Tag Archives: high school

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A Career’s Worth of Advice (In 140 Characters)

geese_flying001I recently participated in a twitter chat where participants were asked to respond to the following question:

“As an experienced educator, what advice would you give to those who are new to the profession?”

While this is not an uncommon question, I had never considered how I might respond in the context of 140 characters. I wanted to state something profound in that limited space, and before I knew it – and practically without thinking – I had posted the following:

“Find the joy in teaching. Ignore cynics. Celebrate small victories. If you lose the passion, move on.”

The fact that this was my immediate response tells me it came from the heart. There was no second thought or reflection to muddy the waters.   I am a contemplative person who tends to over think questions and I possess a tendency to formulate my best responses a half hour after they are required. In this case however, I have to admit that given the chance to rework that particular response, I would not change a word.

Find the Joy in Teaching

When I refer to teaching, I am referring to all of those functions related to public education, from teaching to administration to student services. There is something in these fields inherently related to that altruistic desire to make a difference to a person, a group, a community or beyond. The exhilaration can come from many places and may look different to each person, but there is no doubting you will recognize it when you find it.

Ignore Cynics

I am fortunate to be surrounded by an enthusiastic forward thinking team of educators who tend to focus on possibilities, not obstacles. We know that there is an element out there that tends to see things in a negative light or is quick to point out why things will not work. There is little point in allowing such people to consume your time.

I have a theory about cynics:  these are people that are happy being unhappy. If you address their unhappiness, it puts them off balance, and they seek to restore that balance by finding something to be unhappy about.  Perhaps that in itself is a cynical view, but my point is that there is little one can to do satisfy the cynics, so stick to your vision, focus on possibilities, and move on.

Celebrate Small Victories

To be able to celebrate victories, one needs to be able to identify them. This is really a matter of being present and paying attention to the little details that may otherwise go unnoticed. Sometimes, we get caught up on the one little thing that went wrong for us rather than reflecting on all the things that went well. Be deliberate in identifying and savouring your victories.

If You Lose the Passion, Move On

In a perfect world, everyone in education would be pursuing their passion and that would translate into extraordinary learning experiences for all. The reality is that people and passions change. There is nothing wrong with that, and no one is to blame if one loses the passion for teaching or whatever role one happens to fulfill. However if it happens, it is critically important to acknowledge that reality and makes the appropriate life adjustments. Anything less would be unfair to everyone.

I suspect that without realizing it, I articulated the four principles that have guided my career as an educator. For those entering the profession and following in my path, consider it sound advice.

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Fading Influence: Do Male Role Models Matter?

rolemodelConducting an internet search for “boys” and “role models” yields titles such as:

  • The Importance of Positive Male Role Models
  • Mothers Raising Boys Alone Without Male Role Models
  • The Role Model Crisis
  • How Important are Male Role Models for Troubled Boys?

The range of articles provide insight into some intriguing perspectives.  At first glance, one might conclude that it is simply a matter of hiring more male teachers to model appropriate behaviour to boys.  Yet, findings are mixed with regard to the impact of a gender balanced school staff.  Additionally, it is shortsighted to conclude that it is only boys who are lacking exposure to positive male role models.  One consistency in the literature is the recognition of the societal reality that a significant proportion of our young male population is growing up in homes where there is little or no exposure to a positive male role model.

Nearly 20% of Canadian children live with single parent families – most of those single mothers.  Those students attend schools where, according to the Canadian Teachers Federation, nearly three quarters of teachers are female.  As such, there are fewer and fewer opportunities for youth to encounter potential male role models.  This long developing trend continues to be a societal issue in Canada, the United States, and elsewhere.

Through observation of our environment, we hone our ability to appropriately respond to the stimuli around us.  A significant percentage of male students have, at best, few adult male role models from which to learn such behaviour.  At the worst, they are exposed negative or destructive behaviour that serves as a poor example of the male contribution to society. Opportunities to observe positive adult male role models are limited for a significant number of youth.

