Student Voice

Following the title “Mathematics and Me”, there is a black banner with various math symbols and equation written in white text. These symbols and equations include e=mc2, pi = 3.14, and illustrations of cubes and graphs. Smaller versions of these black and white math banners are located throughout the graphic.

The graphic is a collage of illustrations that represent student thoughts on mathematics. These include discussions on the following four themes:

• Learning math
• Math skills
• Math application in the real world
• Motivating students to learn math

Learning Math

When discussing ‘learning math’, the graphic features several illustrations and text bubbles including the following:

• An illustration showing raised hands refers where to get homework help. Solutions include asking teachers, looking at resource books, searching online using Google, tutoring, asking a peer, looking at Khan Academy videos, or using the photomath application.
• Text stating “ask for clarification” is located on the graphic. A number of smaller illustrations surround this text, including the following:
• A family including a mom, a dad, and a young boy are seated around a table. The young boy is seated in the middle between his parents and has one arm on each of his parent’s shoulders. They are all smiling, and looking at papers on the table. The text beside this illustration asks readers to “ask parents for help for a different perspective, and to customize teaching to all learning styles”.
• An illustration depicts two female and one male student talking in a group. Beside the graphic, the text reads “start a study group” and “ask your peers”.
• There is a graphic of a teacher standing in front of a classroom with a white board, which reads “Clear steps to follow”. Beside the graphic, text reads “find a teacher that understands your style!” Surrounding the teacher and classroom, other text bubbles read “leave no student behind or unchallenged”, “have a teacher solve it with me”, “hands- on activities”, “online shared notes”, “make math applicable!”, “more EAs in Math classes!”, and “inverted classroom”.

Math skills

When discussing ‘math skills’, the graphic features several illustrations and text bubbles including the following:

• Beside an illustration of small stick figures standing on a globe, there is text that reads “Math is universal! It brings people together! It is an international language”. There is also a yellow text bubble above the globe that says “future trends”, and text on the other side of the globe stating “problem solving in math translates to problem solving in the real world!” highlighting math as an important life skill.
• There is a side view illustration of a person’s head, with two grey gears and three text bubbles drawn inside this person’s head. The text bubbles say “concept”, “trends and patterns”, and “logical”. Above the head, the text reads “critical thinking” and below the illustration, the text reads “develop critical thinking skills for a world with so much information!” Beside the drawing the text reads “math helps make sense of things.”

Math application in the real world

When discussing ‘math application in the real world’, the graphic features several illustrations and text bubbles including the following:

• “Real life application” is written on a pink banner. Below the banner, a picture of money with text stating “financial literacy (income taxes, budgeting, banking)”. Additional surrounding text also includes “solving math programs helps with mental health”, “understanding technology!” and “a precise solution”.
• Above the “real life application banner”, there is a picture of a steaming pan on a stove. A text bubble surrounding this graphic reads “cooking”, and “recipes, conversions, measurement”.
• There is an illustration of an open blue door, with “math is the foundation of modern day society” written on the door. Inside the door, there is a purple background, green grass, clouds, and stick figures in the distance saying “we love math.” This is surrounded by hearts. There is a girl peeking outside from inside the door, with a text bubble above her head reading “Math opens doors!”
• Beside the door, a banner reads “careers”. There are numerous yellow, red, and green text bubbles below the careers banner that provide examples of careers that use math skills, including “chemistry”, “physics”, “pilot”, “event planning”, “construction workers”, “neurosurgeon”, “medicine measurements”, “landscaping”, and “business”.

Motivating students to learn math

When discussing ‘motivating students to learn math’, the graphic features several illustrations and text bubbles including the following:

• A graphic featuring several kids standing on the black banner with various math symbols and equation written in white has text bubbles with the kids providing the following advice: “mistakes are okay”, “build up harder questions”, “bring down the stigma about math being hard”, and “Practice! Practice! Practice!”
• Another pink and white banner titled “tips and tricks” is surrounded by yellow text bubbles that say “reward yourself for successes!”, “set goals!”, “check your work!”, “find a new way!”, “highlight key points!”, and “never give up!” A student in a wheelchair under the banner also contributes by adding “ask questions freely!”
• A graphic showing a computer with a white keyboard and a blue screen with student wearing a hijab has text on the screen that reads “engage students”. There is also a text bubble above the computer that says “desmos” which is a math graphing calculator app.
• A black banner below the computer reads “gamification” in yellow and red writing. Under the banners, text reads “math is a competitive and interesting sport”.
• Beside the computer, pink block letters say “BEDMAS” (this is an acronym to help students remember math order of operations B-brackets, E-exponents, DM-multiply or divide left to right and AS-add subtract left to right), and a yellow bubble says “trigonometric identities” with math equations above this text. Below this text, there is also a drawing of a 3 by 3 grid in yellow with the words “Sudoku”, representing a Sudoku game.

