Oh boy… I do really try to contribute to my blog (on both WordPress sites) on a weekly basis. There are only a few times where I have not been able to in the last few months, but there are just some times when I am just not able to. I started this blog post last week and I was unable to get to it (amongst many other “things to do”) over the last week. And here we are again at the end of another weekend. I could have compelled myself to write two blog posts to make up the one I just missed, but I’m not going to. I’m just going to let it go and move forward. Last week, I could not make up the time and catch up… and that’s ok. I can only do what I can do… and that’s it.
Although this blog post might be extraordinarily short, I am grateful to take a moment to return to my reflections and the idea of the “imperfect leader.” My EDUC 606 class is reading Andy Hargreaves “Leading from the Middle” and in Chapter 2, he describes the IMPERFECT LEADER. Lots of what he had written resonates with me and knowing that aiming for perfection is unreasonable and unrealistic. Imperfect leaders learn from their mistakes and rely on community to lead (or co-lead). Moreover, to be an imperfect leader, you have be know thy self. Self-knowledge resonates with me deeply, in particular with Parker Palmer’s work in “The Courage to Teach.”
Teachers are leaders. Self-acceptance and knowing your strengths and stretches are key attributes to leadership. I can see how this could test one’s sense of self-efficacy and self-confidence to lead, but humility and vulnerability are also key attributes as well. LEARNING is central to “good” leadership. Learning is not perfect. In fact, learning happens when it’s messy, confusing, and mistake-oriented. You just have be be willing to make those mistakes and learn from them. That’s what matters, but also appreciating the mistake. What a gift!! Admittedly, I may not have thought that way in past, but as I am learning and understanding myself makes me a “good” leader.
Take a look at this image. What a beautiful metaphor. You have a vision. You execute. You do you best, but… it’s not perfect. I love sunny-side up eggs and buttered toast. As you may notice, when transferring the eggs from the pan to plate, it resulted in one of the eggs to flip upside down. Broken. I took a few attempts trying to flip it back up, but opted to just leave it alone. It’s fine the way it is. The breakfast was still delicious. Not perfect, but really, it was perfect. I have been vibing on this breakfast for the last week or two. It tasted just as I had hoped and nothing beat dipping the sour dough toast into the egg yolk. If anything, no added stress and pure satisfaction.
Written by Christine Ho Younghusband, October 27th, 2024 | Comments Off on Imperfect is PERFECT
My first night in Prince Rupert. This photo was taken from my hotel room at the Crest Hotel.
September 22, 2024 – Uncolonizing Assessment
I had this awesome opportunity to return to my hometown of Prince Rupert to present with my friend and colleague, Desiree Marshall-Peer, to School District No. 52 (Prince Rupert) about “uncolonizing assessment.” We presented before in 2019 at the First Nations Education Steering Committee Fall Conference in 2019 before the pandemic. We are both former secondary mathematics educators and we met 10-years ago when we were both on the Math K-9 Curriculum Development Team. We have very different styles and approaches, but our values and way of thinking are very aligned. And, the way we are able to collaborate and work with one another is nothing like any other. We have a push-and-pull with our approach and we seem to get things done. I was very happy that she invited me to co-present with her.
We have the ultimate collaboration-chemistry. She brings her perspectives as a Cree-Ojibway educator and I bring my point of view on assessment and teacher education. We co-presented the keynote in the morning along with two IGNITE presentations from folks from the secondary school and then we each facilitated workshops with the middle school and secondary school in the afternoon. I worked with the secondary school. In the morning, we tried to model what we were trying to present about with respect to un-colonizing despite the theatre set up. We embedded several opportunities to sense-make with those in the room and provide responses to the larger crowd. We also incorporated a sticky note/gallery walk during the break to think about “What is colonialism?” (with respect to classroom assessment).
Serendipity. I took this photo from the window of my room at the Crest Hotel.
We were co-constructing knowledge. The topic and discussions during the keynote were potentially challenging and thought provoking, and they were intended to be. We were focused on Standard 9 of the Professional Standards of BC Educators and classroom assessment. How we assess dictates how we teach; it’s not the other way around. We concluded the keynote session with urging teachers to engage in ongoing formative assessment in their classes (as exampled with with salmon experience) and using Kirkness & Barnhardt’s (2001) as a reflective tool to self-assess their assessment practice. Does your assessment practice embody respect, responsibility, reciprocity, and relevance? This self-reflection can be affirming or cue to reflect and adapt, if needed. The assessment practice needs to be a partner in the learning process.
