imagine never being afraid to share your thoughts and ideas with others your
thoughts and ideas with others your
thoughts and ideas with others your peers your teachers or even your boss in
peers your teachers or even your boss in
peers your teachers or even your boss in times of stress when we need most to
times of stress when we need most to
times of stress when we need most to communicate effectively to be understood
communicate effectively to be understood
communicate effectively to be understood it can feel like our words abandon us
it can feel like our words abandon us
it can feel like our words abandon us and how might that feel for a child
and how might that feel for a child
and how might that feel for a child trying to make sense of learning we all
trying to make sense of learning we all
trying to make sense of learning we all have that one common shared experience
have that one common shared experience
have that one common shared experience of once being a child and today I will
of once being a child and today I will
of once being a child and today I will share with you my own experience as a
share with you my own experience as a
share with you my own experience as a child going to school working in schools
child going to school working in schools
child going to school working in schools and ultimately creating a new solution
and ultimately creating a new solution
and ultimately creating a new solution for children to learn now most of us
for children to learn now most of us
for children to learn now most of us come into this world kicking and
come into this world kicking and
come into this world kicking and screaming and have no problem getting
screaming and have no problem getting
screaming and have no problem getting the things that we need or want what
the things that we need or want what
the things that we need or want what happens along the way how do we lose
happens along the way how do we lose
happens along the way how do we lose that way are these natural rites of
that way are these natural rites of
that way are these natural rites of passage or something that happens in our
passage or something that happens in our
passage or something that happens in our experience at school school has had a
experience at school school has had a
experience at school school has had a magnetic hold on my own life I’ve spent
magnetic hold on my own life I’ve spent
magnetic hold on my own life I’ve spent 31 years in schools and as a child over
31 years in schools and as a child over
31 years in schools and as a child over time I became a little afraid to share
time I became a little afraid to share
time I became a little afraid to share my ideas because I didn’t want to give
my ideas because I didn’t want to give
my ideas because I didn’t want to give the wrong idea
the wrong idea
the wrong idea and more often than not the questions
and more often than not the questions
and more often than not the questions that were asked of me didn’t fit the way
that were asked of me didn’t fit the way
that were asked of me didn’t fit the way that I thought about things but I
that I thought about things but I
that I thought about things but I learned how to follow the rules and the
learned how to follow the rules and the
learned how to follow the rules and the expectations and every day I would go to
expectations and every day I would go to
expectations and every day I would go to school hang up my jacket hang up my
school hang up my jacket hang up my
school hang up my jacket hang up my backpack go to my desk pull out my book
backpack go to my desk pull out my book
backpack go to my desk pull out my book write down the date and I would wonder
write down the date and I would wonder
write down the date and I would wonder teacher do you see me as adults we know
teacher do you see me as adults we know
teacher do you see me as adults we know that teachers can see their students all
that teachers can see their students all
that teachers can see their students all day long but when you’re a child it’s
day long but when you’re a child it’s
day long but when you’re a child it’s easy to feel lost and invisible and seek
easy to feel lost and invisible and seek
easy to feel lost and invisible and seek just a moment of recognition in your
just a moment of recognition in your
just a moment of recognition in your teachers eyes now I’m going to take you
teachers eyes now I’m going to take you
teachers eyes now I’m going to take you back to a day in 1984 I loved school I
back to a day in 1984 I loved school I
back to a day in 1984 I loved school I loved my teachers I recognized that
loved my teachers I recognized that
loved my teachers I recognized that these were humans that could have been
these were humans that could have been
these were humans that could have been anything that they wanted to be but they
anything that they wanted to be but they
anything that they wanted to be but they were here helping me learn and I was
were here helping me learn and I was
were here helping me learn and I was grateful on this day
grateful on this day
grateful on this day nineteen eighty-four our teacher giving
nineteen eighty-four our teacher giving
nineteen eighty-four our teacher giving us an assignment she asked what do you
us an assignment she asked what do you
us an assignment she asked what do you know about grasshoppers and the twist
