In “The Problem of Common Sense” by Kumashiro, he defines common sense as “what everyone should know” (Kumashiro, 2009; p. XXIX). In his story about daily life in Nepal, the writer states that “it similarly took me time to learn what to others was simply common sense” (Kumashiro, 2009; p. XXX). This means that everyone has different ideas of what common sense is. It can differ between cultures, like seen in the article, but also between each and every individual. Kumashiro discusses how his way of teaching did not make sense to the Nepal natives at his school. The Nepal schools teach based on a lecture-practice-exam which is now part of their common sense. I see common sense as the foundation to our everyday lives. Without this base knowledge, everyday simple tasks would be nearly impossible. An example of ‘common sense’ that I use every day is locking my house door when I leave my house. This simple task may not be common sense for someone who does not have a lock on their home door.
Sky, Water, and Air
Tuesday was one of my favourite classes we have had this semester. It was awesome to be able to connect to and teach the children from Prairie Sky school. They made it very realistic as to how I, as a future educator could teach in the outdoors. The way we began class warmed the students up to us which started off the morning great. Then, during wink wink murder, I noticed that the Prairie Sky students began to form bonds with me and my classmates. They were no longer shy and talked to us as if they were our friends.
My favourite part of the day was the walk and talk. I was walking with two of the girls, one of which was in grade 6 and the other in grade 7. I was very curious about their school, so they told me all about it! They study all subjects and are outside a lot in the warm weather. In the cold weather, they tend to stay inside and learn in their classroom. Another interesting part about their class is that they do lots of volunteering in the workplace. I can’t remember the 3 specific things the girls said, but they do a lot of practical work which they said they enjoyed.
Lastly, today was one of the first days in class where I felt at ease and peaceful while practicing place bonding. I sat by the water and looked out across, seeing downtown and the Douglas Park hill. My body was blocking the wind from my face and I didn’t feel cold in that moment. As I was looking out, I noticed a bunny running across the frozen lake water. I don’t know why, but it felt like I was frozen in time.
Week 12- Quinn Anderson
3 Things I Learned:
- From watching the TedTalk video, the most important message from it was to make sure that people with disabilities feel like they belong in their neighbourhood, community, and most importantly school.
- “The statistics have shown that kids with disabilities who are included in general education classrooms have better outcomes socially [and] academically… Advocate for inclusive education in your communities and schools”.
- “We need to show that inclusion benefits typical kids without disabilities as much or more then they benefit [people with disabilities]”.
2 Connections I made:
- In any school I have ever been in, people with disabilities are always segregated into their own classrooms. The only time I have seen them integrated was in Phys. Ed classes. I’m curious if that will ever change or if the school board is currently working to change that.
- Last year, I was doing volunteer work at an elementary school, and I never saw mainstream students treat the students with disabilities like they were young or had something different about them. This leads me to believe that schools are beginning to take a step in the right direction when it comes to awareness and inclusion.
1 Question I have:
- Do students with disabilities prefer to be in a segregated class or would they rather be in the mainstream classes?
The Unknown (Post #7)
Our ‘fieldtrip’ today in class (Nov. 16) was very eye opening for me. I have been living in Regina my whole life, and I did not know this cemetery even existed. The video, “RIIS from Amnesia” brought up the point that the cemetery on pinkie road is very different from others in Regina. When we arrived there, I realized how true that comment was. At first I didn’t realize that it was only in that small area in the white fence. I am curious as to why they don’t have a proper and larger sign by the opening of the gate? People driving by probably have no idea it is even there, I know I wouldn’t have known.
I appreciated when you said that the story behind the cemetery and school was ‘uncomfortable’ just like the uncomfortable cold weather we were submerged in. I would like to go back to Pinkie Road when the weather is nicer, because I found that I was more focused on how cold I was, rather than the importance of being there. I also think place bonding would be very beneficial to do when there is no snow since I would be able to see the graves and really take in what I am seeing. I plan to go back in the summer and walk around again and also try place bonding for a longer period of time.
Week 11- Quinn Anderson
3 Things I learned:
- There was an estimated 20,000- 50,000 children that were taken from their homes in the 60’s scoop, referred to now as the ‘child removal system’.
- It is helpful to use documentaries, stories shared by elders, and respectful works that have been published to teach students about residential schools and our history.
- “The schools were just one part of a much bigger system, and when you take that bigger system and put it all together, it’s a really bad history that we have in this country” (Gord Downie’s The Secret Path). This quote means that it’s important to learn about everything that contributed to the school’s being started, as well as residential schools.
