Author: Sharon Ethier

In November at … And Still We Rise, I had the incredible chance to listen to Elisapie speak.  Elisapie is an award winning Inuk musician and she shared with us about her life and her newest release titled, “Inuktitut”.  In this release, she has recorded the songs of her life and childhood that were important to her.  With permission from the original musicians, she sings each song in Inuktitut. Elisapie shared with us that the songs she chose to record each brought back a memory from her childhood; community dances, a moment shared with a friend, and other pieces of her life. The beautiful and familiar songs of my own childhood sung in Inuktitut remind me that life can be experienced so very differently; the same music can bring different memories for people.  

There’s a reflection activity I’ve used at different times of the year is the Soundtrack of My Life.  It’s a chance for myself and my students to share a little about each other in a fun way.  Firstly, we talk about what a soundtrack is and how music can communicate events or emotions. We brainstorm examples together and many students share popular or trending music tied to an event or a memory. So many conversations can stem from this activity and it really helps as a vehicle for us to get to know each other while having fun. 

Thinking back to this past school year, there were so many beautiful moments to take with me.  And just to balance those out, some challenging ones, too. At the beginning of the school year, I always feel so hopeful and excited to meet new students and try new lessons. Mid-year brings different emotions. We’re all in the midst of working hard through the winter as term one comes to an end.  I admit that the shorter days and gray skies weigh on me!  At this time of year, I try to bring more joy to the classroom and school.  We have some fun, hands-on experiments and time for community building activities. By the time spring comes, we have built a community in the classroom. I feel as though we know each other quite well and I hope they feel accepted in our classroom. 

These are all my hopes; my emotions.  They might be represented through some songs, like “True Colours” or “The Dock of the Bay”. These experiences and  songs define my important moments even though they might be different from the students. I try to ensure that the students feel safe enough to share a little something, but I also try to respect their privacy if needed.  Sharing music might mean sharing a story, but it can also mean just sharing a song that we really like and can enjoy together.  I invite you to think of which songs might help to build the soundtrack of your school year and which memories and hopes you will take forward with you to the next. 

Last month, I was chatting with a colleague of mine.  We work down the hall from each other and, as in the nature of education, we rarely get a chance to talk during our busy days.  But this time we learned a little about each other. 

As it turns out, Marc is a pretty cool guy.  He is an expert in audio/visual everything and plays three different instruments. I also learned that he recently started playing with a band.  Though he hasn’t played with others in awhile, Marc and his bandmates were in the beginning stages of getting together.  There’s been jam sessions, practicing, playing at his friend’s parties and the like. He shared that he was quite enjoying this return to music in his free time, but he especially loves it now that he feels he and his bandmates are getting better at playing together. 

Marc shared that the first few months were rough.  The bandmates were still figuring each other out. It was tough to learn to play together and support each other while learning new music and getting used to the new routine of weekly practice. There was a lot of frustration mixed in with the excitement of coming together, but now it feels fun and light and enjoyable.

I think it’s a similar story for every collective.  In the beginning of the year, school staff might have a shift; perhaps new grades or divisions for some, new teaching partners for others.  For some of us, we’re in completely different schools with an established staff and for others a completely new staff is coming together for the first time. Everyone in the school is working hard teaching and supporting the students in different capacities while simultaneously getting used to new routines, new curriculum, welcoming new students and families.   

The early days are filled with excitement and focus on students and curriculum. For me, I’m often so busy that I forget to make time to get to know my colleagues.  The days are long in the school year as I try to keep up with the pace and get to know students.  But it always seems to go better when I take the time to get to know my colleagues, as well.  We are each finding our own places on staff – who tells the funniest stories in the staff room, who is passionate about teaching math or drama or history.  As we find ways to support each other professionally, we also need to remember to support each other personally, too.  Getting to know each other and building community with our colleagues are all ways that help the entire school to feel fun and light and joyful.  

I wish I hadn’t taken so long to connect with Marc and learn a little more about him. While it’s hard to make time to build connections with my colleagues because of the busy, long days it is something that I need to make more effort to do. He reminded me that relationships with colleagues are important. A quick conversation or a shared laugh can shift the tone of an entire day. These connections don’t erase the long hours, but they do remind us that we are all human.