know about grasshoppers and the twist
know about grasshoppers and the twist was we had to write in cursive writing
was we had to write in cursive writing
was we had to write in cursive writing when I returned to my desk and looked at
when I returned to my desk and looked at
when I returned to my desk and looked at this blank page I envisioned my words in
this blank page I envisioned my words in
this blank page I envisioned my words in cursive and to me it looked like they’d
cursive and to me it looked like they’d
cursive and to me it looked like they’d be bowing to the reader and I didn’t
be bowing to the reader and I didn’t
be bowing to the reader and I didn’t want my words to bow
want my words to bow
want my words to bow I wanted my words to stand up tall and
I wanted my words to stand up tall and
I wanted my words to stand up tall and be proud and happy then I envisioned
be proud and happy then I envisioned
be proud and happy then I envisioned writing in cursive straight up and down
writing in cursive straight up and down
writing in cursive straight up and down and I recognized that some words would
and I recognized that some words would
and I recognized that some words would stand or some letters would stand taller
stand or some letters would stand taller
stand or some letters would stand taller than others
than others
than others and I didn’t want that either I wanted
and I didn’t want that either I wanted
and I didn’t want that either I wanted my letters to feel equal how was I going
my letters to feel equal how was I going
my letters to feel equal how was I going to solve this problem I decided to turn
to solve this problem I decided to turn
to solve this problem I decided to turn my cursive in the complete opposite
my cursive in the complete opposite
my cursive in the complete opposite direction and I wrote out the first line
direction and I wrote out the first line
direction and I wrote out the first line my letters slanting backwards and to me
my letters slanting backwards and to me
my letters slanting backwards and to me it looked like a party these words were
it looked like a party these words were
it looked like a party these words were limb bowing on to the page they looked
limb bowing on to the page they looked
limb bowing on to the page they looked happy and joyful
happy and joyful
happy and joyful I felt happy inside I committed to the
I felt happy inside I committed to the
I felt happy inside I committed to the style of writing all the way through
style of writing all the way through
style of writing all the way through handed in my assignment and a few days
handed in my assignment and a few days
handed in my assignment and a few days later our teacher called us to the front
later our teacher called us to the front
later our teacher called us to the front of the classroom we sat in rows in front
of the classroom we sat in rows in front
of the classroom we sat in rows in front of her what I remember is she was in a
of her what I remember is she was in a
of her what I remember is she was in a real hurry to hand out these papers but
real hurry to hand out these papers but
real hurry to hand out these papers but when she got to mind she paused and a
when she got to mind she paused and a
when she got to mind she paused and a million thoughts went through my mind
million thoughts went through my mind
million thoughts went through my mind what is she gonna say will she tell
what is she gonna say will she tell
what is she gonna say will she tell everybody how neat my writing was will
everybody how neat my writing was will
everybody how neat my writing was will she tell us how much she enjoyed reading
she tell us how much she enjoyed reading
she tell us how much she enjoyed reading my work well I saw her lift the paper
my work well I saw her lift the paper
my work well I saw her lift the paper and at the same time her eyebrows
and at the same time her eyebrows
and at the same time her eyebrows started to bunch together she said this
started to bunch together she said this
started to bunch together she said this is the most bizarre writing I’ve ever
is the most bizarre writing I’ve ever
is the most bizarre writing I’ve ever seen and handed it to the person in
seen and handed it to the person in
seen and handed it to the person in front of me before I can even get my
front of me before I can even get my
front of me before I can even get my paper that paper was taken out of that
paper that paper was taken out of that
paper that paper was taken out of that person’s arms and now my paper was going
person’s arms and now my paper was going
person’s arms and now my paper was going left to right and there was laughter and
left to right and there was laughter and
left to right and there was laughter and wide-eyed curiosity I had no words my
wide-eyed curiosity I had no words my
wide-eyed curiosity I had no words my paper had turned into a fallen kite
paper had turned into a fallen kite
paper had turned into a fallen kite getting tangled up in trees in the
getting tangled up in trees in the
getting tangled up in trees in the branches of the arms that were my peers
branches of the arms that were my peers
branches of the arms that were my peers they teacher never asked me why but I
they teacher never asked me why but I
