Children’s Spirituality – How it is nurtured in Cath. Schs

Written by Anne Kennedy on February 25, 2008 – 6:11 am

Editor’s Note: The following paper was published in the August 2007 issue of the New Zealand journal Aoraki .It is posted with permission. Although this setting is New Zealand, Canadian teachers can find equivalent material within Canadian society.

Anne Kennedy, Consultant to Catholic Primary Schools, Dunedin Diocese

INTRODUCTION

What do we know about the spiritual life of children in Catholic schools? How can we find out about it? When the opportunity was offered to a group of teachers to talk about this, their response was enthusiastic. The discussion resulted in some wonderful examples of what teachers do in the classroom to nurture children’s spiritual lives. The purpose of this article is to present some practical suggestions that teachers, and those who are responsible for the spiritual lives of children in Catholic schools, could use.

SPIRITUAL EXPERIENCES IN THE CLASSROOM Read more »

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More on early lunches in American schools

Written by John Borst on February 24, 2008 – 3:07 pm

posted by John Borst

Yesterday (23 Feb. 2008) the Houston Chronicle had a story on early lunch periods in American schools. Titled “At 9:06 a.m., it’s time for lunch at some schools” with a focus on Chicago, it says:

The United States Department of Agriculture mandates that school lunches be served between 10 a.m. and 2 p.m., but Chicago Public Schools have been granted state waivers, getting permission last fall to serve lunch outside those hours at 17 schools.

. . . . .

A 2007 study by the Virginia-based School Nutrition Association suggests a fifth of elementary and 16 percent of high school schools start lunch at 10:30 a.m.; an additional 8 percent of high schools start even earlier.

“I think we would hope that ideally lunch would occur around midday,” said Paula De Lucca, a food service director with the Catholic Archdiocese of Chicago and president of the Illinois School Nutrition Association.

“We would like to see that students would be able to take in all the components of the meal that are nutritious and intended to be fully consumed by them.”

In most of Chicago’s 257 Catholic schools, lunches are served between 11 a.m. and 12:30 p.m., De Lucca said.

Of the 17 Chicago high schools that have received a lunchtime waiver from the State Board of Education, two start lunch just after 9 a.m. Thirteen start lunch before 10 a.m., and some continue lunch beyond 2 p.m.

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Educators Atwitter over Twitter

Written by John Borst on February 24, 2008 – 2:01 pm

posted by John Borst

Twitter logoIf you are a teacher on the edutech frontier you might want to check out a new digital form of communication one person has called a “microblog” . It is called Twitter. (http://www.twitter.com)

Let me first say that in registering and trying to use the site/system I admit I was a twit on twitter and have left in frustration, yet it continues to nag at me. I have got to go back and read the instructions. I must also warn you, you may be turned off by what the academic community calls “noise” or useless chatter that seems to make no sense. I know I was.

Johnnymac our resident guru at the Commonweal discussion group first alerted me to it. While at almost the same time The Cool Cat Teaching Blog had an article on it called “Twitter in Academics: This Prof Shows How to Do It” part of which I share below:

Cool Cat describes Twitter this was:

It is about Microblogging

It is important to look at twitter for what it is: microblogging.

In 140 characters, you must summarize.

Isn’t that what we teach with a topic sentence? I’m looking for an upcoming project hooking up all of my student accounts and I’ll have them twitter at the end of class a summary of their work for the day. (probably using their cell phones)

I’m sure some other microblogging services will come around but remember, when talking about twitter, you’re discussing the principle of microblogging, don’t get too caught up in the website when the website may evaporate tomorrow.

Then there is this comment by one Jeff Smith that really caught my eye:

My fourth grade class has recently begun to tweet as a class community. I call it the “voice” of our room during the day. (We are “Room 24″ Follow us here http://twitter.com/room24) They tweet on each subject throughout the day and do it with a partner.

My rationale has been twofold: One is that it helps my kids microedit throughout the subjects. 140 characters is very do-able for my fourth graders and much different than the 5 paragraph essays they write every week. I insist on perfect caps, grammar usage, punctuation and spelling. The other rationale is that it gives them a chance to reflect on their learning throughout the day, week, month. We talk at the beginning of each day about our objectives for the day. With Twitter, we are able to discuss whether we achieved our objectives and talk about what was learned, not just taught.

