To engage in social justice advocacy and activism we must first acknowledge that inequities exist. To work for equality means that we question why things are they way they are, why some people hold power and others don’t, why some can have their voices heard while others are silenced.
The Canadian Teachers’ Federation has long advocated that students in elementary and secondary schools should have access to FSL programs and that French as a second language teachers should be fully supporte
Teachers from across the province came to Toronto in August to take part in ETFO’s new TeachersLearning Together program.
On average, Canadians spent 45 minutes less per workday with their families in 2005 than they did in 1986.
French teachers on itinerant assignments often feel somewhat isolated and disconnected from colleagues.
What could be more important in an increasingly global community than to be able to communicate effectively with as many people as possible?
This will be my last column as ETFO president. I have served on the ETFO provincial executive for nine years, the last five years as your president.
The grade 6 students settle down as the lesson begins. A few scan the room, intrigued by the novel presence of three teachers and one administrator, clipboards in their hands. I begin the lesson; the topic is note taking and summarizing from informational text.
In the spring of 2005, I read Teaching for Deep Understanding: Towards the Ontario Curriculum that We Need. By the time I had finished the book, I was inspired to write and facilitate a professional book study for the Junior staff at Armitage Village Public School in Newmarket, where I am the divisional lead teacher and literacy special education resource teacher.
Junior kindergarten is a different world from any other grade. When I first started teaching at the junior kindergarten level nine years ago, I was shocked both by the demands of welcoming all these children attending school for the first time and by my own personal reactions to this new level.