It is human nature to look to others for cues on how to act, speak, and conduct oneself.  In the absence of role models, boys may take those cues from anyone ranging from peers to misogynistic sports or entertainment stars.  What is called for is someone close at hand who can demonstrate what it looks like to be a good husband, father, or friend.

It cannot be assumed that a balanced teacher gender ratio would necessarily address the issue, for it is not a matter of having more males in the school; it is a matter of having the right males.  While hiring practices may be part of the solution, other exposure opportunities need to be created as well.  These may occur through mentorships, encouraging male volunteers in the school, and providing support for out of school activities geared toward establishing relationships between youth and positive male role models.

Without examples to guide the way, how can boys expect to learn appropriate behavior and positive, nurturing responses?  The issue is certainly not confined to boys alone.  Just as valid are questions related to girls`persepectives of what appropriate adult male behaviour looks like.  Of course, that in turn leads to a discussion of what constitutes typical male behaviour vs. typical female behaviour, and if there is (or should be) and difference between the two.

There are no easy answers.  This topic seems to generate question after question and is laden with stereotypes, assumptions, and personal values.  As such, it is important to focus on facts, and let our decisions be informed by what we know rather than what we think we know.

A lack of male role models is clearly one element of a much deeper issue.

 

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Remembering Differently: An Alternate Way to Mark Remembrance Day in Schools.

poppyRemembrance Day is fast approaching.  Many schools hold a formal Remembrance Day service, and while this a traditional way to mark the day, there are other ways to achieve this as well.

It is essential that we prepare students for this day by educating them about our history.  Ideally, in the days leading up to November 11, schools engage in activities that help students learn about the sacrifices that people have made for their country.  This often occurs within the context of History and Social Studies, but also presents a meaningful way to engage students in all subject areas, from Language Arts to Math, the Arts, Technology and more.

These lead up activities lend meaning to your Remembrance Day observance.  While they may culminate in a formal and traditional Remembrance Day ceremony, there are alternate ways to respect the spirit of the day.

Here is one idea in which remembrance activities occur over the course of the entire school day.  The following is taken from a script in use at our school.  The content comes from various sources, including the Veterans Affairs Canada website.

9:00      Morning announcement:

“As our way of observing Remembrance Day, we will have a number of daytime reflections that we hope will give staff and students the opportunity to give consideration to just what Remembrance Day is meant to commemorate.

During this week, hundreds of ceremonies and events will take place across the country to recognize the achievements of our Veterans.

There are many ways to show that you remember and honour our Veterans:

  • Pin a poppy above your heart.
  • Talk to a friend or relative who has just returned home from Afghanistan or who served in other areas of conflict.
  • Listen to Veterans talk about their experiences.
  • Visit the Veterans Affairs Canada Facebook fan page, write on the wall and share how you remember. Change your Facebook profile picture to a poppy.

Above all, we must vow never to forget. However you choose to remember, be sure to share with everyone you know. Together, it is our duty to pass on the legacy and keep the memories of our Canadian Veterans alive.  Poppies will be distributed this morning and everyone is invited to wear a poppy as a sign of remembrance” 

Period 1

Poppies are then distributed throughout the school.  Donations are accepted, but not required.  Any student that wants a poppy may have one.

11:00    First Reflection  (In Flander’s Field – 2 students required)

Student 1 reads the following over the PA:

“This is today’s first Remembrance Day reflection

Sergeant-Major Cyril Allinson, the first person to ever read John McCrae’s In Flanders Fields poem remarked, “The poem was an exact description of the scene in front of us both. He used the word blow in that line because the poppies actually were being blown that morning by a gentle east wind.”

When one thinks of Remembrance Day poems and Memorial Day poppy poems it is the words to In Flanders Fields poem by John McCrae that comes to mind.

The In Flanders Fields poem is the world’s most recognized and beloved of all war memorial and Remembrance day poems. It was written on May 3, 1915 by Lieutenant Colonel John McCrae during WWI, while still at the battlefront during the Second Battle of Ypres in Belgium.”

