This document summarizes the agenda and topics discussed in a teaching session. The session included: presentations by students on their observations from placements, a review of assignments and due dates, a discussion of the application of narrative and theory to teaching practice and philosophy, and an analysis of a story about a student named Anika through different theoretical lenses. Participants were asked to consider how theories could help teachers and how observing theory in practice impacted their own learning. The group discussed Ontario's well-being strategy document and how students could share what they've learned. Premises and future reflections about Anika's story were also explored. The session concluded with a discussion of a picture book through various theoretical frameworks and preparing for next week's topic.

1. SESSION 7
ASSUMPTIONS OF TEACHING AND LEARNING
MENTAL HEALTH IN THE CLASSROOM

2. AGENDA
• Chronicle presentations
• Quick review of assignments and due dates
• Theory and Practice
• Review the application and validity of using narrative to form
teaching philosophy or determine teacher behaviour
• Review of Assumptions

3. CHRONICLES
• O4- Hannah
• 02 –Ellen, Sarah

5. THEORY AND PRACTICE
• How does theory help teachers be more effective?
• Can you think of a classroom situation when articulating
theory might be important or needed?
• Did observing theory in practice during your placement
help you answer these questions and see the
connections/validity of learning theory? Why or why not?

6. LISTEN CLOSELY TO COMMENT ON WHAT THEORY
WAS LACKING IN THIS TEACHER’S BEHAVIOUR?
•Anika’s Story

7. 3 R’S AND CONNELLY AND CLANDININ
• Reveal: assumptions we have about stories
• Revelation: awakened perspective
• Reformation: transformed, new knowledge
• Or
Living, telling of a narrative: (reveal)
• Retelling: (revelation) Reliving: (reformation)

8. • TEMPORALITY
• SOCIALITY
• PLACE
3 Commonplaces* of Narrative Inquiry (Connelly & Clandinin)

9. PREMISES
Anika: a good kid! A good daughter! Has loving, supportive
parents! A conscientious student (teacher pleaser)!
Anika’s Mother: new Canadian, did not finish school, acquiring
English, circle of friends in the main is in her cultural
community
Anika’s Teacher: teacher training did not include ESL or varied
teaching strategies, teachers were sage on stage, has not
embraced changes in teacher behaviour as her ways give
apparent positive results ie. test scores

10. ANIKA’S STORY - PRESENT
• Anika – how might she tell this story to her Mother?
• Anika’s Mother – what might she tell her friends
about her daughter’s school?
• Anika’s Teacher – what does she share in the
staffroom about Anika?

11. ANIKA’S STORY - FUTURE
• Anika: how might she tell this story as an adult and as a
teacher that she now is?
• Anika’s Mother: how might she share this incident to her
daughter when giving advice about how she as a parent
should deal with a school problem her grandchild
experienced?
• Anika’s Teacher: at her retirement , how might she
reflect on her career and what she wished she could
redo?

12. ACTIVITY TO UNDERSTAND

13. ONTARIO’S WELL-BEING STRATEGY FOR
EDUCATION DISCUSSION DOCUMENT
HTTP://WWW.EDU.GOV.ON.CA/ENG/ABOUT/WBDISCUSSIONDOCUMENT.PDF

14. HOW WOULD YOU SHARE WHAT YOU HAVE LEARNED?
• Brainstorm ideas…….. How would students share?

15. THROUGH A DIFFERENT LENS
• https://youtu.be/BXlnrFpCu0c

16. As you listen to the story, be
prepared to discuss the theories
from Ciuffetelli Parker, Dewey
Connelly and Clandinin, Schwab
and OCT Standards of Practice

17. DISCUSSION USING THEORETICAL GROUNDING
PICTURE BOOK: MR LINCOLN’S WAY
• Ciuffetelli Parker
• Dewey
• Connelly and Clandinin
• Schawb
• Standards of Practice (OCT)

18. PREPARING FOR NEXT WEEK
• Dewey Chapter 8
• Watch Freedom Writers and To Sir With Love
• Ciuffetelli Parker & Craig (2017)

19. EXIT CARD
We covered a lot of material today. Upon reflection,
Please share:
3 ideas that have intrigued or surprised you from our lesson
2 things you learned, or ideas that were clarified for you
1 thing you’re not quite understanding, yet