What teachers teach and what students learn should have an intentional learning target and clear success criteria. In the salmon example, if the learning target is about my knife skills to clean the salmon, do not assess me on whether or not the gills of the salmon were removed or if I could identify the parts of a salmon. The success criteria should reflect the learning target, like how I was holding the knife, the quality of the cut, and safe and responsible use of the knife. With the same activity (i.e., cleaning the salmon), the learning target maybe be cleaning the salmon, so the product or outcome matters (i.e., removal of the gills). I hope this point was made clear in the presentation. It’s a big aha for me as an educator and teacher educator.
Co-presenting with Des Marshall-Peer at the Lester Centre of the Arts.
In the afternoon, I worked with the secondary school teachers, EAs, and administration. What a welcoming crew!! My friend/colleague from UNBC and his spouse (who is also a teacher at the high school) took me out for lunch with another friend of theirs at Opa’s before heading back to the high school. The food was yummy and the company was engaging and dialogical. Lunch out was an excellent transition to the afternoon workshop. My friend/colleague offered to help me with my workshop presentation. Generous and I immediately accepted. He and the school principal were very helpful with facilitating the afternoon session in the multipurpose room. I could see my the house I used to live in across the street. That’s how I started my workshop session and started group work as I would in teacher education.
I considered moving the folks around the room as they had self-selected tables to sit at. A quick ask and pivot to have them stay in these groups to feel some agency and belonging. Talking about assessment is not easy because we are talking about VALUES. We started the workshop session with the 6 question posed by the school district. Each group had to choose a question, by consensus, to address. With posters and group roles (i.e., the reporter, recorder, and facilitator), each group discussed a question of choice, recorded responses on a poster, then shared 3 key ideas from their conversation to the whole group. I let the group know after this discussion designed for sense-making that I too was pre-assessing them on their ability to work in a group, to discuss their practice within a group, and to follow directions to inform my next steps. I was modelling assessment and being explicit with “Christine 2”.
Fish and chips (cod) from the Crest Hotel.
BTW: Christine 2 is my inside voice; Christine 1 is my teacher-self; and Christine 3 is on a soap-box. This strategy I use in my EDUC 394 to dispel the complexities of teaching to teacher candidates. Christine 4 and 5 do exist, but let’s hope we never get there in a classroom… LOL. Anyway, this crew was prepared for my BIG ASK. In the keynote, we had The Ask of “what step(s) can you take to un-colonize your assessment practice?” My Big Ask included the Kirkness & Barnhardt’s (2001) 4Rs from the keynote presentation, the proficiency scale for the BC Student Reporting Policy, and grading (aka., the 100-point rubric) and consider what they needed, what students need, and what families need. It was like the overlap of two three-circled Venn Diagrams. It was a big ask and let me tell you, the conversation was rich, compelling, and will be ongoing. Each group reported out and if anything, their thinking provoked. The session concluded with a COMMITMENT to change. “What is one thing you would consider changing in your assessment practice?” They wrote this commitment on a piece of paper (anonymous) and submitted this commitment to an envelope to be revealed later to check in to see how they were doing. They were also asked to find a critical friend or friends to work with while they embark this change.
Change is a process, it’s incremental, and it’s ongoing. Change is not an event. Me coming to their school or school district does not provoke or create change. It is those who are involved with the change who make the change. The Big Ask is really asking for system and pedagogical change. ASSESSMENT IS A CONVERSATION, which requires time, sense-making, shared language, experimentation, reflection, reflexivity, learning, vulnerability, courage, humility, love, and community. ASSESSMENT DRIVES PEDAGOGY (not the other way around). So, how can we design learning experiences that acknowledges assessment as the driver to how we will teach and learn? This question is the big idea behind this work as we in BC continue on this journey of un-colonization of our practice and pedagogy to benefit and support the learners in our care. I know we can do this. It takes one step at a time.
PS. the images above were my most favourite taken (or eaten) in Prince Rupert.