Student 2 reads the following over the PA:

IN FLANDERS FIELDS POEM

By Lieutenant Colonel John McCrae


In Flanders fields the poppies blow
Between the crosses, row on row,
That mark our place: and in the sky
The larks still bravely singing fly
Scarce heard amid the guns below.

We are the dead: Short days ago,
We lived, felt dawn, saw sunset glow,
Loved and were loved: and now we lie
In Flanders fields!

Take up our quarrel with the foe
To you, from failing hands, we throw
The torch: be yours to hold it high
If ye break faith with us who die,
We shall not sleep, though poppies grow
In Flanders fields

12:00    Second Reflection – Video. 

  1. Teachers follow the Veterans Week link at the school website and click the YouTube link at the bottom of the left sidebar.
  1. Select any one video to watch with the class.  Discuss using the provided key questions.

2:00      Third Reflection

Student 3 reads the following:

On November 11, 1999 Terry Kelly was in a drug store in Dartmouth, Nova Scotia. At 10:55 AM an announcement came over the store’s PA asking customers who would still be on the premises at 11:00 AM to give two minutes of silence in respect to the veterans who have sacrificed so much for us.

Terry was impressed with the store’s leadership role in adopting the Legion’s “two minutes of silence” initiative. He felt that the store’s contribution of educating the public to the importance of remembering was commendable.

When eleven o’clock arrived on that day, an announcement was again made asking for the “two minutes of silence” to commence. All customers, with the exception of a man who was accompanied by his young child, showed their respect.

Terry’s anger towards the father for trying to engage the store’s clerk in conversation and for setting a bad example for his child was channeled into a beautiful piece of work called, “A Pittance of Time”.

Song is then played over the PA: A Pittance of Time.MP3   (4:35)

 

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Warm Hearted Leadership

warm heartOver the course of a day one deals with so many people and encounters so many stories.  Each one those stories, and the resulting behaviours, elicits in us an internal response. It may provoke anger, compassion, anxiety, sympathy, and  a host of emotions.  What we feel is beyond our control, but it is our ability to look beyond the behaviours and deep into those stories that is the sign of a warm hearted leader.

The term “warm hearted” is associated with qualities such as compassion, caring, understanding and empathy.  We all possess those traits to some extent, though any one of them can be more or less developed in some individuals than in others.  It is the warm hearted person who, equipped with these qualities, has a keen ability to look beneath the surface -beyond a person’s actions and into their underlying intent – and see the world with compassionate eyes.

How often, when we encounter someone who is displaying an inappropriate response, do we  deliberately ask the question: “what is their intent?”.  Is anger more a means of defence than attack?  Is judgement a way to curtail being judged oneself?  It is surprising how focusing on the intent can quickly re-frame the situation and help one to understand another’s actions.

I intentionally referred to understanding a response, not necessarily accepting or tacitly supporting it through silence.  Understanding the rationale for a behavior is the first step in confronting it however.

I believe that warm hearted people are specially equipped to respond to even the most difficult situations – those that provoke anxiety and distress, that negatively impact on interpersonal harmony and that have the potential to harm the mental health and wellness of themselves and others.

Warm hearted leaders have a responsibility to do even more:

  • They are obliged to not only temper their own responses, but empower those around them to do likewise.
  • They have the special ability to look beyond and beneath – beyond the walls that individuals might build or defences they may employ, and beneath the surface behaviors to which we often react.
  • They have the ability to affect climate and foster a culture of compassion.

To do any less is to squander the gifts that have been bestowed upon them.

 

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Is Your School Lockdown Relevant?

lockdown2The signal is given.  Doors lock. Students huddle in the safest possible location.  The building goes quiet.

We live in a world where school  lockdown drills are a fact of life.  A response to violent incidents of which we are well aware, their purpose is to prepare people for an event we all hope never occurs.

Of course, these sort of activities can cause anxiety on their own, but how we conduct these drills is often left to the discretion of the school.  An unannounced drill will most certainly induce some level of panic and urgency, just as in a real emergency situation.  But is that the best way to prepare people for the real thing?  A surprise drill where staff and students are inadequately prepared is a poor way to equip them to respond to a safety threat.

