Author: Preeti Deokharan

This summer, I basked in the Ontario sun, enjoyed lake walks and quality family time. I listened to novels for fun, caught up with friends, and snuck in a little Netflix marathon. Like many of us, I treasure summer as a chance to rest, recharge, and spark new creativity. Still, it didn’t take long before teaching crept back into my thoughts. Soon, my feeds were filled with educator tips, last year’s wins and lessons replayed in my mind, and a growing list of books, podcasts, and webinars I wanted to squeeze in before September.

As the calendar edges toward a new school year, I begin to ask myself the same questions, What do I want to do better, what do I want to repeat and what do I want to let go of for myself and my students? Setting a goal each year has become a tradition, one that keeps me motivated and focused on growth. 

In my earlier years of teaching, this happened almost without thinking. I would start the year eager, excited to dive into what I wanted to accomplish. But after stepping into a new role last year as an In-School Support Program Teacher, my reflections shifted. While I still work with many of the same students, the experience feels very different from being a classroom teacher. This summer, my reflections centred on what worked and what didn’t in my intensive support groups, where I felt less confident, and how I could better prepare myself with the knowledge and skills to support those areas.

To make this process energizing instead of overwhelming, I’ve built a strategy for goal-setting that feels both personal and fun. First, I reflect and celebrate. I journal my favourite memories from the past year, what made me proud and what I wish I had tried. Looking back on progress gives me momentum to keep going. Then I write down bold goals, “Every student feels heard and seen,” and then break them into manageable steps, weekly check-ins, and more student-choice projects. After that, I talk about my goals with teacher friends. Their perspectives spark fresh ideas and help me see new possibilities. Lastly, colourful sticky notes on my desk remind me of my goals and offer little bursts of encouragement. These small, bright cues keep me inspired day to day.

Each September feels like flipping to a new chapter. This year, I’m focusing on building a more inclusive environment, prioritizing wellness for myself and my students, and weaving joy into everyday moments, whether through silly games, a shared laugh, or a new storytime tradition. By setting goals with intention and heart, I’m ready to welcome the year with excitement.

As teachers, we are natural collectors. We save things “just in case”. A lesson plan, a folder of half-used stickers, a set of bent booklets, because we might need them one day. I recently found myself doing just that. While switching grades, I decided it was time to declutter my classroom. I filled six whole boxes for donation and felt proud of my progress. But then I looked around and realized… I still had six boxes of stuff I couldn’t part with. I told myself I’d go through them again at home, that I would definitely use some of it “one day.”

But when I got home, those six boxes went straight to the basement. And they stayed there. For months. Untouched. Collecting dust.

Then, life stepped in with a not-so-subtle lesson: a water leak. Yep, right where those boxes were stacked. Some things were ruined, others were salvageable, but honestly? The real surprise was how relieved I felt to finally let it all go. What I realized in that soggy, musty moment was that  I did not need to save all that stuff. I wasn’t using it. I wasn’t going to use it. And I definitely didn’t miss it.

The “I might need it one day” mindset comes from a good place. We save things because we want to be ready for the unexpected grade change, student, the last-minute lesson, the what-if moment. But if we’re keeping everything, we’re often using very little of it well. Clutter makes it harder to find what we do need. 

Now, when I pick something up and think, “I might need this,” I ask myself, Have I used it in the last year? Would I even notice if it disappeared? Is this helping my students today? If not, I let it go. However, decluttering doesn’t have to be an all-or-nothing job. Start with one drawer. Set a timer for fifteen minutes. Sort things into three piles: keep, donate, recycle. Be honest with yourself. If you forgot you had it, you probably don’t need it. Digitize what you can, let go of the guilt, and celebrate the space you reclaim.

Letting go of the “just in case” isn’t easy, but it’s freeing. So next time you’re tempted to keep something “just in case,” remember this, you are not throwing away your creativity or your effort.
You are choosing to carry less, so you can focus more on what truly supports your teaching today.

And if a box or two does make it home… maybe don’t store it near any pipes. 