Written by Christine Ho Younghusband, September 22nd, 2024 | Comments Off on Returning to Place
I’m not really sure what I mean by this. There is no question that I am passionate about coffee and Costco soup dumplings. I would call this image “the breakfast for champions.” I would often eat this meal for breakfast, lunch, or dinner. If I don’t have a lot of time in the morning to make breakfast… soup dumplings. If I’m feeling down and sad… soup dumplings. If I’m feeling happy and excited… soup dumplings. I hope you can see a clear pattern here. I just love this quick and easy meal. It’s comforting, consistent, and delicious. That’s all I can say about it. It’s my go-to meal. I just love it.
What else do I love?
I love to teach. I may not be an award winning educator or chosen to be a guest speaker for graduation, I love what I do. I was so happy when I returned back to teaching at the university after leaving K-12 education. Although I spent some time professional development workshops and public speaking as a school trustee, nothing beats teaching students. I love the relationships, the reciprocity, and the joy that comes from teaching and learning. It’s hard to describe, but I love the creative process of planning, prepping, and assessment. Trying new things and making things better with each iteration motivate me. I love the learning that comes with teaching.
But I caught myself this week and noticed what “stokes my fire.” I love assessment. That might be somewhat of an understatement. I’m not an assessment researcher, nor am I one to claim numeric precision or accuracy with my assessment practices. What I will say is, assessment frames, drives, and reflects my pedagogy and values. If I could, I am an advocate for and fan of the single point rubric. I love the idea of having a clear learning target, explicit success criteria, and different ways for students to demonstrate their learning. I found myself just capitalizing a Zoom conversation about assessment in an upcoming keynote my friend/colleague and I are preparing for, and everything that I was teaching during one of my classes was framed around my assessment practice and intentions. I just love it. Assessment is important to me.
When I think about my research program, I am drawn to out-of-field teaching, professional learning, and one’s sense of self-efficacy in the context of teacher education, mathematics education, and climate change education. Where does assessment fit into all of this? Self-assessment and formative assessment are critical within these topics as well as identity, agency, and vulnerability. I suppose that I cannot oversimplify my interest in these areas even though I’m encouraged to articulate this agenda in a sentence or two. Indigenous worldviews and knowledge in addition to culture and my ethnic identity are entangled in my research interest along with leadership, power, and policy. The human experience is a complex one. I am creating my own path. If anything, I am reminded of a conversation I had with a colleague recently… do what makes me happy. It takes courage, patience, and trust.
Written by Christine Ho Younghusband, September 14th, 2024 | Comments Off on Looking at Myself
Photo from the UNBC School of Education Facebook Page. EDUC 405 – Reflective Practice through Inquiry and Portfolio – Last Class – Course Instructor: Christine Ho Younghusband – September 6, 2024
September 8, 2024 – The end of an era
Welcome back to school. This is my 6th year at the university and each year has been different, exciting, and new. The experience has been a moment for learning and transformation. As I approach the end of another school year, this will be the first time I will not be supervising the 10-week practicum and I did not supervise the 4-week practicum as well during my non-teaching term. Last term was my first non-teaching term with exception to EDUC 405 (Reflective Practice Through Inquiry and Portfolio) asynchronously. What I had opted to do last term for EDUC 405 was to offer office hours, provide feedback on Block 2 (aka., the winter term) blogs and posts, and prepare this crew for Block 5 (aka., the fall term, the final term for this professional teacher education program). I wanted to make the conclusion of EDUC 405, held at the beginning of Block 5, to be instructive, experiential, and purposeful.
Admittedly, the design and implementation of this course was challenging, or shall I say “pivoting,” to be responsive to the needs, feedback, and feelings of those in the program. In Block 2, I opted to redesign the course to conclude the portfolio course on Friday, September 6, 2024 even though I intended the course of reflective practice and inquiry would benefit from the practicum experience that is iterative and scaffolded throughout the entire program. Teacher candidates transform into colleagues during the 10-week practicum and it would have been amazing to include that voice into the portfolio as evidence of change over time. However, the perceived workload, lack of intrinsic value, and misunderstanding of the course intentions inhibited the success of a fulsome portfolio. In the end, I step back and allow. This group will be the last cohorts to use portfolio to document reflections and inquiry within the teacher education program. This day was more about saying goodbye.