So as I face yet more changes in the coming year with another school move, I’m committing to noticing the people around me and to learn the stories behind the names on the classroom doors. When we build community together, our school becomes a place where laughter rings like music and joy has space to grow.

In our house we’ve recently started watching the show “Abbott Elementary”.  If you’ve never viewed it before, it’s a great modern take on what it’s like to teach in a school.  This satirical comedy is set in Philadelphia and follows the staff members as they approach challenging situations with joy and determination to do their best for the children.  

One of the characters, Geoffrey, is always known for being stoic and reserved.  He takes teaching and learning very seriously; also expecting the children to do the same.  In one episode, a guest musician is hosting a presentation in the school gym.  As the viewer can see, all the other students are laughing and singing and dancing.  However, Geoffrey’s class is following his lead by standing still with arms folded – very serious!  As the teacher looks around and notices the difference between his class and the others, something clicks.  He starts to dance with some fun moves.  And as he starts to dance, so do the kids.  Soon enough, the whole class is looking like it’s having fun at the assembly. 

Educators are often so propelled by competing priorities – paperwork, planning, marking, the newest seating plan, finding resources, etc. These are all important and vital to ensuring that this hard work of educating young minds is centred.  Teaching is the crux of our work, after all.  

At times in my career, I felt a little like Geoffrey.  Focused on making sure the lesson was perfect and that I was well prepared, worksheets photocopied, tests with the right questions. I was focused hard on building my own teaching knowledge, theories about what education should be like, and creating routines that I felt best supported student learning. 

But something felt missing without humanizing myself, staff, families, and students.  My fondest recollections of school are the ones where I felt the most joy.  The moments of learning, yes, but also moments of shared laughter and memories being built together. I remembered what it was like to sing silly songs in music class, to have those shared jokes together, to get to know one another and build a community. Finding joy every day that we spend together is important, too. 

What does that space look like, sound like, and feel like?  It looks like everyone is able to work to their greatest potential at that moment; it looks like smiling faces and silly dance moves.  It sounds like students reading confidently and engaging in discussion; it also sounds like laughter and shared stories about our weekends.  It feels like achievement and success; however, it also feels joyful and fun and accepting – and a little something like home.

I’ve spent almost my whole life in school – as a student and then as an educator. Something I’ve learned about myself is that I learn best when I get the chance to sit in the moment.  As a notoriously slow processor, I need plenty of opportunities to think, slow down, and talk things out before I feel comfortable.  As a student, I loved opportunities to work in small groups, to listen to others, share and gain new ideas.  Classes where collaboration and discussion were encouraged – language, arts, and even science – bring memories of working on projects, debating, discussing, and creating. 

I try very hard to work on creating those same experiences during math classes. Focusing on the process has given me a better understanding of the children’s learning that I would not get from looking only at final solutions, tests, and other products.  I’ve spent a lot of time thinking about meaningful math classes, although my process started off slow it got easier with practice.  

Typically, I try to plan the experience as much as possible.  We are planning all the time as educators, but sometimes those moments come up suddenly and we follow that teachable moment.  When possible, panning is an exercise for myself as a teacher.  It has helped me to understand what I’m hoping to learn about the students’ thinking and it has even helped me to grow as a mathematician. 

Though there are lots of things to consider and every educator has their own planning process, these prompts help to frame my thinking.  They might help you, if you’re looking for a place to start. 

How are the students experiencing this particular expectation? Is it the first time we’re looking at a concept?  Are students applying familiar knowledge to a new situation? Or am I hoping they demonstrate what they have learned about a concept?

Thinking about these questions helps me to think about the student experience and the information I hope to gather about their understanding.  If we’ve worked with this concept for a while, perhaps I’m hoping to see certain strategies developing in their work.  If we’ve not yet learned this particular concept, maybe I’m hoping to see what past knowledge they might be bringing as a starting point to my next lesson.

What do I anticipate students will say or do when presented with this experience? What am I hoping to see or hear? 

