Year 2012 — Volume 6 — Issue 11

Draw the Dots, Let the Students Make the Connections
Pages: 1-3

Learning is the acquisition of knowledge that occurs in a variety of constructs. This poem is modeled as an advocacy for self-learning, a cry to stop the standardization and allow students the freedom to explore their interests. As educators we should not hoard knowledge passing it along at defined stages, but rather provide learners the opportunity to explore the world around them and recreate meaning as they make connections based on their interactions. As we move towards a model of inquisition we will create a community of learners where knowledge is shared, not owned, and we are truly embracing uniqueness and individuality where every learner’s true self can shine as they transform into mavens.


A Narrative: Meditation In The Lives Of Children With Chronic Illness
Pages: 4-19

The presence of chronic illness in one’s life often entails endless appointments, tests, medications, treatments, and procedures. In the instances of children with chronic illness, they do not know what life consists of without their illness, and consequently, have lived with many restrictions. Children with chronic illness and their families are not only in need of traditional methods and strategies from the medical model but are often in need of additional strategies to support and cope with the nature and effects of the chronic illness. This paper focuses on how mediation, mindfulness, and visualization strategies aid individuals with chronic illness.


Learning Math With My Father: A Memoir
Pages: 20-33

If he is indeed wise he does not bid you enter the house of his wisdom, but rather leads you to the threshold of your own mind. –Kahlil Gibran

We all build our own houses of wisdom, each of us; we cannot build them for each other. Teachers cannot simply invite students into their “houses of wisdom,” but can often find ways to help learners to enter and explore their own minds. While Constructivism has had a positive impact on the teaching and learning of literacy mathematics instruction continues to rely heavily on rote memorization and drills. As a young child, I learned to love math. My love of math stems from learning math with my father. He did not focus on rote memorization and drills. The primary emphasis was for a real purpose. My self-confidence was enforced when he started me out with problems that were less difficult and had many different solutions. These solutions were valued and respected, which allowed me to trust in my own problem solving abilities.

How can we hope to lead children to the thresholds of their own minds when we remain intent on forcing them into our ‘houses of wisdom’? What alternative ways can we devise of interacting with children that respect their confidence and leave intact their levels of understanding, that lead them to the thresholds of their own minds excited about entering?
Yolanda De La CRUZ



As the public education system in Northern Ontario continues to take a downward spiral, a plethora of secondary school students are being placed in an alternative educational environment. Juxtaposing the two educational settings reveals very similar methods and characteristics of educating our youth as opposed to using a truly alternative approach to education. This video reviews the relationship between public education and alternative education in a remote Northern Ontario setting. It is my belief that the traditional methods of teaching are not appropriate in educating at risk students in alternative schools. Paper and pencil worksheets do not motivate these students to learn and succeed. Alternative education should emphasize experiential learning, a just in time curriculum based on every unique individual and the students true passion for everyday life.

Cameron Culbert was born on February 3rd, 1977 in North Bay, Ontario. His teenage years were split between attending public school and his willed curriculum on the ski hill. Culbert spent 10 years (1996-2002 & 2006-2010) competing for Canada as an alpine ski racer. His passion for teaching and coaching began as an athlete and has now transferred into the classroom and the community. As a graduate of Nipissing University (BA, BEd, MEd.) Cameron’s research interests are alternative education, physical education and technology in the classroom. Currently Cameron is an active educator and coach in Northern Ontario.