Rashmee Karnad-Jani

August 1, 2025 Rashmee Karnad-Jani Anti-bullying, Anti-Racism, Building Inclusion, Communication with Parents and Guardians, English As Second Language (ESL), English Language Learners (ELLs), Equity, Faculties of Ed, Language Learning, Learning About Your Students, Learning in a Real Life Context, Learning to learn, Making a Difference Through Education, Media Literacy, Wellbeing, Women at Work

Where in Mumbai?

The Places

We go from here and there through our day. Sometimes, we go to new places around our usual work location, whose address we enter into our devices so that we arrive promptly with time to spare, even. So one day recently, I thought I was just going to work.

The Context

Since December 2024, two colleagues and I have been collaborating with consultants in another department to work on a key resource that has helped many and will continue to help more students and educators as we move forward. Sometimes in March, just before a series of professional learning sessions, we met again. We had to get through a lot.

The Necklace Started It

I have always loved necklaces and I always wear one when I’m not in classrooms. This was one such piece.

A necklace with two double strands of flat turquoise beads and a large oval turquoise pendant set in silver. The back piece is made of small silver beads, silver fastening and black lava beads and round yellow beads. The necklace is set against a black background. — **My Necklace From Mumbai**

As colleagues from the other department came into the meeting room one of them complimented me on my choice. I thanked her and added, “It’s from Mumbai. Like me”.

A dear friend with whom I’d attended school (Grades 9-10) had gifted it to me from her collection when she visited last summer. But I didn’t have time to share that as we were at work, you know. We had a lot to do.

My colleague smiled warmly and asked, “Where in Mumbai?”

Where in Mumbai?

At the end of that long and busy week, my heart skipped a beat: In 21 years of working in education and 23 years living “here”, no one had ever asked me “Where in Mumbai?”

“Dadar”, I said.

My colleague told me where she grew up and I reminisced that I used to go shopping in that neighbourhood and had fond memories of some beautiful silver jewelry pieces I had bought there. I had also worked nearby to where she’d grown up. We talked about these places we both knew from what seems like another lifetime.

The glow of that conversation stayed with me and now we talk about books and authors and other things when we are in the same place, warming lunch.

Why This Question?

I have many friends in many spaces at work. We have lots of conversations and have many fond memories over the years. We talk about books, family (ours), pets (theirs), dreams and many other things.

Yet, just one question “Where in Mumbai?” has stayed with me differently. It is as if a locked door has sprung open.

Some points that come into view for me that I want to share with you, my fellow traveller.

I think about how we, as educators, recognize intellectually that the whole child comes to school.
Yet many of of us aren’t able to bring our whole selves to work.
I/we don’t talk about everything that makes me/us complete because either there’s too much to do, or more often, I/we don’t think anyone else knows of that place, that food, that fragrance and so on
I am sure there are many more meanings that will come to the surface for you and me when you read this. Do share.

There’s A Ghazal (Poem) For That

So here are some lines from a ghazal written by Gulzar and sung by Jagjit Singh that explain that feeling of perhaps being The Only One in a space. These lines explains the feeling of a solitude that I couldn’t put into words until that question “Where in Mumbai?

“Aainaa dekh karr tass-allee hui

Humko iss ghar mein jaan-taa hai koi”

The Translation Goes Like This

I was reassured when I looked in the mirror

That someone knows me in this house.

Thank you, dear colleague- friend who has memories of Mumbai. Not identical ones, but just like I do.

I can’t wait to see you again.

Fellow Travellers, I wish you such unexpected and pleasant encounters in your work spaces.

And if you know Mumbai, or Goa, please write back.

With You, In Solidarity

Rashmee Karnad-Jani

June 15, 2025 Rashmee Karnad-Jani Anti-Racism, Building Inclusion, Celebrating Success, Climate Change, English Language Learners (ELLs), Equity, Learning About Your Students, Report Cards, Student wellbeing, Weather, wellness, Year End Reflection

Let Us Take The Time To Reach Out

The pages of the calendar turn relentlessly. June is here and we’re busy in a different way. The weather is cool one day and warm on another. Some days, the skies are filled with smoke and those of us far away from the site from where this smoke comes, are mindful that not everyone is.

We have one home, this beautiful planet.

How Did I Do?

One writing from me had the words, “How did I do?” We’ve all gone through it: being assessed and evaluated. Now, our jobs require this work of reporting and evaluation to be done. Students at different times of the year receive institutional texts and then may come back to us the next day after sharing that text with people in their lives. Those are other report cards and those are other times.