Anticipation has been a necessary exercise for me.  When I anticipate what the students might say or do, it helps me to focus on what I am looking for; which tools they are comfortable with, where might they start their solution.  This helps me to map out what my conversations might be with students while they are working and which direction I hope they might go.

How will I present this to the students? Do they need printed ‘rules’?  Do I want to give a personal story to the problem?

I find that presenting math to students helps to frame the experience.  Whether that’s introducing the rules to a math game or sharing context for a problem that needs to be explored – sometimes we don’t get to a firm solution! Scripting what I want to say helps me to frame my own thinking more clearly.  

What are some of the materials we will need?  How will they record their work?  How will I document what I see and hear?  

These logistics are important.  Sometimes I give students a few minutes to think of their own solutions to the question and then they come together in a small group to share and build upon their ideas.  Sometimes they are using manipulatives that I give them to use because I am hoping to observe something specific.  As I am documenting their work, I might write what I see them using or doing or I might have a checklist of expectations I am hoping to observe.  For each opportunity to engage with the students during their math experience, it’s important to have these details planned ahead of time. 

When I first started building my math for teaching knowledge, it took me some time to plan out meaningful experiences and activities for students beyond the initial question.  There are many wonderful research based resources that you can go to for ideas on problems to solve or experiences to offer students, but taking the time to work through the planning is beneficial for all of us.

As part of the Equity and Inclusive Education department, one of the primary questions we get is often around text selection.  Educators are always looking for a great read aloud to share with their students – something engaging, something beautiful and inspiring, and often something that invites students to look into mirrors, peek through windows, or walk through sliding glass doors. 

After reading hundreds of books over the years, I’ve learned a lot about text selection, but I also feel like it’s something I explore more and more about each year. There are so many different factors to consider when choosing a story to share.  Let’s start with the students: 

• Who are the children you share your spaces with?  
• What do you know about their identities?
• How are they prepared to learn about others’ identities?
• What genres do they enjoy?  Or types of characters? Or authors they already read?

When I think about students first, it helps me to remember who I am centering.  Each book, text, or read aloud is an experience that we will share and hopefully learn alongside each other.  It’s important to think about the student experience first. 

The next thing I consider is the text itself.  We can often shortlist a few books together, but when I am previewing a new story I have a list of considerations that I use for myself. A few of those include: 

• Who is this story about and who is it for? 
• Is the author writing from their own lived experience?  From an adjacent experience?  Or from another perspective entirely? 
• What am I hoping that the students will learn from this story?
• How can I ensure our conversations lend themselves to that outcome? 

Educators are always running short on time, but I do recommend that you preview or pre-read a text before sharing with your class.  This will enable you to think about the book in a way that creates a safe and inclusive learning environment.  Some of the things you might consider are: 

• What work would we have to do before reading this story? For example, we might have to build our background knowledge
• Are there any difficult parts in the story?  Some particular characters or events that might need a gentler approach or which might revisit some traumatic experiences for students? 
• How will I navigate questions and conversations with students about certain topics while not upholding stereotypes or biases? 
• Is this the right story for this time of year?  For the current classroom climate?  

While there are many places to find your next great read aloud, my very favourite place to go is the library.  Librarians have such a wealth of knowledge of the authors, award winning titles, and popular texts with students.  Whether you ask the school librarian or pay a visit to your local public library, I guarantee you will find a number of options to help guide your decisions. 

As I think about my list of considerations when choosing or reviewing a new book, I’m wondering what you might add to these lists?  What are some questions that go through your own minds?

 

One of my most memorable parent teacher interviews happened when I was teaching grade four.  This beautiful family, who had immigrated from Korea, had a lovely and hilarious son that they entrusted to me daily.  The parents were two of the friendliest people I had ever met and their deep care for their child was evident. 

During the meeting, I spoke highly of their child. I shared stories about his days in class and showed them samples of his work.  They were so pleased with his progress and the friends he was making at school.  At the end of the interview, I asked them how they thought he was feeling about the school year and if there was anything I could do to help support him better.  To my surprise, mom said, “Can you please encourage him to speak and read Korean at home?”  

