Tag: connections

Grateful for Our Circle

Our school year began on a Tuesday. We had four days together that first week, students and me. Four days.

I am a Grad Coach this year. I have my own program and many new faces alongside me everyday. The structure and design of our classes and days is different than my previous years in my school and in an Student Support role.

We began with four days. Students are with me to achieve a credit and to get the necessary supports to graduate on time.

By that first Friday things were messy. Our structure was too loose, our focus a bit too sloppy, our sense of belonging dangled on the edge.

I returned Monday and tried again. Nope.

I was not lacking the effort.

I was lacking sharing hope.

We were lacking our belonging space.

Period two Monday, I pulled the tables together. I gathered the container of rocks.

The students arrived. I asked them to join me at circle. I let them know they could return to their treasured place in the room once we had finished.

Then we defined Gratitude.

We talked of thankfulness. We talked of being grateful for coffee, food, our home, grandparents, friends, school.

I held the jar and took a rock. We each took one rock. The rock wasn’t important. The rocks determine our turn. Once we set our rocks in front of us on the table, our turn is completed. We speak in the order determined by the rocks, not clockwise, not by order or by age, but by rock feel.

From here we shared our gratitude.

In our class, we don’t do much if it doesn’t have a purpose, a curricular link. And I show students the wheres and the hows upfront. And so I did the same with gratitude.

“This week, all we are going to do is share our gratitude. I may ask why and I may not. Next week I will share a rubric and share how you will be assessed on your sharing.”

And then the rocks began to be placed. Grateful for buffalo ranching, for friends, for second chances, for home.

Just like that.

By Tuesday they had it.

By Thursday students had their favourite rocks. They began to ask after the whys, and I followed with the hows.

By Friday we pulled to circle with coffees and peanut butter sandwiches, like we had been here always. And waited. Gratitude too is hard. A student sat in tears, clutching his rock. We waited. We stayed in circle.

See. It is the circle that is sacred, that supports. That is hope.

Years ago I was teaching at an alternate school. My principal had lost her son. She returned to work two weeks later and, sitting around our sharing circle, held a rock, the word gratitude etched on one side.

“Find gratitude each day,” she had said.

That was the year dad had had the stroke. And I had ached for my chance to hold the rock. To feel safe and to cry.

So Friday we sat. Together. Together. And soon someone offered hope. Tears are welcome. “I am grateful our circle is safe.”

And a smile.

Week two.

I am grateful for our circle.

coyote chalk

I’ve been blogging since I was a running-full-out, blinders-on, curiosity-driven-in-nineteen-directions, let’s-plan-like-there’s-no-tomorrow undergrad. Then, I had two courses remaining in my B.Ed., both electives. Was it happenstance that made me sign up for these courses, both becoming the courses that would most resonate, most inform my educational journey?

These courses most informing me how to best listen to students.

One was a course in Inclusive Education. The other was titled Introduction to Computers in the Classroom, #ECMP355.

Then, I was heading into the summer before internship. I had just completed a methodologies course where I had been asked to create a paper portfolio. I had not been keen on making a paper portfolio that no one without a forklift and a long weekend could enjoy. So when my instructor for the ecmp class asked what I wanted to create, I told him I might want to put my portfolio online, or perhaps, learn about spreadsheets.

But when a conversation emerged soon thereafter, ideas that connected the two courses came to light: people, caring about people and listing to people.

To show the idea of connections, I think, the ecmp teacher shared something or rather had others share something about him via twitter. And I learned some things about this dude. I was new to story and new to his story, so I quickly began forming a narrative in my own mind of him. I saw him as nuts to move out of an old home to build a new one and to golf instead of to hike, like really! But I liked the way he talked about his thinking; I liked that he shared his story. Then, he asked each of us to share one thing about ourselves. I shared that I had a stuffed great horned owl in my car that I had borrowed from the science lab. But, it was okay. I would put the owl back in three days.

I found that it was the stories of experience that I shared those fast few weeks of that spring short course that continued to reverberate. From those beginning connections I have found mentors, supports, and colleagues.

And then last spring my Dad had a stroke. Friends, friends from all over the world sent public and private messages and have continued to walk this journey with me.

