teacher, or even parent. This is an essential argument, because this is what is shaping the teenagers or general publics’ mind set. Respect, is something that students have lost. If a student falls, or some embarrassing event occurs to him/her, students either laugh, or “ooh” together. There is a really low amount of students, who actually go and help each other. Potential is another great thing that students are missing on. Yes, the competition has increased. However, we are currently developing a community that can memorize and achieve high marks. The schooling system needs to attempts in making this right since it’s such and important factor to the equity and righteous of our school environment. Not just school, but parents need to come to parent-teacher interviews. The need to acquire the knowledge at least about their children. In conclusion, to have a great school, we need students to have a goal that they can pursue and try to achieve. Students all around the world need to develop positivity in our schooling climate.
14. There were times in elementary school that I had been both the lonely bird and the little birds. I attended multiple school as a child, so I was almost always known as the new kid. At times, kids would make fun of me because of the clothes I wore and the fact that I actually liked school. It was so hard for me to go to school at times and that I believe, has led me to now be more confident in myself and to stick up for others. Before I had that outlook on myself and had the ability to stand up to others. I used to be like one of the little birds. Not that I condone any of the behavior I exhibited, but I had just been so glad it wasn’t me who was being picked on. I felt that if I didn’t join them, they would make fun of me too. No child should ever have to experience that. In my opinion, changing something like that is very tedious and would take a very long time. You would have to change people’s way of thinking, their behaviour, their perspective. I do believe, however, that with strong communication between students, teachers, parents and the government, relationship building/forming and the nurturing of respect/ empathy is the start to end of situation like this. Creating safe spaces and allowing children to be themselves without the fear of judgements and humiliation.
15. At Jasper Place, the science department is one of the biggest departments in the school. I get along great with everyone. However, when it comes to school wide staff events, our department has a very low participation rate. Thus when I went to staff events as a new teacher, I did not know anybody. This results in feeling like a fish out of water. Then I am not as motivated to attend these events. As other departments can be a clique. In my ideal school there would be more connections between different departments. Being such a big school, it can be very intimidating for a new teacher. A possible solution being some way of mentoring new teachers and/or integrating relationships between other new teachers. This all can be related to student and clubs. How do we get students involved in different areas—welcome new students. Can we have older student mentor Grade 10s? Even more important students who come to the school midway through the year. Can we setup people to help integrate them.
16. When I was in university, I began taking French classes because I really enjoyed it in high school and wanted to take a few courses just for fun. Big mistake. Turns out that 99 per cent of people who take French in university already speak the language fluently, and I definitely did not. A large portion of our grades were based on oral participation, which was painful for me early on. I remember one particular occasion where we were having a political debate. Now, I have fairly strong political opinions, and I am also pretty confident in my ability to stand up for what I believe in and argue a point well. However, since the debate was in French, my opponent tore me apart. He knew I wasn’t fluent (he had been in immersion since in grade one). I only took high school French class) so he essentially mocked the entire time. It was especially frustrating because I understood him fine, but was totally incapable of defending myself. My reaction from there on was to avoid speaking at all costs, which was the exact opposite of what I needed to improve. Fortunately, I had a professor who encouraged me to take a semester in France where I would live with a French family. Eventually, I regained my confidence and was able to learn a lot in France. I wish the class would have been set up in a more equitable way. Yes, I struggled with speaking but my grammar was excellent. Why were there never any opportunities for me to show my strengths? Why would they put so many different levels of speaking together and then put us against one another? I just felt very unkind and temporarily destroyed my love of the French language.
17. Having and place where students are safe to vocalize their learning, feelings or responses and equitable school for all. Students need to be heard—but must also feel that they can share ideas without judgement or fear of failure and criticism. The creation of this type of space is something I strive for in my classroom, as I do understand what it’s like to have different ideas or feel comfortable sharing my ideas as I too have experienced judgement from peers. Creating and equitable school for all would include a new perspective for many staff and students that inform us that it is okay to take risks, to step outside of our comfort zones, or be “wrong”: all of this needs to be viewed as valuable components of the learning process rather than simply “you’re wrong”. Facilitating discussions and healthy non-judgemental responses would assist in creating and maintaining equity in schools so all students may share ideas fairly.
