‘Classroom complexity’ a complex issue in negotiations

It’s that challenge that has become one of the main issues during contract negotiations between the provincial government and the province’s teachers.

Dr. Pamela Osmond-Johnson is an associate education professor at the University of Regina. As someone who trains new teachers, she gave some context on what the issue of classroom composition or complexity really means.

“We have increasing numbers of students who have diagnosed exceptionalities and who need additional supports in the classroom. Our schools have become inclusive places for those of different backgrounds,” she explained.

“I don’t think anyone is suggesting that we don’t want to have diverse classrooms but we certainly want to have classrooms where teachers are able to properly provide the kind of instruction they want to be able to provide to all of these students from all of these backgrounds and service all of the student needs.”

Osmond-Johnson added that teachers have simply become frustrated by that situation, especially as class size grows along with these diverse needs.

She is quick to point out that every classroom is different. There are poverty needs, language supports, and behavioural, intellectual or physical issues that may need addressing in any given classroom.

“Teachers are not all trained in English language learning supports (and) they are not necessarily all trained in exceptionalities. They certainly have some exposure to those things but we’re expecting classroom teachers to be able to manage and service all of these specific students in ways that are becoming untenable,” she said.

And that, she adds, makes it a difficult learning environment for all of the students in the classroom.

While diversity and inclusive education for all students is a great thing, Osmond-Johnson suggested teachers need more supports like educational assistants to help address the challenges that come along with them.

The Saskatchewan Teachers’ Federation and the provincial government are trying to hammer out a new collective bargaining agreement, but they have different views on classroom size and composition.

The teachers’ union wants those issues to be addressed in the new CBA, while the province doesn’t believe they should be included in the contract. Instead, the government believes those issues can better be solved at the division level.

After the sides reached an impasse in negotiations, they went to a conciliation board. Its report recommended, among other things, that the parties should meet outside of the formal bargaining process to try to reach common ground.

That meeting, which was held Tuesday, was described as productive by both STF president Patrick Maze and Education Minister Gord Wyant. The sides are to meet again next week.

by Adriana Christianson

‘Classroom complexity’ a complex issue in negotiations

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