I have found many platforms that I enjoy. However, I admit, I love a blog. I love reading your words and letting them play near me as I imagine your voice, image your space, and for those moments, I live alongside you, story with you in the midst. I wonder, is it in this space that I am beginning to understand? Usually this is early morning or the tired waning hours of day, while the hallway lights are off, the room next to me feels still, and the world, like the wind outside my window, pauses. Here, I am allowed to simply lean in and to wonder alongside you…

I love storying.

All those years ago my instructor gave his students a final challenge, “If you can, get your own domain.” I wonder if this was another way of asking us to retell and relive our own stories of experience? the challenge is one that I have never forgotten.

And so, my blog name as it has always been, named for the trickiest storier; may our stories forever be retold and relived. This happened yesterday.

blog photo

Maybe The Trees

Since I started teaching throughout each term and at the end of the year I’ve been asking students to think about and to share their ‘take aways.’ A take away is a complex notion. It is more than the one thing a student has learned; it is more than the one thing that will resonate with a student tomorrow, in a few months, or in five years. A take away is all of that and more. It is a knowing students and I search for and want to come to understand. Perhaps a take away is that care-forward piece or the restorying of our experiences piece that a student might come to be able to understand. A take away is our way of naming the experience of our story. It’s tricky. It’s different for each one of us. It’s messy. And it’s beautiful too.

For several years I’ve made certain to share my take aways with students.

This year, I asked my online learning network to share their takeaways. I had four responses.

I admit, naming the resonance of experience is akin to #lifemaking

Here’s mine.

#compassion

Okay, here’s what I tweeted:

 

2014-06-30, 10:41 AMMy Take Away from this year: #compassion I learned to listen, to attend with my heart, to listen to the story I am retelling, gently.

 

When it comes to compassion don’t all of us educators feel, in some way, that when it comes to our bucket of character traits, this one overflows?

And that’s a beautiful thing, right? We are in a caring profession.

Three years ago while working with a group of grade 9 & 10 students I had my first real glimmer of true compassion. Then, with that group, I learned to respond with kindness. We had been faced with a sticky sort of change to our classroom family. The change was made to our family. The decision was made, hidden behind closed door educational discussions and off-campus narratives. The change led to silence and the silence brought confusion and pain. Silence was not the way we were used to doing things. We were used to sharing our stories of experience. As a unit we felt like we were the very bits inside a snow globe, swirling away, and that everyone outside our classroom space were the forces shaking us.

We were tired. We were silenced and we were sad.

I spoke to this group about those months, and the experience of this story at their grad this June. I shared how one of them, one day during a silent, silent reading, just tossed her journal on my desk and said, “Enough. We will respond with kindness.” And as a family we did. We pulled together, found our voice and healed.

And kindness is a starting point. It became the switch that each of us needed to bring our snow globes to rest. But kindness isn’t compassion.

In many of those moments years ago, though we forged ahead, we had simply silenced too the stories swirling around us.

And lately I’ve been thinking about trees.

Tall trees. There are tall pine trees that line my home in the Avenues. The pines are 110 ten years old. 14 years ago, during one of the most swirling snowy moments of my life, after looking at 28 houses, I stood in the back yard of this place. The wind played with the pines. The pines sang to me. There are five giant pine that reach towards the moon. They are taller than any house on the street; they nestle me into this tiny yard and wrap me safely here. The trees sang and I was home.

Sometimes I feel love can changed the world.

Recently I heard Gabor Mate say we need to ask ourselves how it is we feel about the person we are working with when we think of what we believe possible for that person.

This spring the kids and I were sitting in our sharing circle. We were sharing in that back-n-forth beautiful way. The kids were sharing about the connectedness they have with people in their lives. I shared the connectedness I felt with my Dad. Two of the boys in the circle asked about my connection. The others listened. I remember the conversation clearly. I remember feeling tired and being abrupt with the boys. I remember asking them if their others would be there if they got sick. I mean not just visit, I mean care for them. One boy answered no. One boy met my eyes, smiled at me, stood up and tossed his journal rather too forcefully into the bucket.

I can not say if the words were like me or not. I do not care for comparisons. I am blunt, though. And I sure do care about kids; I really care about the kids that sat around the table that day. I was “Imagaining what it is like where … they become gradually conscious of what it means to make connections in experience” (M. Greene, 1995, p. 55).

At the moment I am writing a letter to the boy who met my eyes. He is in custody. We’ve been writing letters for a while.

March 26 my Dad had a stroke. And I’ve been thinking a lot about trees.