18. When I first came to the school I already had a group of friends that I know I was going to travel with but some kids don’t have a core group of friends or anyone when they come to a new high school. We could have more first week of school activities for the Grade 10s so they can meet other Grade 10s. At my old school we had activities for the Grade 7s to get to know each other. It worked pretty well. Jasper Place (JP) could try and do that so the kids who do not know anyone would not feel so alone. It’s a chance for them to start off their high school experience right.
19. My experience as the lone bird was just a few weeks ago when I was called down to the office. I had gotten in trouble for, more or less, expressing my opinion on a school event over Facebook and was then told “if it happens again, there will be a suspension.” I remember how genuinely upset I was about this because, well, we live in Canada. I have the right to express my opinions and I had gotten in trouble for it. Yes, I understand the words I used may have not been the kindest. Yes, I understand the school was coming from a “good place” with it, but many other students expressed their opinions on the same event in the same and got no repercussions. A great school for all would have perhaps looked “behind the scenes” at me/my situation and realized that I had a lot going on at home and at school and maybe should not have threatened me with suspension. A great school for all should look at the background of a student who is struggling (in or out of the classroom) and try to help with their past instead of just suspending or expelling students.
20. The bird on the wire represents the students in a school. All those introverted students/quiet student often do not feel connected in any way to the rest of the school. The little birds represent the mass student body and how they often “go with the flow” without questioning their actions. This of course can be applied to CHC’s action research Q in which we are examining the definition of success. Perhaps, instead of having a large group of students and achieve the same thing without question them, we should get them to look at different approach or perspectives. Perhaps if more students did different things and xxx success as highly personal (and not just marks, grades, etc), these “lone birds” would in fact not stick out as much. Everyone’s success would link differently, but it would be of equal value and significance.
21. Bird on a wireLast semester I took dance to preplace my math mark and I was so bad at it. My teachers made me often feel bad for not being as good as everyone else. Though I had two left feel I was put into S5 dance. I felt very awkward compared to the rest of the girls. One day a girl in my class said to me after me getting hell from the teacher. She said “that I was not very good at dance but it did not make less than anyone and that I’m great at sports and that it was okay to not be like everyone else”. 
22. A circumstance that comes to mind when I think of being the lone bird was when I started Biology 20 as a Grade 10. I was unintentionally isolated as the majority of the class is Grade 11 and was told numerous times to switch out of the class for putting too much weight on my own shoulders. I know the class did not mean to come off in a rude way. There is just a natural superiority level that I had expected starting the class that crossed the line a bit. I felt “small” like I wasn’t as smart or wise as the rest of the class. A great school for all would not have that grade barrier, it would be normalized for Grade 10s to be in a higher level classes. I think of the social hierarchy of the grades did not have an impact on us, then it would be easier for younger students to feel a sense of belonging in the classes. Upper class men have to be more welcoming to the lower class men without putting themselves above everyone else. Maybe if we have prep classes for younger student before entering the actual classes then be more like a “Great school for all.”
23. Have you felt like a lone bird on a wire? What would it look like in your school if everyone was on board? What would a great school like for all, for me.Coming to a new school as a Teacher Librarian is always a challenge—especially if that school has not had a TL in a long time. A TL can really bridge all grades, curriculums and programs. We can see connections and as educational leaders, we can provide support and inspiration in so many ways. Unfortunately, many teachers do not understand the role and feel like they are taking advantage of you when you offer to co-plan, co-teach and co-mark a lesson or set of lessons. This has been a frustrating part of my experience. In the end, I spend a lot of time building relationships and perfect my “Avon Sales pitch” to get my foot in the door of all departments. Also, there is only one of you in a school so you are very isolated. As TLs, we have strengths in all literacies, technologies, inquiry methods, curriculum teaching and learning strategies and we understand all these competencies through a global lens.
24. We tried planning an event for students at school that wasn’t as successful we wanted. We tried to plan an event that student would like and like to participate in. In a great school for all, we wold have has more teams participating and more people enjoying the event as a means to make friends and have fun as opposed to needing incentives and prizes to generate interest. A great school for all would be a place when people would participate in community-building events because a student body are meta cognate and not apathetic. We has run multiple focus groups before planning the event to discuss what students and staff felt was lacking at our school, in addition to the numerous lunch hours that we spent planning the event. Our intention, based on our focus groups was to create an event that would strengthen the school community as well as the culture. I am not sure of the exact-reasons that people had for not participating. Perhaps, it was a result of how, our school culture speaks and reacts of events. 