This One Is Different

The June report card is different. Students leave at that last bell of the last day of school. In the Fall, they will go down the hall to another classroom, to another school in the neighbourhood, to another province or to another country. The lives of children are so directed by the fortunes of their families that over these life events they have limited control.

This we know, though in the busyness of life, I/we may not always remember.

Goodbye and See-You-Later

I was listening to a podcast by a gardener whose work I follow and something he said stays with me, relatable to various stages and aspects of life: When you move on and someone else is gardening now, you have no say in what they do in the space that you loved.

So in my role or yours next year, when you see our students in someone else’s classroom down the hall, we need to walk on. We are here if someone reaches out to collaborate. That’s it.

You can only reassure yourself that when you were there, you did your best and the people and plants thrived. When you have taken care of the classroom or learning space or garden and given your best, when you’ve done due diligence to your professional judgement, it’s time to pull the door behind you and walk on.

From that thought shared by the celebrity gardener, I added in this my reminder to self and to you, my fellow travellers: Whether in a classroom or a supportive role, you have, just like in life, finite time. Finite seasons. How can I/you make the best of each one?

A Special Message

In these busy times we may have different ways in which we take time to care for ourselves. For me it is precipitation: rainy days always make me happy because in my heart I remember the monsoon of the home I left behind. The Monsoon in Mumbai always came on June 13th, so right about now, my heart calls me to a place I feel in my cells and in my soul.

Is there something that you remember deeply? Do share.

Nostalgia: is the pain of remembering. It’s a sweet pain especially on days when a dear friend, here, pops into my phone with something they remember from a previous conversation. Neither Hindi nor Urdu are their home languages which is why I am touched that they remember this conversation, and this memory

I am sharing the exchange below.

3 text messages from a phone screen that read 1. Hi Rashmee, how are you doing? 2. The air smells of wet earth today and I am thinking of you. 3. Saundhi Khushboo — My friend’s message on a rainy day

Saundhi Khushboo (saun-dhee khoosh-boo) the post-rain fragrance of the soil.

I smile on this Monday in June and I watch the raindrops .

Wishing you peace and calm in the midst of the busyness

With You, In Solidarity

Rashmee Karnad-Jani

P.S: Saundhi Khushboo is now added to my dictionary in my spell check – that felt good.

June 2, 2025 Rashmee Karnad-Jani AQ-rofessional development, Before School Starts, Celebrating Success, Classroom Layouts, Combined Grade Classes, Curriculum Planning, Differentiated Instruction, Inspiring Teachers, Language Learning, Learning About Your Students, Learning to learn, Math, Student teachers, The Daily 5

The Corner Cafe: Part 1

Remember When?

Times flies, doesn’t it?

It is 5 years this June since I was hired for a centrally assigned position that I started that September. Fortunately, as my role in this school district is designed in a way that I can co-plan, co-teach, co-debrief and co-reflect with my colleagues, I am not distanced from students. Yet, I feel a twinge on my heartstrings when I pick up a picture book or find something exciting to share as I do not always have a classroom to take this back to right away, the next day.

So I rely on a quiet activity called “Remember When?” to keep alive the fond memories that keep the 21 years in this work as a teacher well irrigated so that they can continue to bring me joy. I am sharing one such memory below, deeply rooted in intentional planning and pedagogy.

The Corner Cafe

I have taught in 2 schools in my 21 year career.

At the school with the gorgeous sunrise, I was a Grade 7-8 science teacher then a Special Education Resource Teacher in an Intermediate Student Support Centre. Our core focus was literacy and mathematics, social skills and advocacy skills among others.

With the deep commitment to support my students, I had planned and intentionally set up the CAFE Bulletin Board based on the the skills development focus on Comprehension, Accuracy, Fluency and Expand Vocabulary outlined in the CAFE Book.

What Does CAFE Mean ?

In the book mentioned above and in the pedagogical process planned around it, CAFE means

Comprehension
Accuracy
Fluency
Expand Vocabulary

It Is Not “Just A SERT Thing”

Some colleagues with whom I partnered and co-taught also used this template to set up similar CAFE boards in their classrooms. Students, when integrated in subject areas saw the same skill building supports. They did not see this board as “Just something we do in the SSC”. My colleagues and I participated in authentic partnerships incorporating Tier 1 practices for the benefit of all students (and occasional teachers who worked alongside when we were away as the classroom was the 3rd teacher). Such partnerships are possible and work well when it is acknowledged that SERTs also have subject specialities.

