Misty Paterson (she/her)

Author, Consultant, PhD Student

Vancouver, British Columbia, Canada

How did you get into teaching?

I come from a family of teachers, so I was exposed to the importance of education right from the start. Some of my earliest memories are empathic ones; sensing others’ needs and doing something about it. In 1997, I lived in Beijing and taught English to learners of all ages in three types of settings: with youth in a community center, with adults through City University and with individual business professionals in private lessons. This experience catalyzed my interest in teaching. The pedagogical connections I felt can only be described as ‘magic’. I returned home to fast track my B.Ed degree at the University of Victoria. The program offered multiple practicum opportunities and required coursework outside of Education. This is when I really became passionate about cross-faculty inquiry. Ten years later, I obtained my M.A. in Curriculum and Pedagogy with a specialization in cross-faculty inquiry. 

Who was the teacher who made the most positive impact on your life?

First, my Grade 7 homeroom teacher: Mrs. “A”. She was incredibly dedicated, very professional and it was clear to us that she absolutely loved her job. She launched a public speaking program, steeped us in cultural arts (e.g., hand painting Ukrainian Easter eggs with real candles) and allowed us to pursue our own inquiries (I decided to follow my interest in hairstyling and color and really did a number on my Barbie doll’s head)! She also led the school’s choir and took us to festivals and competitions. We respected her – and she trusted us.

The other person who comes to mind is my math methods professor: Trevor Calkins who brought a holistic, “math as a teachable moment” approach to his work. He is an experienced principal with a consulting business (The Power of Ten) and I felt so lucky to learn from him. He taught me to hold high standards and make math learning truly relevant to everyday living. This promotes a high level of agency. For example, students design their own contexts for project work and choose when and how to take mastery-based tests. I was fortunate to co-lead workshops and trainings with Trevor right out of university, in my first five years of teaching, which established my drive to serve colleagues through hands-on professional learning. 

What is a professional inquiry you are currently pursuing? 

We know teachers matter.In fact, teachers are the single most important aspect of schooling.How do we best support ‘agentic’ teachers when they threaten to leave teaching?

I work primarily supporting visionary educators who strive for joyful, agentic learning for themselves and their students yet are facing many constraints (e.g., budget, time, conflicting philosophies, pandemic-related challenges, etc.). As a consultant to experienced and new teachers, I speak directly, and frankly, with teachers regularly. They share their passion for teaching and struggles with job related stress. Many talk about wanting to make (even) bigger impacts within and beyond their classroom but feel unable to do so or unsure how to proceed. A major theme is feeling that they need to convince others why their best practices are good for kids. Sometimes they feel so frustrated, they question whether to stay in education at all. I know that retention is important in school environments and teaching during the pandemic has put additional pressures on all aspects of the education system.  

My PhD coursework has introduced me to additional forms of inquiry that I had yet to explore as formal research practices such as poetic and embodied inquiry. I also took a course on Indigenous ways of knowing (two of our required readings were Robin Wall Kimmerer’s Braiding Sweetgrass and Dr. Cajete’s Indigenous Community). I am beginning to re-cognize what it means to know and this feels affirming,  hopeful and exciting!  Sometimes it seems like neuroscience is finally proving what teachers and elders have known intuitively forever! I’m curious about combining my experience with concept-based curriculum and instruction with the power of re-storying, timeless and sustainable practices that can help us be in better relationships with the natural world, embodied pedagogies that respect our need to move, and unleashing and nurturing our offerings to the world as unique individuals. Marie Batiste’s articulation of learning spirit resonates with me. These teachings inform my coaching sessions and it’s exciting to see the results. I have so much more to learn and am thankful I have years ahead to keep growing.

What is a personal inquiry you are currently pursuing?

What does “quality” family time look, sound and feel like for my family?

I have two children and am intrigued and concerned by the impact itech has on their developing brains. Lately, I’ve been reading Dr. Mari Swingle’s i-Minds (2nd edition). This book has inspired me to prioritize play and spend more time in nature with my kids. The book The Art of Gathering has rekindled my passion for purposeful meetings (think family meals, entertainment, etc.). Both books remind me to gather our family together with clear intention. We have a 5-year age difference between our children so finding activities everyone likes is challenging! However, once we get out and get active, good things usually happen. 

What three ideas do you have to improve the teaching profession?

1) Teach with concepts in mind

Designing a concept-based curriculum has been such a game-changer for me. I find the work is more meaningful, inclusive and really builds subject expertise. Shout out to Lynn Erickson, Lois Lanning and Rachel French, and Tiffanee Brown!

2) Re-think materials

When we re-conceptualize the materials we have on hand as our ‘thinking partners’ the stress of scarcity dissipates. Imagine studying biodiversity, forces and motion, or shape and colour. We can study all five (and more) by engaging with the earth and our natural surroundings in its vast abundance – gravel, sand, clay, dirt, in hands-on learning. We can draw upon everyday materials such as a toy, kitchen utensil, or classroom desk to inquire into other subject-specific concepts like design, social studies, and literature, etc. We can animate supply boxes to create visual metaphors and assess conceptual understanding (my pencil is like [concept] because …). The materials around us can help us make sense of and represent the world in meaningful ways. We know this from the work of Maria Montessori and Loris Malaguzzi (as two of many examples) and research regarding new materialism. Materials help us teach. It’s amazing when you re-think ‘supplies’ as not being something we purchase and consume but rather educational tools to learn with. Check out Megan Zeni at UBC, who insists that she can teach anything from her garden (e.g. What can we learn about bullying from studying invasive plants?).

3) Promote immersive experiences  

In 2015, my colleague, Janice Novakowski, came into my classroom with her suitcase of thrift store finds (wooden bowls, glass gems, colorful buttons, seashells, etc.) and the engagement was so powerful. Students were so animated and insightful as they explored:  attuned and curious – surrounded by caring, attentive adults. This is when PopUp Studio was born! It was an important reminder that real, firsthand experiences spark authentic inquiry – and these don’t have to be expensive field trips.

You gotta see this!
Angela George’s Sound Wall and a fabulous comic about how easy it is to support young artists from @ZenPencils