25. Last week we were trying to host a community building challenge called March Madness. This activity had come from weeks of planning and organizing. We had done focus groups that singled out community building as an area that needs improving so we had hoped that March Madness would go smoothly. At first the teams seemed to be having fun and making personal connections, but then it became apparent that some of the teams were award motivated. A fight broke out about winners that would lead to less participation and resentment the opposite of our goal. We were even criticised for a so called lack of organization. Good intentions did not lead to good success.
26. In a great school for all we would have been able to hose events without needing prizes to draw people in. They would come because it is fund and to be a part of our great community. This would leach to more participation and more wide spread knowledge on the activities. In a great school, disagreements could be solved quickly with compromise. I think if our school had more school events then people would feel more comfortable coming to them. If they were part of day-to-day life, then it may be something that people are used to. Not something that comes once in a while. After running this event, I see how hard this really is, but other schools seem to be able to do it with ease. This is where I can see reaching across to be useful. We tried it our way and it didn’t work. Instead of giving up, it would be nice to gather ideas and try again. Communication is key.
27. Being introverted, having attention drawn to me was a difficult thing. It felt isolating. The intentions may not have been from a negative place. Drawing on JC’s story I had a similar one where my last name was never said properly and was used in conjunction with a popular song at the time.
28. During this year especially, situation have arisen that are brought up the issue of a certain hostility or disrespect between certain programs in our school. Both programs have very good intentions within, but others still are acting with hostility. Our theatre and leadership programs have a lack of respect for each other, and each do not respect the specialities of one another. Being a part of both of these fantastic programs, I have witnessed this hostility firsthand. There is not mutual respect, which is something that is crucial in breaking barriers between programs. This hostility, as well as my involvement in both programs has caused me to feel like an outsider or like I don’t belong. I have been called a “traitor” and been ridiculed by each program for being involved in the other. In a “great school for all” this hostility would be non-existent and there would be anything but a lack of respect. Each program would work together in unity and recognize, honour and appreciate each other specialties.There would be no internal competition or conflict in the school and misconceptions revolving around student involvement in more than one program would be abolished. Students should feel comfortable and safe and be free from judgement if they should decide to pursue multiple passions. This can be solved by communication by each program voicing their opinion and showcasing their talents and specialties, to ultimately foster a mutual respect between all groups in the school.
29. When I first came to high school, I saw a lot of old friends from elementary. I wanted to regrow those old friendships but at the same time I felt shy and so I didn’t talk to many people and I felt alone. I was disconnected and didn’t have people to talk to during the breaks. I was by myself during the lunches because I felt as though I didn’t want to get to know new people as this continued, I got the courage to talk and play cards with a kid from my gym glass.
30. If we reach out to people who separate themselves we can connect them into XXXX and things that they could enjoy. If we talked to the people who are by themselves then they could get to know a group of people went out and talked to the people who are alone, then they could get to know them. Most people are willing to talk.
31. While this may seem trivial and unimportant, this is where I feel a large disconnect from my friends and school community. Lazerte hosts a massive cultural festival each year. One that celebrates the vast diversity in our school. The preparations take months . Cultural month and ME is something that I have never had a connection to or a sense of belonging with.
32. I myself do not have a distinct culture and I do not practice a religion. I partake in no heritage events. So when my school rightfully and proudly displays and celebrates our diversity, that’s just and event that I cannot identify with, but I wish I could. A solution that I have already found in partaking in the planning committee so that the students have that space to share and showcase their culture that they could have been discriminated against for. This year, we are encouraging each committee to reach about their country and culture, whike this also includes a greater variety of students, it also broadens general cultural awareness sometimes, something more rewarding than partaking in the event itself is helping provide a space for someone else to voice their opinion and culture.
33. A great school for all—Having an environment where everyone feels connected and comfortable with their surroundings. Having a program or course that everyone will be interested in.
34. Writing is difficult for me. Having time to reflect and put ideas on paper is a very uncomfortable situation. I like to process ideas with others and to reflect over a period of time. It is difficult to sit with a group who is writing. In a great school for all. Learning needs wold be considered in the activities. People need to be recognized for their individual differences (strengths and opportunities for growth).
35. When I was in Junior High, there were many instances where I was made to feel “smaller” due to my love of computers and technology. At the particular school that I was at, athletics were seen as the more desirable choice. In an equitable school, all subjects would be valued and respected in the same manner, instead of certain ones being seen as better. However, this must be true for not just the teachers, but the students as well.