I missed some school those first few days after Dad’s stroke.

When I returned, every day, every single day, the student who met my eyes would ask about Dad. Then, he would ask me how I was doing. Most days we’d have heart to hearts about ‘family,’ commitment, friendship, loyalty, and love.

The biggies.

Those were long weeks. You know that line ‘when you’re in the room, be in the room?” Those two months after my Dad’s stroke, I wasn’t in the room. Well, not when I was at school. I was tired and sad and I think I cried a few times, sitting on the piano bench while he worked the heavy bag, or did arm curls. I liked our chats though. And I think he did too.

He asked many questions and shared many stories. I did too. I was tired. So was he. We’d both had had a long spring.

He asked about Dad every day, first thing. Did I mention this? Every day as I said goodbye, I told him how much it meant that he had asked. So many people are afraid of crisis, pain, grief, sadness… Oh, how he honoured me by hearing my story.

When Dad had his stroke Mom who lives more than an hour from the city moved temporality into my house to live with Jess & me. Mom hadn’t been to my house, not more than to sit in their van as Dad ran in, in three years. We had squabbled over my trees – out of kindness one day she had had Dad trim them – though the squabble ran deeper and taller than trees.

Its roots reverberate every time I returned to circle with students; I am a teenager again, unable to find a way to communicate with my Mom. And I so want to share the stories of my experiences with my Mom.

“We inform our encounters by means of activities later obscured by the sediments of rationality… We can only become present to them by reflecting on them” (M. Greene, 1995, p. 73).

I am so similar to both my parents. Navigating a connection with my Mom though has never been easy. As an adult, I hid behind the guise of ‘caring’ for myself, and allowing the space between us to carry forward and the years to tip toe by.

Valleys are real though.

In the evenings as I would return from the hospital my Mom, having spent every day – and every, every day since with Dad – and I would curl up on the end of her bed, sometimes Jess, my daughter, would join us and here, my Mom and I would share stories.

There was hope in the late night shadowy moments on the futon. The compassion I found that was most profoundly needed was for a sense of rootedness, with my Mom, with my family and within me.

In June Dad moved into long term care, closer to Mom, but an hour away, and Mom moved back home.

I took time one afternoon to work in my yard. I discovered that sometime during the previous two months the neighbours had cut down one of my pine trees.

Sigh. I stood on my back deck a long time. I felt betrayed. I felt lost.

Then I asked “How important is it?” & “How do I feel about me?”

I still live here. And Here is Home.

Then, I mowed our front boulevard.

When the student who smiled at me was charged and sentenced, I shared with staff the stories of compassion that I had felt from him: asking after my Dad, attending to my stories, the hugs and tears when he had returned to us months before.

And this is what I am writing to him now. Oh, and that I miss him.

And maybe this too; when I was his age and I had gotten into trouble, my Dad would take me for long walks. He would stop at every plant and share stories. I’d taste rose hips and smell sage. I would sit for long moments on the prairie, listening to the wind. I used to find this mind-numbing. Now I know that I’ve taken every group of kids I’ve ever taught hiking, listing to wind.

My Dad would say there’s a teaching there. If I’m really listening, if I’m really attending, so would my Mom. Or maybe, it’s the trees.

Strong in Mess

Lately, I’ve been thinking about how much I like staying connected with kids. It’s a messy topic.

Here’s what I know. And it’s not much.

About every month or so, my daughter goes out for coffee and a muffin with her former grade six resource teacher. My daughter is in grade ten. Actually, she’s almost in grade eleven. Their suppers are at Tim’s and sometimes they run close to five hours. They talk and talk. The teacher is incredibly dear to my daughter, Jess.

I joyfully support their relationship. The more positive supports in Jess’ life the more likely she is to make positive choices, or so I believe. Sure, Jess shares the messy business of our life with this teacher. Life is messy. Sometimes, it was extraordinarily messy. It still can be at times. Sometimes, Jess needs to share with someone other than me.

I get this.

I’m not so closed that I believe my family or myself can be or will always be everything for Jess. She needs safe people. I don’t know about you, but I’d rather ‘safe people’ be like that amazing grade six teacher who told Jess that her stutter just didn’t matter rather than someone who only listened to Jess’ common story.

See, that teacher and I are a team.