My intention… to engage in a fulsome final class together. The class started with a Land Acknowledgement and the lessons I learned from making the drum. I also wanted to make a correlation with my experience with the drum and portfolio. The message… the drum as a product is not the learning, but rather the lessons embedded in making the drum mattered most. We then lunged into the learning intentions of the class and that we would be experiencing summative and formative assessment practices as learners, but these ideas could also be used during their practicum or future teaching practices in K-12 education. I created a system for students to provide peer feedback and present their work. The focus was on formative assessment, student agency, and “the conversation.” We went through three rounds of dialogue. Each student provided 4 presentations, 8 peer-assessments, and 1 self-assessment. Then, we took a moment to try the “fishbowl” discussion framework to reflect on the value of reflective practice and inquiry and hopes and dreams for Block 5. Finally, we went outside to the ceremonial fire circle to provide “two words” to conclude the course. I was really happy how the class ended.
I wish this crew in the photo all the best. Thank you all for an awesome class!!
Written by Christine Ho Younghusband, September 08th, 2024 | Comments Off on Back to School – Year 6
Northern Lights in Banff, AB during the Outdoor Learning Conference in May 2024.
Hello September 2024… and I feel that it’s time. I’m ready to jump and take a leap of faith with a flurry of “things to do” and achieve in my work and personal life. Now that my non-teaching team has reached an end, I feel that I found a beautiful balance between resting, writing, and conferencing. I really enjoyed travelling to new places, meeting new people (and reuniting with others), and sharing some of my work to receive some formative feedback. I was pleasantly surprised what people found interesting and I am so grateful that folks are willing to share their interest and enthusiasm with some of the work that I am engaged in. Moreover, I was able to connect with others during the summer to partake in other research projects that are super interesting. What I appreciate though is making the connection. It feels great.
Gosh… it has taken some time (i.e., time to change from tenure-track to tenure) to feel ready to take a chance and explore the possibilities of finding a tenure-track position. Although that seeking such a position is the target, but really, what I am learning is, I am limited in the kind of what I can do as a term faculty member. Don’t get me wrong, I can do a lot of things as term faculty. And, I love teaching and trying out new ideas, so I’m not sad about teaching and continually trying to hone my craft and learn new things. It makes my job fun and I love connecting with students. But during the summer, I realized that I am not able to do some things because of my term position that caught my attention and brought me to wonder about “what do I really want to do?” The answer to this question, at least for me, was not obvious.
Learning experientially has always been the best way for me to learn. I’ve spent the last 6-years learning about higher education, program dynamics, and what was important to me. Concurrently, I was also learning more about myself and my life has changed, shifted, and transformed in ways that was not predicable or desirable. Finally, I feel like I’m on my feet and seeing things with a clear perspective and realistic expectations. Now that I feel more like myself with nothing to prove, but only enjoy the work that I do, I’d love to have a position that offer the flexibility, openness, and purposefulness that I am hoping for. I am so prepared to embark on a few big projects but spent a lot of time deliberating if I could do it. Now, I understand that I can start my work and get things started. The goal is to see where this work take me.
I have never felt so excited. After I take this moment on my blog reflecting on this feeling and understanding, the journey begins. In many ways, it has started, but this next step is about me and the directions I want to take. Of course, if I remain in the same position, I will continue working on these projects that are currently in my imagination as well as finish up on the work that I am currently engaged. What I do know is, the possibilities are endless and I love the idea of having a VISION. Having a vision resonated with me after listening to Dr. Dwayne Donald’s keynote address at the UNBC Teaching and Learning Conference. For me, my vision is that MATH MOMENT… the aha… the joy that comes from discovery and the growth and development of one’s sense of self-efficacy… fuels me. I just can’t wait!! Let’s go…
Written by Christine Ho Younghusband, September 02nd, 2024 | Comments Off on Feeling Ready to Jump
It’s the end of August and next week is the first week of the school year. A new cohort of teacher candidates arriving to the program as well as new students (to me) in the graduate course I am teaching. I have a tonne of things to do, and for this, I am grateful. I managed to complete a chapter with the help and collaboration of my colleagues on a research team, I presented at a national and local conference, and I monitored one of my courses asynchronously. I’m not sure where July and August went. The time just few by and I am so grateful to have some time to rest, travel, and find my rhythm. I love to teach, coach, and present. Connecting is my jam. Yay me!!
