Reflections of a jumbled mind

Hello Everyone! Here is my review of the blog entries which I reflected on, and wrote. I think I only wrote the Horizons, but there was so much information to read! I’m sorry if I didn’t comment on your blogs. Some of them were very interesting, like Jenna’s about the misinformation in Science textbooks. I didn’t always write a comment, but I enjoyed and learned a lot from all of you. Thanks!

Monday September 26: Parents: Partners or Prosecutors?

I still am nervous about the parent relationships. But while I have no control over how the parents may initially react to me, I can greet them and do my best to include parents in my class. Inclusion could be anything from handouts, or emails, or monthly letters. I could have a once-a-week afternoon drop by time devoted specifically to parents.

Also, I can do my best to talk politely to the parents, and really get involved in my students’ lives so that there is less miscommunication.

Thursday October 6: Tools to use

I looked at the Xtranormal, and am excited to try it out, but just haven’t had the time. However I have tried Prezzi.com, and had loads of fun experimenting with projects. It’s sort of like a virtual tour of a PowerPoint presentation! And much more interesting to watch.

Tuesday, October 11: Horizons: Canada Moves West

I am still wary of textbooks. When planning out lessons, I read the two or three “texts” that are suggested for the lesson material, and if I find them unsatisfactory, I try to find another text.

In regards to Indigenous people, I find it very challenging because I do not know a lot about the different tribes. Therefore I sometimes find myself second guessing the material, not because I find it biased, or shallow, but because I’m not sure what to think of it.

Hopefully I can continue to educate myself in this area, and gain the confidence needed to teach about Indigenous people.

Monday October 24: Cool website for history teachers (and art)

How did I not see this?! Oh it’s so amazing. So I’m writing it down now.

Thursday October 27: Diet and Learning Disabilities

Ha ha! Ok first off, I can tell that I have run out of time later in the year (to make lunches) when I happily buy an apple fritter for a snack. Did anyone catch me falling asleep in 406 today? No? Phew. That’s good.

Reading the other comments, I am not sure where the teacher’s role is in supervising students’ diet, but I think that as a role model, I can encourage my students to choose healthy foods.

Thursday October 27: Gay Bullying and Teen Suicide

Yeah, I know I still feel as strongly about bullying in my class. I won’t stand for it. And I will call students on derogatory words. Now that I’ve learned more about peers, depression, suicide, and classroom environments, I know that it is up to me as a teacher to ensure that all of my students feel safe and secure in my classroom.

Saturday October 29: New BC Education Plan

Right: I still feel nervous about this plan. Now that I have learned a little more about plans, and how some parts succeed and others don’t, I think that it is even more important to keep the “flaws” of the plan public. Make parents aware of what the government is suggesting they achieve. Maybe then this stupid plan will be shot down dead.

Sunday November 20: University Transcripts

Though I did not post to this blog, it definitely hit home. I am from Victoria, and have thought that someone I would like to be able to teach here. I too have been constantly told that my marks won’t affect me at all… except by one professor. So now I feel a little nervous.

After all, we are going through the program for the process of learning, not the product, right? And yet, product keeps coming back and slapping me in the face. Which makes me start to second guess my capabilities. Because while I am getting awesome marks for this undergrad, I can’t say the same for the other undergrad. They were good, but you know, B average. So…. How will that look on a transcript? “Hilary Teacher extraordinaire aces her post degree program, but belly-flops in her previous undergraduate degree”. Yikes.

Rah-Rah-Rah-Reflections!!!!

Don't we all just love that word, Reflection?

Anyways, here is a quick summary of my contributions!

09/26- Responded to Blair's post, re: Teacher's Salary
I knew nothing about it then, still don't know a heck of a lot and don't really care to look into it further because I've made up my mind not to look for work in BC.

09/26- Responded to Tina's post, re: ADHD
I've come to realize that I want to know more about helping the kids that are often in vulnerable sitations, ie: kids with exceptionalities. I am really looking forward to the exceptionalities class next term. As I said in my response, we need to get past the label, and focus on the child.