36. When I was in seventh grade my Social teacher thought I was Metis student would always ask me questions about the Metis because she thought that because of the name that I was half friend and half white. I didn’t know the difference back then but she helped me strength my own culture. She doesn’t know that I just because she mistaken me as a metis student, it helped me be proud of who I am and what my culture means to me. It is because she wasn’t trying to be mean but instead show support for MNMI students and I am grateful. I think that this would help make the first step in making a great school for all because students would be able to build better bonds at schools with teachers and feel support in reaching their goals, no matter who you are.
37. A time when I felt like the bird on the wire was in dance class, there weren’t many people in class that day and I was talking with my friend before class started. A girl came into the studio who really doesn’t like me. I have no idea why. She doesn’t speak to me or even look at me. We used to be friends but then she just stopped talking to me. Anyways, my friend went to the girl who doesn’t like me and it felt like she completely forgot I existed for most of the class. This was near the beginning of the semester so I didn’t really know anyone and I spend that class in silence and I felt really left out. It didn’t help that the girl kept smirking like she knew how I felt.
38. In school I took a class and at Christmas time, the teacher wrote everyone a little card. I was very quiet in school. I didn’t say much, usually kept to myself. I did not like any attention. I avoided it at all costs. In a class of very out going people, I found that everyone avoid me has a personal message written to them and mine was just a general statement. I was a kind and positive statement but while the teacher has done everything possible to include me and make me feel special too, I couldn’t help but feel a disconnect. Like everyone around me had a personal connection and I was just there. This was mostly due to me being quiet and trying to draw any attention to myself. In a great school for all, teachers would make a point of getting to know each student—even the quiet ones that flew under the radar. Sometimes they’re the ones that need it most. The connect between teacher and student is a vital part of education and without that connection, some students have difficulty realizing/reaching their potential.
39. My “Bird on a wire” moment happened this year. I have had this happen before but it wasn’t so bad. I am in Grade 11 and have finished biology 20, so I moved into biology 30 in Grade 11. And I am the only Grade 11 student in my class so in that sense I initially felt a bit out of place. After the first class I met many people and that feeling was mostly gone. But not completely. This is Because I am a AP student in a dash I class so after the first test I got 100 percent but everyone else was getting 60–70 percent. This made me feel as though, I was out of place and in the wrong class. I have had this similar experience before during hockey tryouts and at the beginning of the season. It seemed like everyone knew each other but I didn’t know anyone so it was hard for me. In a school that is great for all, I would think that I would be put in another grade 11 so then I would have a familiar face with me. Even though the situation worked out in the end because I am able to make friends the transition from a Grade 11 class to a Grade 12 class would have been slightly easier and more comfortable if I was with someone I know or at least was in my grade.
40. Just like right now I stressing about what to write and having writers block. This is one of the biggest issues I have in English and Social Studies. I get flustered and clammy and red and it’s hard for me verbally to answer question even though I know the answer. This makes me feel like a “Bird on a wire” because as everyone else is writing and succeeding at the task, I am not and I feel alone. I don’t know why I’ve put myself in a shelf and it is not a feel to be wrong. It is a fee that Its not perfect or completely right. helps a lot when I pushed and not put on the spot. I can be the only one that feels this way but a way to help may be when you see a kid struggling or not answering questions approach them with open arms and don’t sugar coast stuff but sometimes we just need a push.
41. In the beginning of joining cheerleading, an intimidation of the grade 12’s was evident in the atmosphere although it wasn’t true. Once we began practicing, confidence grew and I was more comfortable being with a team and stunting. Many students offered good constructive criticism for the air positions or movements. Yet, there was a group of athletes that were intimidated to express their thoughts which caused tensions.
42. Great School for All In an environment where people are being included and treated with equity, there should be conversation of inclusion, respect and communication. The only way to succeed and work together as students and people is if there are set beliefs to accommodate each individual. In a team where athletes are expected to participate as a whole, trust should play a role in how the students treat each other. Everyone should feel safe, comfortable, confident and protected within.
43. My Story My first day of grade 10 was terrifying. I was the only student going to Eastglen from my previous school. I knew nobody. This resulted with me being too scared to talk to anybody. The first few days kinda sucked. I had nobody to eat lunch with, nobody to talk about my classes with and nobody to really relate to. It was scary. I felt like the “odd one out” the “loner.” I’ll never forget how grateful I was when somebody finally addressed me in one of my classes.
44. Great School for All In a school for all I think this could be easily solved. I believe that with the placement of a grade 12 mentorship program, situations like this would disappear. If a grade 12 met with their assigned buddy the day before scheduled classes began it would provide said grade 10 with a familiar face in the halls. Someone to go to if they needed to talk. In my opinion it would make the drastic change to high school much smoother.