Maybe it’s the MATH PERSON in me, but I love making patterns. I had an awesome time supporting a small group of teacher candidates with their presentation at the UNBC Teaching and Learning Conference on August 28, 2024, and I presented twice on August 29, 2024. My first presentation was a LIGHTNING TALK about “in situ” learning at Harwin Elementary for EDUC 421 (Assessment and Motivation) and the second presentation was a panel discussion of which I organized a “fishbowl discussion” with research team members, design team members, UNBC School of Education students, and anyone else who came to our session to talk about local solutions for global impact regarding climate change. All 3 sessions went very well.
I ended my work week (and my first non-teaching term) with working on the webpage for a research project I am working on. I spent about 8-hours to train on the platform, of which I got 100%, and about 4-hours updating the webpage. That work was super satisfying. I was totally procrastinating the online training. The online delivery is not a teaching/learning style I prefer, but I managed to do much of the training in a tent, on a ranch, in Vanderhoof… with wifi… during my tiger time (i.e., 12am to 4am) at a retreat for another project I am working on. I can see why I procrastinated the asynchronous training. It took me awhile to understand what information was important and unimportant, and there were some inconsistencies within the platform. When I returned home, I figured out the glitches and submitted my work. 100% is very satisfying, and updating the webpage was even more satisfying.
What I am realizing is, I do a lot of work that many people may not recognize, see, or value. In the big picture, it does not matter. I like what I am doing. I love travelling, meeting new people, and presenting at conferences (even when the 7-minute Lightning Talk took me HOURS to create, compose, and prepare for). It’s never perfect and I’m always willing to try new things. Most of all, I love to MAKE CONNECTIONS. I love making connections between policy and practice, connections with people, and connections within my practice. I don’t need external validation (i.e., an award, recognition, or promotion). I get plenty of unsolicited compliments from students who can see and experience my work. That’s the ultimate goal. I just need to remember to DO WHAT MAKES ME HAPPY. Everything else will fall into place.
Written by Christine Ho Younghusband, August 31st, 2024 | Comments Off on Finding My Flow
August 26, 2024 – She called me calm and peaceful.
I’m sensing a pattern with blogging as well with my routines and ways of being. Maybe my weekly blog is a mid-week activity versus a weekend activity. TBD. It’s so ironic. I spent the past year trying to condition myself to “take Saturday’s off”… aka. “be a person day.” Sunday is a slow transition back into work and Friday night is a transition out of work. Of course there is flexibility and such with my time, but I feel that my mind, body, and spirit as become accustomed to having Saturdays off. This Saturday, I engaged in a 4-hour session on making a drum at the Two Rivers Art Gallery. Yes, being a part of this workshop is very aligned to “be a person day” but also aligned to my personal and professional development. It helps me practice.
It’s a beautiful drum. Elk hide. Thank Michael Antoine for making the kits and sharing your knowledge, stories, and singing and drumming with the group. What an incredible voice. I appreciated his pedagogical stance of pride, humility, and enthusiasm. It was a beautiful balance that was held together with humour, love, and culture. It was an amazing afternoon and I learned a lot from the experience… again. This is my second drum. I can keep this one. I loved how the day ended with a circle and the salmon song. It was so powerful and meaningful to me. My first drum is made of moose hide and focused on the wolf. The style, technique, and experience were different. I appreciate the localness and personalized nature of each drum experience. Thank you Two Rivers Art Gallery and Crystal Behn for hosting this event.
I believe I made my other drum almost 13-years ago. Wow. I can’t believe it. I was in such a different headspace then and I feel like it’s a new beginning. This Saturday, I wanted to focus on being present, to listen to the lessons the drum was teaching me, and to have my heart open to the course instructor and those who were sitting next to me during the course. I remained quiet and cognizant of what I was doing. I wanted to be intentional and in a “good place” because whatever I was feeling or thinking was going into that drum. After I took a big breath to centre myself mid-drum making and the person to my left said that I was “calm” and “peaceful.” That caught me off guard. I’ve never been called that. But at that moment, I was calm.