09/26- Busy Blogging Day For Me!
I wrote a post about parents and how they may affect our job. I know I often get seriously frustrated with a lot of my Brownie parents so I can only imagine this frustration will increase in the teaching world. I am still nervous about dealing with parents, but I feel much more confident about my pedagogical beliefs now that this term is drawing to a close, and I think I would be willing to take anyone on who wanted to try to challenge me. I just have to work on not turning beet red and blotchy every time I get riled up about something.....hm.tricky.

10/08- Responded to Lisa's Post, re: Funding for Special Needs Students
See comment above about not wanting to teach in BC.

10/16- Responded to Hilary's Post about Outdated Textbooks
This turned out to be exceptional timing on Hilary's part, because it tied in with "Blair Day" and the series of articles we look at from the Tyee. The way that we have treated our Indigenous population in Canada is devastating and I think textbooks should reflect this. I also think that something needs to be done in regards to offering quality education for Indigenous students in this country, and it has to  incorporate their ways of knowing and it has to look at events from their perspective, and I has to be designed by/with Indigenous educators. The education system is failing this population in a terrible way.

10/16- EDSA Conference and Sexual Health
Why is everyone so afraid of this topic??! I really hope I get to teach sexual health. If you get stuck with it one day, Google Kerri Isham. Awesome resource.

10/27- Gay Bullying and Teen Suicide
If you didn't already notice, bullying bothers me to no end. I am slightly nervous to find out how I will deal with it as a teacher. Doing nothing and turning a blind eye won't be an option, and never was an option for me. One of the first things I will investigate once I am hired at a school is whether or not my school has an operating GSA. If it doesn't, I will start one because I think they are so important.

11/08- Responded to Ben, re: Reflection
Basically, I ranted. But Blair brought up a really good point- how do you think we will all feel about this stuff two years from now??

11/21- Responded to Jackie, re: Transcripts
The conclusion I came to was that both the process AND the product matter and that if you take the process seriously, then the product (assignments and corresponding grades) should reflect this.

11/21- Responded to Blair, re: Technology
Yikes, what a controversial issue! Technology cannot replace teaching, and good teaching is not dependent on the tools that you employ. Don't use technology for the wow factor, use it only if it will enhance learning. We are not entertainers!

There you have it folks. Now that I am looking at what I chose to respond to, I noticed that I avoided political issues for the most part. That was mainly because I don't necessary feel that I have the background knowledge required to hold my own in a politial debate, but also because I gave up caring about BC education politics because it only made me depressed and cynical. And this is only the first term!

I think that our seminar group did an awesome job with this blog. We all contributed in a meaningful and respectful way. Good job everyone!

To Stay or To Move?

I thought this article was interesting following Friday's history Class.

B.C. teachers dream of . . . Alberta?B.C. teachers have a reputation for left-wing activism, but these days some are gazing longingly at a province they once derided as redneck.Not only are teacher salaries higher in Alberta, but its Conservative government is taking steps that would cause the B.C. Teachers’ Federation (BCTF) to rejoice.The following email with news from the Alberta Teachers’ Association (ATA) is making the rounds this week in B.C. education circles:The new Conservative premier of Alberta, Alison Redford, has restored the more than $100 million cut by the previous premier from the education budget, as promised in her leadership campaign. Redford also said she would eliminate the Grade 3 and 6 provincial achievement tests used by the Fraser Institute to rank elementary schools in Alberta. Opposition to this kind of testing and use of test results has become mainstream.Also, Dennis Shirley, a researcher working with an Alberta/Finland research project which involves both the Alberta ministry of education and the ATA with counterparts in Finland, says that he is hopeful that Alberta can adopt the approach that Finland uses in place of this kind of testing.The ATA News reports that Shirley said that instead of “accountability” based on an accounting approach, Finland uses what Shirley calls “public assurance.” It involves “parents and community members trusting educators, thereby allowing them to focus on teaching and learning, rather than spending time on public relations campaigns or high stakes testing strategies to assure the public that the education system is working.”For many educators, Finland is utopia. Could Alberta be next?

http://blogs.vancouversun.com/2011/11/24/b-c-teachers-dream-of-alberta/

After hearing about BC's issue's from Dr. Fleming...How do you feel about BC's education system compared to Alberta? Would you consider moving out of province based on what we heard in class on friday?