About four weeks ago, right out of the blue, on a Sunday morning, she called me. We are a team. She’d heard some things about some kids in Jess’s world and she felt she needed to check in, sort of a mom-to-mom. I was so moved, so honoured to have someone love my kid that much. She’s a mom too, after all. And let me tell you, she’s a teacher too; she was nervous as heck calling me. The truth is, she loves my kid more than our friendship; Jess’ safety came first – and I sure do like that!

She didn’t tell me anything I didn’t already know, that Jess and hadn’t discussed at the end of the day, sitting perched on the bed talking into the wee hours. ‘Cause we share, we story, all the time.

Still, I did share with Jess what the teacher had shared. It is good to be so profoundly loved and looked after. Around here, in August, my Dad begins worrying about the snow that might begin to fall and for my safety on the highway; being loved is good.

As I shared this story some folks asked if I was offended.

It takes a community to raise a child; this isn’t a line, it the messy resonance of truth. Long ago, I understood that our stories, messy as they may seem, need safe harbors. The grade six teacher is one. I like that Jess has other moms. This list just grows and grows. As it does, it makes the two us so strong.

I don’t know if I have a point. I know I have a student whom I taught six years ago that I speak with every week, without fail. He is like family to me. I know he’s not my son, though at times, he feels like it.

Sometimes I don’t understand this notion of family or community while at other times, I sense it in my bones.

Love is messy. Life is too. Positive connections make everything more beautiful.

How Do I Get That Job?

Last week I attended the seventeenth annual National Congress on Rural Education. My role at the conference was as teacher advisor to a team of nine high school ejournalism students from Prairie South Schools. The students were successful; this means I was responsible for frequently refilling my coffee cup.

I sat in on the keynote speakers and the entertainment following the banquet. As well, I made certain to attend all session where one of @yourgeeksquad was sharing their work.

My role was not only to listen to kids, but to offer my students a platform from which to share their experiences.

The conference began on Sunday evening, March 25, and ran until Tuesday noon, March 27. Driving home on Tuesday, my kids and I reflected about what went well and what they would do differently if given the chance to report at another RCEd, or during their next ejournalist gig. The students’ big take-away was: let kids lead more.

Sunday night my students gathered on the second floor common area of the Delta Bessborough. There, we collected and reviewed our interviews and summarized our notes from the first day. The adrenaline was running. We had just met and interviewed and been photographed with Craig Kielburger; also, we had just come from the local coffee house. 

A night of collaboration was in full swing. Then the elevator doors opened.

See the Geek Squad were not the only kids who had met Craig. My kids, the-at-first-glance-what-appear-to-be-white kids-from Prairie South Schools were not the only kids who had attended the conference.

Around 11:55 pm, from out of the elevator stepped Jake, “So what are you all doing?”

A few of my students looked up from their pieces and began to explain their role as a team of ejournalists at the event. But deadlines won out, the kids returned to their work and at midnight the hotel security ushered my kids into a private room 30 feet away.

My coffee and I stayed with Jake.

“Have you seen the App for our virtual wall?” I was sitting cross-legged on the floor, and I handed my phone up to him. As he began investigating the wall, he sat down beside me. Instantly, Jake and I were connected.

Jake is a vlogger. He had watched the Geek Squad all night. I had seen him hanging around. My legs tired, I soon curled up into the comfy green sofa. Jake, in his spiffy jeans and sport coat sat with legs a bit too long yet for the rest of him, sprawled out in the common area, in the arm chair at my side. Here, we shared stories.

Like the Geek Squad, Jake too was attending the event. Jake however was also presenting at the congress. With me he shared the story he’d be sharing the next day, the story of the lasting legacy of residential schools in the North. Jake paused, asked me if I understood about residential schools. It was important to Jake that I understood. He shared that what many people fail to understand, that when residential schools were closed, and in the north that wasn’t too long ago, there were few if any financial or educational supports in place for First Nations people. He shared about the results the lack of supports have had on his community. He shared about the challenges, specifically access to educational services and systemic racism, which continue to affect First Nations people, his home community, his family and him.

Jake spoke gently yet passionately relating his narrative. We laughed, and we cried. I shared my story too, being a single mom to a teenaged daughter and the understandings many assume they share of me.

Jake and I also shared that we had never before stayed in such a beautiful hotel.

