Author: Preeti Deokharan

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

One of the most critical aspects of our profession is the application of teacher professional judgment, which directly informs our teaching practices. This judgment, which informs critical pedagogy, allows us to make thoughtful, intentional decisions that prioritize the needs of our students. As we integrate AI tools into our classrooms, this judgment becomes even more vital. AI can offer valuable support, but it cannot replace the understanding we have of our students’ individual needs and experiences. ETFO’s resource Artificial Intelligence in Education: Advice for Members provides valuable insights to support our learning journey with AI. It highlights that we must use this judgement to carefully assess how these tools align with our educational goals and ensure they enhance, rather than hinder, our ability to teach effectively and responsibly. We must also critically evaluate AI tools to understand how data is being collected and used, if a tool reinforces existing biases and inequities, and if the information is accurate and reliable.

At last week’s conference offered by my school board, I realized just how much I still have to learn about AI in the classroom. It was incredibly inspiring to be surrounded by colleagues eager to learn and to hear everyone share their experiences and ideas. The question, “How is Artificial Intelligence reshaping the education landscape?” came up multiple times and really got me thinking. Reflecting on my own reservations, I came to realize that AI is here to stay, and many students are already learning to use it. The first step for educators is to begin where you feel comfortable and slowly explore how to incorporate it in a meaningful way. After seeing how educators are experimenting with it, I felt inspired to share what I’ve learned with you.

A few of the new tools I learned about include the following: TwinPix, Adobe Express, Mindomo, and Read and Write. These tools are user-friendly and can be implemented right away.

TwinPix is a tool that can be used in the classroom by educators or students aged 13 and older. It is an AI tool that challenges students to match an image as closely as possible by learning to write descriptively. A few days after the conference, I had the chance to use TwinPix in a class I was covering. We did a quick descriptive writing lesson where we analyzed an AI-generated image, then created prompts that would lead the AI to recreate that same image as accurately as possible. Using the inputted prompts, the AI would generate an image and provide a percentage of accuracy. It was a fun way to teach students how to be detailed and precise in their observations and writing. We focused on paying attention to specific details and using vivid language to communicate our observations effectively. While TwinPix was previously free, it now offers a limited number of images you can generate per day without charge.

Adobe Express was another tool I explored. It offers many features that it initially felt a bit overwhelming. It allows both teachers and students to create a wide range of content. One feature that stood out to me was the ability to generate AI videos with your own audio. Imagine how fun it would be to give a presentation using an animated character of yourself in a completely different setting! For instance, you or a student could create a presentation on a historical event, adding personal voiceovers to make it more engaging.

If you haven’t used Mindomo before, it’s a website that helps create mind maps, allowing students to generate and organize their ideas visually. Earlier this year, one of my students showed me how he used it to create a mind map of his learning about the human body. Another way to use Mindomo could be to start with a populated mind map and then work backward to develop inquiry questions based on the information it provides. This approach can be especially useful for students who struggle to generate ideas on a topic. You can then use the provided information to craft strong, meaningful inquiry questions.

I also recently discovered that Read and Write offers new AI built-in features like word prediction. This can be particularly helpful for students who struggle with writing, offering suggestions and support as they work on their responses. For example, if a student is asked to write about a topic like structures, setting up word prediction to include related terms could assist the student in predicting vocabulary specific to that subject.

When I think back to the question of “How is Artificial Intelligence reshaping the education landscape?”, I say it is offering us many new opportunities to enhance our classrooms, think critically, and support our students in new ways. The important thing is to learn, explore and experiment, all while using our professional judgment to integrate it thoughtfully and responsibly. If you’re ever unsure about the approval status of a tool, it’s always a good idea to check with your board before bringing it into your practice. They may have board-approved tools in place to help ensure that everything aligns with district policies and educational standards. By using our professional judgment and sense of responsibility when integrating AI, we can not only prepare ourselves but also set our students up for success in a future where AI will be increasingly prevalent.