When I think about student success, I often think about academic achievement first. But strong learning skills are just as important for every learner. This year, in my new role, I have noticed that, regardless of a student’s abilities or background, learning skills is a common area where my students need support. More specifically in taking initiative. Initiative isn’t just about asking questions and showing your curiosity of learning. It’s about acting on ideas, seeking out opportunities, making decisions that support growth, and advocating for oneself.

I remember a student once shared, “I don’t have initiative. It’s hard for me to speak up.” Another student said it came naturally to them, describing initiative as “helping someone.” They were both right. Initiative can look different for everyone. I think at its core, it is about communicating needs, making decisions that support your growth such as asking for help, and being willing to take risks.

In my primary and junior classrooms, I would dedicate time, multiple times throughout the year, to explore all the learning skills, focusing on one each week. We would discuss what each skill was, what it looked like in action, and how it could help them succeed both in and out of school.

For all students, building initiative lays the foundation for independence, resilience, and learning. When students learn to take initiative, they become more engaged in their education and are better prepared to handle challenges. So how do we encourage and support taking initiative?

This year I found myself supporting in writing Individual Education Plans (IEP) goals for students in the gifted/enhance learning program, specifically in the area of learning Skills and taking initiative. The goals focused on seeking enrichment opportunities beyond the classroom and developing self-advocacy skills by expressing preferences for demonstrating work in alternative ways. Other goals included focusing on communicating understanding of the task and advocating for preferred method of demonstrating knowledge with more independence.

One way you can support goals such as these are by creating a classroom culture that nurtures self-advocacy and initiative. For example, we can offer students choice in how they learn and demonstrate understanding. In the classroom, that might look like allowing them to decide whether to create a poster, record a video, or write a report for a project honors their individual learning styles and encourages decision making. Another important strategy is asking open-ended questions that prompt students to reflect on their needs and preferences. Questions like, “How can you show me what you’ve learned in a way that works best for you?” or “What do you need to feel successful in this task?” invite students to think critically and advocate for themselves. We can also prompt and encourage students to get involved in and out of classroom initiatives that might be of interest to them.

Integrating self-advocacy and initiative into everyday learning makes these skills more tangible and relevant. Integrating a task such as “My Learning Journal”, where students reflect on their favorite ways to learn, challenges they’ve overcome, and what helps them succeed, help students understand themselves better and practice articulating their needs and preferences. Throughout the reflections, asking guiding questions such as, “What does this page say about how you learn?” or “How can you make this journal truly yours?” will deepen engagement and ownership.

Teaching initiative is not only about giving students a voice-it’s about helping them discover and use it. By creating opportunities for choice, asking thoughtful questions, and integrating self-expression into classroom activities, we nurture confident learners who are prepared to advocate for themselves throughout their educational journey and beyond.

 

 

In part one of this blog, I shared two valuable strategies to help you welcome a student candidate into your classroom. From my experience, the following three strategies help to set the tone and further create a positive learning experience for everyone in the classroom.

By welcoming teacher candidates into your classroom, you are passing on your knowledge and expertise, and also fostering a culture of collaboration, growth, and lifelong learning. The effect of your mentorship will go far beyond your own classroom, shaping the next generation of educators and enriching the lives of students. So, open your door, share your wisdom, and take pride in the role you play in building the future of our profession. 

When a candidate is welcomed in your room, all eyes are on you and how you do your job. So remember, your professionalism sets the tone for theirs. Whether it’s how you interact with colleagues, communicate with parents, or handle challenging situations in the classroom, your actions are shaping their understanding of what it means to be an educator. Be intentional about modeling the qualities you want them to emulate.  

To help your student candidate grow and develop, remember to encourage reflection. Ask  questions like; What do you think went well in that lesson? How did you connect with students today? What would you do differently next time? Reflection is such a critical skill that will serve them throughout their career as they continue to grow as educators.  

One of the most valuable things I can remember from my own teacher candidate experience is everything that I learned beyond teaching the curriculum. One of the most important things we can teach teacher candidates is what “isn’t” covered in college courses. The aspects of teaching that only experience can reveal. These include things like, building relationships with students and families, managing diverse classroom dynamics, classroom setup, displaying student work, navigating school politics and culture, balancing work-life responsibilities and staying resilient in the face of challenges. So remember to include and encourage your candidates to be present in these experiences. 

