Author: Sharon Ethier

Asian Heritage Month is celebrated each May in Canada.  The federal government of Canada has announced their theme as, “Unity in Diversity: The Impact of Asian Communities in Shaping Canadian Identity”. This theme acknowledges the abundance of diversity present among Asian Canadian communities, and how this richness has contributed to building a unifying Canadian identity. The diverse nature of Asian Canadian communities is considered as one of their strengths, just as it is in our Canadian identity.” 

When I spent some time last month with a wonderful group of educators to collate resources that acknowledge Asian identity here in Canada, we kept this theme in mind.  There is so much diversity in Asian identity – not just in regionality, but also within regions, the global diaspora, culture, and more.  Celebrating and representing this diverse identity is something that requires some thoughtful planning. 

We started locating books for representation; ones that addressed topics that many Asian children experience.  We thought about our own experiences as Asian teachers as well as the experiences of Asian students and families we knew in schools. We decided to address a few different topics; name stories, immigration experiences, food, language, and clothing.  For each of these categories, we selected texts, such as picture books, visuals, and websites that could be explored for cultural representation.  We tried our best to ensure that we weren’t building stereotypes;, that we had characters from a variety of countries and regions and intersectionalities. It was wonderful to meet with like-minded educators who were interested in bringing their ideas to reality!

Through our discussions, we also realized the joy and understanding that happens through highlighting changemakers and trailblazers during heritage months.  To acknowledge this, we made sure to include links to useful resources that provided information about Asian Canadians, such as government websites, websites built by those who identify with that ethnicity, or texts that were written from their own cultural perspective.  There was no shortage of resources to find; in fact, we found so many that were new for us to comb through and learn more about our own identities and others.  Seeing these mirrors and windows into our Asian heritage inspired us to walk through those sliding glass doors and into possibilities of what we could do in the classroom.

During this planning session, I realized that we needed to include Asian Canadians that are recent trailblazers – it wasn’t only about focussing on the past achievements, but making these moments come alive for students in the time period that they are living.  Some of these include Kevin He, the first Chinese born Canadian to sign an NHL contract in 2024;  politician Rechie Valdez, the first Filipino Canadian woman to be elected as a Member of Parliament in Canada and who has been recently announced as the new Minister of Women and Gender Equality. There’s also Lauren Chan, a model, editor and founder of the plus-size clothing brand Henning.  This champion for diversity in the fashion world also identifies with the LGBTQ+ community and has Chinese-Armenian heritage. 

As you explore different ways to recognize Asian Heritage month in May and beyond with your students and staff members, I encourage you to look at the ways Asian Canadians are still becoming ‘firsts’.  Join in the celebrations that are happening right now and consider how history is still in the making. 

 

I  often find myself running at the speed of “As Soon As Possible”.  First thing in the morning, I look at my list of priorities from the day before (that are often incomplete) and then reorganize them into the ASAP list…. What must be done this moment, can wait until prep time, tomorrow, or later this week.  It’s like constantly running background noise in my brain while I’m teaching and spending time with students.  

But what if I changed that list?  Not the content or the timing; I can’t change due dates or even the list itself most days, but I’ve been thinking of changing my approach. As soon as possible doesn’t have to be the only title for this list. 

ASAP could stand for As Softly As Possible.  What if I could plan assessment with softness, ensuring that our classroom conversations were emphasizing care and compassion instead of completion?  How would it look differently if my approach was to ensure students believed I genuinely care about their learning?  Perhaps, the questions that I asked them would reflect authentic curiosity about their thinking instead of focussing on whether they could give me the right answer so I can give them a mark.  Perhaps there would be space to share thinking and not just products.  Perhaps assessment As Softly As Possible would help us to all feel better and more purposeful about teaching and learning. 

ASAP could stand for Allow Space And Pause.  Instead of hearing the constant buzzing of deadlines, I could pause and replace that sound with joy.  Our class could cultivate our spaces together in community.  My Allow Space And Pause list could include time for us to build relationships  – both with me and with one another. Maybe I can allow some space for fun in our community after moments of hard thinking or before beginning our day together. Allow Space and Pause reminds me that we all need to take a moment to pause and reflect and, sometimes, begin again. 

ASAP could stand for As Sustainably As Possible.  I could  remind myself that when something goes on my ASAP list, something else has to come off.  It means that I am consciously trying to sustain my momentum; choosing to go slow and steady instead of sprinting as fast as I can.  As Sustainably As Possible means that I give myself space and time to think, feel, and enjoy teaching instead of allowing that stressful rushed feeling to frustrate me.  I want students and colleagues to feel more joy at school and less overwhelmed with that ever expanding  to-do list – and I want that for myself, too!