I’m a firm believer that integrating technology into teaching brings a whole new dimension to learning. It’s not just about gadgets—it’s about helping students create their own games, design 3D models, and even turn everyday objects into piano keys! These tools make learning hands-on, fun, and more relatable. Let me share some of my favourite ways to bring tech into the classroom, why it’s worth it, and how you can get started.

When I first introduced tech into my classroom, I wasn’t sure what to expect. But seeing students light up while working on projects like coding micro:bits to create wearable gadgets or designing custom toys with Tinkercad was incredible. These tools go beyond just fun; they build collaboration, critical thinking, and digital skills students will carry with them forever.

Take micro:bits, for example. These pocket-sized computers let students program light shows, step counters, and even digital dice. They’re also perfect for sustainability projects. Students can program a micro:bit to monitor temperature or track energy usage at home, connecting tech to real-world environmental solutions.

Then there’s Tinkercad, a 3D design tool that sparks creativity, whether it’s building geometric shapes in math class or designing prototypes for STEM challenges. A few years ago, one of my students designed a toy prototype for his media lesson, which we then brought to life using our school’s 3D printer. Even today, he still recalls that experience, showing how hands-on tech can ignite creativity and make learning memorable.

Makey-Makey is always a hit—it turns everyday objects into touchpads. Once, my students used it to create an interactive timeline of ancient civilizations, where each button on the board played a short clip or fact about a specific civilization, such as the Inca Empire, the Six Nations, or Indus Valley. Students were having fun while learning—it doesn’t get better than that.

Over the past few years, I’ve been exploring a dynamic platform called Lumio, and it’s been a game changer for my lessons. This tool turns traditional teaching into interactive lessons and collaborative activities. I’ve seen the benefits of using Lumio in both congregated and mainstream classrooms. It supports differentiated learning, allowing me to adapt content for various skill levels, so every student can participate and learn at their own pace.

Starting with technology can feel overwhelming, but it doesn’t have to be. Pick one tool, introduce it during a lesson, and let students explore, you can even explore it with them. Tie activities into what you’re already teaching and the curriculum. For example, use Tinkercad during a geometry unit or let students code micro:bits to track steps in a health project. The best part? You don’t need to be an expert. Many school boards have educational technology resource teachers, teacher-librarians, or other knowledgeable individuals who can provide guidance and support.  

Check with your school board to see if they already have a license or offer a technology lending library. These libraries provide access to tools such as robotics kits, virtual reality headsets, and other resources, without needing to purchase them outright. These lending libraries allow you to experiment with technology while providing students with hands-on learning opportunities.

The learning journey is part of the fun—for you and your students. So grab a micro:bit, a Makey-Makey, or Lumio, and watch your students transform into creators and innovators. Trust me, they’ll love it—and so will you!

Explore these links to learn more:

https://microbit.org

https://www.tinkercad.com

https://makeymakey.com

https://www.smarttech.com/lumio

Once students start building self-awareness through self-assessment, another helpful tool is using visuals to support self-regulation. Visual reminders can help students quickly recognize when they need to regulate. Visuals are especially useful for younger students or those who struggle with verbal communication.

Visuals give students something concrete to refer to, helping them quickly understand and act on their feelings without always needing to put them into words. They can be used to remind students of calming strategies, set expectations, or guide decision-making throughout the day. Some ideas I enjoy using in my classroom to promote students to independently manage their learning include creating and using emotion charts, calming posters and visual schedules. 

An emotion chart is a visual which uses different faces that represent various emotions. Students point to how they feel. This helps them identify their emotions and opens the door for self-regulation. It also creates an opportunity for the educator to ask questions and provide support where needed. 

Calming strategy posters are a great tool in the classroom. You can create posters with visuals that show different calming techniques, like deep breathing, counting to ten, or listening to music. To make them even more meaningful, I co-create these posters with my students. It’s a fun way to personalize them and make everyone feel involved in the process. 

