Handwashing is one of the best ways to protect yourself and your family from getting sick.

Learn when
and how you should wash your hands to stay healthy.

How Germs Spread

Washing hands can keep you healthy and prevent the spread of respiratory and diarrheal infections
from one person to the next. Germs can spread from other people or surfaces when you:

Touch your eyes, nose, and mouth with unwashed hands

Prepare or eat food and drinks with unwashed hands

Touch a contaminated surface or objects

Blow your nose, cough, or sneeze into hands and then touch other people’s hands or common objects

Key Times to Wash Hands

You can help yourself and your loved ones stay healthy by washing your hands often, especially during
these key times when you are likely to get and spread germs:

Before, during, and after preparing food

Before and after eating food

Before and after caring for someone at home who is sick with vomiting or diarrhea

Before and after treating a cut or wound

After using the toilet

After changing diapers or cleaning up a child who has used the toilet

After blowing your nose, coughing, or sneezing

After touching an animal, animal feed, or animal waste

After handling pet food or pet treats

After touching garbage

The guidance for the list of key times to wash hands was developed based on data from a number of
studies. There can also be other times when it is important to wash hands.

WHO AND WHEN SHOULD ONE USE PERSONAL PROTECTIVE EQUIPMENT SUCH AS FACE MASKS, FACE
SHIELDS, GLOVES AND THE LIKE?
1. All persons shall wear well-fitted face masks and face shields, if necessary, especially in public areas
and enclosed spaces.

2. Mandatory use of a face shield on top of face masks shall be done in high risk activities under the 3C’s
(Closed, Crowded, and Close Contact) framework.

These 3C’s settings and activities shall include:

Indoor activities and settings, especially when there is crowding or higher risk of exposure or close
contact based on the nature of activities, as applicable. These may include activities in commercial
establishments and public transport, among others.

Indoor and outdoor dining, except during actual eating of meals.

Indoor and outdoor gatherings or crowded settings, especially when one (1) meter physical distance is
not possible. These may include, but not limited to, indoor and outdoor commercial establishments such
as food establishments, malls, and public markets, and transport terminals and PUV stops.

Indoor and outdoor activities that promote close contact, such as personal care services, among others.

Other activities not otherwise specified that follow the 3C’s framework

All other activities identified by the IATF-EID in succeeding issuances which can be accessed through this
link: tinyurl.com/IATFResolution

The voluntary use of a face shield on top of face masks is recommended in other settings not otherwise
stated, especially in Alert 3, 4, and 5 areas.

3. Medical grade masks are recommended for healthcare workers, vulnerable populations (elderly, with
comorbidities, immunocompromised), all persons with any symptoms suggestive of COVID-19 (even if
mild), and the general population in high transmission risk settings based on their community risk or
nature of work.

4. All persons with any symptoms suggestive of COVID-19, even if mild, as well as vulnerable populations
(elderly, with comorbidities,

immunocompromised), shall wear a medical-grade mask. Use of cloth face masks is not recommended
in view of rising cases of COVID-19 in the country. However, if a medical grade mask or surgical mask is
unavailable, wearing of two cloth masks could be an alternative.

5. Individuals who are at risk of suffocation (children under the age of two, persons with breathing
problems, persons who are unconscious, incapacitated, or otherwise unable to remove their mask on
their own) are not recommended to wear masks. As an alternative, they may wear well-fitted face
shields instead. Per CDC recommendation, well- fitted face shields should wrap around the sides of the
face and extend below the chin.

6. Gloves and other appropriate PPE shall be used in performing activities such as cleaning and
disinfection.

You usually need to leave the disinfectant on the surfaces and objects for a certain period of time to kill
the germs. Disinfecting does not necessarily clean dirty surfaces or remove germs. Sanitizing could be
done by either cleaning, disinfecting, or both.Nov 18, 2020

What is the difference between cleaning, sanitizing, and disinfecting?

Some people think that disinfecting is same thing as cleaning or sanitizing. But they are actually
different:

Cleaning removes dirt, dust, crumbs, and germs from surfaces or objects. When you clean, you will likely
use soap (or detergent) and water to physically clean off the surfaces and objects. This may not
necessarily kill the germs. But since you removed some of them, there are fewer germs that could
spread infection to you.

Disinfecting uses chemicals (disinfectants) to kill germs on surfaces and objects. Some common
disinfectants are bleach and alcohol solutions. You usually need to leave the disinfectant on the surfaces
and objects for a certain period of time to kill the germs. Disinfecting does not necessarily clean dirty
surfaces or remove germs.