An effective school leader will, at the very least, do the following to make an emergency lockdown drill a relevant learning experience:

Make it meaningful

Give staff and students ample time to prepare in advance of the drill.  At our school, I advise staff a week in advance of the event, specifying the date and time, and encouraging them to review the procedure with the class.  I will usually provide links to relevant articles to serve as a discussion point as to why we have emergency lockdown drills.  This puts the activity in context and demystifies some of the reasons for practicing it.

Teach the response

During the drill, I will inform staff and students over the school’s public address system as to what is occurring at each stage of the drill.  They need to know why it is important for them to sit in silence and to know what is going on in other parts of the building as they participate in the activity.

Transfer the learning

Following the drill, I will typically go to each class for a debriefing.  One of the questions I will pose to the students is “What did you learn from this drill that you can apply to other situations?”  I suggest to students to consider how they would react if they were in a dangerous situation in a shopping mall or movie theatre.  What did they learn in the school drill that would keep them and others safe in those situations?  Students generally provide some insightful answers related to minimizing their exposure to the risk and to helping others to remain safe as well.

Providing staff and students with the opportunity to go through this type of exercise in an open, informed and structured way builds their capacity to respond appropriately in an emergency.   Subsequent drills typically involve a less guided approach requiring a more independent response.

People can learn how to stay safe when confronted with a potentially dangerous situation.  Our role is to educate and these types of drills give us the chance to teach some important lessons.  Schools must seize the opportunity to make them meaningful.

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Graduation: Not Just a Celebration of Student Achievement.

grad-capThe following is the text of my Principal’s Address to the High School Graduates of 2014.

My mother was the type of person who was cautious about throwing an item away, always thinking that someone might have a use for it someday. So when rummaging through a box of papers some time back, I was not surprised to come across something that I had thought was thrown out long ago.  It was a hand written copy the first graduation speech I ever delivered.  What I mean is that this was the speech I wrote and gave at my own high school graduation.  A speech that I delivered as a very nervous seventeen year old to a crowd much like this one.

I took it out of the dusty brown envelope, sat cross legged on the floor and began to read the words I had written many years ago.  After silently going over nearly all of the speech, I put it down and thought:  how embarrassing!

I could see that I attempted to be witty, and I guess I wrote the best speech I was capable of at that point in my life. Really, I was just glad that the speech was 37 years in the past and delivered in the days before anyone owned a video camera, so I could be certain that no one had any record or memory of those awkward words.

But the last paragraph of that speech was different.  Maybe I felt it would be appropriate for me to end on a serious note.  And as I reflected upon the closing paragraph, I realized that what I wrote then still holds true today.  In fact, it is highly appropriate to share it with you right now, since, I wrote it on the occasion of a high school graduation and I wrote it when I was as old as the people up on this stage today.  Here is what it said:

“Remember that we owe a lot to the people that are with us here today, for they have influenced us, and helped us to become who and what we are.  In a lot of ways, a school is a little world in itself, a world where we learn how to solve problems and adjust to different situations.  Sometimes we mess up, but that is kind of what school is for too.  And when we run into obstacles, we have people around us to help show us the way.”

I did not realize it at the time, but I know now that what I was referring to was a sense of community.  The importance of community is an enduring reality.  The strength that comes from a caring supportive community is as powerful now as it was then.

I look around this room and I see proud parents, grandparents, relatives and friends. I see teachers, educational assistants, secretaries, bus drivers and custodians. You are here because you care and because you want to share in this wonderful community celebration.  You are here, because you are the community.  And while we are here to celebrate the graduation of these students, we also celebrate your contribution in making this happen.

So on behalf of the person you see standing here before you as well as on behalf of my seventeen year old self who is speaking to you from across the years, I wish all the best to these young people, and extend my gratitude to all of you who have provided the support and encouragement that makes their high school graduation a reality.