While I don’t think I’m ready to give up my ASAP list (after all, it IS a strategy I need to stay organized), I can change how I move forward with it. Whether that’s reminding myself to slow down or shifting to take a softer approach, I think there is a lesson here somewhere for me to find.  I’ll just have to add it to my list of things to do As Simply As Possible.

I love when ETFO releases their heritage month posters.  They are such a valuable resource that teachers can use all year long and not just during heritage months. Annually, ETFO releases heritage month posters for Black History Month, Asian Heritage Month, Women’s History Month, and Jewish Heritage month. You can find the past years’ posters on the ETFO website. 

These posters are an important way to bring acknowledgement and celebration of different identities to the classroom.  You can be rest assured that the poster designs were created by artists who self-identify with that heritage and they are engaging and beautiful.  Accompanying each poster you will see background information for you, the educator, to feel confident in teaching and learning about the message of the poster.  You will also find a lesson plan or discussion prompts with some of the posters that help to guide conversations with students around the visual. Because they are posted on the ETFO website, you can project past and current posters to a screen or on a device so that you can look at all the details together. 

There are a few different strategies that I’ve used to engage with the heritage month posters.  I do suggest that you read the background information for educators to prepare for questions and guide conversations as students usually have lots to look at and ask questions about when they first see one of these designs. While I sometimes will engage in a whole class discussion or follow one of the ETFO lesson plans more closely, other times I will have an opening activity for students to engage with a few different posters. Two activities that I’ve used this year are: 

Carousel Walk

• Select a few posters to display around the room.  I’ve kept physical versions of past year’s posters, but you can display them on devices or project them onto a board. 
• Place a chart paper with each poster.  Have students circulate in small groups and with a marker or pencil, they write down anything they see on the poster or one word about how the design makes them feel. 
• Discuss and debrief their ideas together as a large group.  I always like to end with an exit card asking the students what they are inspired to learn more about from the posters. 

Think & Mingle

• When I use this strategy, I engage with one poster at a time and display it so everyone can see, whether projecting or a physical poster.  
• Each student receives a sticky note and writes down what they notice and wonder about the visual. 
• After a few minutes, ask students to stand up.  I usually play some soft music and ask them to move around the room and when the music stops they find a partner
• They share what they wrote with their partner and discuss.  It’s great when the teacher also participates in sharing ideas with a partner and really listens to what the students are noticing and wondering
• To wrap up, we create a class t-chart and to use their wonderings to guide a class inquiry

If you’re looking for resources that will spark conversation and inquiry in all grade levels, the ETFO Heritage Month posters are a perfect start.  They provide a launching point for so much rich conversation and are well researched documents that are ready and easy to use in the classroom.  

The Program Planning document on the Ministry of Education’s digital curriculum site is applicable to all curriculum documents from kindergarten to grade twelve. It includes an important part called the Transferable Skills.  This content is part of officially issued curriculum and, as educators, we are obligated to consider this information to guide the implementation of the curriculum and in creating the environment in which it is taught. 

The seven categories of transferable skills, or competencies, are: 

• critical thinking and problem solving
• innovation, creativity, and entrepreneurship
• self-directed learning
• collaboration
• communication
• global citizenship and sustainability
• digital literacy

These broad competencies are designed for students to transfer skills from one subject to another.  For example, self-directed learning skills are applicable in every subject from language to math to physical education. It allows educators to think about developing skills that will be useful for students in any subject area and any grade level. When you read the document, you’ll see that each of the seven skills has a definition and student descriptors.  For example, the document’s definition for digital literacy is:

Digital literacy involves the ability to solve problems using technology in a safe, legal, and ethically responsible manner. With the ever-expanding role of digitalization and big data in the modern world, digital literacy also means having strong data literacy skills and the ability to engage with emerging technologies. Digitally literate students recognize the rights and responsibilities, as well as the opportunities, that come with living, learning, and working in an interconnected digital world.

The first student descriptor is: 

• Students select and use appropriate digital tools to collaborate, communicate, create, innovate, and solve problems. 

These skills are intended to be learned as part of all subject areas and not in isolation.  They are developed through student engagement in practice and in explicit teaching and learning methods.  In planning, this means that we should be considering how we can integrate digital literacy into our teaching, how students can engage in becoming digitally literate, and understand their responsibilities as digital citizens.

Students always seem to be ahead of me in areas of technology; they have more time to consume media, information, and to develop confidence in using tech.  However, when I think about Digital Literacy in respect to the curriculum documents, I recognize that it isn’t just the confident ability to navigate websites and use new technology.  The student descriptors actually lend themselves toward understanding and analysing HOW they use digital tools to enhance their learning. Being able to select the best digital tool to help them learn, critically looking at data, and even understanding how to manage their own digital footprint look differently at every grade level.  