• What Well-Being looks like
• What are the obstacles
• Safe and Accepting environment
• Welcoming and Safe
• To support well-being I need

Each of these topics are handwritten in bold and outlined with a blue border. Over the rest of the banner there are pictures of ideas related to well-being. The illustrations incorporate words and images. They are organized around the five key topics, following a light brown path through the banner, reminiscent of a board game. This path leads the viewer through the graphic.

The first stop is the topic “To support well-being I need…” which is accompanied by nine small illustrations:

• The first reads “Eliminate gender binary” and shows four students asking for All Gender Washrooms.
• The next graphic shows a student with arms folded and a thought bubble reading “Programs that meet my interests.”
• Next to this is the statement “Being comfortable in our schools,” along with a drawing of a school building and the four-coloured Aboriginal wheel.
• Below this is a drawing of a student meditating next to a gay pride flag with the statements “Creating a safe space” and “Celebration of diversity!”
• To the right at the bottom of the banner are hands holding up signs that read “Positive Space Club!” and “Social Justice Club!”
• Above this is a student shrugging with palms skyward and the text “Options and Choices. They help us learn!”
• Finally, above the phrase “To support well-being I need…” are speech bubbles labelled “Tools for communications skills” and three smiling students and the text “Smaller class sizes!”

The next section is on the “Safe and Accepting Environment” topic and has the following ideas and illustrations:

• Two hands cupped around the phrase “Support for mental health”
• Several students seated at a long table beneath the words, “A self-governing student council”
• Light bulb and the text “Support each other’s ideas and inputs” with an orange speech bubble saying “Respecting opinions!”
• Young student reading a book. Two older students have their hands on the young student’s shoulders with words “Peer Support for students with special needs” and bullet points indicating “dances, lunch time, assemblies”.
• The words “Balancing academics and extra curriculars … and family.” Appear in between pillars with tests and exams on one side and instruments, masks and sports equipment on the other.
• Illustration of a family, with the word “Family” written in bright blue.

The board game path leads to the “Welcoming and Safe” topic with the following illustrations and themes:

• One student helping another with the speech bubble “Let me help you.” and the phrase “Create a sense of family like at home” above it
• The words “Comfortable spaces” with bubbles reading “Library”, “quiet” and “studies”.
• Students holding hands with the word “Relationships” spelled out across their bodies and “Training for students so they can support each other!” to the right
• A teacher with the text “Teachers are open-minded, welcoming, caring, understanding” A sun surrounded by three clouds. In the three clouds are the phrases “Bright and welcoming”, “Colours in class”, and “Natural light.”
• A sun surrounded by three clouds. In the three clouds are the phrases “Bright and welcoming”, “Colours in class”, and “Natural light.”

The “What Well-Being looks like” topic is next with these themes and drawings:

• A globe with figures holding hands in a chain, with hearts in between them and the words “schools that create a sense of community” above
• A smiling student holding out his arms above the words “Education and tools for making choices.” Above his arms are the words “sexuality,” “programs,” “activities,” “options.”
• A student holding a bright red heart in her hands and saying “I contribute to the overall atmosphere by pursuing my passions.”
• A school hallway showing classroom doors with speech bubbles reading “Communication between faculty to help with workload.” On the orange hallway wall are text bubbles with words characteristic of a “Motivating Environment”: “colourful,” “smart board,” “modern inclusive programs,” “interactive classes,” and “different learning techniques.”
• Smiling student framed by the silhouette of an angel and the words “Supportive Teachers: a staff that knows how to support, coach and guide” and “Supportive staff should be accessible!! Social workers. Safe talk.”
• Two smiling students having a conversation. One is saying “I can say anything” and the caption reads “Judgement-free zone.”
• A student raising a hand and the caption “Ask me!” in bold text. The student is saying “I feel comfortable!” and below this is the phrase “Strong connections with staff and students!”

“What are the obstacles” is the final topic located in the bottom right corner of the mural. It has 8 illustrated ideas:

• A student fretting next to a report card and the words “Pressure to Perform.”
• A student asking the question “Can I miss school to participate in other activities?”
• An anonymous help box and the caption “Remote Support”
• The words “Stigma of mental health” are positioned between a drawing of a brain and a dark cloud with the phrase “lack of resources” in it.
• Drawings of a book, a laptop with a question mark on the screen and black gears grinding in mid-air. In between the gears are the words “Limited/Old technology.”
• A red circle with a downcast student thinking “Where do I belong?” and “I want to be accepted” surrounded by the words “Bullying”, “Stress” and “Peer Pressure”
• Protesters and the text “Effect of labour dispute on students”
• A yellow cloud with the sentence “We are different and teachers need to understand that!”
• The final illustration is the word “Affordability” above a tray of food and a menu that reads “culinary programs”.

