Trustee Hough: "I think that it is an absolute, egregious abdication of responsibility on the provincial government for not making these choices on behalf of every student in the province." 2/8
"That this has been handed to a group of linguists and IT specialists and retirees to make the choices about the public safety of the children in this province, about the employees for which the provincial government negotiates their contracts." 3/8
Remember that time I was all "hey, I'm livetweeting a meeting tomorrow!" and giving you all a heads up to mute the hashtag or my account if you want to avoid those updates?
Y'all, the meeting is on Tuesday. Which I know. I just... keep thinking today is Monday.
What is time?
Anyway, the meeting is TUESDAY so I will see you all in 45 hours, not-- not tomorrow.
Yes, you may laugh at me.
Me: "I have committee A on 1st Thursday of every month, committee B on 3rd Thursday, committee C on third Tuesday, one D&D game every other Thursday, D&D DM game every other Saturday, Heart on Mondays, council on 3rd Wednesday--"
Hearing the trustees of a publicly-funded school board in #onted try to justify not flying the #PRIDE flag is reopening some deep, raw wounds tonight.
They're trying to justify their hate with arguments about cost, "competing groups for the month of June," logistics.
As a member of the #2SLGBTQ+ community, I know this isn't about any of the excuses they're giving tonight in #HCDSB. This is about hate. This is about believing that some of their students and their families are inherently less valued, less worthy of respect, *less than*.
Why are these discussions even allowed in publicly-funded institutions? We have a Human Rights Code and it's pretty clear about this.
#2SLGBTQ+ people have the right to exist without having to justify that existence and participation in society.
I keep thinking about this and I'm honestly so frustrated by these posts about how educators need to "stay positive" for their students because "projecting their fears/sadness/emotions will harm students."
In my career, I have taught through the dissolution of a long term relationship, my mother's cancer diagnosis and treatment, two high risk pregnancies, family deaths, chronic health problems.
And I greet my students with a smile and try to be warm, welcoming, put together.
But some days, it's hard. Some days, your students ask you if you're okay because they can read your body language and can tell you're tired, you're worn out, you're distracted, you're sad. And that's okay. It's okay for them to see their educators as human beings with emotions.
In a nutshell, we are teaching children how to be in abusive relationships. As a survivor of abuse and sexual assault, this is killing me. I don't know how to cope with the guilt and anxiety I feel about the situations these kids are put into.
We tiptoe around volatile students in an effort to prevent them from becoming dysregulated. If a student escalates, the discussion becomes about what everyone else did, where we could have acted differently, where we could have changed our behaviour so as not to set them off.