As you look through the curriculum documents, you will also notice that the overall expectations will specifically link to the transferable skill or skills that can be developed through those expectations.  For example, in grade seven language, overall expectations D2 (Creating Texts) and D3 (Publishing, Presenting, Reflecting) both tag Digital Literacy as a competency students should be developing through these expectations. 

How does this inform my educator lens and decisions in the classroom?  I think it looks like decisions that I am making with students, for example including them in the decision to use different digital tools for communication.  Every student I’ve taught loves to create a slide deck, but that isn’t always the easiest way for students to collaborate on a project or to communicate information.  Maybe it’s having whole class conversations to categorize the purpose of different digital tools, e.g., a recorded news report vs a slide deck vs a canva poster. 

As I spend time reading through all of the new curriculum documents, I am finding myself thinking more and more about how students learn and getting curious about how to shape and plan learning experiences that explicitly engage in developing these transferable skills.  Even as the teacher in the room, there’s always so much to learn! 

I am a self-proclaimed avid reader.  During summer holidays, I can’t wait to get to the local library and pick up a stack of books.  Spring break?  I’ve already got a hold of the Canada Reads list to make my way through.  I do love a great story. 

It’s funny how stories can take on different meanings for me throughout my life.  As I’ve heard, then read, then re-told the story of Goldilocks and the Three Bears, I notice that it has taken on different meanings for me.  As a child, I felt like this was a serious warning: respect others’ privacy and property, be careful when you’re out alone.  As an adult, I thought about Goldilocks as a curious child getting into mischief. And as of late, I’ve learned of interpretations that compare the story to gentrification and colonization.  In all the ways I have thought of this story over the years, I’ve found it interesting to revisit, to turn it over in my mind, and consider different messages. 

As an educator, I think of Goldilocks’ story as a metaphor for the way children try different things to discover what they like and don’t like. Those famous phrases, “This porridge is too hot!  This porridge is too cold!  This porridge is just right!” are the ways I hear children moving through the world.  I hear them trying on clothing, activities, identity, and yes, even the ways they figure out what they like about school. 

Building a love of reading in students can look like this as well; trying out many different stories and authors.  Reading a variety of genres helps students to know what they like best: mysteries, drama, science fiction, comedy, non-fiction, etc.  There’s also different forms of writing: poetry, prose, verse, graphic novels, and more.  There are so many more options for children to explore and love than I had when I was a student. Libraries have a beautiful, wide selection for students and learning how to navigate that space can expose them to many different worlds. 

I used to be a real stickler for reading the entire story.  For myself, I used to insist on reading a book right to the end – even when I didn’t fully enjoy it, I powered my way through every page.  My perspectives have now changed; life is too short to spend reading books that don’t resonate with me.  I might try a ‘bite’ of a chapter or two and then decide it’s too wordy, the setting isn’t quite right, the pacing feels uncomfortable.  It’s just not for me.  And, like Goldilocks, I am giving myself permission to put it down and try something else. 

Extending this invitation to students also gives them the opportunity to think about themselves as readers. Of course, I want them to find a book they love and read it through to the end, but sometimes the book they’ve selected just isn’t the book for them.  If students aren’t finishing books they’ve self selected, that also speaks to them as a reader.  Perhaps they need to think about what they like or what style of writing works for them.  If they want to ‘take a bite’ of a book then put it down for another, a conversation may help to guide some of this self-reflection.  Using questions like:  

• What’s this book about? What made you pick it up?  
• Why isn’t this book for you? What made you change your mind about this book?
• What type of book do you think you would like to try next? 
• How can we track the types of books, authors, styles you like so you will know what to look for in the school library? 

These conversations may help to guide your discussions with students.  Taking on a curious stance means that it’s less about students feeling like they are wrong for not finishing their book and more about how we care about helping them find the right fit book for them.  When the educator takes on a guiding role, mentoring students from a position of care, we are developing relationships. Instead of telling them what kind of reader they should be, we are helping them to learn more about themselves and what kind of reader they are. 

What makes Goldilocks and the Three Bears interesting is that there is no wrapped up happy ending, like in other fables.  We don’t know what happens to Goldilocks as she is “never seen again” at the end of the story.  I wonder where she went and if she told anyone what she saw or did. If I could rewrite this ending from my educator lens, I’d love it if the surprised bears taught Goldilocks how to make porridge and build furniture she thought was best. Goldilocks would learn these skills from the bears, perhaps even sharing some skills and knowledge of her own that the bears could use in their cottage.  And both of them would learn that there are many different ways to be ‘just right’.  

 

As the inspiring Laverne Cox once said, “Who you are is beautiful and amazing.”  The joy of knowing who oneself and living authentically is a worthy of celebration.  Throughout the year, there are a number of opportunities to celebrate different identities and on March 31st, the focus is on the lives and achievements of transgender people.