Next step for us is to begin to build a classroom network so that students can follow safely and see what others are doing around the globe. This is an ever-evolving process. Thanks for the article, its going to give me some great ideas.

Finally here is the introduction to Twitter for Academia

I must admit that when I first heard about Twitter I thought it represented the apex of what concerns me about internet technology: solipsism and sound-bite communication. While I obviously spend a great deal of time online and thinking about the potential of these new networked digital communication structures, I also worry about the way that they too easily lead to increasingly short space and time for conversation, cutting off nuance and conversation, and what is often worse how these conversations often reduce to self-centered statements. When I first heard about Twitter I thought, this was the example par excellence of these fears, so for many months I did not investigate it at all. Then I read an article by Clive Thompson at Wired. Clive’s article convinced me that perhaps it was worth giving Twitter a try. At this point I have to say, I am so glad that I did. Although I am still beginning to wrap my head around all of its varied uses—I think for the most part Twitter users themselves are still figuring this out—I have been using it for over six months now and come up with some academic uses.

Rather than cover what Twitter is or how to use it (see this video as well), I thought I would explain how I use it, specifically for academic related uses, and teaching. (For those who want the quick definition of Twitter, it allows you to broadcast and receive messages from your computer or cell phone of 140 characters in length, all those who “subscribe” to your broadcast can see your message, called a “tweet,” and you receive messages from all those to whom you subscribe. The key point to remember here is this can get sent to your phone, making it highly mobile.)

Ways to use Twitter in Academia:

(for detailed descriptions see the article)

  • Class Chatter:
  • Classroom Community:
  • Get a Sense of the World:
  • Track a Word:
  • Track a Conference:
  • Instant Feedback:
  • Follow a Professional:
  • Follow a Famous Person:
  • Grammar:
  • Rule Based Writing:
  • Maximizing the Teachable Moment:
  • Public NotePad:
  • Writing Assignments:

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ON MOTIVATION

Written by Michael Reist on February 24, 2008 – 3:27 am

# 17 in a series from The Dysfunctional School series

By Michael Reist

TDS #17 pq#1 I find sometimes the reason students aren’t motivated is because everyone’s always been motivated for them. Mother wants that homework done. Dad wants those marks. Gramma wants that boy to succeed. The teacher wants all of her students on the same page. The principal wants those averages up. In short, everybody wants “it” more than the student does. There’s nothing left for the student. For the child to get motivated and “get with the program,” especially in adolescence, means “giving in” to the adults. It means submission to their will. Students are not motivated because they don’t see the project before them as their own. The teacher wants it more than they do. Try handing out an assignment and saying, “If you want to do this assignment, here’s what it is.” Or “If you have another idea for an assignment that would demonstrate the same learning, tell me what it is and maybe you could do that instead.” This could be interpreted as indifference or apathy, but it gives the ownership for the task back to the student.

This is not about me and what I want. This is about you and what you want. Do you want a diploma? Do you want to graduate? Do you have a plan? Most students see the tasks in front of them not as a means to some larger end but as a means to a much more immediate end-please the teacher (or Mom and Dad), get the teacher (or Mom and Dad) off my back. Don’t draw any unnecessary attention to myself. These are poor motivators. They don’t hold up over time. They might work in elementary school, but by adolescence, pleasing adults becomes not only uninspiring but anathema! For many teenagers, what appears to be a lack of motivation is really a powerful motivation-to rebel-to not do what all these adults want me to do.

©copyright by Michael Reist, 2007.

www.michaelreist.ca/writing/

The Dysfunctional School cover

To order copies of The Dysfunctional School contact:
Xlibris Corporation
1-888-795-4274
www.Xlibris.com
Orders@Xlibris.com
pp.114

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EMERGENCY PROCEDURES an editorial response

Written by Hogg and Merler on February 23, 2008 – 12:05 am

Mr. Martel, the Grade 7 teacher was a volunteer fire fighter. During lunch, he left to fight a residential blaze. About 1:00 p.m. he phoned to say he would not be back to school as the fire was still burning.

Case study #4 in a series of 18 from Tales from the Principal’s Office

This case study was posted from February 22 to April 19, 2008.

