On making plans

Lately, I have been thinking about John Steinbeck's statement in Of Mice and Men: "The best laid plans..." You know how it goes.

When I left my job in professional hockey communications, I planned on focusing on finishing my thesis. I put my life into storage for a year and moved back into the family home to save on costs. I was so intent on getting my work done by the next convocation date. I remember how determined I was.

And then, the NHL lockout started. Which really, shouldn't have affected my plans, except that my thesis was on professional hockey and players' use of social media. And the players I had earmarked to interview for my thesis were either not available or I couldn't contact them because of communications restrictions during the lockout.

So I bid my time and when the lockout ended, I jumped on the opportunity to move forward with my plans, albeit one semester later than I'd planed on finishing the thesis. And then, I was diagnosed with ridiculously low iron levels. We're talking so low that my doctors wondered how I was standing straight, let alone working out three times a week. This also explained my chronic fatigue, and why every time I tried to work on my thesis, I'd basically fall asleep at my desk. Or on the couch. Or in bed. Sometimes literally.

I took more iron supplements than an average pregnant lady must take, and eventually got myself to a manageable energy levels. By then, I had already decided that I was due for a career change, and had applied to, and gotten in to, the Faculty of Education at Queen's University. That gave me the summer before my programme started to try to finish my thesis. I worked like a horse (or insert your favourite hard-working analogy here) and submitted what I thought was a well-rounded, mostly complete draft to my supervisor just two weeks into my new programme. Note the word "draft". My new plan was shot, as was the opportunity to graduate in the winter of 2013.

All year, I've worked on my thesis between Education homework and teaching assignments, hoping not to let this next opportunity to graduate slip through my fingers. My thesis is currently days away from being ready for the defence process. This plan finally seems to be going well!

But then there's the career plan. As we all know, there are no teaching jobs in Canada, especially not in Ontario. Or so say all the government and union representatives. And yet, there are plenty of opportunities for teachers with French skills. As I am fully bilingual, I planned on taking my French as a Second Language course this spring, so that I would be qualified to apply to the only teaching jobs a new teacher can get: those in French.

Indeed, my plan was to settle down and teach in Kingston for the rest of my life. But you know what they say... One minute I'm covering all my bases by attending a career fair at school that provided options for careers outside of traditional teaching jobs - including overseas opportunities - and then, after a brief conversation, and 20 minutes of more formal conversation, I was offered a teaching position in Sweden. Within 24 hours, I had accepted the position, and I am very much looking forward to teaching math at the Internationella Engelska Skolan in Sundsvall, Sweden for the next two years.

As much as this latest change of plans is exciting, it also means I have to make a bunch of other plans: visa applications, wrapping up my life in Kingston, moving overseas... And I've got until August to figure it all out. I cannot express how eager and happy I am to be stepping into this new adventure! My only reservation? I have no idea what to expect. And I think I've finally learned my lesson about making plans.

On the Art of Learning

In the past couple of weeks, I have had the opportunity to immerse myself in various forms of art, and it has been a truly marvellous experience, one that has left me feeling warm and fuzzy inside.

Last Friday, my dance partner/teacher Claude Marc Forest and I competed in Kingston's Dancing with the Easter Seals Stars fundraising event. And we won! (You can see our Judges' Choice dance here.) Earlier this week, in my role as Producer of the annual Bachelor of Education Musical at Queen's University, I had the opportunity to listen to so many talented future teachers audition for singing roles. On Thursday, I tried painting with acrylics for the first time (and was amazed at the results!), then went to the opening of the Juried Art Exhibition at the Studio Gallery at Duncan McArthur Hall and chatted with some of the artists about their work and their creative process.

Together, these experiences had me thinking about how I perceive, interpret, learn about, produce, and actually learn to do art, in all its forms. The Faculty of Education at Queen's University does an excellent job at teaching us how to teach, but they also teach us to think about how we learn, so this metacognitive thinking thing has been happening to me a lot, lately. One engagement strategy that comes up in several of my courses is cross-curricular integration, or, in other words, teaching one lesson that meets expectations for several subjects, or simply one that uses another subject to make the lesson engaging. I sincerely subscribe to this idea. For me, anything that can make my lesson more accessible to my students is worth trying.

Recently, though, my visual arts professor presented the difference between doing an art lesson (for the sake of art) versus doing a lesson with an art component, and counting it as an art lesson. It made me think candidly about my own approaches to teaching art and introducing my students to various forms of art that may not ordinarily be accessible to them. It also made me explore the resources that exist in Kingston for students and teachers who are interested in incorporating art for the sake of art by going outside the traditional classroom and into the local community.

I knew that Kingston Symphony offered a "Backstage Pass" to young adults 35-years old or younger - and I have taken advantage of this awesome, massively-reduced deal several times before. What I didn't realize is that the Kingston Grand has a similar deal for young adults under the age of 30, called IMPACT, which means that I can take advantage of "student" perks even once I'm (finally) done earning university degrees! Now that I'm finding myself more drawn to the Kingston art scene, I'm really excited to discover that you don't have to be a student to take advantage of all these awesome deals, like in most other places I've lived.

But that's not even the best part! While doing this research, I also discovered that the Grand offers a fantastic deal for educators who want to take their class (or the whole school!) to an artistic performance, and that it costs just $8 per student! There's a whole brochure indicating which shows would be best suited for students, and it even includes cross-curricular links. I honestly did not expect to find that such ready-made opportunities already exist in the community. I thought that, as a (future) teacher, I would have to do a lot more legwork to make such a great learning experience come to fruition for my (future) students.

My trusty calendar tells me that today is World Student Day. With the week of art immersion I had, and the wonder and amazement I felt at being able to explore so many different art forms, I think that one of my goals for my students will be to make sure that they always know what their options are in terms of taking advantage of the rich arts and culture scene in Kingston. I want each and every one of them to be able to feel this wonder and amazement too! Plus, I'm really hoping that I discover other amazing ready-made resources for educators in Kingston, and for other curricular subjects as well. I would love for my students to become truly connected to their home city through the exploration of curricula subjects in a community setting. This way, I can hopefully instil the idea in them that learning is a lifelong process that can continue well beyond one's school-aged years.

Happy World Student Day! :)