The image is a collection of four groups of images that show student's thoughts around each of the four pillars of the renewed vision – Public Confidence, Well Being, Equity and Excellence.

To provide impact to these pillars, the students have overlaid these titles within the four colours of the Aboriginal Wheel – Black, White, Yellow and Red and placed in the middle of the banner. Above the wheel is the banner's title "Achieving Excellence".

The top, left hand corner of banner (corresponding to the black quarter of Aboriginal Wheel) pertains to PUBLIC CONFIDENCE.
There are two key phases in this section – "Parental Involvement" and "Community Involvement".

• Parental involvement is supported with images of parents and kids working on computer together to depict parents being more involved with "what kids are learning", "bringing parents into classes" and "newsletters to parents keeping them informed".
• Images for Community Involvement show a two way street. Sketches show a student helping plant flowers with an adult and a laptop with "online forum for raising awareness and getting involved in charity work". Community members are walking towards schools to offer their help.(???)

The top right hand corner of the banner (corresponding to the white quarter of Aboriginal Wheel) pertains to WELL BEING.
In the centre of this area is the outline of a human with a big red heart, lifting his arms to encompass the words "Mind, Body & Soul".

• On the left side of this are students carrying a big sign "Self-Advocacy' – and phrases of "Self-worth and Accepting Yourself". There is an image of a girl looking into a hand mirror. Her reflection is smiling with the caption "Care for yourself FIRST!" A second mirror image showing three student silhouettes reflecting "Finding your Hobby or PASSION".
• The other side of the human with a heart is focused on the importance of "Teaching Mental/Emotional Health". An image showing the cogs and wheels inside the brain on a silhouetted head supports the wording "Teaching happiness and health, not only physically but mentally".

The bottom right hand corner of the banner (corresponding to the yellow quarter of Aboriginal Wheel) pertains to EQUITY. We see phrases such as "Listen and give students time", "Academic counselling", Peer Support with an image of two people walking and talking, captioned "Best Buddy", "Students with disabilities should feel empowered (with an image of hands raised confidently…and floating hearts – "They should have a sense of belonging". An image of the world supports "Learning about other cultures". This section wraps up with a group of people with hands in the air under "Equal Opportunity for All" – "Fairness not Sameness!"

The bottom left hand corner of the banner (corresponding to the red quarter of the Aboriginal Wheel) pertains to EXCELLENCE.
The visual backdrop of this area is a snow caped mountain range with people climbing up different mountains of different heights. Each mountain has a flag on top representing that climber's goal.

"Excellence in teaching and guidance" is an overarching message. Starting along their path, students felt the need for a treasure chest filled with "Valuable Life Skills", "teach skillsets, not information!" with illustration of a student's head with top half full of fluff. They want to be taught "how to learn, not what to learn". "Improving student curriculum", "learning from professionals - have a career day", and "student and staff helping with positive atmosphere" were all suggestions to help them along their path. As we see them moving along the path to the mountains, student's recognized they needed "their own definition of success" and most importantly "ASPIRATIONS".

This image is a collection of illustrations that show students' thoughts and hopes for the future of Ontario's Education System.

The piece's title “Students Imagine the Future of Ontario's Education System” is surrounded by sign posts pointing to the right, with the words “Future” and “Great Place” written on them.

“Technology”, “Safe Space”, “Individualized Learning”, “Practical Application”, and “Nurture Creativity”, are themes that make up the rest of collage.

Starting from the bottom left, the word “Technology” is surrounded by images of wireless electronics, such as a lap top, cell phone, and PlayStation controllers.

Phrases such as “happy people learn more”, “more humour”, “teachers should be open to talk to” and “remove biases” are scattered between images of smiling youth in a group, a boy laughing, and protective arms around students.

Images on the top right depict scenarios of mentors asking students “what do you think?” Hands raised in the air, a boy deep in thought is surrounded by music notes, question marks and phrases such as ”teach a student how to teach themselves!”

Images of urban buildings are paired with the words “cultural literacy”, “community building” and “teach students to become active citizens”. A bright orange question mark frames the questions, “why would I want to learn from someone who doesn't want to learn from me?”

Other ideas that are represented in words and illustrations include:

• “more help for everyone online.”
• “less homework and more time in class”
• “every student should have an IEP”
• “out of classroom learning”

Art by Liisa Sorsa and Disa Kauk

I am from a place where there are walls, but no limits; a place where different cultures and natures meet; a place that no-one seems to have heard of.