It was not “Just A SERT thing” or something some students needed. We all used it. As a cricket and basketball fan, I would ask my students to recommend readings for me to demonstrate my understanding. We would use this space to document my wonderings around hockey and baseball, two sports with which I am not as familiar and students saw me as a comprehension constructor and fluency builder as well. They could give me feedback about what they saw me doing and bridged over to what they would like to try. Deconstructing my comprehension challenges and examining how I made meaning opened up space for students’ learning journeys.

And Then I Moved…

After 2004-2018, I decided to move to another school, after much thought and soul searching. When I got there, my 3-4 SSC was in a much smaller space. Students at this school did not know me and their previous teacher had left the school so they were not comfortable with change, I learned.

To support them as much as me, I set up another CAFE space at my 2nd school.

Here with the added emphasis on critical thinking but with younger students and a smaller space, I also incorporated individualized Q Charts where students could ask questions from their everyday lives. We moved to other topics through the year that aligned with their science and social studies classes so the pre-teaching of content vocabulary and comprehension access happened before and side by side with their subject classes. We CAFE’d everything.

A student placing sticky notes on a Question Matrix

Students Remember

The Corner Cafe became a beloved and effective Literacy Hub at 2 schools in The East in a large publicly funded school board in Ontario. You did not need an IEP to work in the CAFE. We worked together so that students felt stronger to transfer their literacy and mathematics skills in other settings. Our walls were rich and instructionally strategies were intentionally planned and implemented.

I attended the Grade 8 graduation ceremony last year at School 1 and 2 and plan to go again this year as my then-Grade 3s are graduating.

Soon after I left School 2 to take up my centrally assigned work, I would get emails from The Cafe Students. They set up their own “Cafe Classroom” and emailed me to invite. So, we organized a virtual visit through their teacher and I got to hear all the wonderful things they were learning and doing.

“We remember The Corner Cafe”, they said. Then after some “tell her, tell her” whispers, they added “And we practice CAFE”. That was a warm cuppa joy for me.

Some Guiding Questions

How am I using the CAFE framework to strengthen student learning?
How am I using resources connected to Culturally Responsive and Relevant Pedagogy to support my learning and professional judgement?
How am I supporting content areas in leveraging CAFE in subject-based comprehension for all students?
How am I using ETFO resources to support my work?
Any others you may come up with as you continue your work through your career.

If you decide to or have already set up a CAFE in your school, please take a peek at the instructional areas highlighted above.

Things Change: Please Engage Professionally and Responsibly

Although research and practice have changed in Ontario and elsewhere over the years, when I did this work, some things were different. Now, there are new resources and conversations that guide our work as ETFO members and different school districts will likely have their own supported initiatives.

I therefore invite readers to see this writing and sharing as a window into that classroom where students and I strengthened our practices. We used this board and this mindset to strengthen content literacy as well because as a J/I teacher first and foremost, I was also mindful of the importance of being able to read and comprehend subject areas like science, social studies, history, geography and mathematics.

The concept of CAFE is not my creation.
I applied it to my classroom programme and students ad have shared the sources I used to develop this learning space in two schools.
If you choose to set up a CAFE in your school, do reach out.
If you have already set up a CAFE at your school, and want to discuss ideas, please connect.

With You, In Solidarity

Rashmee Karnad-Jani

May 21, 2025 Rashmee Karnad-Jani Advocacy for change, Celebrating Success, Communication with Parents and Guardians, Constant Learning, Differentiated Instruction, Diverse Learning Needs, Equity, Faculties of Ed, Inclusion, Learning in a Real Life Context, Making a Difference Through Education, Mindfulness, Outdoor Education, Outdoor Learning, Pedagogical Documentation, Professional Judgement, Professional Learning and Growth, Science

Let’s grow something!

Hello Fellow Travellers,

April has left behind a warm May and when the sun isn’t shining, it’s been cool cloudy Khandala (please look it up) weather. There have been many things to go at work and much time to play: both aspects a reflection of the privilege one takes for granted when one gets to being in a certain place in a certain way. There’s that Standard North American Family * shelf on which one lives.