Sanitizing could be done by either cleaning, disinfecting, or both. Sanitizing means that you are lowering
the number of germs to a safe level. What is considered a safe level depends on public health standards
or requirements at a workplace, school, etc. For example, there are sanitizing procedures for restaurants
and other facilities that prepare food. What you do to sanitize will vary, depending on your needs. You
might be mopping a floor using a mop, a chemical, and water. You might use a dishwasher to sanitize
the dishes. Or you could be using an antibacterial wipe on a tv remote.

If you both clean and disinfect a surface or object, you can further lower the risk of spreading infection.
There are products that clean and disinfect at the same time.

Which surfaces and objects do I need to clean and disinfect?

To prevent the spread of infection, you should regularly clean and disinfect surfaces and objects that are
touched often. For example, in your house, this would include countertops, doorknobs, faucet and toilet
handles, light switches, remotes, and toys.
How can I safely clean and disinfect?

It's important to be safe when using cleaning and disinfecting products:

Store them in the containers they came in. Always follow the instructions and pay attention to the
warnings on the label.

Do not mix cleaners and disinfectants unless the labels say that it is safe to do so. Combining certain
products (such as chlorine bleach and ammonia cleaners) can cause serious injury or even death.

Check the label to see whether you need to use gloves to protect your hands and/or eye protection
when using the products

If you swallow, inhale, or get them on your skin, follow the directions on the label or get medical help

Store them out of the reach of children

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Home » Closing Remarks

Closing Remarks

Stuart Grainger, Trinity College School

First and foremost, I have thoroughly enjoyed the roundtable discussions. So thank you all! I am very
grateful for your collective participation.
Over the past week, I have learned and/or have had reinforced a number of important things from our
conversations including:

I have been reminded of how much there is to talk about in education! I am also keenly aware of the
incredible benefits inherent in talking with leaders of colleague schools, our so-called “competitors.” The
reality is that we do not really compete with one another due to geography, gender, history, family
legacy and a host of reasons. I would certainly enjoy future conversations.

The medium we used for this exercise (digital roundtable) is an interesting option which presents both
benefits and challenges. The advantage of the tool is that it provides the opportunity to connect within
the confines of hectic and varied schedules. Simply put, the five of us would not have chatted about
these important educational issues last week if it were not for the virtual nature of the conversation. At
the same time, I felt somewhat restrained at times as the communication didn't feel as personal, such as
a town hall meeting or live panel discussion would have. This, once again, reinforced to me the value of
technology and its limitations at the same time.

I remain struck by how much is changing in education as a result of societal change. Parenting has
changed. The work force has changed. Pace of life has changed. Children are getting "older' younger.
The competition in the world is greater. Kids are feeling the pressure more but kids are smarter too! And
within all of this, educators are working hard to respond accordingly to these changes to ensure our
students are best prepared for the future they will face. It is a most exciting and important time to be an
educator.

Some of the topics I would enjoy conversing about in the future would include:

What will the classroom of the future will look like? What will schools look like?

What is the future for the teacher in the next 25 years?

Will education be a sought out profession?

What will be the necessary skill set?

How will Canada distinguish itself as an educational leader?

What is the future of the university and/or college degree? Apprenticeship model?

What are some of the best teachers in the world doing? Let's share stories.

What are examples of positive parent/school/student partnerships?

Kate Hammer, The Globe and Mail

I enjoyed this discussion. Thank you to everyone who participated for your thoughtful posts, and for a
long list of terrific reading recommendations.
There is a kind of alchemy to building student success and it is always changing. The challenge each of
you face is adapting your classrooms to that change and any opportunity to share ideas and perspectives
is valuable.

I agree with Stuart that the format had some important advantages, but I wonder if it would be possible
to have a similar discussion that allowed for shorter, more immediate exchanges. I'd love to hone in on
some of the areas where your views differ.

I attend a lot of education conferences and round tables and have participated in many live discussions.
This was one of the most articulate and well-researched discussions I've ever been a part of and I want
to thank you all for your contributions.

I learned a great deal, and have been left with much to think about. Thank you for that!

Kim McLaren, Greenwood/SOLE

I am extremely grateful for the opportunity to have participated in the discussions.

It was eye-opening to read the contributions from the administrators in the private school system and
realize the divide in opportunity that exists between students who attend private schools and those who
attend publicly-funded schools.

What is common, however, across the two systems, is our collective focus as educators on school
effectiveness, student well-being and student achievement and success.