My first response was, “Of course!”  Silently, I wondered whether he had said something to his family about the reason he didn’t want to speak Korean.  Was someone picking on him in class?  Was he feeling self-conscious?  Mom followed up with, “He doesn’t think it will be useful here.”

I realized something important at that moment.  Somehow, in my rush to teach curriculum expectations, I forgot to reflect on what the children were learning from me.  Yes, expectations were important, but who they are at this moment is important too;  they shouldn’t have to change to feel successful in school. I wondered what messages I was giving to students about what was ‘useful’ to learn, to know, to be.   

What is the right answer to this realization?  I could think of nothing that had prepared me in my years of teaching and learning. I was keenly aware of centering out one of the racialized students by starting a discussion in class about first languages and second languages out of the blue. Without knowing where to start, I just began sharing more about myself with my class. I talked about what made me proud of myself during our opening and closing to the day together.  I started to share a little about my own heritage and culture; I shared different words and foods and little expressions that made me Pinay. 

I noticed a few of the students began to share about themselves as well; their favourite foods and the names of their grandparents – some of which were not in English. We talked together a little bit each day.  My sharing became an invitation for them to share, too. I learned a lot about them as people and I hoped they learned the classroom was a place where all parts of them were important and every one of us was worth learning a little more about.  

To this day, I’m not sure if there is a guidebook for creating those conditions in the classroom.  Perhaps a step by step instruction manual is something that is out there and tested and one of you can share the name of it.  What I can say is that there was no replacement for time spent together. The time it took for me to build those relationships, I hope, built something bigger for those children.  And it was time that I spent understanding something pretty important, too: there’s a message we give students each day they enter our schools. I hope that it’s a positive one. 

In late 2025, I ran into that same family in the community. Their son has now grown taller than me, has developed a wonderful singing voice, and is still hilarious and kind. I didn’t ask whether he is reading any Korean books at home, but I heard him speaking Korean that day to his mother.  I hope he always will.

Have you ever been walking along the sidewalk and then come to the place where you’ve got to cross the road?  You may have noticed that the curb is cut, usually meaning a mostly flat ramp has been created to enable an easier crossing. You might have been pushing a stroller, pulling a wagon or suitcase, using a wheelchair or even a bicycle and this small adaptation made your life so much easier. This is called the Curb Cut effect – where the accessibility features designed for people with disabilities ends up benefitting many others as well. 

Like me, I’m sure you can think of a number of other accessibility designs that benefit many people, for example, doors that open automatically in a store and closed captioning.  All of these accessibility features were not designed with me in mind, but they have improved my ability to navigate the world.  I’m thankful they exist when I need them, such as ramps and elevators, but I also acknowledge that they don’t exist everywhere yet. 

Universal Design for Learning, often referred to as UDL, is a framework that meets the needs of learners from different backgrounds, with different abilities, and learning styles. In classrooms, we see how this framework promotes better accessibility for everyone.  For example, a posted visual schedule is helpful for those students who need predictability and routine, but it’s also good for all students to know how their day will go.  Using a timer can help to chunk work for some students; however, everyone (including myself!) can benefit from this strategy in class.  

The UDL framework encourages educators to think about three main principles in their planning: 

Multiple means of representation:  Providing learners with multiple ways to access information and content. This includes presenting information in different formats such as text, audio, and video, and offering different modes of interaction such as visuals, audio, and text.

Multiple means of action and expression: Allowing learners to demonstrate what they know in different ways. This includes providing options for students to express themselves through writing, speech, or other forms of communication.

Multiple means of engagement: Providing learners with multiple ways to engage with content, activities, and assessments. This includes offering choices in how they approach and interact with learning materials, as well as creating opportunities for motivation and self-reflection.

(from: Universal Design for Learning (UDL)- Digital Accessibility Toolkit)

How do we design lessons with these principles at the forefront of our planning?  Admittedly, it takes time, experience, and intentionality. When I first started teaching,  this was a big part of my learning; thinking about how I learn and learning how others might learn differently.  I started observing students, talking with them and their families about what helped them learn best, reading about different accommodations and learning about strategies that were new to me and ever changing with advancing technology.  I asked colleagues for suggestions and feedback; I referred to a lot of documents and research to get ideas and examples. 