Before Work, I Play

When I first started teaching in 2004, I began at an early start school so I’ve been in the habit of waking early. A huge help with meal prep and a quiet cup of coffee when raising young children back then. Nowadays as I’ve got more time and less mothering work to attend to, I look around and I peer. There are many thoughts running through my mind that my botany courses do not explain anymore as this is a connection that goes beyond scientific knowledge and leaf identification skills.

“There you are!”, I whisper

“You came back after the winter”, I say.

“Oh my goodness. You’ve got many more little ones along the fence now!”, I celebrate.

Looking Down and Planning Up

Just as one indulges people in one’s life they reciprocate as well. When they were younger, my children would remark when I’d walk about in early spring on this space or elsewhere: “Mamma is peering at the ground. Something is growing there”. I do this in every area of my life. I peer and I wait patiently.

I also work to create conditions that will allow that which is growing to thrive.

Transferable Skills: The “Remember-When Mindset” (Karnad-Jani, 2025)

Recognizing potential and creating conditions for growth and thriving is a skill. We can learn it. We can practice it with critical and kind friends and colleagues who know the heart and art of teaching and learning.

I work hard to strengthen the skills in in one area of my life so that I can use the “remember when? mindset” to support myself and others in another area. I am sure there is a theory for this somewhere and a fancy name in a book, but to me, it means noticing that something is sprouting and how when I and you create conditions for roots to go down and stems to grow upwards the young seeds become plants and the seedlings become shrubs and trees.

Let’s Grow Something Together: The Sunflower Lesson

A few weeks ago, I planted sunflower seeds outside but brought them in on the mid-May long weekend due to the cooler temperatures. I noticed on Saturday that sunflower seedling had flopped. I gently poked in a wooden stick beside it and on Monday I notice that it doesn’t need it anymore!

What does that tell me? Scaffolding and support to those who need it, allows seedlings to strengthen without expending energy to prevent bending or breaking. I take this insight with me into all areas of my life and also sharing with you, my fellow travellers.

With You, In Solidarity

Rashmee Karnad-Jani

The Standard North American Family, says Smith, is an ideological code that informs the biases by which we see particular families as deficient because the ideal of SNAF is a two-parent, heterosexual family where the father’s work allows the mother to attend to the children’s schooling and educational outcomes. It is also important to notice that race is a critical intersection within SNAF (Karnad-Jani, 2021).

May 5, 2025 Rashmee Karnad-Jani Advocacy for change, agency, Anti-bullying, Anti-Racism, Building Inclusion, Classroom Management, Communication with Parents and Guardians, Constant Learning, Inspiring Students, Inspiring Teachers, Language Learning, Learning About Your Students, Learning in a Real Life Context

Sweet Moments, Different Names

Hello Fellow Travellers,

I’ve written in previous posts about the wonderful opportunity of learning from and with students when I’m invited to collaborate with educators who work with students from kindergarten to age 21.

This past week as we approached the end of a cooler-than-usual April, the sun shone warmer and a long awaited Spring peeped out from behind grey clouds that had greeted us in previous months. One Friday afternoon before the long weekend, I was in a Grade 7 classroom. I arrived during lunch and went upstairs as pre-decided with the teacher. I found a corner to work until lunch time was over and the teacher came back.

Soon, the students came in also and the two nearest to me asked who I was and as always, I respectfully mentioned that I’d introduce myself when their teacher invited me to. As always students had questions – my name, where am I from, what’s my favourite food and so on. I usually stay with 10 questions so the teacher’s planned lesson can continue and we review classroom expectations prior so that students remember that every person who enters their class deserves respect.

Something To Think About

One student asked me what is the most important thing about my job and I said that I get to experience hope and joy when I interact with students. They asked me if I was part of their history lesson and while I was not co-teaching it, I could be. Our lives as people are interconnected after all. I enjoyed the interaction among students during their history lesson that was about the fur trade in this land now known as Canada. There were many deep questions they asked their teacher.

Moving On To Other Topics

Then it was time for their reading buddies to come in. There was a bustle of activity as everyone was excited. Their teacher reviewed the expectations for them and students prepared to welcome the younger students. One student whose ancestral heritage was different from mine at first glance to them, approached me and said, “I have one more question: Do you like sooji ka halwa?”

I replied “Yes, I do. But I don’t call it sooji ka halwa”

“Really? What do you call it then?”, they asked.

In my mother tongue, we call it sheeraa” I said.

“It is cool that sooji ka halwa has another name. I have heard some people call it just sooji then?” the student said. “Yes”, I said. “Why is that?” the student asked.

