is that classroom teachers will deliver indi- vidualized programming for more students, across more subject areas and in more com- plex learning environments. We are expected to do all of this without the resources that once made it possible, but instructional strat- egies alone cannot compensate for the ineq- uities caused by large class sizes. In 2019-2020, the first year of the pan- demic, I was assigned a Grade 6/7 class of 29 students, 13 of whom had significant learn- ing needs that were documented in Individ- ual Education Plans. In previous years, these students had been in self-contained special education classes, which the government had just removed for the intermediate grades. So, there I was with two assigned curriculums of grades 6 and 7 (and Grade 6 being a provin- cial testing year), and almost half the class on IEPs spanning grades 2 to 7, with no special education qualifications or training. On top of this, many of the students had experienced or were experiencing trauma associated with living in a systemically marginalized com- munity. I was drowning trying to meet so many diverse needs with little to no support. Trauma-informed teaching necessitates focusing on creating a safe and caring learn-
ing environment, which involves under- standing trauma’s effects and implementing strategies that help students regulate their emotions and build resilience. In the long term it ultimately enhances students’ ability to learn, but in the short term it can be im- possible to prioritize curriculum coverage at the same time. Te one saving grace of the pandemic was not having to complete the provincial assessment that year, so I was able to prioritize social-emotional learning strate- gies, which helped many students continue learning while trying to cope with the uncer- tainty brought on by the pandemic.
MANAGING MORE STUDENTS MEANS MANAGING MORE CHALLENGES
As an educator, I’ve seen first-hand how classroom dynamics have shiſted in recent years. Tere has been a noticeable rise in be- havioural challenges and interpersonal con- flicts, which can be difficult to address mean- ingfully in classrooms of 30 or more students. With limited time and resources, it becomes challenging to proactively support students through conflict resolution or to intervene before issues escalate.
Technology has added a new layer to
these challenges. Many students, even in the Junior/Intermediate grades, come to school already navigating complex social dynamics that unfold online on platforms like Snapchat or other group messaging apps. Tese interactions oſten carry over into the school day, and educators find ourselves constantly helping students work through digital conflicts before learning can begin. While technology allows stu- dents to stay connected, it also increases their exposure to social stress, online con- flict and peer pressure, which in turn affects their focus and well-being in the classroom. Smaller class sizes would make a signifi-
cant difference. With more time and space, teachers could support students in develop- ing strong digital citizenship, and build re- storative practices into the school day. More space would give students a much-needed reprieve when they feel overwhelmed, as well as the ability to more easily remove themselves from situations of conflict. I have experienced first-hand that as class sizes grow, so do the number of physical altercations and frustrations students direct toward their peers.
ELEMENTARY TEACHERS’ FEDERATION OF ONTARIO 19
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