mated 50 percent being children. As teach- ers we were anxious to help Syrian children transition into our city. This current refugee crisis presented a
need for action and we felt that it was our turn to answer the call at the school and community level. Sierra and I decided that organizing a
toy drive at each of our schools would allow community members to contribute to fami- lies in a tangible way. We brought the idea to Refugee 613, the Ottawa organization that is coordinating the city and community re- sponse to this crisis. They welcomed our ini- tiative and gave us the go-ahead with the toy drives. Our next step was to bring the staff at Westwind Public School (Stittsville) and Sir Winston Public School (Nepean) on board. For a 3-month period, we collected new and used toys to give to incoming refugee chil- dren from Syria. Our parent communities were keen to support refugees but hadn’t been sure how. This project provided them with the opportunity to help. The students were directly involved. They sorted and se- lected toys.
It was a thought-provoking
learning experience. This toy drive provided us with many
teaching opportunities. Teachers were able to discuss the challenges refugee families face and the courage families demonstrate in coming to Canada. Students learned about “needs” versus “wants” and about the impor- tance of giving back locally and to the global community. The topic allowed for lessons at every
level. In my Kindergarten class, we talked about empathy, compassion and acceptance. We discussed how refugee children might feel about leaving their homes and belong- ings and moving somewhere new. Students questioned why children would leave their country of origin, which led to a discussion about safety and security. At Westwind Public School, students in
Nancy Nadeau’s grade 4 class selected the Syrian refugee crisis as part of their School Learning Plan (SLP) focus for the year. The SLP statement is: “If we model critical think- ing through a variety of strategies such as accountable talk, rich read-alouds, images and debates then our students might ques- tion and evaluate the world around them in a meaningful manner.” Nadeau asked her students questions such as: What would be the reasons for a refugee to come to Canada? What are the differences between a refugee
and an immigrant? What is the largest refugee population in Canada? How can you support refugee children who come to your school? These open-ended questions led to rewarding discussions and opportunities for many writ- ing projects. Jason Whiting, a grade 6 teacher, had a
volunteer from Refugee 613 present to his class about the Canadian and internation- al response to the refugee crisis. Students learned about the role of the UNHCR and other NGO’s take on in our communities in their support for refugees. It is not often in life that schools and teach-
ers get an opportunity to both educate and lead the community in welcoming others. We were delighted to be able to contribute. n
Shannon Gamble is a member of the Ottawa- Carlton Teacher Local.
ETFO staff are currently conducting workshops to assist members in meeting the needs of Syrian and other children arriving as refugees. Contact your local for more information.
10 STEPS
1. Identify the need (local, global, etc.) and where you can contribute. Typically people need food, shelter, seasonally appropriate clothing, furniture, toys, fi nancial donations, etc.
2. Identify an organization to partner with.
3. Identify links to curriculum and how you would like to get your school community involved: Ask how will this drive support the learning taking place in my school and in my class?
4. Rally the troops: Garner sup- port from administration, school staff, community members and the parent council.
5. Get the word out! Provide colleagues and school websites/ classroom blogs with informa- tion about your drive.
TO ORGANIZING A DONATION DRIVE IN YOUR COMMUNITY
6. Get prepared: Set up a collection area, decorate storage bins, etc.
7. Create community part- nerships so that presenters can come into the school and discuss the need for collection items.
8. Organize transportation and distribution.
9. Share results, share pride: Share what has been achieved with your school community/ partners.
10. Refl ect: Follow up in order to see how your contributions have made an impact. Assess whether you want to do similar drives annually.
Interested in learning how you can help in your community? See
cic.gc.ca/english/refugees/ welcome/
help.asp
ELEMENTARY TEACHERS’ FEDERATION OF ONTARIO 13
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