We all learned these skills from mentors, from observing other educators, and from trial and error over time. By sharing our experiences and insights with teacher candidates, we give them a head start on developing these important skills. So invite that student teacher into your room. Share your wisdom, offer your guidance, and watch as they grow into the kind of educator you’d want teaching your own child.

As educators, we hold the profound responsibility of shaping not only the students in our classrooms but also the future of education itself. One of the most impactful ways we can do this is by being an associate teacher and welcoming teacher candidates, student teachers, into our classrooms. These individuals are the future of our profession, and how we guide and support them today will influence the quality of education for generations to come.  

Yet, some educators hesitate to invite teacher candidates into their classrooms. Perhaps it’s fear of disruption, concern about giving up control, or uncertainty about how to mentor effectively. But I urge you: don’t be afraid to open your doors. By doing so, you’re not just helping a future teacher, you are investing in the future of teaching and learning.  

Think about this. If you were to send your own child into a classroom, what kind of teacher would you want leading that room? I would want want a confident, skilled, compassionate educator who knows how to manage a classroom while inspiring curiosity and growth. That’s exactly what we have the power to help create when we mentor teacher candidates.  

The truth is, no college course can fully prepare someone for the realities of teaching. The skills that truly make great teachers–classroom management, building relationships with students, and navigating school culture are learned through experience. And where do teacher candidates get that experience? In our classrooms.  

Welcoming a student teacher into your room is not just about giving them a space to observe or practice. It’s about actively mentoring them and guiding their development. Here are some strategies I would like to share for making this process meaningful and effective.  

In your initial meeting or email, set clear expectations: From day one, communicate your expectations clearly. Let your student teacher know what you value in your classroom. Whether it’s punctuality, professionalism, creativity, or adaptability. Outline their roles and responsibilities for the first two weeks and continue to share them as they transition from observer to active participant in teaching. Clear expectations provide structure and help candidates feel confident in their role.  

Provide critical feedback. As you know, feedback is one of the most valuable gifts you can give. Be honest but constructive in your observations. Point out what they are doing well and where they can improve. In my experience, having an exit ticket with two stars and a wish ready to be used throughout the day, makes it easy to write down your observations as the day unfolds. Offer actionable suggestions and model some strategies they can use to grow. Remember, feedback is part of the progress and is meant to help our candidates learn and grow. 

As you reflect on your journey, think about where you started. About the impact your mentor had on you. What did you learn from them? Whether it was a word of encouragement, a practical tip, or simply the reassurance that you were not alone. Now, you have the opportunity to be that guiding light for someone else.

Do you remember working on your faculty of education application and coming across that all-important question: Why do you want to become a teacher? I can still remember pouring my heart into the answer, sharing my hopes and dreams of making a real difference—of teaching with purpose and helping to create a brighter future for my students. Looking back and reflecting on all that I have learned in these years, I realize that teaching is rooted in a deep sense of moral purpose—a commitment to making a difference in the lives of students and, by extension, in society and our future. This sense of purpose is what draws us to teacher education and helps us through the challenges and success of the classroom.

We know that real change—whether in ourselves, our students, or our communities—takes time, patience, and a willingness to try new approaches. In teachers college, I remember learning not only about pedagogy and curriculum, but also about the importance of patience: patience with ourselves as we develop our skill, patience with students as they navigate their own learning journeys, and patience with the process of growth itself. 

Patience is about maintaining a positive, supportive attitude and recognizing that meaningful learning is going to take time. As educators, we are often tempted to step in and solve problems for our students. But true growth happens when we give them space to struggle, to collaborate, and to discover their own solutions. This is where patience is intertwined with trust—trust in our students’ abilities, and trust in the process of learning.

As I write, I am reminded of a student from a few years ago, let’s call him—Lucas. Lucas was feeling challenged with a math concept in my grade four class. I tried everything: differentiated assessments, modelling, manipulatives, extra one on one support. But the breakthrough came not from my direct intervention, but when another student stepped in and said “I know what to do, I can show you”. She began explaining the problem in her own words. I can still remember seeing and feeling the “ah ha” moment on Lucas’ face. At that moment, I realized that sometimes the most powerful thing I can do as a teacher is to step back, be patient, and let students learn from each other.