Check it, In a Nutshell for ya' - the Summary!

Summary of Blog postings:

· “Teacher’s Pay”: A shameless, but well intentioned attempt to draw my class - mates into the fray on a subject they will likely be complaining about for years to come. This is a controversial issue and a political hot potato, seemingly ripe for a Blog war. However my colleagues buried in their studies seemed unmoved by the level of controversy generated on this post. 2 Comments from the same Blogger, thanks Nichelle

· “Teaching in BC /A Political backgrounder”: This Blog was about the ongoing political war between the teachers union and successive provincial governments. The focus of the issue is the current job action and it’s historical roots. An excellent article, well-written and resourced, hats off to the writer. This post garnered more responses, one from me (I don’t count those). A sign of life in the blogosphere appears…The Tyee brings some soul back to Journalism – Shout - Out - to the Tyee!!

· “Watch” : This blogolio is a reference to a video clip gleaned from CBC news. This should have created a firestorm, but apparently my colleagues were nonplussed…for it’s level of emotion and heartfelt self-less professional integrity I felt this one deserved more than a sniff. I tried a bit of sarcasm, even self-deprecating humour….too no avail. Colleagues = no dial tone. Jackie chipped in with one excellent comment, from the heart, conversational – thoughtful personal anecdotes - thanks Jackie.

· “Diet and Learning Disabilities”: Toe in the water on diet here for me. Wish I had more time to get into it. Have to admit I could lay off the Apple turnovers from “Mac’s”. Over all my diet is pretty good and I feel it’s important to model that for students – those rascals will be all over it… you’ll find me kickin’ it with the cool kids down by the library at lunch talkin’ ‘bout the FLQ and the Quiet Revolution - and munchin’ on some carrot sticks. You might even hear a, “hey Johnny are you going to finish that Quinoa salad?”….again a shameless attempt to bait my classmates into another pop-education topic. I’m feelin’ not too bad about this one: 3 lengthy and solid comments…chew on that! MMMmmmmm….!

· “New Future for Education A Luddites Perspective”: This is rapidly becoming a pet subject of mine and seems to draw some attention. Most people these days are easily dazzled by fancy gadgetry of all kinds…I dare say I may have to switch my professional focus to archaeology…I still feel books, and interpersonal, face-to-face communications are important….I am a fossil however. The night I went off on this my arthritis was acting up and I had run out of Metamucil….was feelin’ a bit codger-like (a term used affectionately for an eccentric but amusing old man). I digress sorry, the memory is slipping fast…where am I? Oh yeah technology – use it wisely, before it misuses you. This post garnered two comments – I thought it deserved more (it even had references!, but admittedly at this stage it may be karma for my meager commentary on my classmates postings (shameful).

· “I'm Not Giving In to George Abbott!! Ever!”: My last gasp, Thanks to Ravinder and Cory…for giving me some relevance. Ravinder, I know you love the Smart Boards, so I admire your bravery for coming out on this one. You both made note of the knitting needles… strange that you picked up on that. I also thought this was the crux of the article and have e-mailed the school in question looking for some clarification on the knitting needles place in curriculum. I think railroad spikes would be more appropriate, as dexterity issues may not be resolved until post puberty. Until that point the railroad spikes, while still being able to be held by a 6-7 year old, may be of no use for knitting, but make an excellent weight training device until at least grade 5, and are much safer used as such.