Editor’s Note: As of April 19, 2008, according to an agreement with the publisher Pacific Educational Press, Case Study Number Three ending, “Emergency Procedures” is to be removed from Tomorrow’s Trust. It was also agreed that any comments would remain. In order to keep the post active I have decided to make editorial comments at this point. If you want to read the actual case study, I can only recommend purchasing the book.

Hogg and Merler in their questions, ask “Could or should the principal have handled this situation differently?”

In my opinion, which is easy to say in hindsight, is very definitely yes!

It is obvious from his actions that the teacher Mr. Martel put his role as volunteer fire fighter ahead of his obligation as a teacher.

That the fight chief would even consider asking that the teacher be allowed to leave his classroom showed Read more »

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Halos: How can I forget?

Written by Caryn Swark on February 23, 2008 – 12:05 am

Halos February 23, 2008

Caryn’s WEEKLY CARTOON can be viewed by clicking on the title or the “read more” link.

Caryn SwarkCaryn Swark is a Grade 3 teacher at St. Patrick’s School in Taber Alberta.
Her personal website can be found at http://carynswark.wordpress.com/

Spiritan Dove logo

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Fr. Albert Lacombe’s Mission to the CPR Railway Camps

Written by Gerrie Noble on February 23, 2008 – 12:05 am

Editor’s Note: This is perhaps an unusual story of mission work. We likely all have a little knowledge of the building of Canada’s first trans-continent railroad. I suspect most have never read about how the builders’ spiritual needs were served. The following article is from the February 20, 2008 issue of the Dryden Observer courtesy of the Dryden and District Historical Society.

By Gerrie Noble

Construction of the Transcontinental Railway across Canada was begun in 1875 at both Thunder Bay and Winnipeg. Con­tractors’ sections were spaced out along the sur­veyed line and each had to build several miles of roadbed in his section. Because of the extremely rough country, supplies had to go in from both east and west to the end of the steel. Then barges took it in over water routes to the contrac­tors’ camps.

Hundreds of labourers lived and worked in the wilderness, living in shanties and log bunkhous­es along the line. Isolated as they were, there were other enterprising people who saw a way to make money from these workers. Boot­leggers set up temporary saloons to sell strong drink and women of ill repute conducted a sex trade in some areas as well.

Fr. Lacombe - middle ageBy 1879, His Grace, Monsignor Tache of St. Boniface became concerned that labourers on the line were being exposed to body and soul dangers. These dangers were from the work they did and from the temptations of alcohol and loose women. He began sending priests out along the line when they could be spared, but by the fall of 1880, he realized that a full ­time missionary was needed: He appointed Rev. Father Albert Lacombe of the Oblate Order to minis­ter to the Catholic labourers and other whites along the right-of-way.

That November, Lacombe left Winnipeg by train for Rat Portage (Kenora) to establish a headquarters. On the train, he shared a coach with the Hon. Charles Tupper, Min­ister of Railways and later, in 1896, the Prime Minister of Canada.

Arriving at Rat Portage, Lacombe was disappointed to find his parish base was an unfinished house. Once he had his parish in order, he began traveling down the line to contractors’ camps. His meetings with native people at Rat Portage gave him the impression that ‘they were in a poor moral and materi­al condition,’ and he resolved to include the abo­riginal people in his mis­sionary work.

His work took him east­ward, down the line to Eagle River, which was the end of his section to cover. Between Rat Portage and Eagle River, he visited twenty work camps. This gave a population of about fifteen hundred men, divid­ed, into groups of thirty, forty or sixty men per camp. A third of these men were French Canadian and the other two thirds were of Irish, English, Scottish, Dutch and Danish descent. He estimated that half the personnel were Catholic and welcomed his mission.

Cursing and taking the Lord’s name in vain were everyday occurrences and liquor and women of easy virtue were too readily available. Such were the trials of a missionary doing God’s work among railroaders.

Father Lacombe was always welcomed’ by the contractors and helped to arrange religious services. He heard the confessions of the Catholic labourers, often using a blanket hung up between priest and his parishioner as the confes­sional. He also held com­munions and collected money for the Church.

Fr. Lacombe - old ageWhile Lacombe was well received by many, there were others who ignored or ridiculed his approaches. He was genuinely con­cerned about the dangerous work of the labourers and the accidents and death they faced in the wilderness places. His travels up and down the line by canoe and walking the line between camps took a toll on his health and energy. He often arrived at a destination greatly fatigued from the journey. He was also sad­dened by the lack of interest or rebuffs by the native peo­ple to his religious teachings, of whom he referred to as ‘infidels’. Occasionally, he would come across a white family who welcomed the rare opportunity to have a religious service in their home.

