Due to COVID-19, teacher candidates in the 2019/20 Bachelor of Education program have had to quickly adapt their teaching and learning styles through the use of online platforms. We are showcasing some of the wonderful examples of projects created by them as part of the community field experience.
Stacey Mennie
Elementary & Middle Years (French)
- What is the name of the community partner or group you are working with?
- Mission Possible, Union Gospel
- What is your project’s subject area(s)?
- This project meets an identified community need, with applications in the following areas: social studies, applied design, skills and technologies (ADST) and career education
- Tell us about your project!
- I selected this project as a hopeful gesture of spreading positivity and to meet a community need. I recognized that our world was changing, and felt that I wanted to make a difference in the midst of what felt like a lot of negativity. We rent a home in a privileged neighborhood. I would see people wearing masks on walks, at the same time as I heard about mask shortages in the news. After reading about a request for masks from non-profit organisations serving the Downtown Eastside (DTES), I decided to take action.
I found an online article from Mission Possible (MP) requesting donations of cloth masks. I decided to contact a second organisation, Union Gospel Mission (UGM) as a second option. Mission Possible provides employment opportunities through social enterprises and UGM provides meals, education, shelter, housing, recovery programs, and support services to those struggling with homelessness and addiction.
I contacted both organisations and asked about any specifics they might need. Holly from MP wrote,
“Thank you! I work at Mission Possible and appreciate the support through masks. One thing to note is that the ones that have long ties are a lot more liked by our participants as it can then be adjusted to the size of their head better and the elastic tends to irritate people’s ears.”
A staff member from UGM mentioned that morale was low amongst some clients/staff and that the masks would provide a morale boost, and so would be greatly appreciated. The intended recipients are the support workers and some of the clients they support.
Next, I contacted a circle of friends and asked if they would like to join me in the project. Unfortunately no one did join, however one friend donated a bolt of 100% cotton fabric, and so I was able to begin the project.
- Did you face any particular challenges in the planning, making or delivery of this project?
- How will I balance family life, my practicum and this project?
The first few masks took a very long time to make. I knew that if I wanted to make more, I would need to find a way to streamline the process, and to find a rhythm. I decided that the kitchen table would be the best place for the project, as it was the center of the home and it would allow me to pop in and out and support the kids. The challenge was that it was also the workspace for the kids and their school activities.
Through a process of trial and error, I learned that certain times of the day worked best for particular parts of the project. For example, evening was the best time to measure and cut fabric, after supper was done and the table cleared. I found that early morning was the best time to iron all the necessary hems, before the kids ate breakfast. And then when the kids began their schoolwork midmorning, I would set up the sewing machine, line up the ironed pieces, and start sewing. They were able to chat as I worked, and I was able to come and go from the table to work with my practicum class as well. I would take a day off here and there as well. Basically, it became a somewhat organised chaotic mess. But it worked, and I worked on the cloth masks every now and then, until the pile began to grow.
- Can you tell us about a highlight of creating this remote lesson plan?
- I see further connections with SEL, especially regarding how the pandemic has impacted the daily lives of children. I have two children at home, ages 11 and 13. I was unprepared for the fear and anxiety that they displayed as I began to sew cloth masks. I recognize that their world has quickly shifted, they are kept at home, and that they may be experiencing what some articles have coined as ‘social grief’. Mid-April one of my children requested to accompany me to the grocery store. He was visibly upset at seeing people wearing masks, the social distancing, and the bare shelves. We had a lot of emotions and fears to unpack.
Most of our conversations occurred as I was cutting the fabric, ironing the pleats or sewing the masks. It created an outlet for conversation, as I explained to the kids what was happening in their world and why I was committing to this project. They in turn became my cheerleaders, personally rejoicing in the baby steps we were making to fight the pandemic in our own personal way.
- What media did you use to create your project?
- At present I have not used media for this project. I have created a PDF of the procedure. I will have a closing report as well, that will include responses from the organisations.
- Where can we view your project?
- CFE Reflections [PDF]