Well it’s been fun having these blog-versations and I’m going to miss it. There have been some great topics, and I have read most of them (honest). Many of the topics were beyond my expertise and made for good informative reading.

Warmest Regards 780,

Blair

Time to Reflect....Part 2?? :)

Okay, friends, I am going to get a little personal with this blog post. I’ve been pondering on what I should write about for, well the past semester, and Ben stole my idea. I’ve been reading the blog posts by everyone else and they are all great but I wanted to take another approach. For those of you who do not know me very well, I had two options to take this year- either move to Vancouver for pharmacy school (UBC) or stay in Victoria and be well on my way to becoming a teacher. It was a very tough decision on my end. I had three options- UBC, UVic, or work at Thrifty’s for the rest of my life (realistically speaking, what was I thinking while getting a biology degree??).

I really struggled after being accepted to both. I was always making pro’s and con’s about each profession and noticed that the biggest pro on my pharmacy list was the money. The biggest con- I had been job shadowing for two years and had started hating the actual job. It was actually during a trip to visit my aunt in Calgary when she asked me, “If every job paid the same… not just jobs that you actually make money, even the ones that you don’t, like a stay-at-home parent…what would you want to do?” It was at this moment when I looked at her and without any hesitation said, “Teacher.” There I had it- no matter what financial benefits a job provides, it should be something one is truly passionate about. So, after that trip, I came home, sent a letter giving up my seat, and started to enjoy my summer!

However, now that I am in the program and have more knowledge in the area, it is evident that we are in the midst of negotiations and there doesn’t seem to be enough money to go around. It got me wondering; if teaching paid a lower wage than it currently does (approx $200/day for a TOC, I believe), would I still be a teacher? I would like to say I would, especially if there was more money going into the classroom and benefiting the students. How do you guys feel? Are you on the same boat as me?Any thoughts? Time to reflect, friends!

My inspiration for this blog post came from this article that was in the Vancouver Sun today, just an update on what's going on...

http://www.vancouversun.com/news/teachers+employers+still+closer+agreement/5756101/story.html

Would you be among the 10%?

Because this has been mentioned in 3 of my classes within the last week, I wanted to explore the Finnish education system and what exactly makes it so successful. After “revamping” their education system (much of which involved changing the requirements to become a teacher), Finland is constantly competing for the “best” education in the world, but unlike its Asian competitors (Japan, Singapore, Korea, etc…) who stress hard memorization, competition and immense studying, they have less homework, less time in schools and less testing. So how is this country’s education so successful? Would any of these techniques they use work if implemented in the Canadian education system? Would this even be possible? A few of the practices I found interesting:

-          Finnish children start pre-school at age 6, with an emphasis on the importance of learning.

-          All students receive the same “basic” education until grade 10, and are then are given the choice to continue to an upper secondary school or 3 year vocational school (both of these programs have a heavy emphasis on curriculum and Finland is also known to have some of the most qualified employees in the trades).

-          Teachers are highly respected in Finland, comparable with Doctors. (To become a teacher you must have a masters degree in your subject area and less than 10% of applicants are accepted into their teaching program. Less than 10%! (Maybe we could actually get a job if there were only 10% of appliccants accepted each year). 

-          There is a high level of professionalism associated with teaching, as they could be considered “master teachers” (as well continue to call them in EDCI 432) for their subject.

-          Teaching is viewed as a life long career, highly professional, and a desired career choice. Unlike the US (and Canada), where many teachers (50%) quit the profession after a mere 5 years, it is a highly desired career choice, and one that not many people (once accepted) quit.

Looking for more information about this successful system? I read this blog that contains videos and an interview with Henna Virkkunen (Finland’s Minister of Education).

http://profesorbaker.wordpress.com/2011/04/28/finnish-educational-success-the-secret-revealed-again/

Also, though American, this article stresses some of the main differences between western education and Finnish.

http://www.time.com/time/magazine/article/0,9171,2062465-1,00.html

I'm Not Giving In to George Abbott!! Ever!