they teacher never asked me why but I don’t think I would have even been able
don’t think I would have even been able
don’t think I would have even been able to explain why in that moment and I
to explain why in that moment and I
to explain why in that moment and I wasn’t willing to cry I didn’t want to
wasn’t willing to cry I didn’t want to
wasn’t willing to cry I didn’t want to be that kid that cried at school but if
be that kid that cried at school but if
be that kid that cried at school but if I had cried my teacher would have known
I had cried my teacher would have known
I had cried my teacher would have known something was wrong how can we expect
something was wrong how can we expect
something was wrong how can we expect our teachers to know something is wrong
our teachers to know something is wrong
our teachers to know something is wrong when the child isn’t willing to indicate
when the child isn’t willing to indicate
when the child isn’t willing to indicate this is what I hoped my thoughts and
this is what I hoped my thoughts and
this is what I hoped my thoughts and ideas could do and this is what happened
ideas could do and this is what happened
ideas could do and this is what happened I closed down that path the one that was
I closed down that path the one that was
I closed down that path the one that was most familiar in my mind the one that
most familiar in my mind the one that
most familiar in my mind the one that allowed me to be imaginative and free I
allowed me to be imaginative and free I
allowed me to be imaginative and free I realized this is gonna get me in trouble
realized this is gonna get me in trouble
realized this is gonna get me in trouble and they didn’t want to get in trouble
and they didn’t want to get in trouble
and they didn’t want to get in trouble now I did all right in schools I
now I did all right in schools I
now I did all right in schools I followed the directions I kept up with
followed the directions I kept up with
followed the directions I kept up with the expectations the teachers
the expectations the teachers
the expectations the teachers consistently reported that I was a
consistently reported that I was a
consistently reported that I was a polite kind thoughtful child I had a
polite kind thoughtful child I had a
polite kind thoughtful child I had a loving and supportive family and had a
loving and supportive family and had a
loving and supportive family and had a best friend that understood me even when
best friend that understood me even when
best friend that understood me even when I had no words but ultimately I wanted
I had no words but ultimately I wanted
I had no words but ultimately I wanted to understand what made humans thrive so
to understand what made humans thrive so
to understand what made humans thrive so after I graduated high school and went
after I graduated high school and went
after I graduated high school and went off to university and I learned about
off to university and I learned about
off to university and I learned about Piaget Piaget was scientists biologists
Piaget Piaget was scientists biologists
Piaget Piaget was scientists biologists and psychologists and he said something
and psychologists and he said something
and psychologists and he said something that was just so painfully obvious but a
that was just so painfully obvious but a
that was just so painfully obvious but a real eye-opener at that time kids think
real eye-opener at that time kids think
real eye-opener at that time kids think differently it’s not that they’re not
differently it’s not that they’re not
differently it’s not that they’re not able to think they just go about it in a
able to think they just go about it in a
able to think they just go about it in a different way this was something that
different way this was something that
different way this was something that really hit home for me he also said that
really hit home for me he also said that
really hit home for me he also said that the fundamental purpose of schools was
the fundamental purpose of schools was
the fundamental purpose of schools was to create men and women that could
to create men and women that could
to create men and women that could create new things not merely repeat what
create new things not merely repeat what
create new things not merely repeat what had been done in generations before he
had been done in generations before he
had been done in generations before he also advised that with clay is how
also advised that with clay is how
also advised that with clay is how anything new comes about so after I
anything new comes about so after I
anything new comes about so after I finished University I ended up right
finished University I ended up right
finished University I ended up right back in schools again and it paid really
back in schools again and it paid really
back in schools again and it paid really close attention my first assignments was
close attention my first assignments was
close attention my first assignments was as an urgent interventionist which was a
as an urgent interventionist which was a
as an urgent interventionist which was a six-week problem-solving assignment
six-week problem-solving assignment
six-week problem-solving assignment which turned into a 14-year stay and
which turned into a 14-year stay and
which turned into a 14-year stay and during those years I pay careful and