45. When a student changes high schools mid-semester or in between years, they often arrive at the new school and feel alienated because every student has already found their own specific “niche.” Arriving in a brand new environment can be very difficult and many groups of friends are so close that they won’t let you in, they will simply look past you. During grade 9, a girl had moved into my school and it was clear that the moment she arrived she had no friends and no one to talk to. I think an easy way to solve this is just by having more group work in class and letting students struggle through problems together, helping build bonds and it also levels the playing field. A forced seating plan is also a great way to get to know the students around you. Students could choose a friend and then the pairs would all be mixed together allowing for mingling and more connections to take place. Students could also learn that socializing with difference groups will also easily solve the problem, keeping to what they know is safe and not willing to go outside the box are blockades they are setting up that stunt their growth/potential.
46. The notion of an inner group or a group of “staff/students” that run the pulse of the school. Looking into or from afar to this circle can cause isolation, a sense of disjointed or displacement to others. Equity – a great school for all started when the “circle” was broken; many new cross-curricular groups were developed. Breakfast meetings, lunch invitations to all, classroom visits. New – job shadowing, walking in others’ shoes, events geared toward different people’s strengths, interests and practical needs. Increase communication on what is planning day-to-day, but also long-term events.
47. The Angry Bird Video: Insider/Outsider, change/reaction, belonging/not belonging Catchment Literacy Group Angry fussing bird on a wire – Reaction to discussions of literacy instruction in high school environment. Reaction to guided reading as source of ideas (elementary strategy). Big, gawky, happy bird (unflappable bird) – A meeting of interested teachers and administration from catchment area schools. No consultant. No programmed answer. Great enthusiasm, relationship building. Promote sharing. Messy. No absolute solutions. Reaction of Birds and Pecking to Remove Gawky Bird – Enter programs. Consultants. A system of change introduced from experts. Input given on a beautiful brochure regarding literacy strategies.Karmic Climax – Featherless Birds Trying to hide their Nakedness. Gawky Bird having not every thought to despair, rises into laughter – program misses the mark. Isn’t surgical in addressing the local problems encountered by staff. Resurgence of unstructured interest among catchment teachers. Return to enthusiasm, others left featherless.
48. I felt connected with people when I went into videography; a great school for all should have different things for people to do to make those people who feel alone to get connected. These people share the same mindset as other people, so to make a better school have classes, or clubs, or anything that can be easily accessible to people and have these things stay to meet everyone’s needs, but more so their ideologies and personal mindsets.
49. What would a great school for all look like for all? As a cosmetology teacher, I feel at times like I am the lonely bird. Over the years I have worked to connect myself with other teachers not only from the CTS area but from all areas. This is a challenge trying to create assignments or projects with the teachers as time is a difficult restraint for us. However, I know many of my students also feel like lonely birds at times, as well from the rest of the school and feel isolated with such a large option class, even though they are a close group. I have found success in utilizing the support or interconnecting projects with other teachers from doing a yoga class, health wellness in fitness room, field trip with guitar class to seniors home, group project with computer tech class. Students begin to feel interconnected in their school and not just in the cosmetology room. Other students are seeing that there is a cosmetology room. This creates many lollypop moments – friendships.
50. I can’t think of a time where I directly felt like I did or didn’t belong, but one thing that makes JP a great school for all is the fact that there are so many opportunities for students. For example, this year I was unable to take drama because my schedule was already full. But because we have a school play, I still got to participate in theatre. Actually, when I first joined I did not feel I belonged because everyone there had taken drama and were (or had) friends. But people quickly made me feel at home. I love that JP does a play and it means so much to me that I can take baking and pastry, art, fashions, culinary and still do theatre.
51. Just because you have differences, that doesn’t mean you don’t belong. At Jasper Place High school, I always feel like part of the community. I have a diverse group of friends who always include everyone. I am also part of many clubs/groups and I feel welcomed although I am from the south side. Honestly, a great school is a school with a lot of options/pathways. If you don’t niche with one aspect, you can move on to another. Go Rebels!
52. Open house at JP, I definitely did not feel I belonged, especially coming from the other side of the city to different people with different vies and life styles, but I remember meeting Mr. Elliott and his positive attitude, communication and overall friendliness with me and my father really provided me with a comfort, not to mention the common interest of woodworking. But I feel that friendly, approachable attitude was the biggest factor contributing to my comfortability and feeling like maybe I could belong to this school and these people.

 

 

 

 

 

 

 

 

 

 

 

 

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