I noticed the frustration of folks around me. Looking for perfection, worried about doing things wrong, or feeling self-conscious of the quality of their work. For me, I was focused on trust, forgiveness, and self-compassion. I shared some of those ideas with my neighbouring folks to help them to be OK with what they are doing. I appreciated the unsolicited help from the person on my left, I helped (along with others) the person on my right and a person across from me. I found the validation and encouraging words from the instructor very helpful, but I felt like I’ve been here before. What I loved the most about this experience was the MATH. Look at it!! The image above show a how things were halved, quartered, etc. The counting, the symmetry, and the estimation (and the physics and chemistry too)… were all good!!
We were also provide supplies to make a drum stick, which was not in the original plan of the course. I took the opportunity and super happy with what I had made. I was such in a “good place”… I invited my daughter to go to Thanh Vu for some beef pho. This meal is one of my favourites and it makes me feel like I’m at home. I’m not Vietnamese, but I love the restaurant and the comfort and joy that comes from this bowl of soup and being with my kid. I hung up my drum and over night I could hear it “ping” when it was drying. There were about a half dozen pings and I noticed that one of the holes in the hide had ripped while drying. This “imperfection” is perfection. It’s my drum. SALMON is coming into my life in many ways. For this, I am grateful.
Written by Christine Ho Younghusband, August 26th, 2024 | Comments Off on Making a Drum
I never thought it would be possible to make lo bak go on my own. I have no idea what inspired me to do it, with exception for the biweekly vegetable basket my kid had signed us up for with her friends. This creation came from our second basket. And much like the first basket, there were a lot of red and white radishes… and other vegetables I am not personally accustomed to. Anyway, it’s a good way to be introduced to new vegetables and to explore new recipes. That said, a few weeks ago, I roasted the beets and radishes with salt, pepper, and olive oil. It was a simple recipe I Googled and it I thought it would be something that I would like. In the end, it was ‘ok’ or as the kids would say ‘mid.’ I was not compelled to eat them and honestly, I thought I could do better. When the second basket arrived, we got more radishes and beets as well as other mysterious vegetables (to me). I need to take some deliberate action to transform some of these vegetables into something “I want to” eat.
I had to Google a lot to determine the difference between a turnip and radish, and where does “white turnip” or “Chinese radish” sit within this continuum of root vegetables. I still was not 100% sure, but proceeded with the recipe using the white radishes. I even ventured to Save-On-Foods last night to get “rice flour.” I think I threw that out a few months ago thinking that I would never use it. I also threw out the bag of little dried shrimp. My kid made me lo bak go for Christmas last year. Admittedly, it stank up the entire apartment (LOL), but was the BEST-GIFT-EVER. I just love this food. The amount of work required to make this dim sum or Chinese New Year dish was seemingly intense, from watching my kid (and my mom as a kid). I thought it would be something that I would have to gorge myself with when I went to Vancouver. I have a set out rules for my family: (1) only Chinese or Asian food; (2) I have to have lo bak go at least once a day as part of one of my meals. I can’t get enough of this stuff.
August 7, 2024 – I made it again… like a pro!
A slight interruption to the blogging process and I’m back again… and yes, I made a second batch of lo bak go like a PRO. I remembered the process and ingredients. I had to look back at a few measurements and voilà. It’s almost like I’ve created a system such that I only use a few kitchen items and clean as I go. “The smell” is minimized without the dried shrimp, but it would definitely enhance the favour and texture of the lo bak go. Anyway, I digress and as you can read… we got a lot of radishes in this veggie basket. I had to freeze the second lo bak go loaf. As much as I love this food and it brings many memories of my mom, I am left to wonder about how my mom knew how to make this in the 80’s when we had no internet. There was a Chinese community in Prince Rupert, but I don’t really know how she learned how to make this dish. I do remember the long and laborious process, and she was able to make other Chinese dim sum like rice rolls. That’s another favourite dish of mine, not as much as lo bak go. It’s not everyone’s favourite but I am so happy I can make it.
THE METAPHOR: Trust me. The lo bak go experience is teaching me something. I had always believed that it was too hard to make so don’t bother making it. Just buy it (when you can). Other people will make it… for me. What I have learned is, I can make it for myself. I can find ways to make it happen (i.e., Google a recipe, adapt with materials, and make the best at what I have). What’s the worst thing that can happen? What I am understanding is, the worst thing that could happen is not trying. I have exceeded my expectations. I had no idea what I was about to embark on and what I have realized is, it’s not as hard as I thought it was. I can learn from my mistakes. And, I can make it better the next time. There’s immediate formative feedback (i.e., taste, texture, presentation) and I can take that information and learn from it to do it better the next time. Moreover, when you do it again, the process gets faster, cleaner, and clearer. That’s exciting. Lo bak go is a metaphor for my work… my life. You will only know when you try. It can be scary and uncertain, but not knowing and staying in “old beliefs” are also scary and uncertain. So, which would you rather? I’m going to try.