I replied from a knowledge I had received over the years, and which has grown stronger since travelling far and learning from many. “Languages are beautiful. They grow and change over time and become richer also. The same thing can have many names and be experienced in many different ways by different people”

“Sooji Ka Halwa has many names then!”, the student remarked with a smile.

“And you know, sooji is semolina, so sooji ka halwa is “halwa/dessert made from sooji. Sometimes it’s called sooji also”, I said.

This was an unexpected sweet moment in my day and that evening, to commemorate that day, I made some sheera (or sooji ka halwa) following the recipe I learned from my Amma. I am sharing it here.

Perhaps if we meet sometime, we can connect over conversation about food that we know and love, even if they have different names. I am looking forward to those times.

Rashmee’s Amma’s Sheeraa Recipe

Ingredients

2 tbsp ghee (clarified butter)

1 cup sooji (semolina)

2 cups milk

1 cup sugar

1 tsp elaichi (cardamom) powder

Method

In a kadhai (thick bottomed pan or wok), add ghee and let it melt

Turn the heat down and add sooji gently

Keep stirring until the sooji changes to a pinkish colour and becomes fragrant.

After 3-4 minutes add two cups of milk and keep stirring until the mixture cooks well

Add sugar and elaichi powder and keep stirring

Put the pan on a frying pan for indirect heat (so it’s not directly on the stove)

Cover it

In a few minutes remove the lid and stir again.

The sheera is ready to share and enjoy!

I wish you many sweet experiences and special interactions in your travels…

With you, in solidarity

Rashmee Karnad-Jani

P.S: Before I left, the student smiled and said “I also like your shoes”

red and white sneakers against a white classroom floor. — My Earned Shoes

April 17, 2025April 17, 2025 Rashmee Karnad-Jani Advocacy for change, Advocacy for public education

Why Does Anything Matter?

Hello Fellow Travellers,

Much in the news. A lot of fluctuations that put the current weather patterns in the Greater Toronto Area to shame. I am not even looking elsewhere as I am busy with my own life. Therefore the question “why does anything matter?” became my title this time.

It is human nature perhaps to reassure ourselves that we are okay.

We’re not that other country.

We’re here, we’re okay, we are safe, we are well.

We say this to ourselves and to people in our lives especially children in our families or students in our classrooms.

But the events around the world – both near and far, send ripples into the calm waters that flow past us here in Ontario.

Publicly funded education does not operate in a vacuum and the decisions made in one country, one sector, one industry, one policy impact the guiding decisions made in another. This we know.

ETFO’s Response to Tariffs

As always, after my work day, before the evening takes over with meals and other chores, I read my non-Board emails. On April 9th, ETFO released this statement.

The section that stands out for me :

“Public education will not be immune to the ripple effects of this economic downturn. As government revenues come under pressure, there is an increased risk that funding for vital publicly funded services and institutions, including public education, will be scaled back. At the same time, Ontario families, many of whom are already struggling, will face even greater financial strain. For students, this can mean heightened barriers to learning and well-being, including hunger and stress, which compromise their ability to learn and thrive.”

How can I and we be mindful of this in our everyday work?

Mothering for Schooling

In the 1970s and 1980s, Canadian sociologist Dorothy Smith and her research partner, Alison Griffith began to notice the everyday ways in which their lives as mothers were interconnected with the regulation of the schooling practices that surrounded their children. They began referring to the gendered labour that gets done in homes as Mothering for Schooling (Griffith and Smith, 2005).

Over many decades, until their last collaboration published in 2022, Griffith and Smith spoke about how work that is done in one location impacts and influences the work that is done in another. They referred to this as translocal work processes. Educational work is filled with interconnected tasks and processes. This we know.

Amidst all this, our students and their families are as impacted as everyone else by these global and translocal changes that regulate their everyday lives.

Every fund raiser, every field trip, every bake sale will impact families in ways that are invisibilized in the everyday busyness in work spaces. Let’s pause and think about that.

The Impact of Courageous Colleagueship

Let’s say I’m co-teaching with you, my colleague in your classroom and I have chosen a book or a topic that reflects my lived reality. I am excited to be teaching with you. You introduce me to your students and I begin to speak.

As a middle-class, professionally trained and gainfully employed cis-het woman with a confident manner and excellent fluency in the language of instruction, I may not be aware that the lived realities of the families in the classrooms don’t necessarily mirror mine.

