Here you will find writings that give some insight into Trinity’s programs.

Trinity Encounter: Meet Faisal

Posted on Mar 30, 2015 in

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“I’m a senior, I’ve been doing [Peer Mentorship] for 3-4 years now, so to communicate with the younger students, you know get to know them, help them out. I think it’s great because all the students that I’ve helped, they’re still my friends, we still have each other’s backs, so I think it’s nice.

I’ve had Ms. Boyden for 3 years now, and she’s been my favourite teacher. I’ve always had her in the morning, for some reason – first period. But I’m kind of glad I did, because every time I’d come to the class, she’s always energetic, she loves teaching. Those are the best kind of teachers you can have. For a student, that’s how you get interested in the class, that’s how you want to speak your mind. She’s really easy to open up to, she’s very nice and understanding, and I think that’s what makes a good teacher.

The first time I heard her, when she finished singing, I stood up, and I screamed ‘That’s my English teacher!’ She’s one heck of a singer.”

– Faisal, Senior Year Peer Mentor at Sir Oliver Mowat CI, also graduate of our Summer Leadership Lab.

Trinity Encounters: Meet Louise

Posted on Mar 26, 2015 in

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“I think one of my favourite things is seeing the students at graduation, and seeing when they come up and they tell you that something that they did in your class, or something that they remember from their time at school has really helped them after they’ve left school, like something that they read in an English class or an event that they participated in.
[As an opera singer,] I think it’s good when the students see that you have something else beyond just teaching. They like to see that people have all sorts of different talents other than teaching, so it makes you more of a multidimensional person than just a teacher.”

– Louise, teacher at ‪Mowat CI‬

Sense of Place

Posted on Mar 25, 2015 in

Throughout the training to become a Peer Leader the participants develop their innate Sense of Place. This is done by fully exercising their skills in observation and participation.

A Sense of Place is our innate sense of being attuned to our surroundings. Developing our Sense of Place means coming to an awareness of our surroundings as both physical geographies, usually animated by profound natural processes, and place as an idea within us and in our endowments towards our surroundings.

In the program exercises the peer leaders as well as the younger students develop their participation and observation skills. These skills are then extended to their engagement with their surroundings.

The observer/participant mentality is very important for Peer Leaders and their social/emotional development. Whatever the need or cause that has initiated a meeting between people, the observer/participant mentality assures that that the primary purpose of the meeting is a life affirming exchange between the participants that enables their individual resilience. Developing our Sense of Place extends the same mentality towards our natural and person made surroundings.

Sense of Person

Posted on Mar 20, 2015 in

In both the peer leaders’ training and the delivering of the first two workshops the issues of respect – in terms of developing self-awareness around the dynamics of relationships- and expressing your vision of the school community are pursued through exercises that develop an individual’s resilience.

But more importantly for social/emotional development these workshops begin participants on the road to developing their ‘Sense of Person’.

Developing a ‘Sense of Person’ means understanding oneself as an individual in a field of relationships. Both the profound sense of unique being and the field of relationships are of equal significance and parts of a continuum of being.

A person has ongoing relationship both with the life around oneself and the life within oneself. Both are significant in the development of one’s social/emotional nature and capacity to learn.

Developing this intuition like sense for what constitutes our personhood means keeping in touch with the ongoing revelation of your character, and being aware that you are creating fictions of ‘Self’ out of your encounters with others and events around you.

The key to realizing your Sense of Person is knowing yourself as that person creating those fictions and not defining yourself by the fictions themselves. This self awareness is the basis of being a Peer Leader.

 

Trinity Encounters: Meet Vicki

Posted on Mar 20, 2015 in

Vicki

“I’m a new teacher and just getting into the school board was what really mattered to me. So I think it’s a privilege to be able to teach children right now at my age. There’s just not that many teacher jobs out there so I just feel lucky to be part of it.

It all started in kindergarten, I really wanted to be a teacher because I wanted a rocking chair, and all the kindergarten teachers had one. I thought ‘how do I get one! I have to be a teacher’. So that just stuck with me every year, every time they would ask me ‘what do you want to be when you grow up’, I would always say ‘a teacher’. Over the years I learned that you don’t have to be a teacher to get a rocking chair, but it just stuck with me and that was my motivation as a kid. I ended up working with kids all the time: tutoring, camp, reading buddies. I just love the school environment, setting up classrooms, and getting all organized, decorating the walls. After school I don’t mind just sitting there and figuring out what else I can do with the classroom. Right now I bring lot of class work home, especially a lot of art stuff. I love to draw, so I incorporate that. Some teachers will be like ‘Vicki you drew these?’ and I’m like ‘yeah I couldn’t really find any Google images I liked so I decided to make my own’”.

–Vicki, first year teacher in the TDSB.

Self Awareness & Sensitivity to Others

Posted on Mar 12, 2015 in

 

Peer Leadership is aligned with an individual’s self awareness and sensitivity to others rather than intellect and ideology. Thus the first goal in the training of the Peer leaders is to be as self aware and sensitive to others as possible.

As we become more self aware we become more sensitive to others as we realize the various impacts significant others have had in our lives.
As we become more sensitive to others we realize the paradox of how unique each of us is while sharing large areas of common experience and concern.

Developing self awareness and sensitivity to others in the action of the workshops and training leads to a deepening of one’s consciousness , and a kind of active meditation. This deepening consciousness and active meditation leads to the practice of compassion in diversity.

As we become more aware of both our own needs, desires, and identity making, and the same processes in others the practice of compassion arises in us as we create mutually enhancing relationships that combine the needs, desires and identity making of both parties.

Self awareness, sensitivity to others, and the practice of compassion in diversity are the basis of Peer Leadership.