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The Permanent Bookshelf of Your Mind

3booksI do not keep many books in my office.  While I like to read for professional growth, nearly all the books that I read enjoy only a temporary stop on my personal bookshelf en route to the staffroom.  It is there that I have established a small professional library for all staff, an expanding resource located in a prominent spot and arranged in a fashion so as to serve as a tasteful focal point in that room.

My office bookshelf typically includes books I am currently reading as well as a few prospects that I have on deck.  However, there are three particular titles with which I simply cannot seem to part.  In fact, I have given away copies of them only to later purchase another so that I could have it on hand.  I have found these particular books to be invaluable in helping me define my role as principal.  They are resources I turn to when I am looking for direction and they have helped shaped my reflective practice.  These three titles enjoy a permanent spot on my personal bookshelf:

  • The Power of Servant Leadership, by Robert K. Greenleaf

The subtitle of the original 1977 book Servant Leadership is “A Journey Into the Nature of Legitimate Power and Greatness”.  The key word in all of that is “legitimate”.  People enjoy power by virtue of their position, but true power is characterized by situations where people are willing to work with and for you because they have a genuine desire to do so.  I have concluded that people cannot become servant leaders.  It is either within one’s nature or it is not.  However, there are lessons for all within these pages which highlight how the greatest leaders are those who have genuine empathy, wisdom, and an authentic sense of service to others.

  • The Prince, by Niccolo Machaiavelli

Such has been the impact of this book that the author’s surname has evolved into an adjective, albeit a somewhat undesirable one synonymous with deception and unscrupulous deeds.  However, what Machiavelli offers is a pragmatic view of how systems operate.  His keen observations are as relevant today as they were in the 16th century.  Is it a stretch to think that they apply to school administration?  I certainly don’t think so.  The lessons in this book have helped me to clearly understand many of the processes I see around me and I would be lying to say that I have never exploited that knowledge in navigating my way through the mine field of education politics.

  • Focus: The Hidden Driver of Excellence, by Daniel Goleman

It seemed as though there would only be two books I would keep within arm’s reach during my career.  Then I read Focus.  We live in a world where diverse elements compete for our attention.  It is impossible to respond to every demand, but how are we to react to the expectation to always be on our game and respond to competing requests for our time?  What choices should we make?  Goleman addresses this by encouraging us to take a mindful approach in which we genuinely attend to others, balance our goal seeking with a sense of empathy and strive to focus on what is truly important in the grander scheme.  The impact of our actions ripples far wider than we imagine.

Various factors  shape our character.  We all learn in unique ways, which means that while people like me prefer the printed page, others are impacted by different experiences, a handful of which will undoubtedly earn a prominent place in their consciousness.

What is on your “permanent bookshelf”?

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Academic Awards: Who Are They Really For?

Oscars.  Grammies.  Golden Globes.  ‘Tis the season of awards ceremonies –  the entertainment industry’s exercise in self promotion in which it showcases the best it has to offer .  Pop culture would have you believe that “the best” truly is worth viewing, downloading, or tuning into. 

awardsIs the song of the year necessarily better than others?  It might be to some.  The best actor, film, screenplay, or daytime drama is only the best in the context of that particular award ceremony, nothing more.  The industry has cleverly created these events not necessarily to determine and celebrate the subjective “best”, but to promote the product and heighten its own profile within our consumer society.

And the Academic Award Goes To…

Much has been written about school based awards.  Many jurisdictions maintain a traditional approach where top marks or proficiency in a strictly defined category is recognized and rewarded.  In some, they have metamorphasized into more general celebrations of learning.  In a handful of others, they have been abolished altogether.

Who benefits from school based awards?  Is it the student?  No doubt there is some impact on a students’ self esteem when they are selected  for recognition from amongst their peers .  But for every winner, there is a runner up and a host of others who did not merit consideration.  What of the self esteem of these people?

Is it for parents?  Certainly there is a measure of pride in seeing one’s child recognized for significant achievement, as evidenced by the existence of bumper stickers proclaiming that “My Child is on the Honour Roll” at a particular school.  And what does this say about the parents whose children are not selected for an award?  If a child’s success reflects upon the parent, surely their lack of recognition must similarly have some impact.