I’ve found that creating a visual schedule really helps students stay on track throughout the day. It can be just pictures—or, a simple daily schedule with checkboxes beside each task works just as well. Students can mark off completed tasks, giving them a sense of accomplishment and control. I also like to include breaks or fun activities to naturally incorporate self-regulation into their routine. While I originally used visual schedules for students who needed extra support, I’ve realized this visual work wonders for all students in the classroom. It’s a simple way to give everyone a little more structure and independence in their day.

In order to use visuals effectively, make them visible and accessible. Place visuals where students can easily see them and refer to them as needed. For example, you may want to use a clipboard with velcroed pictures, or hang them in a nearby calming corner. 

Take the time to teach students how to use the visuals—it’s so important! Trust me, I know it can feel like just one more thing on your never-ending to-do list, but walking them through each tool and practicing together will make a huge difference. When students know exactly what to do when they’re feeling overwhelmed or unsure, it’s a total game-changer. It might take a bit of extra effort at first, but I promise, it’s worth it in the long run!

Finally, be consistent with visuals—they work best when they are a regular part of your classroom routine. Keep referring to them and gently reminding students to use them when needed. Check in to see how they are working for each student, and don’t be afraid to model how to use a specific visual yourself. Making them a natural, everyday tool helps students see their value and use them proudly!

In my teaching journey, visuals have helped me in so many ways in the classroom. I’ll never forget one time when two students was really upset while I was handling another issue. Instead of needing to intervene right away, I simply pointed them to the tool they needed (e.g., calming strategy poster to use noise cancelling headphones, and deep breaths), and they were able to calm themselves down. Visuals make self-regulation so much more accessible for all students, offering an easy, non-verbal way to pause, check in, and refocus energy. There is something so rewarding about seeing a student use a tool to self-regulate independently—it’s a powerful reminder of just how impactful our work really is. 

For additional reading on self-regulation check out:

Self-Regulation Part 1: Daily Affirmations

Fostering Self-Regulation Through Self-Assessment: Strategies for the Classroom Part 2

Self-regulation is a skill that looks different for everyone and takes time, patience, and consistent practice. Even as adults, we are constantly refining how we self-regulate, learning how to manage our emotions, thoughts, and actions in various situations.

For students, mastering self-regulation can feel like an uphill climb. But when paired with self-assessment, it becomes a reflective and empowering journey. Self-assessment encourages students to pause, evaluate, and adjust their behaviors, helping them build lifelong habits of awareness and control.

Here are four strategies I’ve found particularly effective in supporting students on this path.

1. The Regulation Rating Scale

Self-awareness is the foundation of self-regulation. A “Regulation Rating Scale” helps students gauge their emotional and academic readiness throughout the day.

How it works:

Create a simple scale from 1 to 5, with 1 meaning “I feel overwhelmed” and 5 meaning “I feel focused and ready.”

Use visuals, such as emojis or colors, to make it accessible for all learners.

At specific times—like the start of a lesson or after a transition—ask students to rate themselves and share why they chose that number.

This process teaches students to identify their feelings and take ownership of their state of mind. Over time, they can recognize patterns and develop strategies to move from a 2 to a 4, or from “stressed” to “focused.”

2. Self-Regulation Journals

Daily or weekly journaling can help students connect emotions, actions, and outcomes, fostering reflection and goal-setting.

How it works:

Provide prompts like:

-“What strategies helped me stay focused today?”

-“How did I handle frustration during a challenging task?”

-“What will I try next time to improve?”

-Allow students to rate their day or a specific activity on a scale, followed by a brief reflection.

Journals provide a private space for students to process their experiences and track their growth. They also help build metacognition, as students learn to analyze what works for them and why.

3. Emotions and Learning Chart

Helping students understand the link between their emotions and learning can be a powerful tool for self-regulation.

How it works:

Create a chart with emotions on one axis (e.g., calm, frustrated, excited) and outcomes on the other (e.g., highly productive, somewhat productive, unproductive).