This experience showed me the connection between patience and moral purpose in teaching. Our moral purpose is not just about academic achievement; it’s about caring, building community, and fostering a growth mindset to learning. It’s about building trust and rapport, creating a safe and supportive environment for learning, fostering a growth mindset to embrace challenges and learn from mistakes, its about the care and respect we show for every student’s unique journey and reflecting on our own practice. 

Teaching requires energy, adaptability, and a deep commitment to growth. Our passion for teaching fuels our enthusiasm, while our patience anchors us through challenges and change. 

So remember, patience isn’t just about waiting. It’s about knowing when to step back, when to listen, and when to let your students take the lead. As you continue your journey, ask yourself: How do you practice patience in your classroom? How does your moral purpose guide your actions each day?

In the beginning of my teaching, I believed that my job was to impart knowledge, to fill my students with the facts and information they needed to succeed. But over the years, I’ve come to realize that my most powerful tool is not the answers I give—it’s the questions I ask.

I remember a particular lesson on ecosystems with my Grade 4 class. We had spent the week learning about different habitats and the various plants and animals that live in them. I had prepared a quiz to assess their understanding, filled with straightforward questions like, “What is the main predator in a forest ecosystem?” and “Name three plants found in a desert.” The quiz went as expected. Most students did well, but the energy and excitement in the room was flat. It was clear that my students were just going through the motions.

Feeling like I had let my class down a bit, I began to reflect on what I could change to better engage my students. This moment sparked a memory from my early days of teaching kindergarten—a time when I skillfully used questions to promote deeper, more meaningful conversations. Inspired by this recollection, I went on a journey of research and collegial discussions, focusing on how to ask good questions. The answer to my inquiry was; open-ended questions.

Here is what I learned. Regardless of which subject, there are a few requirements that make a good open-ended question.  

1. A good open-ended question should encourage a detailed, thoughtful response, rather than a yes or no answer.
2. It should allow individuals to draw from personal experiences and knowledge, validating their diverse perspectives.
3. It often starts with words like how, why or what.
4. It should be neutral and avoid suggesting any specific answer. 

I then decided to try something different the next day. Instead of giving my students more facts, I asked them an open-ended question: “What do you think would happen if we introduced a new species into this ecosystem?” The response was immediate. Hands went up, and the room buzzed with excitement. Students began to think critically, imagining the consequences of their hypothetical scenarios. Some suggested that a new predator might disrupt the food chain, while others argued that it could balance an overpopulated species. The discussion was much livelier, and I could see the gears turning in their minds. We then took our learning outdoors and played games to reenact possible scenarios. In the process, I asked more open ended-questions and the discussions became more interactive. Some questions I asked were:

1. How might the existing animals adapt to the presence of this new species?
2. What changes do you think we might see in the plant life of this ecosystem?
3. If you were in charge of protecting this ecosystem, what steps would you take?
4. How do you think human activities might influence the success or failure of this new species?

These questions sparked even more thoughtful discussions, encouraging students to apply their knowledge, make connections, and think critically about the complex interactions within ecosystems.

This experience taught me that there is something very satisfying about asking questions that have multiple answers.  It does more than just assess knowledge; it sparks curiosity and creativity, it encourages students to think deeply and explore possibilities and feel valued in their diverse perspective. It’s not about getting to the right answer, but about the process of thinking, questioning, and discovering. And that, for me, was a beautiful thing to witness.

Over the years, I’ve made it a point to incorporate more open-ended questions into my teaching. Whether it’s in a science lesson, a language discussion, or even math. Asking good questions push students to move beyond surface-level understanding and engage with the material on a deeper level.

So, to my fellow educators, I ask: How often do you ask open-ended questions in your classroom? What happens when you give your students the freedom to explore without the pressure of finding the right answer? Consider the possibilities that can unfold when we shift from simply imparting knowledge to guiding our students in their own discovery process. What questions might you ask today to open up a world of possibilities for your students?