during those years I pay careful and
during those years I pay careful and close attention to how a child arrived
close attention to how a child arrived
close attention to how a child arrived at school how they received the
at school how they received the
at school how they received the worksheets how they did or did not
worksheets how they did or did not
worksheets how they did or did not answer the questions and I looked to see
answer the questions and I looked to see
answer the questions and I looked to see if those eyes reflected hope despair or
if those eyes reflected hope despair or
if those eyes reflected hope despair or indifference if my algebra teacher had
indifference if my algebra teacher had
indifference if my algebra teacher had told me life was going to be all about
told me life was going to be all about
told me life was going to be all about solving the unknown variables I might
solving the unknown variables I might
solving the unknown variables I might have paid closer attention during class
have paid closer attention during class
have paid closer attention during class but as it was what he was teaching I
but as it was what he was teaching I
but as it was what he was teaching I couldn’t make much sense of which meant
couldn’t make much sense of which meant
couldn’t make much sense of which meant that I didn’t know where to put it in my
that I didn’t know where to put it in my
that I didn’t know where to put it in my brain but during my time in the schools
brain but during my time in the schools
brain but during my time in the schools I realized that there’s something about
I realized that there’s something about
I realized that there’s something about school that seems really unfair to a
school that seems really unfair to a
school that seems really unfair to a developing child what is it it’s hard to
developing child what is it it’s hard to
developing child what is it it’s hard to pinpoint but something about the system
pinpoint but something about the system
pinpoint but something about the system doesn’t seem fair they began to pay
doesn’t seem fair they began to pay
doesn’t seem fair they began to pay closer attention to the whys when a
closer attention to the whys when a
closer attention to the whys when a child asks why do I have to learn this
child asks why do I have to learn this
child asks why do I have to learn this it’s sir cuz they’re trying to figure
it’s sir cuz they’re trying to figure
it’s sir cuz they’re trying to figure something out something’s not coming
something out something’s not coming
something out something’s not coming together for them when a child asks why
together for them when a child asks why
together for them when a child asks why and that Y is met with because they’re
and that Y is met with because they’re
and that Y is met with because they’re not able to make the connection so I
not able to make the connection so I
not able to make the connection so I listened for those Y’s I tried to
listened for those Y’s I tried to
listened for those Y’s I tried to understand what is it that the kids
understand what is it that the kids
understand what is it that the kids aren’t getting and how could I help how
aren’t getting and how could I help how
aren’t getting and how could I help how could I minimize that impact knowledge
could I minimize that impact knowledge
could I minimize that impact knowledge which is acquired under compulsion
which is acquired under compulsion
which is acquired under compulsion obtains no hold on the mind Plato I
obtains no hold on the mind Plato I
obtains no hold on the mind Plato I recognize that the issues surrounding
recognize that the issues surrounding
recognize that the issues surrounding schools are complex and there are
schools are complex and there are
schools are complex and there are dedicated caring committed humans all
dedicated caring committed humans all
dedicated caring committed humans all around the world working to try and
around the world working to try and
around the world working to try and solve this the solution I’m putting
solve this the solution I’m putting
solve this the solution I’m putting forward is based on four truths one
forward is based on four truths one
forward is based on four truths one you can’t force learning to nor can you
you can’t force learning to nor can you
you can’t force learning to nor can you demand someone’s attention and expect to
demand someone’s attention and expect to
demand someone’s attention and expect to sustain it three
sustain it three
sustain it three a child that has not known respect has
a child that has not known respect has
a child that has not known respect has none to spare or this thing inside the
none to spare or this thing inside the
none to spare or this thing inside the child’s brain or inside the child’s head
child’s brain or inside the child’s head
child’s brain or inside the child’s head the brain belongs to the child and if we
the brain belongs to the child and if we
the brain belongs to the child and if we want children to develop a good
want children to develop a good
want children to develop a good relationship with their brain which will
relationship with their brain which will
relationship with their brain which will impact what they think they can and
impact what they think they can and