After all, when I drove down the street to the school many times, I may have seen homes that are well constructed with sleek facades on ample lots. This led me to believe that all is well here. You, on the other hand, may know it is not the case. Especially now, in many places.

As I am busy with many aspects of my work, I make it through the work day with no time to spare for anything more than the absolutely essential pieces, so I haven’t read up about the neighbourhood in which your school is located. I may live far away from this neighbourhood, so I do not know what I do not know.

Steady Me & Guide Me

If I don’t step out of my bubble, I may continue the conversation in your classroom, speaking of my summer plans to visit this place or that, or some aspect of my life because I’m trying to be have a conversation.

As you are the colleague who knows the community and students well, please feel free to step in. Please speak about alternative experiences. Guide me, please.

Stand With and Walk Beside Students and Their Families

When you stand with and walk beside your students by introducing a counter narrative, you show them that you able to make their learning space safe and pleasant.
When you hold up a mirror to my presence and actions in your classroom, you will have given me an opportunity to examine my ignorance and bias. I shall be ever grateful.
You will have invited me to revisit ETFO’s invitation to engage with my professional learning and improve my professional judgement, not just in subject knowledge but also in anti oppressive practices. I shall not say ” I have taught for 21 years” and I will never walk away. I shall learn and improve my practice. I promise.
If I begin to speak about a student in their presence, feel free to whisper “later” and I’ll follow your lead.

Don’t let me stumble when I get wobbly.

I thank you for your colleagueship because that’s the collective heartbeat of our work as ETFO members.

If I lose my way, even for a little while, please lead me back to the path of equity and disability justice.

I shall do the same for you. I promise.

With You, In Solidarity

Rashmee Karnad-Jani

April 7, 2025 Rashmee Karnad-Jani Advocacy for change, Anti-bullying, Before School Starts, Building Inclusion, Equity, General, Inclusion, Mentorship, Professional Learning and Growth

The Importance of Questions (Part 2)

Noticing The Questions

As I composed this piece in the last weeks of December, I was aware that it has the potential of being more than a 2 part piece. I continue to notice questions in everyday professional spaces. Questions asked around me stand out because the language that goes from seemingly innocuous talk to formal texts that in turn guide trajectories of educational work and the outcomes for students.

If those outcomes unfold on paths of equity and social justice, I always look deeper for the driving gear: who is the person – parent, family friend, educational worker or combination of all three or more who have made it their mission to ensure that that student achieves their fullest potential.

Also, sometimes the topics I write about invite readers to take a deep and honest look around so that we can be authentically inclusive in our professional practice towards all with whom we interact. A twinge here and there is therefore okay, it helps us sharpen out growth mindset as ETFO members.

Some Spaces Are Special

A black metal park bench beside a walking track with three red-leafed trees behind it. The grass around it glows in the sunshine — A Special Park Bench (Karnad-Jani, 2024)

Notice this beautiful bench situated along the walking track around the cricket pitch beside the school with the gorgeous sunrise where I worked for 14 years. In 2018, after considering many factors, mostly around breathing room and well being, I had decided to move to another school. But I still walk here every season as long as the paths are ice-free. So it was that one late summer in the last week of August, shall we say, I met up with a former student now an educator who wanted to talk through some career decisions.

Such walks are mutually supportive as I can give back to the communities of practice that steady me and another educator can have an unconditional space to air their ideas and possibilities. We walked a few laps and sat down to take in the view. A warm breeze was blowing and I was thinking of 6 students in my last three years at this school with whom our team used to walk this track daily for our observation skills, social skills, and conversational and communication goals with our flip and talk books etc. One student had clearly described this very bench as “A park bench is like a chair that’s outside. It is longer than the chair inside our class and you can’t pick it up.” How delighted we were at this description! It is one of the special memories of that time

What are YOU doing here?

Just then, someone I knew from years ago stopped in front of me and demanded, “What are you doing here?” and without waiting for a response, walked on. My walking companion was as startled as I was at this interaction if one could call it that. “What was that, Ms. Karnad-Jani? They did not even wait for a response.”

My heart beat quickened from past memories of having faced this question in various spaces.

Deep breath in. Look around. Exhale. I was glad I was in a beautiful space outside that helped me compose myself. We walked some more and that was that.

I have thought about this question often as it appears in our lives in many ways.

When one is asked “What are YOU doing here?” we can claim space individually and collectively to support one another when this question comes up that may challenge our very presence in some, many, any spaces.