Jake talked about his sister. Jake shared that he is the first in his family, at the age of fifteen, to have never smoke or drank or fought or have yet had sex, all things to which Jake assigns much worth.  Jake shared that he struggles every day in a world that models, albeit falsely, that hero means doing and being something Jake is not, a world where hero means self-harm.

Jake shared that as he walked into the coffee house on his way to the hotel, a stranger grabbed him by the shirt collar and asked, “Hey, hey do you have a smoke? Hey?”

Jake thought about this a while. Then, he looked towards the white painted wooden doors where the Geek Squad worked, “Did anyone stop you?”

“Ya. Someone asked for change.”

“No one asked me for change.” He looked back towards me. “You know why they asked you that?”

Jake and I looked at each other a long time. He looked over my shoulder towards the door again. The door was locked for now; neither of us could enter without a key.

“How do I get that job?”

The Importance of Sharing Our Stories

Our stories have great value. I believe if I connect only as voyeur in someone’s life, it is really my stories I fail to hear. Connecting with kids not only changes their lives, it changes mine.

~

December 20, 2011 – The views to my blog soared. That day my blog received its second highest total number of views since I began sharing here in 2009. It had been almost three weeks since my last post.

December 19, 2011 –  The previous night, was my school’s annual winter concert. For the second year in a row my senior ELA students, grades 9-12, performed.

This year, however, my students embarked on a collaborative creation and knocked the community’s collective boots off.

Hurrah, you might be saying. But hold on to your hats, not everyone was cheering. A few folks were physically uncomfortable with my students’ stories, and expressed dissatisfaction!

However, the cheers resounded from my students’ stakeholders. All of my students’ parents, siblings, friends, former teachers, and many community members shared a big hurrah. And so did my kids.

And sure, after the whirlwind of different dust settled, my principal reminded me how far we have come.  For the past year and half my kids – and I – have been learning how to tell our story. It’s pretty darn amazing considering that our journey is only 16 months old.

We started with the simple typical stuff kids and teachers do: posting, writing, sharing, and inviting experts into our space to share their stories. We then spent five months learning how our experiences and places shape who we are and how we share our stories (Place Based Education). We learned to listen in hospital rooms, coffee shops, soccer fields and abandoned barns. We learned to listen to the stories of trees, rivers, wind and labyrinths where we learned stories we had never heard before.

We were vulnerable.

One afternoon in June, limbs shaking, writing pieces at the ready, we set up a mic and shared our stories in a coffee house while the world went by. Then magic happened. People stopped. People listened. People choose to connect with our stories. Some stepped up to the mic. Turns out what we had to share was good and honest, and really worth hearing. Turns out we were change makers! Turns out that by sharing we find there are heaps more stories yet to share.

And this is how we began this past September…

thanks for sharing [and] reminding me of the importance of our stories. it caused me to think about the stories of the kids we work with every day and how we shouldn’t assume anything. we might want to think that they will become nothing but everyone has potential no matter what they start with. encouraging students to tell their story helps them know their own worth and allows them to be validated by us.  ~ Lori Meyer, Superintendent of Learning, PSS210, December 28, 2011.

Kids know what they want. I aim to have classes that are differentiated and student-directed. Not a week goes by when I don’t ask my students what they need from me, from my instruction, from each other, from their learning. I try to ask about everything. There are no “elephants” in Ms. Saas’s room. “If there is something you need that I am not asking about, share it. And if we can’t talk about it in circle –that’s a rarity- then leave it for me in your journal, in my purse, somewhere, just keep sharing.”

Last September – my students announced they wanted live-streamed Open Mic Nights. They said they would host. The kids wanted to invite all the high schools from our entire division. I offered to help with the first round of invites, and off we went to visit the principal.

Our second Open Mic is scheduled for February. We have also earned hosting privileges at our city’s Open Mic, that’s set to happen in April. Since October we have shared our stories in Saskatoon, Moose Jaw, Skyping with others, and stopping in to share with elementary classes to help create a sense of the power of story. We have come to understand that storytelling is different for everyone.

Where does this all fit? My ELA 30 kids have been studying Landscape and my ELA 9 kids have been studying Family. Essentially, these are both study of personal identity and connections. Must we not continually use our social justice lens during a critical study of identity? As well, these themes mandate that students examine the events in their own lives. Offering students platforms to construct and deconstruct the language that society often uses to label students as powerless or at risk can also be the same language that students use to self-define as empowered and as resilient.

