“Educators value the success of all students. Educators care for students and act in their best interests.”
From the time students step foot on school grounds to the conclusion of any and all school-based activities, we as educators bear the responsibility of the physical and emotional safety of our students. As a science teacher running labs, this runs especially true – many procedures involve working with hazardous materials or potentially dangerous implements like open flames.
A close-up image of the nice teal/green that copper turns when subjected to flames. Source: Wikimedia Commons
During my practicum, we had to consider the age and “invincibility” mindset that often comes with it. Despite having been taught lab safety in their previous year, my coaching teacher and I necessitated a brief review and quiz on the topic. Prior to the quiz, we let students know that participation in lab was predicated on achieving at least a Developing assessment on it. Our reasoning for this was that the kids needed to demonstrate a sufficient level of knowledge of safety practices that we would be reasonably certain they would not hurt themselves or someone else when performing a lab.
While we had done labs previous to the quiz, it was largely paper activity-based. However, my coaching teacher had promised the kids “rainbow fire” labs, in which we would isolate a metallic element and burn them in open flames to change the colour of the fire. In addition, we were going to synthesize hydrogen and oxygen, also exposing both to open flames. Due to the nature of these labs, we had to do our best to ensure no one would be hurt.
Another area in which this standard can apply is the increasing importance of being trauma-informed as an educator. Without getting too specific (because trust is also part of this standard), for many students I’ve met, just summoning the strength to come to school at all is miraculous in itself. Because everyone’s lived experiences and responses to them are as varied as the individuals themselves, sometimes responses to even the slightest stresses or pressures can be considered inappropriate at best and disproportionate at worst. However, it is our job to remember that school is a small but major part of our students’ lives that they are expected to manage alongside everything else going on.
At the end of the day, teachers are regarded as caregivers of sorts – as such, we need to carry ourselves with all the trust and empathy that role implies.