I am sharing Claiming Space: Self-Identifying With My Union from 2018 which is always relevant. Also please read the Letter from the Editor highlighting the writing from the issue in which this article was published.

Also, always consult and implement the guidelines outlined in ETFO’s Terms of Use when using any published materials in professional learning and elsewhere because all of us who write academically and professionally work very diligently to think about the ideas we share with you.

"I am ETFO" button with the word "also" added in reads " I am also ETFO" — I wear my “I am ETFO ” button proudly.

With You, In Solidarity,

Rashmee Karnad-Jani

February 20, 2025February 20, 2025 Rashmee Karnad-Jani Constant Learning, First Nations, Indigenous Perspectives, Indigneous Ways of Knowing, Learning About Your Students, Play-Based Learning

Learning from the Land

It’s mid-February, almost March perhaps when we have this conversation.

As the school year and calendar year move on, we see the days getting longer. Our thoughts turn to warmer weather and with that, we continue to think of different ways in which we as ETFO members can continue to engage our students in learning.

Some schools that have access to open spaces and trees around their buildings are wonderful spaces for outdoor education activities. Some classes may visit outdoor education centres if accessible while others may create opportunities to take their students outside. A reader and colleague from our local who recently visited an outdoor education centre wrote to me to share that their students engaged in so much learning and were so welcomed there that the member wrote a letter to the centre staff to thank them for the interactions. How wonderful it is when we take the time to let people know how much their intentional and inclusive pedagogies matter to us.

In 2023 when I taught Science and Technology Methods to Primary/Junior Teacher Candidates at an Ontario university, it was wonderful to hear pre-service educators speak of how they would make the outdoors accessible to their students by making hats, mittens, snow pants available through donations at the school if needed or bringing learning opportunities into their school yard for all students to participate. It was indeed heart warming that many of the teacher candidates connected with the Science and Tech curriculum along with developing a deep understanding that families and students benefit from our sensitive understanding when we coordinate access. It is very important to widen the circle for multiple entry points. Disability Justice is also an important aspect that we can continue to speak of when we welcome pre-service teachers into our spaces.

I am sharing ETFO’s Indigenous Land Based Learning Resource so that we can continue to learn with and beside one another. Let’s also invite our centrally assigned colleagues who can guide us in this journey.

With You, In Solidarity

Rashmee Karnad-Jani

February 9, 2025February 9, 2025 Rashmee Karnad-Jani Advocacy for change, Assessment, Assessment and Evaluation, Constant Learning, Making a Difference Through Education, Professional Judgement, Professional Learning and Growth, Report Cards, Reporting

How did I do?

This is a busy time for ETFO members. It is also an important time of the year for students and their families.

The first term report cards have been written , reviewed, revised and are being prepared to be distributed. In addition, there are IEP updates to complete for Term 2. What we had planned to teach, that which was taught and assessed, now moves on the next stage of communication with our partners in education – students and their caregivers.

The Importance of Report Cards

Report cards are institutional texts that contain important information because they determine a student’s trajectory through the K-8 panel and from there, to and through high school.

These texts also greatly impact what families do with the time and material means that they have at their disposal after they receive report cards.

I remember a mother who participated in my research in April 2019, an Occasional Teacher in the GTA at that time, who had said that she bought practice books for her children from garage sales before she started working and bought them in shops after she had a job. Affordability of resources is a key factor.

Whether families have experienced challenges to access education in their lives or have had many equitable opportunities, all families and caregivers want positive educational outcomes for their children. We may not all speak the same language, have identical accents, worldliness or insider language of education, but all caregivers do their best with the material means that are available to them. This we know.

Sometimes, that which is seen as reluctance or reticence can be the result of huge burdens that some families carry as well as broken trust due to the experiences families have had. But that is another thought for another time.

A and E Professional Learning: What do I do?

I read the ETFO bulletin board regularly when I am in the physical work space, and I also read ETFO emails promptly.

As a centrally assigned special education consultant, I work in classrooms alongside teachers and students. On colleagues’ invitation, I support IEP writing. I also co-plan and co-teach.

Sometimes, I am invited to work with colleagues when they write report cards. They may ask me look over student work with them and we engage in rich conversations.

I believe that engaging deeply in ongoing learning strengthens my professional judgement. Our local offers professional learning workshops on a variety of topics and one that recently caught my attention was on assessment and evaluation. It was very valuable learning delivered by one member from our local and one member who was from another local.