2 Connections I made:
- The panel discusses how having someone like Gord Downie, who is already beloved by Canada, benefits the First Nations community because “maybe people who won’t listen to this panel will listen to that (Gord’s songs), and maybe this will lead them to someplace else where we can finally get some traction…” (Gord Downie’s The Secret Path). Using ‘celebrities’ voices, has become so prominent in today’s society, and it seems that awareness for sensitive topics has begun to move forward in a positive way.
- When I briefly learned about residential schools in high school, my teacher brought in an elder to share her story, and we also watched documentaries. Listening to an elder was very beneficial, as well as watching documentaries.
1 Question I Have:
- Are there any other celebrities taking a stand like Gord Downie was?
Learning From my Classmates (Post #6)
The past few weeks in class, I have thoroughly enjoyed taking part in the facilitations done by my classmates. I have been introduced to many activities that I can use in my future as an educator. I believe it is very important to have cross curricular connections especially in an outdoor education setting, since it is not a curricular class in Saskatchewan. Making these connections helps students see the relevance in what they are learning. Even for myself in class, I noticed that when a group states their outcomes, I am more inclined to learn and appreciate it when an outcome from Phys. Ed is listed since it is my area of comfort and enjoyment. Since there are less resources for outdoor education, I am happy that I now have some great activities that I have already experienced as a student in class and can take with me as a future teacher.
Another aspect of the facilitations that I’ve learned from is connecting them to Treaty Education. In my own schooling, I was not introduced to Treaty Education related subjects until coming to university. It makes everything more relevant when I can see it being implemented and especially having the resources posted online where I can have access to in the future.
Week 10 Blog: Quinn Anderson
3 Things I learned:
- “Forty percent of gay, lesbian, and bisexual students experience physical violence in schools (Hunter) and forty percent of gay and lesbian youth say school work was affected by the environment at school (Sears)” (Lisa W. Loutzenheiser, 2). Essentially, this states that educators need to work on creating a safe space at schools so these children feel like they have somewhere to go and someone to talk to.
- “When making assignments, develop examples that include gay men, lesbians, and bisexuals. For example, when creating math word problems, talk about “Geneen and her girlfriend,” or “John and his mothers,” just as you would speak of Geneen and her boyfriend” (Lisa W. Loutzenheiser, 5) This is something that should become routine when creating assignments, yet I never even thought of it. This is a great idea that I will take with me into my internships and future teaching jobs.
- The statistics that were published in 1996 regarding attempted suicide rates of gay, lesbian and bisexual teens have remained unchanged. This shows that although society has taken steps in promoting awareness, we are still not finding solutions to decrease the numbers.
2 Connections I made:
- After reading the articles, I can see how/why it is so important for teachers to have a safe and welcoming space for students to come to who may be experiencing suicidal thoughts or who need to talk. My high school had a LGBTQ ‘club’ open for ALL students which helped build friendships between everyone. I think these clubs should be implemented in elementary schools, since that is when students are learning their identities.
- I attended a very large high school that had many sexually diverse students and some staff members as well. I never witnessed bullying towards this group of people, but after reading the articles, I’m sure it was still there whether I noticed it or not. I know we had a transgender janitor and I noticed some people comment about how she looked, which is why as a teacher, it is so important to educate students about the diversity.
1 Question I have:
Are there any math (or other subject) resources for teachers that include gay, lesbian or bisexual examples?
Blog Post #2 CBSL- Week 9 Quinn Anderson
In my first blog post about the Food Bank, I did it in a 3-2-1 format, so my initial impressions were not shared. However, I did write them down in a journal. After my first day there, I felt very appreciative of what I have, and I also knew this was going to be a good experience for myself. I have now completed 15 hours and I still feel the same way. After volunteering, especially in a local non-profit organization, I leave feeling humbled and I learn something new about myself each day I’m there. I am a quiet person and sometimes don’t like to interact with people I don’t know. But, helping at the Food Bank has taught me it is important to go out of my way and try to make other peoples days better by talking to them and asking them how they are. There hasn’t been anything to really surprise me, but in the last five hours I have left to volunteer, I would like to be able to interact with the people receiving the food more, and not just the workers. It has been difficult to do that since I have been preparing the crates of food. The first time I was there, I was able to help hand out the crates, which allowed me to say good morning to the customers and greet them with a smile. I also helped a lady carry out her food so I was able to ask her how she was and talk with her for a few moments.
If I look at my growth from my first time there, to now having gone four times, I am much more hands on and know the system. I was tentative the first time and needed direction, but now I can look on the sheet that says what type of food and how much of it goes into each crate. I also know where everything is, so I don’t have to stand around and wait for the lady in charge.
The Food Bank is so important for communities, and helps a vast number of children in our city and neighbouring towns. In the future when I am a teacher, I will bring my students to the Food Bank each year so they can understand what it is and what they do in our community. Hopefully my students will be able to learn about themselves too, just as I have in a positive way.
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