Michelle Watt - Educator
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Dr. Jody Carrington's Kids These Days on line Module 5: Grief, Mourning and Our Response

6/29/2020

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Death is “the great equalizer,” Jody is right. “Nobody gets out of here alive.” No matter your race, religious beliefs, sexual orientation, we all experience the loss of someone. If you are capable of love, you are capable of grief. I love when Jody says that we don’t need someone to fix it, we just need to be heard.” It took many years for my husband to understand this. Now that he just listens when I need to spew my day out there is much less stress in an already stressful situation. He does not make suggestions, he just hums and haws in all the right places. That is all I need, I just need to vent.

What does it mean to be “trauma informed?” I really don’t know, I think it is a very good question. I do not have any formal training in trauma, nor how to help someone through a traumatic experience. I, myself, have not been adversely affected by trauma. I have lost loved ones, I have been in a couple of car accidents, but I feel mentally I am none the worse for wear. However, I am fully aware it is “not if, but when.” For my students as well. I feel that I have a solid spiritual understanding that I can muddle through what I need to. However, my littles may not - how can I help them? Jody makes a good point - you have to name it to tame it. I, of course, would follow my little’s lead, but I think pretending nothing has happened, or that that person never existed, does not honour the feelings that are so raw to begin with.

I love the Mitch Albom quote, “Death does not end a relationship.” I love this on so many levels. I believe that on some level that person will always be available to you when and if you need them. I think this is important information for a little to understand. I found it shocking and sad when Jody said that 25% of all children will lose at least one parent by the time they are 18. There is the probability that one in four children in my class have lost a parent. I need to allow the child whatever it is they need at that moment. I hope I can recognize what that is and honour it in the moment. 

When I die all I want is for everyone to gather at my house, surround my babies in love, eat open faced egg salad sandwiches (the universal sign of death), bring a lasagne for my babies to put in the freezer and pull out when they don’t feel like cooking and talk, drink and share stories. Fellowship and connection, that is my wish.

That is my view from the 86th Pew,
​Michelle



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Thoughts from Module 4: As If It Wasn't Complicated Enough - Enter Trauma

6/15/2020

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Trauma. I am very fortunate, while I have had some harrowing experiences for sure, my experience with truly traumatic events is very limited. I do not suffer from any form of PTSD, for that I am grateful. However, this puts me in a difficult situation with my students who have suffered trauma. I can never truly empathize with them. I can sympathize and I can be concerned, but I cannot truly empathize. And because of this, trauma is an area that I need to research more in order to become trauma-informed. I think (and I am sure my FSL will agree) I can recognize trauma and I recognize that I am not the person to help with that, but I can certainly find someone who can help. That is important as well. I am not a licensed therapist, I am a classroom teacher. While I completely understand that I am a front line worker and children might feel comfortable in speaking to me and sharing “scary” stuff with me, I also acknowledge that I am not trained in this manner and I will always defer, while honouring the student’s trust, to people more qualified than me.  

Side Note: If you would like to send the University of Lethbridge a quick email stating that you think all pre-service teachers should have access to a counselling course or two, I would be grateful. I have tried, I need more voices requesting this. As teachers, we are front line workers and we need to be ready with the right words to say when a child comes to us sharing traumatic events. They trust us as their teacher to say and do the right thing. We should be trained properly for that inevitability. 

Something I had not thought of was an analogy that Jody used in the video. If the experience is coded in terror there will be residual effects that may be detrimental to that child. But the experience might not be coded in terror. This was very interesting to me - an experience at a refugee camp doesn’t have to be traumatic. That. Didn’t. Even. Occur. To. Me. I find this amazing and it only makes sense. If the event is coded in terror it is traumatic. For example, I love thunderstorms! I pull up a seat in front of our living room picture window and I watch, fascinated. My daughter and her dog, the complete opposite. Thunderstorms are traumatizing for both of them, so much that I can no longer enjoy the thunderstorm because I am worried about how they are feeling.