By Us, For Us, With Us

Professional learning designed by members for members based on the areas that we want to focus on, is a great way to strengthen one’s practice. The PL committee at our local spends time thinking through these aspects. After the committee sends out surveys asking about our PL needs, the gathered data are used to curate meaningful PL offerings. This is much appreciated by me and many. The sessions fill up quickly.

Especially with new curricula guiding our work, thanks to this Assessment and Evaluation PL, I feel a sense of shared purpose with my colleagues.

All of us, as ETFO members can access this learning and have a common platform and language related to A and E. I am therefore sharing ETFO’s Assessment and Evaluation page.

I use it often and I add it to the list of resources I curate for colleagues when they ask for specific A and E related strategies. I invite you to review the resources here. Please use them and share them with others. Whether you are an early career member and an experienced member, we all benefit from ongoing learning.

ETFO’s Assessment and Evaluation Page

The tabs at the top of the page lead us to important information such as:

Assessment For Learning (AFL) Cycle
Tools
Tools by Division
The ABOUT link consists of a webinar on the main topic of A & E followed by sections on Assessment For Learning, Assessment As Learning and Assessment of Learning.

Please check out the PL offerings from your local. Visit the ETFO bulletin board in your worksite.

Just like students, I also wonder sometimes “How did I do?” So, thank you to all who are leaving comments in response to my writing and are engaging in conversations when we meet in schools and work spaces as well.

With You, In Solidarity.

Rashmee Karnad-Jani

January 20, 2025 Rashmee Karnad-Jani Great Gifts for Teachers, Inclusion

The Gifts We Bring and Receive

December-January… Although in many cultures the New Year is celebrated at different times, when one calendar year makes way for the next is a time when many of us look back and look ahead.

This is therefore a short reflection of the heart strings that are carefully tied around the gifts we bring to others and those that we receive.

Some Gifts I Have Received

The beautiful embroidered portfolio in the picture above is a recent gift from a dear friend who addresses me as “Rashmee Jaan”. How light my daily concerns feel when I hear those words! The pencil case is a gift from a former colleague who had one made for each member of our team when she left to go to another job. It’s a special and precious gift because I can’t buy such items with my name on them in shops . What made this gift extra special is that this colleague shared that she remembered this reality mentioned by students when she worked at a high school. That was special: When people remember these stories, they see a connection in experiences that help them see the humanity of others in deep and lasting ways.

An elastic band given by a Grade 4 student when they finished their Empower lesson in a room where I waited quietly for their teacher to finish.
A thank you message on a heart cut out from Good On One Side Paper in a Grade 5 classroom by a student with whom I sat when she had some math questions to finish.
A pinch of sand from that first trip to the beach, here.
A pressed flower from a plant the class grew from seeds.

The Secret Ingredient

Many gifts and moments appear in our busy lives on gossamer threads of vulnerability from the gift giver who wonders “is that too small, too silly, too simple?” It isn’t. It’s perfect. It’s exactly what I need to think of when things feel monumental and much bigger than I can ever solve. I know you think that too when things are left on your desk, pressed into your hand and brought to your classroom door. What appears as “ oh one more mug” to a dismissive heart is an overflowing of friendship, familial respect and care.

We don’t have to always bring material gifts to people that cost an awful lot of money. The economies of the world are so arranged that sometimes the currencies of the places from where these gifts may have come from don’t always “measure up” in monetary value when measured through the gaze of the western world.

How Do I Continue This Practice?

I recently gifted a large perfectly intact sycamore leaf in a plastic frame for a sweet child who like me, likes to collect leaves when he is outside with his mother, who is my friend. On the last Friday of the work week before the winter break this year, I held up my palm filled with a few glass beads and marbles and a smooth rock (I carry them in my jacket pocket). I offered these simple items to a friend who always saves a seat for me at our monthly meetings. Sometimes, we have assigned seating but we always find time to connect. “Take one,” I said. My colleague selected a shiny multicoloured marble and I was glad. She is scheduled to present an important topic to many teams in the organization soon. I want to continue the connection because I want her to know I am thinking of her on those days when she may feel wobbly.

Here is a practice that I have let go. I do not fix a value to the gift, which is a huge life lesson in a world filled with price tags.

When we offer these gifts to people who matter to us, let us not say “it is not much” because it is more. These gifts we bring and the ones we receive are a lot more than monetary value.

Let’s keep our hearts open. That’s how hope gets in.

With you, In Solidarity

Rashmee Karnad-Jani