Is it for the school?  Award nights that bring people together under the tagline of “a celebration of excellence” certainly can impact upon the profile of the school within the community.  Such events are frequently built on the foundation of tradition.  For parents long removed from the public school setting themselves, it is something that they immediately understand.  The presitige associated with receiving an award echoes across time.

An Exercise in Self Promotion

Perhaps the school system itself reaps the most benefit from traditional school based awards.  It is the system that creates the awards and then establishes the typically narrow parameters for recognition. This frequently results in an excellent public relations opportunity to showcase the accomplishments of a handful of students and heighten the profile of the school.  Does it improve student learning?  It may impact for those few students who require the extrinsic motivation of an award to achieve their best, but it accomplishes little more.

We live in a competitive world where we are taught to strive to be the best.  However, what constitutes that ideal is frequently subjective and rarely inclusive.   The practice of creating and distributing school based awards does not necessarily need to be abolished, but it is important that we recognize this practice for what it is.  It is the recognition of the high achievement of some students within the context of rigid parameters, and exclusion of the rest.

It is time for all school systems that perpetuate the traditional model to shift focus. Practice must be inclusive and recognize the special talents that each individual brings to the table.  This is at odds with awards based approaches which, while they might serve the purposes of the school system, need to be rethought with a view to bringing tradition into line with current practice in teaching and learning.

Our actions must reflect and reinforce that doing one’s best is more important than being “the best”.

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New Teachers: I’m Your Principal and I’m Here to Help.

booksIt has occurred a number of times over my career that I have supervised a first year teacher. I have always found something exciting about that. Typically, these individuals display hopeful enthusiasm combined with a measure of anxiety and an incredible amount of energy. Their youthful optimism and determination to make a difference inspires me to go the extra mile in helping to make their first year in the profession a highly successful one.

The degree of influence the principal exerts on the school-community is well documented. The principal of a new teacher is in a unique position to significantly impact on that person’s career. Nurturing these individuals takes time, requires a great deal of understanding, a supportive attitude, and sensitivity to the needs of the teacher while at the same time keeping the focus on student learning.

While every situation is unique, there are some essential functions that an educational leader must fulfill in supporting the beginning teacher:

Know the teacher’s learning style.

We talk about how students have unique needs and learning styles. Adults are no different. The best thing about having a conversation with teachers about their own learning styles is that they are likely more self aware on this topic than any other segment of the population. They know what works for them and possess the vocabulary to articulate it. As principal, I need to know how my teachers learn.  Only then can I effectivley support their professional growth and learning.

Build the Relationship.

When I am having a conversation with a teacher about professional practice, I want the teacher to see that I am completely invested in that discussion and will do whatever I can to enhance the classroom learning experience.

The foundation of any relationship is trust. The beginning teacher needs to know that you will tolerate “mistakes” with a view to using them as the basis of lessons on how to improve instructional practice. Help the teacher to see, through your actions, that your priority is to help that individual grow professionally. Prove it by always following through on the things you have pledged to do to achieve that.

Facilitate networking.

A beginning teacher is not likely to know of all the resources upon which they can rely. As I bring resource people into the school – consultants, co-ordinators, technicians, clinicians, and so on – I make sure they take some time to connect with the new teacher. It is not difficult to arrange for a 15 minute meeting where the individual can meet face to face with the teacher and explain his or her role in supporting student learning. I have found that these resource people are always grateful for the chance to make the teacher aware of their services, and it often proves to be the initial step in building a supportive professional relationship.

Creating mentorship opportunities and the chance to network with colleagues is an excellent way to support the beginning teacher. The well connected principal will exploit opportunities for collaboration between the new teacher and those from whom he or she can learn and seek support.

Articulate procedures.

Experienced principals know how important it is to have procedures in place to govern common every day school based practices. With time, they become our routines and we rarely give them second thought. Yet, new teachers don’t know the procedures for ordering materials, getting field trip approvals, submitting leave forms, and the dozens of day to day activities that we may take for granted. This is easily dealt with by creating a staff handbook that concisely details all of these routines. No teacher should feel lost when it comes to daily procedures; there is  no reason for this to ever cause anxiety.

