Blog Posts

The most recent stop on my student voice inquiry journey was at WJ Mouat. I continue to be fascinated by the diversity of thought about certain issues, and simultaneously the remarkable consistency around other topics. Rather than editorialize, I will Arianna (Gr. 9), Omran (Gr. 12), Jazzi (Gr. 11), Nickolas (Gr. 11), Bella (Gr. 11), Lily (Gr. 12), Nathan (Gr. 11), Jayda (Gr. 12), and Natalie (Gr. 12) speak their truth:

When you think about school, what is the first word that comes to mind? Why?

I visited the temporary Upper Sumas Elementary site this week to see how the staff and students were adjusting to their “new” environment (For those of you who have been around as long as I have been, this was the old Abby Elementary School site). As I approached the front doors, I saw a class of students standing in circle in a little garden patch. I made eye contact with the teacher, Ms. Marr, who invited me to join their circle. She told me that they had just finished sharing what they were grateful for and invited me to do the same.

The Vancouver Sun recently paid ASIA Sumas a visit, hoping to chat with various students about their experiences over the past two years. The writer was particularly interested in learning what students thought they needed given that there is hopeful news that we are moving away from the constraints and repercussions of a global epidemic.

With all that has transpired in this country and in Europe over the last few weeks, it is easy to slip into despair. However, when you work with and in service of children it is both difficult and unhealthy to live in that space. I had the distinct pleasure of meeting with a group of eight students from Robert Bateman Secondary last week, and true to form, they not only affirmed the importance of our work, but lifted my spirits about the fundamental importance of our ongoing journey to deepen student learning experiences in our schools.  

I have a hope that one day we will not have to celebrate Black History Month, that our society, discourse and school curricula will be redolent with the contributions and experiences of Black Canadians, that Black students in our schools will be proud of who they are, that they will see their history and culture in the ecology of their school experiences, and that they will not suffer the legacy of prejudice and racism as their previous generation had.

Over the last few years, it has been my practice to post a “Top 3” January blog related to our educational transformation efforts and ways these ideas might be manifested in the coming twelve months.

When I was recently asked to share with some of my colleagues how our school district was handling the challenges related to the recent rainstorms and flooding, I could not help but reflect on the numerous calamities we have experienced as a community over the last decade. In addition to the pandemic and disastrous flooding of the last three weeks, our community has endured more than its fair share of tragedies. We have lost more students from a range of misfortune too difficult to recount here.

On the heels of our decision to open some of our schools last week, several high school students wrote a version of this letter below to me:

Dear Dr. Godden,

On behalf of several students in the Abby school district, we would like to request that you close the school district completely for the remainder of the week as well as thank you for your prompt decision making in this unfortunate situation. 

As a way of keeping our focus on the teaching and learning in our schools, I have drawn a distinction between the “work”, our primary focus on providing for the educational needs of our students, and the “weather”, the conditions under which we do this work. In uncertain times if we are not careful, we sometimes confuse the two. While it is clearly important to ensure that we are following all the public health protocols, caution must be extended to ensure that this does not become the primary focus of our discourse and practice.

As we navigate the fourth wave of the pandemic, with an eye to post-pandemic teaching and learning, it has dawned on me that two of the lessons learned from the pandemic might be at odds with each other. With physical distancing being one of the best ways to keep ourselves and kids safe from COVID-19, we saw many classrooms migrate outdoors, at least for part of their instructional experience. This was sage advice given to us by public health, and many classroom teachers were all over it.