impact what they think they can and can’t do in life we need to help them
can’t do in life we need to help them
can’t do in life we need to help them understand some things that aren’t so
understand some things that aren’t so
understand some things that aren’t so transparent in schools if the ultimate
transparent in schools if the ultimate
transparent in schools if the ultimate goal of life is to get to
goal of life is to get to
goal of life is to get to problem-solving then we need to
problem-solving then we need to
problem-solving then we need to understand how ideas and inspiration
understand how ideas and inspiration
understand how ideas and inspiration work we need to see how idea is an
work we need to see how idea is an
work we need to see how idea is an inspiration affect communication we need
inspiration affect communication we need
inspiration affect communication we need to understand the role emotions play in
to understand the role emotions play in
to understand the role emotions play in all of this and also we need to
all of this and also we need to
all of this and also we need to understand learning not everybody learns
understand learning not everybody learns
understand learning not everybody learns the same way so conversation creates
the same way so conversation creates
the same way so conversation creates transparency conversation makes the
transparency conversation makes the
transparency conversation makes the children part of the dialogue that
children part of the dialogue that
children part of the dialogue that shapes their experience of school they
shapes their experience of school they
shapes their experience of school they are given the tools and the concepts
are given the tools and the concepts
are given the tools and the concepts they got to play with it they get to
they got to play with it they get to
they got to play with it they get to work it out themselves they put it
work it out themselves they put it
work it out themselves they put it together they break it apart they help
together they break it apart they help
together they break it apart they help each other understand these characters
each other understand these characters
each other understand these characters from my imagination how names joy
from my imagination how names joy
from my imagination how names joy compassion and creativity conversation
compassion and creativity conversation
compassion and creativity conversation is the peaceful exchange of thoughts and
is the peaceful exchange of thoughts and
is the peaceful exchange of thoughts and ideas now over this past spring we did
ideas now over this past spring we did
ideas now over this past spring we did some prototype testing in different
some prototype testing in different
some prototype testing in different classrooms in schools across Vancouver
classrooms in schools across Vancouver
classrooms in schools across Vancouver different grade levels as well the day
different grade levels as well the day
different grade levels as well the day the results started coming in I gave
the results started coming in I gave
the results started coming in I gave myself a mission to cry because it
myself a mission to cry because it
myself a mission to cry because it worked not only did we meet our
worked not only did we meet our
worked not only did we meet our objectives in the eyes of the children
objectives in the eyes of the children
objectives in the eyes of the children we had exceeded our objectives purpose
we had exceeded our objectives purpose
we had exceeded our objectives purpose and value our objective was to help
and value our objective was to help
and value our objective was to help children learn how to communicate their
children learn how to communicate their
children learn how to communicate their ideas in a way that others would
ideas in a way that others would
ideas in a way that others would understand and give them confidence and
understand and give them confidence and
understand and give them confidence and vice versa
vice versa
vice versa how they could take in other people’s
how they could take in other people’s
how they could take in other people’s ideas
ideas
ideas ninety six point eight percent of the
ninety six point eight percent of the
ninety six point eight percent of the children felt that we met the objective
children felt that we met the objective
children felt that we met the objective they were able to communicate their
they were able to communicate their
they were able to communicate their ideas with greater clarity
eighty-seven point one percent of the
eighty-seven point one percent of the children said yes they had developed a
children said yes they had developed a
children said yes they had developed a better understanding of themselves their
better understanding of themselves their
better understanding of themselves their peers and their teachers a ninety six
peers and their teachers a ninety six
peers and their teachers a ninety six point eight percent of the children felt
point eight percent of the children felt
point eight percent of the children felt that all schools should have
that all schools should have
that all schools should have conversation we were filling a gap we
conversation we were filling a gap we
conversation we were filling a gap we were giving the kids something that they
