Attention All Teachers, Librarians, and Parents
Join us for an exclusive tour of the new Beaty Biodiversity Museum at the University of British Columbia which is home of the Blue Whale skeleton and learn about science and science books for kids and teens! This event supports the work of the Canadian Children’s Book Centre, a not-for-profit organization devoted to promoting the reading of Canadian books for youth. (more…)
The following is a story written as a reflection of my time spent in India teaching Tibetan children in exile. As a member of the International Teacher Education Module I spent 2 months teaching English in a small community called Chauntra, tucked in the foothills of the Himalayas. The students, teachers, and members of the community were very welcoming and their story has inspired me on many levels. It was this life changing and eye-opening experience that has transformed the way I view both learning and teaching. With this story I hope to give my readers a brief glimpse into the life of a Canadian student named Madison that is introduced to the world of a Tibetan student in India. Madison experiences a transformation that can only be seen in her heart and her actions.
This annotated bibliography focuses on twenty-two picture books and four articles that feature environmental awareness and promote a healthy relationship with nature. (more…)
The 2010 Winter Olympics placed a spotlight on Vancouver, our country, and our Canadian ways. In the closing ceremonies, William Shatner and Catherine O’hara joked about rocking canoes and people who are overly quick to apologize. During opening ceremonies, Shane Koyczan told the world that, “We Are More.” But what does it mean to be Canadian? What are our Canadian symbols? How do we view ourselves and what shapes our cultural beliefs?
In Nlaka’pamux (pronounced ng-khla-kap-mh) country in southcentral British Columbia, you can hear coyotes howling in the canyon at night, and glimpse them disap pearing into the woods. For the Nlaka’pamux people, coyote is a trickster, using his creativity to transform the world, while rebel ling against and disrupting established order.
“Marking is soul-destroying,” proclaimed a disheveled looking woman in the front row. “I’m not kidding,” she insisted, “it is actually destroying my soul.” Shouts of Amen! came from several teachers in the crowd, and the woman with the destroyed soul leaned forward, looking eager to hear whatever advice the workshop leader might offer. This was not a light-hearted affair. She needed help.
To provide more opportunities for students to practice writing, many universities instituted Writing Across the Cur riculum (WAC) programs starting in the 1980s. These programs are based on the principles that writing promotes learning, that writing is the responsibility of all content teachers, that writing should be integrated in all disciplines through out a student’s educational career, and that only by practicing authentic writing in every discipline will students learn to communicate within that discipline (The WAC Clearinghouse, 2009). These collaborative programs have filtered into K-12 secondary schools, espe ially in the last decade due to the standards movement (Brewster and Klump, 2004).
FNESC has invited English teachers to respond to the new draft curriculum for English 10 and 11 First Peoples which is now available on the Ministry of Education website for feedback. Response Forms in WORD and PDF formats are also available. These documents can be found at: http://www.bced.gov.bc.ca/irp/drafts/ (more…)
BCTELA would like to congratulate Susan Telfer, an English teacher in Gibsons, on the publication of her first book of poetry. It is published by Hagios Press. Finding the time to write while teaching is an impressive accomplishment and it will surely inspire both students and colleagues. Way to go Susan!