In July of 1881, Father Lacombe was in Rat Portage and among the reception that met the Gov­ernor General of Canada.

Lord Lorne arrived in a gaily-decorated flotilla of canoes, paddled by voyageurs singing their tra­ditional French paddling songs. Lacombe was pre­sented to his Excellency and had a conversation with him.

When Lacombe returned down the line to Eagle River, he was pleased to be visited by two traveling priests, one of which was Father Allard returning from a mission on Lac Seul.

When the railway con­struction was finished between Winnipeg and Thunder Bay, Father Lacombe returned again to Alberta where he had pre­viously been a missionary to native people there. Father Lacombe died near Calgary in 1916 at the age 0′£ 89 years.

Submitted by Gerrie Noble and the Dryden & District Historical Society

Further information on Fr. Lacombe OMI can be found at:

http://www.pioneersalberta.org/lacombe_albert.html

and

www.albertasource.ca/…/Father_Lacombe.htm

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Is Headscarf affair, a women’s affair?

Written by John Borst on February 22, 2008 – 2:33 pm

posted by John Borst

Jonathan VanAntwerpen, Program Officer & Research Fellow, Social Science Research Council and editor of the SSRC’s blog The Emmanent Frame sends this note:

“Women who are proponents of the headscarf distance themselves from secular models of feminist emancipation,” writes Turkish scholar Nilüfer Göle today at The Immanent Frame (http://www.ssrc.org/blogs/immanent_frame/), “but also seek autonomy from male interpretations of Islamic precepts. They represent a rupture of the frame both of secular female self-definitions and religious male prescriptions. They want to have access to secular education, follow new life trajectories that are not in conformity with traditional gender roles, and yet fashion and assert a new pious self. They are searching for ways to become Muslim and modern at the same time, transforming both.”

Read Göle’s entire post, along with earlier contributions from Jenny White and Joan Wallach Scott, here:

www.ssrc.org/blogs/immanent_frame/category/secularism/.

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This Catholic school is on the ball, literally.

Written by John Borst on February 22, 2008 – 4:28 am

posted by John Borst

Teachers inflating WittFitt ballThere is a fascinating news story placed in the “General” “in the News” category even though it is a Catholic school in Austin, Minnesota. (which for those who aren’t totally geographically literate is my neighboring American state even though I live in Ontario)

The story describes how four classrooms are to receive WittFitt stability balls as chairs.

Now I have used a stability ball for exercise and I can attest to their comfort when watching television but I had never considered using them as chairs in a classroom.

I’d be interested to know if any schools in Canada are using them. If you are, please send me your opinion and a picture.

A search of the web shows a great deal of material but the best site for in depth material both in the form of pictures and research articles is the WittFitt site itself.

The following articles are a very small selection from the research component of the site:

Field Studies:

Use of the Stability Ball as a Chair in the Classroom [2000 - by L.Witt]

Banff Elementary Study : Stability Ball Use in the Classroom [2007 - by G. Gamache - Hulsmans]

Sitting on the Stability Ball as a Chair:

The Gym Ball as a Chair for the Back Pain Patient: A Two Case Report

Ergonomics in the Classroom:

Future classroom by Mayo Clinic Researcher Dr. James Levine

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A Map of Online Communities

Written by John Borst on February 22, 2008 – 3:27 am

posted by John Borst

As a former teacher of Geography I had to share this map with users of the web. I found it at a blog titled “WebnographY : the anthropology of online social networks”. Its origin is http://imgs.xkcd.com/comics/online_communities.png (Webnography has the better graphic although xked’s is larger)

Map of On-Line Communities

The Geographic area represents the estimated size of membership.

As presented here it has been modified by adding the children’s on-line community of Webkinz World to symbolize that the on-line universe involves more than teens and adults.

This quote appears to justify the additional geographic space.

“..the universe of virtual communities seems to grow larger and larger as one’s imagination stretches to accommodate the knowledge of what is happening right now. Discovering the existence and depth of this worldwide subculture is a little like discovering a previously unknown continent, teeming with unfamiliar forms of life.” (H. Rheingold – The Virtual Community)

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