Written by Christine Ho Younghusband, August 07th, 2024 | Comments Off on Making My Favourite Food
Nothing beats starting the day with an Illy cappuccino… to be complemented with a hotel breakfast (one of my favourite things to do). It’s so interesting when I thought that coming to this conference would be a hurdle, when really it served to fill my cup, validate my work, and exercise many opportunities to be independent. The more that I am learning more about myself and what I am able to do, I reflect on these moments feeling satisfied, secure, and surprised. I say “surprised” because I spent a good part of my life being number 3, the wife, or the dependent. Admittedly, I did not do this trip 100% on my own. I continue to need some scaffolding (i.e. my brother helping me out with the hotel and how to take the 747 bus at YUL) but I feel really confident and grateful for the many opportunities to try, explore, and wonder.
I managed to get to Montréal from Prince George, get to my hotel, and navigate the Metro to get to the various places of which my conference was held. To navigate the Metro was an accomplishment. I know that the folks who designed the underground transportation made it for people like me, but I was able to figure it out, use is almost everyday I was in Montréal, and reach destinations that were not just the conference venues but to other destinations to meet with friends or see the sites. It was very serendipitous to change my hotel (due to the labour dispute at the university) to be at a hotel that had big rooms, excellent service, and located close to the Metro downtown. I could not have planned it any better… but really, I had luck on my side. Furthermore, the 5 sessions I presented in went well. Loved connecting with others.
As I am moving towards writing an ethics application to pursue an autoethnography, I am more cognizant that I am on my pedagogical journey… still. It’s just a new chapter. My pedagogical journey, of which I wrote about at some length after I left teaching in K-12 schools, is something that I am continuing to do and part of this journey is learning more about who I am a a person and practitioner. I have also learned (from this trip and beyond) that I make my path. That’s it. My journey is not dependent on others. I am the maker of my success, failures, and set backs. This is not to say that there are no barriers, but it’s my job to find ways to get around or overcome them. My job aso includes doing what makes me happy. As my friend had said to me on this trip, “It doesn’t matter to me.. you have to do what what’s best for you… it’s your life.”
Yes, it is. And I am figuring out what makes me happy. I love that #oneword2024. What makes me happy? I love conferencing. I love connecting with folks. I love a hotel breakfast. I am also loving my independence and willingness to navigate this world without fear and with the help of others. Lots of unlearning and relearning has engulfed the last year and a half, but I have never been happier. My freedom and independence has been something that I have been craving all of my life, but never felt that I deserved or was worthy of this way of being. Now, I understand that I do not have to live my life to please others, to achieve other people’s approval, or to do things that don’t align to my values or beliefs. I can do what best for me. This learning is big for me (which may be obvious to others). Right now, it’s liberating. Feels great!!
Written by Christine Ho Younghusband, June 18th, 2024 | Comments Off on Seeking Independence
Starting this blog series of thinking about my childhood/adulthood, my ethnic identity, and the person who I have become, I am flooded by many memories I wish to unpack. I’m not going to make rules like… “blog everyday” or force myself into a way of being that is not authentic to me… but I will embark on a story that resonates with me the most, at the time. Today, what inspires me to write is about FEAR.
I don’t have a specific story, per se, but I have many stories that represent the same idea. The first narrative that comes to mind that resonates with me is about my kid and her experience in Grade 4 or 5 and making title pages. In her class, students were required to make title pages for their notebooks (for every subject area and every unit). The making of title pages were relentless and my kid could never get a 10/10.
My kid investigated the 10/10 wall of exemplars hypothesizing how to get 10/10 on one of her title pages. Was it bubble lettering? Was it colouring in circles? Was it using particular colours? Who knew? What she did know is, she never got it despite how hard she tried to achieve this illustrious 10/10. This perceived failure caused her much anxiety, confidence depletion, and doubt. My question is, what did she learn?