were giving the kids something that they
were giving the kids something that they didn’t have before now this was the very
didn’t have before now this was the very
didn’t have before now this was the very first class to kick off the testing and
first class to kick off the testing and
first class to kick off the testing and prototype test missus McClanahan’s class
prototype test missus McClanahan’s class
prototype test missus McClanahan’s class is a grade four or five plus and I got
is a grade four or five plus and I got
is a grade four or five plus and I got to spend some extra time with some
to spend some extra time with some
to spend some extra time with some because they were also the first ones to
because they were also the first ones to
because they were also the first ones to finish I ran a hypothetical scenario
finish I ran a hypothetical scenario
finish I ran a hypothetical scenario past the children because I wanted to
past the children because I wanted to
past the children because I wanted to really understand what the value was for
really understand what the value was for
really understand what the value was for them I asked what if only 50% of schools
them I asked what if only 50% of schools
them I asked what if only 50% of schools got conversation what would happen they
got conversation what would happen they
got conversation what would happen they looked at me perplexed like how can you
looked at me perplexed like how can you
looked at me perplexed like how can you even do that but ultimately they were
even do that but ultimately they were
even do that but ultimately they were able to give me some answers and one
able to give me some answers and one
able to give me some answers and one student said I think that the children
student said I think that the children
student said I think that the children that didn’t get conversation they’d just
that didn’t get conversation they’d just
that didn’t get conversation they’d just be too stressed out to learn anything
be too stressed out to learn anything
be too stressed out to learn anything and another offered the ones who didn’t
and another offered the ones who didn’t
and another offered the ones who didn’t get conversation well they’d just be
get conversation well they’d just be
get conversation well they’d just be lost in life and a third one said the
lost in life and a third one said the
lost in life and a third one said the ones who do get conversation they
ones who do get conversation they
ones who do get conversation they wouldn’t keep it a secret from others
wouldn’t keep it a secret from others
wouldn’t keep it a secret from others they chair it I believe
they chair it I believe
they chair it I believe children carry within them a set of
children carry within them a set of
children carry within them a set of wishes and these wishes turn into ideas
wishes and these wishes turn into ideas
wishes and these wishes turn into ideas and these ideas over time guide their
and these ideas over time guide their
and these ideas over time guide their actions not always obvious to the
actions not always obvious to the
actions not always obvious to the observer these wishes are so beautiful
observer these wishes are so beautiful
observer these wishes are so beautiful but sometimes can’t yet pre explained
but sometimes can’t yet pre explained
but sometimes can’t yet pre explained and some of these wishes if you knew
and some of these wishes if you knew
and some of these wishes if you knew would break your heart I see you you
would break your heart I see you you
would break your heart I see you you matter I see you you matter
matter I see you you matter
matter I see you you matter I see you you matter this is how the
I see you you matter this is how the
I see you you matter this is how the conversation begins the human in me sees
conversation begins the human in me sees
conversation begins the human in me sees the human in you most of my life I’ve
the human in you most of my life I’ve
the human in you most of my life I’ve kept my thoughts and ideas to myself
kept my thoughts and ideas to myself
kept my thoughts and ideas to myself well once you leap and land on the other
well once you leap and land on the other
well once you leap and land on the other side of what’s possible for children for
side of what’s possible for children for
side of what’s possible for children for education for Humanity you realize that
education for Humanity you realize that
education for Humanity you realize that taking the leap was never optional
taking the leap was never optional
taking the leap was never optional everything in life was leading you
everything in life was leading you
everything in life was leading you towards it
towards it
towards it and it takes courage to jump into the
and it takes courage to jump into the
and it takes courage to jump into the unknown others won’t understand it
because sometimes what comes across as
because sometimes what comes across as bizarre is a beautiful idea waiting to
bizarre is a beautiful idea waiting to
bizarre is a beautiful idea waiting to blossom let’s work together to take the
blossom let’s work together to take the
blossom let’s work together to take the fear out of learning thank you
fear out of learning thank you
fear out of learning thank you [Applause]
”
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