"Do children need computers in school? New school in Edmonton keeps technology out."

We need to have more educators speaking out against this idea that technology is the answer....it's lip-stick on a pig!! Please read this:

www.edmontonjournal.com/news/children+need+computers+school+school+Edmonton+keeps+technology/5741439/story.html

University Transcripts and the Teacher Hiring Process

Hello Ladies and Gentlemen,

For the last few months, everyone has been telling us how difficult it is to get a local teaching position in or around Victoria. In fact, we can't even be guaranteed a practicum placement in the area. That's old news for some of us who have teachers in our own families, as we have seen the struggle first hand. Because of this, I do not have any grand illusions about getting a teaching job near Victoria, or even on Vancouver Island. I entered this program knowing that, as a teacher, I would eventually have to leave my home in order to find work.

However, out of curiosity, I started to investigate the process of applying to the Teacher-On-Call list for the local school districts. After looking at the list of required documents for a TOC application, I was surprised to see that the hiring committee requests our university transcripts. Several professors in our program have said that our grades are not as important as our growth as teachers during this program. Yet, this is obviously not the case, at least for teachers in Victoria. The Greater Victoria School District explains on their website that only teachers with "exemplary ratings on practicum reports," "very positive professional references from school administrators," and "good academic performance as shown in university transcripts" will be considered for on-call teaching positions.

Clearly, some districts do take our university transcripts into account. I really don't know how I feel about this. On one hand, it does ensure that prospective teachers take their education seriously and work hard at it. It also ensures that the district is hiring intelligent and capable individuals. But, is it really beneficial to us as future teachers to constantly be striving for the almighty A+? I don't know about all of you, but I find that when my success is based upon grades and percentages, I retreat into a very outcome-oriented and self-interested place. This is a place where I worry primarily about myself, and obsess over my tiniest shortcomings. Instead of participating in activities or attending lectures that might improve me as a person and an educator, I spend an extra two hours editing a lesson plan, thinking about ways to bump my grade from a 90 to a 95%. I guess that's one reason why I'm enjoying our seminar course. Because it's pass/fail, I'm not worried about moving my grade up a few percent; the anxiety of achievement is replaced by a sincere desire to develop a positive and effective teaching practice.

I'm sorry if I have caused any undue stress for any of you with all this talk about transcripts and grades, as that was not my intention. Instead, I am hoping to hear your opinions about how such a strong focus on grades can effect us as future teachers as well as how it may effect the learning of our future students. Any thoughts?

Bullying 2.0

http://ca.shine.yahoo.com/teacher-caught-on-tape-bullying-student--is-a-camera-a-kid-s-only-advocate-.html

Just found this as I was going to check my mail. Where would this kid be without technology in the classroom?

New Future for Education A Luddites Perspective

Is this really the new future of education in this province? Is anyone paying attention?

The great minds at the Tyee are at it again:

http://thetyee.ca/News/2011/11/15/Schools-Of-The-Future/

Read this article and follow this story, it's going to effect your future in some way or other...

I'm not sure how layering more technology onto teaching will solve any problems...this all sounds eeerily similar to ideas that were employed back in the in the 80's.....Reagan's ghost lives on.....the Liberals new ideas on how to make education relevant will put us on the track to creating a two tiered education system similar to what began to develop in the 80's in the U.S.

If you offer choice and do not support choice in an equitable fashion....what do you create? Hmmm - inequality.

Plainly - those that can afford technology will gravitate toward technology, while everyone else will have to make do with "outdated"... methods of teaching and learning.

Does anyone in government recognize the enormous costs associated with "high-teching" the system? Can a system already struggling under fiscal burdens accommodate this drive for schools of the future?

More importantly.....

Moving away from the purely fiscal aspects of this problem I would like to address the effect technology has on students in their social relations to one another and their communities. I think the move to a more technological - individual based school curriculum is a huge mistake.