I am from a community that celebrates strawberries; a quiet area where streets are simple but the people are complicated; a place of caring and giving people.

I am from hard work, bad jokes, and a life of quiet simplicity; from large gatherings, found memories, and far-away places.

I am from knockwurst and gateau chaumeur, from codfish and crab meat, from meat and potatoes and gravy, from goulash and pizza, from poli, baji and postizzi's, olives and rice, schnitzel and crumpets and tarte au sucre… I am from any home cooked meal.

I am from a place where it isn't always safe; an environment where education outside the classroom should be as highly supported as learning within those four walls.

I am from a slippery slope that tests my abilities; a place where teachers encourage us to follow our dreams.

I am from a place where learning disabilities should be acknowledged as much as achievement; a school where teachers and students should be respected by each other, and work together towards a common goal.

I am from a place where love flows free and equality is yet to be; a place of uncertainty and shattered trust, and a hope for healing; a place of determination and passion; a family who had beaten all odds.

I am from a vision in which students will open their eyes to see the potential they withhold; a place that needs to recognize its potential; a place where change is open and possible.

I am from a place that believes that discussion and experimentation leads to advancement and innovation; from a place where the focus needs to shift beyond just schooling.

Honourable Minister, we are from a breed of youth that wants to make a difference.

The graphic has the following headings:

“Students Ideas about Learning and Working and Living in the Future”
“Relationships: the Basis of Future Education”

.. and consists of many individual themed illustrations including:

Integrating Social Issues and New Technologies:
Laptop with “Self Learning” written on the screen and a girl saying “Technology as a tool!”
Rocket ship, moon and satellite with the words “Curriculum: Include relevant social issues and new technology. All subjects should focus on the future. More relevant subjects.”

Students working alongside educators:
In the centre of the graphic the words “Students as Partners in their education” is encircled by an illustration of two arms engaging in a handshake. On arm has the work “students” written on it. The other arm has “teachers” written on it.
Classroom setting is pictured with a teacher and students with the words “Le travail de groupe – collaboration” overhead.

Well Being: the Rebirth of the Compassionate Leader
Image of a person resonating with an energetic aura. The words “une approche holistique” are written the their chest. The phrase: “Connecting emotional/physical well-being with academic success” is next to them.

Other themes that are represented in words and illustrations include:

• Disability Does Not Mean Incapability
• Make School Life Real Life
• Life Skills: the Building Blocks for Success (eg. Financial Literacy)
• Fast Forwarding French Curriculum

Wording is scattered in among graphics including the following themes:

• “Artistic Tools – Dance, performing arts, etc.”
• “Social life – real life”
• “Student Voice”
• “Learning about a changing world!”

Graphic ends in lower right hand corner with this call to action:

“Help us achieve a grander view of our planet and its people!”

Art by Liisa Sorsa and Disa Kauk

We have a dream...

...where every student sees their potential and feels a sense of belonging in school. We dream that students with addictions will receive support so they can overcome this challenge and achieve their dreams and that students' voices will be heard and respected and will find support in peers, teachers and families. We dream that teachers will be open to teaching to a variety of learning styles and overall students will become more engaged.

...that the well-being of each student is recognized and assured through a variety of health and physical education classes tailored to each student's needs.

...that standardization doesn't exist, where students are taught to their learning styles, where students go to class because they want to, where extra-curricular activities not only exist but are encouraged. In this dream, students are truly involved and engaged, attending school with a positive manner.

...where students will feel free to dream about their futures, where they are able to connect their passions with possible career options, and that the opportunities and resources needed to support these decisions are provided.

...of having all resources available electronically for anyone and everyone who may want or need them, especially for those who are visually impaired.

...that every secondary school in Ontario will have a students' council that will have a universal constitution that serves as a mould for their structure and purpose and that the councils will grow beyond their current role and represent the student voice in tackling the issues they face.

...where the big or small, the quiet or loud of Ontario can become leaders no matter what the circumstances. Where leadership is encouraged in schools by both peers and educators. Where students have the opportunity to live meaningful experiences. Where no one is afraid to take initiative and where leadership creates positive changes in our communities.

...in which all teachers would be able to use technology with ease. That the use of items such as smart boards, iPods, iPads, laptops and tablets occurred in every classroom, and that every student across Ontario would have equal access to technology in their home schools.

...where schools are equal and void of stereotypes, that it takes a community to raise a child, where there is an apparent unified and accessible community identity, and that the curriculum involves native studies for everyone.

...to create a network between schools, medical centres and research institutions that would be promoted by celebrities, athletes and politicians with the purpose of raising awareness and support for students dealing with mental illnesses through open and comfortable student-councillor relationships with the use of personalized resources.

— Composed by the 2011-12 Minister's Student Advisory Council

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