Suspensions...frowny face. I wish they didn’t happen. The comment was made that in the olden days you would have to go home and on the days you were suspended you were picking rocks at first light and still picking an hour after sundown and you would have been lucky to get a lunch break - believe me, you didn’t get suspended twice. Now, mom can’t take the day off of work so you get to sit at home eating Captain Crunch and playing Fortnite dreaming up ways to get suspended again for another great holiday. I love Jody’s line that “suspensions are the pipeline to prison,” well not that I love that - but just re-read that quote and think about it. When our children do something so bad that the administration believes they should be suspended, do we not hear that cry for help? One of my students this year was suspended. He did something very bad - bad enough that the police were called in. He spent three days at home, was he “cured” of his deplorable behaviour when he came back? Absolutely not. Was there someone waiting to love all over this kid when he walked into the room. I tried. I did my best to lite up for him, but honestly, it was hard. He needed someone else to invest in him, someone that could take him into a new, clean context and create something positive with him.  In my school, my principal will sometimes put up a list of students who have been identified as needing a mentor. A special someone who actively searches them out and is genuinely concerned about them on a regular basis. That is what we did for this boy. An EA who didn’t normally work with him or our class sought him out and asked him to shoot hoops - his all-time favourite activity and also just shoot the breeze. That is what he needed. Connection. It was lacking at home, we needed to provide it at school.

I believe we have taken the first tentative steps down the road to recognizing mental health issues, their causes and how they can be managed. But we have a long way to go. The more people who speak about their struggles, the more people will realize that they are not alone. I will never forget when I was a brand new mom I was feeling guilty for not wanting to be around my child. I didn’t have postpartum depression, I was just a new mom and sometimes it is very overwhelming. I remember going to a Mom’s Morning Out, a coffee time in our local church basement for stay at home moms. There was a mom there who was about five years ahead of me in the parenting department. I heard her say, “Oh ya, I’ve pictured them [her children] flying through the living room window more than once.” Please understand this is one of the most loving, caring mothers I have ever met and I often seek out her advice on parenting. I was so relieved when she said that, I felt like I wasn’t alone, that what I was feeling was somehow “normal.”  I think that is why we need to keep having conversations around mental health - people need to know they are not alone, and that there are people and programs that can help them.

That's My View, From the 86th Pew,
​Michelle



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Thoughts from Module 3: How I see them - Jody Carrington - Kids These Days

6/11/2020

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For me, this chapter had the biggest impact. I read this the summer before I knew I was going to have to teach a Calliou. I was dreading this - whining for me is such an energy drain, it just plain exhausts me. I was planning on ignoring this child. I rationalized that if I just don’t give the attention that they are seeking (see what I did there) then they will just stop. And then I read Kids These Days, Jody convinced me I could do better.
When I saw Calliou on that first day of school that fall - I lit up, I brought all I had and I asked all the questions. We had a great year because I knew better and I was able to do better. We made connections. I will be forever grateful to Jody even if it is just that one student who benefited I am happy - but so many more will benefit from my Calliou wisdom. 
Another statement that Jody brought to my attention in this chapter - “Don’t you know that mad is just sad’s bodyguard.” Whoa! Back the bus up! That is so important - read it again. This was mind-blowing for me. Maybe something I knew but didn’t really recognize. I think by keeping this in mind my approach to my angry kids is so, so much different. So many have not been shown how to regulate - it is my job to model this and walk them home. I have always been honest with my students. I am a terrible speller and I ask for their help. If I write something on the board and it is spelled wrong - they need to point that out to me. I make mistakes, I am the teacher but I don’t know everything about everything, I learn every day with them. When I make a mistake - I own it. I apologize and I hope to do better the next time. When my kids (the ones I own) were little and I was “chippy” I let them know. I’d say, “Mommy isn’t in a great mood - so please work with me.” I now let my students know if I am off. I strive to be “on” for them at all times but I am human. This spring I got sick - very sick and I had a hard time finding a sub. I told my class that I was doing my best but I was sick. My toughest/hardest mad/sad kid sent me a note that said: “Mrs. Watt, thank you for being kind to us even when you are not feeling well.” I don’t know if he experienced that in his world. I am happy to have modeled that for him.

That's My View from the 86th Pew,
​Michelle



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    The Born Again Teacher

    I am a teacher who came to education late in life, and like those who are born again I love to preach and teach about my vocation. I am a teacher who is always a student.  Here you will find my thoughts on how to improve my practice as an Educator.  I sign off with "That's my view from the 86th Pew," the reason is that I own an old church pew that sits in my front entrance and the plate on it says 86.  I love that it is a play on words in that the view is what I see as well as what I think. 

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