We already recognize that part of the problem with current and past pedagogy is the tendency for educators to deliver information that is detached from practical relevance, filled with abstract accounts, and intangible value. I DO NOT see how layering more technology into education will solve this problem.

Technology is a good way to aggregate and disseminate information, but it does this in a legalistic and individualistic manner...it allows access to more information, but does that make students better citizens?

Have we all forgotten what a large part of the school experience is for children? Technology is a arguably a suitable way to convey "practical" knowledge, but what about the importance of engaging the "practice of social life"....??? I think it's very important that we question the use of technology and the push for more technology before notions of the importance of what are termed "focal relations" (Smits 2001) are lost.

Focal relations refer to those interactions that are characterized in a uniquely human context: face- face interaction....before they are lost to the "lightness of information" - where technology becomes our reality. Ask yourself when you text somebody across the room from you - "is this already happening?"

I would argue that what we need is not more technology, but more human responsibility within our educational community, and this is where we have been stumbling, and this is where they will be able to take pedagogy away from teachers, because we have failed in our responsibility to our communities - our schools.

The real answer is not more technology - not more technology for students to learn on their own, to become more individualized - but a return to what Smits (2001) refers to as "the more elusive goals of citizenship" - those of caring, understanding and ethical pedagogy, that will lead us back to "...a more local and timely experience with each other and our communities".

So you say that's great - but how do I do this?

Well.. the answer is broad and general but it's a place to start:

First, if it has been possible to teach students the merits of technology, then it should be possible with comparable effort to teach them the limitations and ramifications of information technology in their education - their lives.

Second, how do we engage students that are so technologically orientated....how do we hold their interest? The answer to this question is counterintuitive to what I see as the accepted pedagogy of the day.

Contemporary message to (Yes even at UVic!) practitioners is centered on ideas of pedagogical practice requiring teachers to keep up with information technology and utilize in effect to entertain students. I feel practitioners have themselves been "captured" by information technology in an attempt to maintain "legitimacy" and "relevancy" in their practice. I believe as educators we have an obligation to deliver a more balanced approach of encouraging our students to approach their studies with, "...vocational, social, and self-reflective skills requiring quiet determination, serious and prolonged investigation, and attentive revision that run counter to the instant gratification delivered by the Internet." (Mueller, 2011, paragraph 8).

These are broad ideas, but they are a place to start, and if we don't get off our collective posteriors as professionals and citizens, they will, sadly, take teaching and learning away from us.

So when you ask me why I'm a bit hostile to importing more technology into the classroom this is why....it's not a knee jerk reaction, it's the opposite, it's thoughtful reflection on where this is all taking us, and I'm not willing to sit back and watch iPads and MacBooks take the place of the colleagues I'm getting to know and respect as the great teachers they will be.

This is my last post so I thought I would try to give you something to chew on - Peace - Blair

References

Mueller, Anthony. (2011) Teaching in the Age of Technology – A High School Teachers Perspective. Posted (January 10, 2011) Philanthropic Ventures Foundation’s Blog. Guest post from Woodside High School English teacher Anthony Mueller. http://venturesfoundation.wordpress.com/2011/01/10/teaching-in-the-age-of-technology/

Smits, Hans (2001). Is There a Legitimate “Luddite” Response to Technology in Social Studies? Canadian Social Studies, Canada’s National Social Studies Journal, 35, 2, Retrieved from http://www2.education.ualberta.ca/css/Css_35_2/index35_2.htm#Articles

It's Time to Reflect!

Hello esteemed and distinguished colleagues,

Well, my time has come to step up to the podium and post my two cents worth. And while they are only two cents, it's more like two cents one might have had back in 1903. Yeah, that kind of two cents…worth way more than the worthless two cents we know today.

So my question to all of you, and your participation is greatly appreciated, is what are your thoughts and feelings about the direction this programs is taking, now that we have some foresight into what this program is all about?