The idea that teaching and learning in the 21st Century is collaborative, innovative and creative is critical
to our students' future participation in a local and global context. As I mentioned in a previous post,
innovative teaching practices are the focus of our professional development time at both my schools
(Greenwood Secondary School and SOLE Alternative School). We must ensure that critical thinking,
problem solving, communication and collaboration are emphasized in innovative and creative ways.
Finally, I believe the digital roundtable discussion was especially valuable as we model behaviours and
practices we expect from our students and our staff: taking risks, using technology to facilitate dialogue
and learning, creating opportunities to discuss issues and problem solve.

Thanks to Conundrum for the forum!

Jim Power, Upper Canada College

Thanks for the chance to participate in this discussion. (And I am sorry if my responses were less than
timely!)

What strikes me is that there is lot more art than science, when it comes to education.

I also think that, as important as academics are, we do our self a disservice if we don't acknowledge and
embrace the notion that we are in the human development business. And that may explain why life,
especially during adolescence, is so messy and inexact!

If you buy the 60's argument that teaching is a political act, I think our real goal has something to do
with worldview. Will our students come of age thinking they live in a dog eat dog world? Or will they
recognize that life is more than a celebration of nerve endings, and that they have
gifts/talents/approaches that will have a positive impact on the wider world.

I also wonder how, given the many advantages we enjoy in independent school, we might play a larger
role -- as a lab of innovation if you will -- in having an impact beyond our own walls?

I feel the cliche-o-meter may have clicked, so I'll end by again thanking everyone for this exchange.

Jim

Deryn Lavell, BSS

It's been great to read and share some thoughts with all of you!
As I'm sure it is for so many of us in the workforce, time is at a premium. 'Enough time' seems just out of
reach when we look to take advantage of engaging initiatives like this one. One word keeps bubbling up
for me when I think about the time constraints we all experience: Integrity. It's often not the specific
project details that worry us when faced with a lack of time - often, we could rush to get something
done reasonably well. Rather, it's the impact on the quality, or the integrity associated with a project,
that creates the greatest stress. It takes a lot to run a school with exacting standards, to offer an
abundance of opportunities, to develop deep and meaningful relationships with our community. It takes
concerted effort and a lot of time.

I love the line credited to Mark Twain sums it up well: "I didn't have time to write a short letter, so I
wrote a long one instead." If we've done our jobs right as school leaders, we have hired people who care
genuinely that they do everything with the highest level of integrity. When there's simply too much on
one's plate, when their work load is way out of balance, they worry not just about failing to meet the
standards expected of them, but failing to meet what they expect of themselves. Organizations of
integrity reflect strong values that go beyond policies and performance reviews. Schools that deliver
outstanding programs rely on individuals at every level to act from a place of personal and professional
integrity.

At BSS, we talk a lot about the pace of change and how we manage our ongoing, and seemingly ever-
increasing, to-do lists. We do this because we know that integrity is at the core of our ability to serve our
community well. We make tough decisions and we talk candidly and often about changing priorities and
moving targets and putting supports in place to identify and manage them. We can't generate any more
time in a day, but we can certainly empower our staff, and ourselves, to make integrity a daily priority.
Along with setting the stage with clear expectations and open communications, we can lead our teams
and model for our students a balanced approach to achieving what needs to be done, and doing it in a
way that makes us proud. And that's enough from me!

Peter Sturrup, Pickering College

I too have enjoyed this opportunity tremendously. It is always important for us as both educators and as
leaders to engage in these sorts of discussions. It reminds me that the nature of education is changing so
rapidly that we must keep our eyes and minds open to the changes that await so that we are not
blindsided by something we do not anticipate coming along and surprising us. Conversations like this
help that process immeasurably.

I believe one of the goals of education is to be creating students who have an innovative,
entrepreneurial perspective. They need to be creative thinkers, open-minded, risk-taking, resilient and
courageous citizens who want to ask a lot of questions and not be satisfied with the status quo. If that is
going to happen, our schools need to demonstrate those same characteristics and so too do we as
leaders. Engaging in a forum such as this pushes us to think from a different perspective, to listen to
others rather than just talking ourselves, and to truly consider what lies ahead in the future. It has been
a very engaging and thoughtful process.

What I also noticed was not so much the differences between our schools or between the public and
independent systems, but the similarities. We are all in this together . . . trying out varying approaches
that bring our different and respective strengths to the discussion. Any strong system is founded on
diversity, and the educational system in Ontario and Canada is very strong these days, because there is a
range of ideas and approaches that can all be embraced to ensure that all students can be served. Thank
you Kim for the strength of your voice in highlighting this important perspective.

But while we may be strong, we must also be ready to continue to keep our minds open, our wits sharp
and our course true. There is a lot to do to keep our schools thriving and our students ready for
whatever the future holds. I'm really glad I have such great colleagues with which to do it.

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