After a task, ask students to plot where they were emotionally and how it impacted their performance.

Use the chart to identify trends and discuss strategies for shifting to a more productive emotional state.

This activity helps students visualize how emotions influence their work. It builds emotional awareness and equips them with tools to make positive changes.

4. Personalized Regulation Plans

Every student’s self-regulation journey is unique. Personalized plans empower them to identify what works best for their needs.

How it works:

After self-assessing, guide students to create a “toolkit” of strategies, such as using a fidget, deep breathing, or taking a movement break.

As students develop their skills, self-assessment can become more intuitive and students may begin to access these tools independently.

Remember to encourage them to evaluate the effectiveness of their tools after trying them. Did they feel calmer or more focused? What might they try next time?

A personalized plan makes self-regulation feel attainable and personalized to each student. These plans also foster independence and responsibility, key components of long-term success.

A Final Reflection

To me, teaching self-regulation is about progress. It’s about helping students understand themselves, reflect on their behaviors, and make intentional choices. By integrating self-assessment into this process, we give students the tools to build confidence and resilience.

Self-regulation is a lifelong practice, for both educators and students. As I continue to explore ways to help my learners, I’m reminded that every small step forward counts. Let’s keep growing together!

Every year, when parent-teacher interviews approach, I get excited about meeting families and sharing all the wonderful things about their children—what they’ve accomplished and how they’re adjusting to the classroom. I used to prepare a little sheet with notes on what I wanted to discuss, neatly organizing my thoughts for each student. But one year, I decided to try something different. I figured, why not? I was ready to mix things up and see how empowering students to take charge of their own conferences would change the dynamic.

Here’s what I discovered:

Running a successful student-led conference is all about preparation and providing students with the tools they need to feel confident. In the weeks leading up to the conference, it’s important to give students time to reflect on their work. You can help them select key pieces from different subjects—like literacy, numeracy, or art—that show their growth. For younger students, offering reflection prompts like “I’m proud of this because…” can make this process easier.

Encourage students to think about their learning in a guided way. Ask questions that push them to consider their progress, such as “What was a challenge for you in this project?” or “What strategies did you use to solve this problem?” These moments of reflection help build self-awareness and confidence, which are important to owning their learning journey.

Once students have gathered their work, they can put together a portfolio, either in a digital format or a simple folder. This portfolio will be the foundation for their presentation during the conference. To make students feel more comfortable, you can practice with them ahead of time. A little role-playing can go a long way in helping them feel prepared. You could even provide a simple script, an outline, or sticky notes for younger students to jot down what they’re most proud of, helping guide them through what they want to say. Another option could also be to record their audio and attach it to a QR code for parents to scan and listen to it during their visit.

During student-led conferences, it’s key to strike a fine balance between student ownership and teacher input. Allow students enough time to present their work, reflect on their progress, and showcase their achievements. At the same time, keep in mind that parents look forward to hearing from you as the educator, so after the student’s presentation, take a moment to provide your professional insights, addressing areas of strength and opportunities for growth. Be sure to leave time for parents to ask questions or share their observations. This approach ensures that the conference is collaborative, informative, and engaging for everyone involved.

On the day of the conference, create a welcoming environment where students can comfortably lead the discussion. Whether it’s at their desk or a special conference table, they’ll guide their parents through the portfolio and talk about their experiences.

Timing is crucial when organizing student-led conferences. As you experiment with different approaches, you’ll discover what works best for you and your students. Hosting one interview at a time might lead to running out of time quickly, but if you value that one-on-one connection, you may find it worthwhile and manageable with careful planning. Alternatively, you might try running two or three conferences simultaneously, allowing you to rotate between students and maximize efficiency without sacrificing the quality of the interactions. Finding the right balance is key—it’s about what feels most impactful for you and your students.

Wrapping up the conference with a goal-setting activity, where students identify what they want to work on next, is a great way to keep parents involved in their child’s learning. Don’t forget to celebrate their efforts with a smile, a high-five, or words of praise.