I ask you this right now because I am very curious to compare and contrast all of our feelings about this program now, versus how we are going to feel at approximately this same time one year from now as we are finishing up our final practicum and ready to take on the big scary teaching world on our own.

So if you are up for it, and want to make a significant blog contribution, please short answer the following 4 questions:

1. What do you think has been the most useful part of this program to date?

2. Has the program so far lived up to the expectations created in your imagination when you were applying for acceptance? Please elaborate.

3. If there is one thing that you think could be most beneficial in creating positive change for this program in general, what would it be?

4. Do you see any merit in attempting to address these issues we are faced with in this program, or do you feel that the onus is upon the department to figure out how to adjust and improve it at their own discretion ? Why?

As you can see, these questions start to take on some dark and shady undertones, which I think adequately relate to a lot of sentiment I have perceived in class. DON’T BE SHY! This is your time to vent boys and girls! Get it out there and put it in writing.

It will be very interesting to reflect back on this post in a) one year from now and b) two years from now, Allyson included.

Hi everyone,

I haven't anything amazing to say, but I was just looking over our syllabus, and Allyson has so very nicely written that our blog contributions can also be a contribution to our E-Portfolio C2: Teachers should demonstrate the capacity to share ideas with colleagues, within professional organizations and the wider community.
So there you have it: another E-Portfolio possibility. Other than that, I hope everyone is doing well! Keep working hard: we're already 2/3 done the first semester!

New BC education plan

I think you should check this out...what are your thoughts? What implications might this have for you as a teacher?

http://www.bcedplan.ca/assets/pdf/bc_edu_plan.pdf

Diet and Learning Disabilities

There is very little talk about this subject and I know we all eat very healthy because we're all so sharp and with it, but the longer this problem goes on with out a concerted effort to address it, the more serious it will become.

For various reasons children are coming to school malnourished. In some cases it's not because they aren't getting enough to eat, but simply because they aren't eating the right foods or enough of them.

This is rapidly becoming a generational issue with kids. I've been doing some light reading (some articles) about food dyes, mercury, and high fructose corn syrup in food and the effects they have on children. While this may seem intuitive (it's bad), it seems most parents and educators are more concerned about the importance of drug and alcohol education we still have a lot of ground to make up with an important building block of education = food.

I used to drive by a local area high school a lot (to and from work) because it was near the highway. I saw a lot of kids, I mean a lot of kids ....rivers of kids, at lunch in particular streaming in and out of the convenience store which is a city block away from the school, within direct sight of the high school.

One day I need a bottle of water so I thought I'd stop in and see what Willy Wonka was peddlin' down at the chocolate factory....

As you can guess, the store didn't have much in the way of actual food. It was packed with processed foods, chips, candy bars, sodas, gum every kind of candy you could dream of.... Worse yet, "Energy Drinks"......Monster Energy, Red Bull etc. etc.

I thought..."oh my goodness"....what happens in that school after lunch?

I think you get the point, that store is a Gold Mine! Ok besides that ....that store is an educators nightmare in the form of King Size Snickers and a Monster Energy Drink. Is it any wonder, kids can't concentrate after they down 500ml of high fructose (diabetes inducing) Monster Energy....or chuck back a few Oh Henry's (they're healthy they've at least have peanuts right?)

How can students pay attention (function) while he/she is peaking then crashing on all that caffeine and sugar? Likely they can't....Social Studies is my teachable and I'm no scientist..so I'll go with intuition....making diet part of your class discussion may be worthwhile...if you want to do a Masters on this you might have some takers...correlations abound....

There are more issues here, like community responsibility (the store)......but I've rambled enough......

Here's a link that links to some other links, and so on and so on and so ....

http://naturalvitalitykids.com/2011/03/the-marketing-of-obesity-to-kids/

Hope you all are having a good night studying out there....beware I heard (CBC) bedbugs are on the move...found in a library in Vancouver... you know it won't be long before they are here too...and just in time for Halloween...SCARY!