Much like The Curb Cut Effect has benefitted so many people by making the world more accessible, Universal Design for Learning has a similar effect on the classroom.  Educators have the power to build “learning curb cuts” into a lesson or unit in a variety of ways, from ensuring slide decks are visually accessible to offering assessment options, such as writing an essay or recording a podcast. These ‘Curb Cuts’ may help students with disabilities, as well as make life easier for the student who is anxious about public speaking, the student learning English, and the student who needs additional processing time.  That seems like a classroom cultivated so that everyone can learn.

Please note: You may also read more about UDL in the Ontario Ministry of Education document entitled, Learning for All.

My little group of retired teacher friends and I get together a few times a year.  We love to play a card game called Dutch Blitz.  You might have heard of it.  It’s a super fast paced, card counting game that uses a unique deck of cards.  It’s a lot of movement and reflexes. When we’re playing we are super competitive and the laughs abound!

There are, however, many nights when I feel at a disadvantage in this game. It takes me awhile to get into the swing of things.  I come straight from work most nights and have to get up early the next day to head back to work.  My kids are still young-ish and definitely still reliant on me for some things.  My contributions to the appetizer potluck are usually store bought; I’m sometimes the last to arrive or sliding in late and barely shifted out of work mode. I always need a reminder of the rules of the game I’ve been playing for over a decade. By the time I get to our card nights I’m tired!

Life is busy and sometimes there are things that are just out of our control.  We don’t always make the rules of life, but we can accommodate and help each other to feel welcome.  At different phases of my career, I’ve felt the same way in the classroom.  Family obligations, time off for a variety of reasons, and feeling like I’m always playing catch up can be so stressful.  What got me through those times?  Staff and colleagues who were willing to co-plan with me, offer a listening ear, remind me that we’re supporting each other without judgement. A little empathy for others can go a long way. 

This year, take a moment to notice those children who are arriving at school a little late, running for the bus, forgetting their indoor shoes, lunches, and homework. Let’s extend that empathy toward them as well. Understanding that they might be figuring out their own breakfasts or lunches and packing school bags after a night with little sleep or babysitting siblings. Maybe they’ve forgotten their pencil crayons and rulers at home – it’s happened to me more than once!  Offer some empathy over penalty; let them borrow materials, ask them how their day is, tell them you’re glad they made it. We don’t control the rules of the game, but we can all be a listening ear and remind them that we support and care for them at school. 

I can’t remember the last time I won a game of Dutch Blitz – hey, some days I can barely remember the rules. In over ten years I think I’ve won a handful of times and that’s probably all the times we’ve played in partners.  But I do remember the laughs and the camaraderie. The feeling of belonging and that my friends extend understanding to me when I need it most.  And that’s the unspoken rule that keeps me in the game.

I’ve learned so much this year while working with colleagues in the early learning department. They always leave me with some new learning to ponder in relation to my practice. Recently, we’ve had a conversation about Dr Jean Clinton and her work around something called the C:D:C ratio. For many Designated Early Childhood Educators this is the basis of their work; however, for me, this was a different framing of the student and educator relationship. 

The C:D:C ratio is short form for Correct:Direct:Connect.  Dr. Clinton’s work emphasizes the importance of relationship building between educators and students.  Connection, she says, is key.  The relationships educators build with students can positively transform learning and how students see themselves in the classroom environment. Dr. Clinton encourages educators to think about the ratio of time we spend correcting students, directing students, and connecting with students.  

Correcting might sound like verbal cues “Stop speaking out” or “You’ve made a mistake here”.   It might even appear in non-verbal ways, such as eye contact or moving closer to stop certain behaviour. I stopped to reflect on what this looked like in my teaching; how many times do I correct students?  Are there any students that I correct more often than others?  What reasons do I ‘correct’ (e.g., academic errors, classroom rules, or something else).