In the Ontario Language Curriculum, Strand A.3 emphasizes the importance of applying language and literacy skills in cross-curricular learning. It focuses on the demonstration and understanding of, and making connections to, diverse voices, experiences, perspectives, histories, and contributions. This includes recognizing and learning from the voices of First Nations, Métis, and Inuit communities, groups, and nations. By fostering a sense of community and collaboration within our classrooms, we align directly with Strand A.3’s goal to help students see themselves and others through the lens of their unique experiences and histories.

When I think about collaboration in the classroom, I picture moments where students from different walks of life come together, share their voices, experiences, and learn from one another. These moments go beyond just working on a project together—they represent a deeper connection between students, fostering an environment where barriers are challenged and broken down and respect is built. The Elementary Teachers’ Federation of Ontario (ETFO) places a high priority on equity and social justice. One of ETFO’s key priorities is “…to promote social justice in the areas of peace, anti-poverty, non-violence, and equity”. Thus creating not only inclusive and collaborative classrooms but also school communities and beyond.

ETFO’s anti-oppressive framework is important for educators to understand and implement. This framework is defined as:

“The method and process in which we understand how systems of oppression such as colonialism, racism, sexism, homophobia, transphobia, classism and ableism can result in individual discriminatory actions and structural/systemic inequalities for certain groups in society. Anti-oppressive practices and goals seek to recognize and dismantle such discriminatory actions and power imbalances”.

By incorporating this framework into our teaching and learning practices, we can reflect on our actions and begin to recognize which voices are being represented, and then make intentional choices to work towards creating truly inclusive learning environments.

Schools are beautiful mosaics of cultures, and our classrooms should reflect that. In our classrooms, students represent a range of ethnicities, religions, and traditions. Collaboration provides an opportunity for students to connect, share their unique perspectives, and develop a deeper understanding of the world around them.

Many of us already create shared experiences for students, but there’s always room to deepen collaboration. One meaningful way is to celebrate student identities year-round—not just at the start of the year. This could mean weaving culturally relevant materials into lessons or designing projects that tackle issues impacting their communities.

For instance, in a junior class, a language and social studies lesson combined with math might begin with reading a book like If The World Was a Village of 100 People by David J. Smith and David Julian Smith. Students could explore the fraction of countries or cultures represented in their classroom, then create visual representations of these fractions and then discuss how different cultures shape their community’s identity.

Collaboration with the community can also be woven into the school community. One way to do this is by partnering with local organizations, activists, or leaders to tackle real-world issues such as poverty, environmental sustainability, or social justice. Students could work on projects that address these challenges—whether it’s creating awareness campaigns, conducting surveys, or designing solutions such as policy changes to specific problems in their neighborhood.

Take for example the topic of environmental sustainability. In a primary or junior classroom, you could read I am Connected by Ḵung Jaadee to explore our bond with the planet, then visit Indigenous-led conservation initiatives to learn about traditional land stewardship. To further the collaboration, have students take action and make a difference in their local community. Have them address issues such as how access to basic living needs like food can be improved through community-driven solutions, such as establishing school gardens or advocating for policy change to reduce food insecurity in partnership with local organizations. By collaborating with local organizations in our community, we can challenge students to think critically about social issues and inspire them to be agents of positive change both in their community and beyond.

Collaboration begins with us in our schools, it extends to families, community groups, and local organizations, and this external collaboration also plays an important role in supporting students’ holistic development. In Ontario, where students come from a wide range of cultural and linguistic backgrounds, it is important to create opportunities for students to work together, learn from each other, and develop an appreciation for the variety of cultures and our similarities and differences.

For further resources on ETFO’s Equity resources, Anti-Oppressive Framework, collaboration and building inclusive schools, check out these resources:

ETFO’s Programs and Workshops

ETFO’s Anti-Oppressive Framework: A Primer

ETFO’s Equity Resources

Ontario’s Building Capacity series titled, Culturally Responsive Pedagogy Towards Equity and Inclusivity in Ontario Schools

Human Rights, Equity, and Inclusive Education. Considerations for Program Planning, Ontario Ministry of Education, June 2024, https://www.dcp.edu.gov.on.ca/en/program-planning/considerations-for-program-planning/human-rights-equity-and-inclusive-education