This is passion-based education fuelled by the voices of youth, and every day I am in awe, and every day I push my own sense of identity and connection with this world.

Mid-November – I received a text message. A few of my senior kids had come together and had a plan for the winter concert that would fit our diverse voices, the comfort levels of everyone in our class and the need to perform at the holiday concert without being bored. I gave my kids the lead. The next day, I sat cross legged on the back counter with the grade 9-12s around me and watched the kids do what we often do as a team: post needs and wants, design principles and find our big idea. Though my younger kids were a little hesitant, that only lasted the first period. In the end, we spent ten periods putting the project together.

10 periods for a winter concert during a departmental year? Heck ya.

The Big Idea that the students selected for their concert performance – How do you forget: a critical perspective on holiday.

All of my students in grade 9-12 were on board. All of them participated and that doesn’t mean someone simply opened the curtain. Everyone collaborated, creating multiple layered language learning pieces for the project.

The result: 21 minutes of live, timed, powerful truthful multi-media storytelling without student faces, using images, sounds, voices and the power of layering and light. The audience wept. The entire toddler-tight bouncing cramped gymnasium of an audience wept.

Prior to the presentation the kids had asked me to share about their storytelling movement, #undone. I was reluctant. It was their piece, their moment. But they asked me, all of them. What I shared was the essence of this unsolicited reflection a student emailed four days prior to our performance:

I couldn’t face it for a while but when I did it was refreshing. It was good to know that I can still become paralysed with fear because of the truth. Because of the truth in my own life. When I saw [our stories] on the wall my first reaction was how beautiful we all really are. [My classmate’s] piece was amazing. I think his secret was exactly what I needed, but the best part was I realised my classmate can be a genius if he wanted. Intelligence should not be measured by education. The pieces were personal, and I believe this way they will stay mine and show the world. I can move on, I don’t need to hold these things forever anymore. I can let go. It doesn’t paralyze me anymore… I suppose the beautiful thing about [the project] is that it should never end. We should always have those little secrets that we keep to ourselves and if we choose to share it with the world. It really can change lives, I don’t know if my secrets muster the words to change other peoples’ lives. I don’t think it will.  But honestly, the beauty of it is, that even if it doesn’t I’ll be okay with that.  ~ Language Learning Student, Mortlach, Dec 2011.

My kids made certain to keep the content school appropriate. Yet, in hindsight, I should have pre-warned my community about the potential of such an emotional event. Following the concert, I shared these thoughts with my students. Their response: unanimously no. My kids are fine storytellers. There were no cheap thrills. Their storytelling was gentle and honest.

I am proud.

The #undone project (the name my students have given to our storytelling movement) is spectacular. However there is more. The story that nudged my students into ‘telling their own concert,’ happened this fall.

Flashback to the last fall – there were three people in my principal’s office that morning: my principal, a student and myself. My principal, sat four feet from my student. I stood six feet away. I was standing with my back to the closed door. My arms were crossed. I was hot-mad, tears rolling down my face. And then my student said, “You know the truth.”

I sat down next to my student and wrapped my arms around my student, and my student, heaving with tears and pain and defeat long delayed in coming and beyond my student’s control, wrapped arms around me. We cried. We shared. We listened. We understood so much. There was fear – of life – like the likes nowhere near shared at the concert in December.

And I understood some truths in that moment. No adult had hugged this kid in a long time. I knew my principal and I were going to do whatever it took to fight for that student. I knew that those moments were the ‘difference making’ moments of my career.

And every one of my kids felt it.

“A child’s most basic psychological need is for love – to find a secure bond with at least one other human.” Larry Brendtro, Reclaiming Our Prodigal Sons and Daughters.

That means, listening to their stories. Listening to my kids means being connected with them, it means effort, it means commitment, it means being uncomfortable, and being tough, and being honest, and sometimes not having any words; it means aching along with them as they cry, and celebrating along with them as they succeed; and mostly, it means allowing the stories my kids’ share to resonate with me; it means learning from my kids.

June 1st, 2012 – With the financial support of our school division and the Moose Jaw Festival of Words, my kids, #undone, will host a Southern Saskatchewan Spoken Word Night at the Mae Wilson Theatre. The theater seats 400. The Provincial SLAM team will moderate.

We believe in each other. We believe in the power of our stories.