Directing students involves directing accepted actions or behaviour.  Perhaps this manifests instructionally, for example, telling students “It’s time to do some math now”. It might also indicate acceptable behaviour, such as “Thank you for raising your hand before speaking out.”  I wondered how many times I directed students in the classroom.  How do my own expectations and biases about a ‘good’ classroom affect our relationship in ways I haven’t noticed before? 

Connecting with students is really where the educator intentionally builds meaningful exchanges with students.  How does this happen authentically in the classroom space?  Dr Clinton offers some guidance by modifying suggestions from the Center on the Social and Emotional Foundations for Early Learning.  

A few of those suggestions are as follows: 

• Be at the child’s level for face-to-face interactions 
• Use a pleasant, calm voice and simple language while making eye contact  
• Help children understand your expectations by providing simple but clear explanations (not by directing) 
• Take the time to engage children in the process of resolving problems and conflicts, rather than reiterating classroom rules
• Be genuine in acknowledging children for their accomplishments and effort by clearly saying what it is they have done well 

It feels to me like the connecting part is about building relationships with students.  It’s partly how we interact with them (eye level, eye contact, face to face) and it’s partly how educators are intentional about engaging with students (resolving problems, genuinely acknowledging efforts, trying to understand behaviour).  Directing and correcting seem to be more about student compliance.  We know that students thrive when they feel seen and heard and valued – all of which is expressed through connection.  Dr. Clinton’s research tells educators that if we spend more time on connecting with children, there is less need for correction and directing. 

Dr. Clinton’s work is based in early learning, but her appeal for educators to reflect on their C:D:C ratio speaks to educators at all levels in schools. Of course there are times throughout the day when correcting and directing are necessary; however, it’s valuable to reflect on which interaction is most prominent and why that is. 

There’s so much to learn about in Early Childhood Education.Even if you are not a kindergarten teacher I urge you to read and listen to some of these brilliant researchers.  I promise you’ll learn a lot. 

Learn more about Dr. Jean Clinton’s work by exploring: 

https://etfopley.ca/jean-clinton-well-bring-relationships/

https://drjeanclinton.com/

The Power of Positive Adult-Child Relationships: Connection is the Key

 

 

At a professional learning workshop in the fall, we went around in our circle and offered tips to each other for report card writing.  I thought it was a great way to have an opening and also a great way to share ideas and strategies during this time of year.  Many of you may already be thinking about report card writing or even be in the middle of writing by the time this is published, but I’d like to share some of my own tips and ones that were shared with me.

First, know what conditions you need to focus on your writing.  For me, I need silence but I know many other educators who have a ‘report card playlist’ or who are able to maintain focus with some ambient sounds in the background.  I definitely require a well lit space (it helps if there is a view) and I put my phone in another room… I can be easily distracted!

My next tip is to take breaks when you need them.  When I sit and write, I know it takes me a while to get started, but I have also learned to recognize signs that I need a break.  My mind starts wandering or slowing down and I lose focus – two key indicators that I need a movement break.  I will get up and walk my dog for a quick outdoor break and it’s amazing how 15 minutes outside recharges my brain instantly.  Whatever your clues are, think about the strategies you need to refocus and bring yourself back to task.  

Just like some of my students students, I like to use a timer.  I’ve tried a few different techniques in the past, such as finishing all of one subject before a break or writing for three students and then a break, but I’ve found that a timer helps me the most.  I’ll set my timer and then keep track of how many comments I can write during that time. It helps to keep me accountable, but can also help me to anticipate when I will likely need a quick break as well. 

Last tip: plan your snacks!  I’m all about the snacks to fuel my motivation and I like to have some things in the house on hand….Whether popcorn is your snack of choice or fresh fruit, having those things ahead of time is handy. One educator I met told me that their staff members each bring a snack pack or fruit or such to give to every staff member;  each educator then goes home in report card writing season with a variety of snacks.  

This time of year when report card due dates are looming on the horizon can be daunting. While I love the opportunity to reflect on student learning, I also acknowledge the immense amount of time and energy that writing takes. Some of you may already have these strategies, but you might find some new ideas and maybe even some reminders of tried and true methods that have worked well for you in the past. If you’ve got more tips, share them with your colleagues – and me!