Recognize that the beginning teacher may not be aware of the critically important role played by support staff. Ensure the teacher knows what he or she can ask of the school secretary or custodian.

Handle with Care

The above functions indeed apply to all teachers and not just those starting out in the profession. However, the needs of beginning teachers are amplified during that important first year in the classroom. As principal, you have significant influence on the direction of that person’s career. True educational leaders will seize the opportunity and create the conditions for success.

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Graduating? Good. You SHOULD Be Graduating.

The following is the text of my Principal’s Address to the High School Graduates of 2013.

globe_gradIt is a pleasure to address you on this, your graduation day.  You should be proud of an accomplishment that marks a milestone in your life.  The comfortable routine to which you have grown accustomed will now significantly change.  You will observe life becoming different for you now that you are graduating from high school.

When I think about where we live and the riches we enjoy as Canadians, I can’t help but think: you should be graduating.  With the advantages we enjoy,  I fully expect all Canadian youth to earn their high school diploma. That is not to say people do not face their challenges in life.  Of course they do.  It is just that we have been given this wonderful opportunity by virtue of where we live.

One thing is clear however: the reason you are graduating has a lot to do with what you are and what you are not.

Let’s start with what you are:

  • We hear about politically unstable countries all the time.  The last political uprising in Canada took place in 1837 – well before Canada was even a country.  You are a citizen of one of the most politically stable nations in the world.
  • Only 15 percent of countries in this world enjoy full democracy. Canada is one of them.  It is difficult if not impossible to rank countries based on how democratic they are, but Canadians enjoy not only fundamental freedoms, but the right to vote, to live and work where they want, and equal benefit of the law without discrimination. You are a citizen of one of the most democratic countries of the world.
  • According to the International Monetary Fund’s ranking of 187 nations from richest to poorest, Canada ranks number 9.  You are a citizen of a tremendously wealthy nation.
  • The wealthiest nations tend to also be the most educated ones as well. Where does Canada rank on this list?  Number one.  You are a citizen of the most educated nation in the world.

Now, let’s consider what you are not:

  • Half of the children in this world live in poverty.  You are not one of them.
  • In the developing world, 1 in 3 children do not have access to adequate shelter,1 in 5 children to not have access to safe drinking water, and 1 in 7 children have no access to health service.  You are not one of them.
  • There are 121 million children worldwide who are not taking part in a program of basic education.  You are not one of them
  • Approximately half the world’s population now live in cities and towns. In 2005, one out of three urban dwellers, or approximately 1 billion people, was living in slum conditions.  You are not one of them.
  • 1.6 billion people — that is about a quarter of the entire world population — live without electricity.  You are not one of them.
  • Approximatley 790 million people in the developing world are chronically undernourished.  You are not one of them
  • There are nearly a billion people in this world unable to read or even write their own names.  You are not one of them.
  • Right now, children are being recruited to fight as soldiers.  In fact, there are presently an estimated 300,000 child soldiers in at least twenty countries.  You are not one of them.

We live in a world that is very unfair.  Where you were born has a tremendous impact on what life has in store for you.  You are living a life of wealth and opportunity that countless people your age cannot imagine or ever hope to experience.

What are you prepared to do about that?  What role will you play in providing for others the opportunities that you yourselves have enjoyed?

You are graduating from high school – as you should be. But I hope that you realize that this is about more than simply graduating from high school. You see, you are also graduating to a higher level of obligation, a higher level of expectation and a higher level of responsibility to improve our world.

I stated at the beginning of this speech that you will observe life becoming different for you now that you are leaving high school. What will be your contribution in making things different for others?

Sources:

The World’s Most Politically Stable Countries and Most Politically Unstable Countries

International Monetary Fund

Time News Feed: And the World’s Most Educated Country Is…

Global rate of adult literacy: 84 per cent, but 775 million people still can’t read KATE HAMMER EDUCATION REPORTER Globe and Mail

Warchild.ca