I often share this story about my kid and her learning experience with these title pages. Although the teacher made an explicit connection to the curriculum with these title pages, my kid did not understand what she needed to do to get a 10/10. Other students “got it” but she never did. She might have got one 10/10 but getting 10 was something that was mysterious and difficult to achieve. Why the need to comply?
For me, this story captured my attention for many reasons (and for many years). First, I remember my kid in Grade 3 (not so long before) where she questioned why the teacher insisted that she colour the sky blue. She was forced to finish the “turkey drawing” before she was allowed to the the work she wanted to do. In the end, she did neither art project. Honestly, I supported her in that decision. It made sense.
My next thought is, what happened? A couple of years later, my kid was obsessed about doing what other kids were doing. She lost her autonomy and her sense of self or agency to do what best represented her and her thinking. Learning became more about pleasing, achieving, and jumping the hoop to get the grade. I would often share this story to describe the importance of success criteria and formative feedback.
Sadly, it’s more than that. It’s about FITTING IN. This story about the title pages and those damn one-inch boarders was more than compliance and lack of clear success criteria, but more about doing what it takes to FIT IN. As Brené Brown would say, “fitting in” is the antithesis to “belonging.” Fitting in meant to “giving yourself away” or “betraying yourself” with hopes of “belonging to” something you are not aligned to.
This story weighs heavy on me and takes a full-circle. I cannot believe that this story is telling MY STORY. No wonder it resonates with me deeply. I also find it ironic that I chose the image from my collection of the Ukrainian nesting dolls. I used this image and metaphor for a TedTalk I gave in 2017 titled “ALIGNMENT.” The connection is clear and obvious to me. Fitting in has been an ongoing need and want for me.
I can’t do it anymore and honestly, I don’t get the success criteria to achieve them. I’m tired of giving myself away and betraying who I am. Over time, I lost who I was and now I am relearning it. I remember the extreme feelings of fear of “not getting it right” and getting reprimanded for “making a mistake.” I tried my best not to (or at least hide them) for purposes of fitting in, perceived acceptance, and being seen.
Meh.
This story resonates with me as a child, adolescent, young adult, and adult. I remember driving into a planter with a rental vehicle a few years ago. I damaged the bumper and I was overwhelmed with fear and anxiety. I did not know what to say to the rental office. The entire drive I was going through scenarios in my mind and my heart was racing as if I was running a marathon. The anticipation was excruciating.
I had that aching feel-like feeling often throughout my lifetime and in many different circumstances (i.e., dropping glass during a science class during my first year of teaching, workplace interviews, and making an ICBC car claim). All of these examples do not seem on the surface to relate to my ethnicity or upbringing, but in many ways, it does. Don’t make any trouble. Don’t be a burden. Do not bite the hand that feeds you.
This fear factor (witnessed as unusual behaviour), is learned and deeply embedded in my psyche. It guides my decisions and ultimately, I become my own biggest suppressor so that the “true me” cannot be seen (or heard). As a result, I’m hiding. I’m pretending to be someone that I’m not. I am just too scared to show who I really am. Hence, the Ukrainian nesting dolls is an appropriate image for this blog post.
What I learned from the car accident with the rental car is, NOTHING HAPPENS. After driving the car back to the Vancouver Airport and parking the car, I went to the rental car desk and made the claim. I filled out some forms, they assessed the damaged. And they smiled and said that the bill would come by mail. That’s it. No judgement. No yelling. No shaming. That was a huge lesson for me (except for the $800 bill).
It’s hard for me to be seen… truly seen. As a child to adulthood, I have many layers, armour, or shields to protect me. I can let some of myself be seen, but it’s was most likely not 100% of who I was/am. Too worried to be judged, too worried to be hurt, or too worried to be disappointing anyone. There are undertones of being the youngest, being a girl, and being Chinese… all things (and more) I tried to hide or minimize.
One layer at a time is being opened and exposed. One nesting doll after the other, I am finally reaching the true me. The little doll sitting at the centre of all of these layers. Being exposed, hence sharing my stories and the desire to learn more about my history and ethnic identity as a Chinese-Canadian in BC. This pedagogical journey of mine that started well before the pandemic continues onto the next chapter.
Written by Christine Ho Younghusband, May 26th, 2024 | Comments Off on Scared To Let Go