Since 2009, March 31st has been recognized as the International Transgender Day of Visibility because of the tireless work of Rachel Crandall-Crocker*.  Different from Transgender Day of Remembrance which occurs annually on November 20th, Transgender Day of Visibility is a day to honour and celebrate transgender people.  This day, recognized by the Canadian government, also raises awareness of discrimination faced by the trans and non-binary community by sharing the stories of transgender people.

March 31st will be a day to centre transgender identities.  As educators, we strive to create welcoming and inclusive educational spaces for all children and families to feel part of the community.  If it’s your first time recognizing International Trans Day of Visibility, start with building your own knowledge.  Take some time to learn about trans people, their histories, and their stories.  There are a number of resources online, including many from ETFO, that can support your learning. 

There are also many beautiful stories that would make a lovely book display in the classroom or library.  Being visible about your support for gender diverse people is noted by those who need your support the most.  It also creates space for transgender voices to be heard. As educators, we can use our privilege to amplify the voices of trans people who have been typically silenced. 

Learn how to recognize transphobia and what to say or do when you see or hear it arise. Reflect on the spaces in your schools. How can you prepare spaces for children, colleagues, and community members to feel comfortable and seen in your school – whether they have arrived yet or not?  How can we learn this together with our colleagues? 

As educators, we have the power to shape a joyful observance of  International Transgender Day of Visibility in schools. I urge you to consider how you will help transgender children, community members, and staff to feel celebrated for their brilliance, achievements, and ongoing contributions to our world on March 31st and beyond. 

Books  

Sparkle Boy by Leslie Newman

I Am Jazz by Jessica Herthel and Jazz Jennings

Jacob’s New Dress by Sarah Hoffman

Born Ready by Jodie Patterson

Ana on the Edge by AJ Sass

Night of the Living Zed by Basil Sylvester and Kevin Sylvester

For Educator Learning

Elementary Teachers’ Federation of Ontario – 2SLGBTQ+ Resources

TRANS KIDS BELONG

Elementary Teachers’ Federation of Ontario – No One’s Gender Identity Should Be Up for Debate

Egale – Trans Day of Visibility

International Transgender Day of Visibility: An opportunity to honour our transgender community – Canada.ca

*Rachel Crandall Crocker is a licensed psychotherapist specializing in transgender issues.  She is also an international transgender activist, and the founder and organizer of the International Transgender Day of Visibility.  (from Transgender Michigan)

“I spent so much time thinking about what would happen when I got there
that I didn’t spend enough time in the right now. That’s where life was happening.”
– Melissa Etheridge

In my first few years of teaching, I couldn’t wait to be a “good teacher”. I wanted to know everything there was about curriculum, about newest and best strategies, about lingo and processes and students and classroom management….. I thought if I could just attend as much professional learning as possible and immediately implement everything I learned then I would do the best possible things for the students. Then things would be easier and less overwhelming and the students would be excited to come to school each day.

I thought a lot about what things would be like once I got “there”.

Working with new teachers this year, I see and hear that same desire to learn everything. Their determination is energizing and inspiring! They are always so eager to learn, so thoughtful in their interactions with students, and so caring about creating classroom environments that are welcoming and inclusive. They wonder and ask questions about the things they notice about children, school, and learning. Despite the overwhelming list of things to do, they are always striving to learn as much as possible and be the best they can be.

The truth is, that journey never ends. In education, impermanence is the only permanence. There’s always the next challenge – a new grade, a new school, a new teaching partner. There’s changing curriculum expectations and addendums to current curriculum to learn. New research informs strategies; new books and new thinking evolve and inform our learning as educators. Student lived experiences change and who they are differs from year to year and generation to generation. After almost 25 years, I’m still trying to get ‘there’…. And I’m still wondering when I will.

Instead, I want to focus on what is happening right now and shifting my desire from reaching that goal to becoming and evolving as an educator. I still spend a lot of time thinking and learning about curriculum and teaching, but I am spending more time in the ‘now’ – connecting with students and families, finding joyful moments together, and giving myself grace for imperfection that comes with good intentions. I’m doing the best I can with the knowledge I have and I will keep learning more as time marches swiftly on.

In the meantime, I’m going to love our moments together. This may be the last year I see these students before they move to another teacher, grade, or school. I’m treasuring this space where life is happening; making memories together, seeing excitement in moments we share, letting them know that they are important and cared for. I want to be a teacher that is present, that helps them feel like they can take up space and be celebrated for who they are. We spend so much of our time together at school, I want to remember to find joy in the place where life is happening every day.

A few years ago, my colleagues and I were running workshops for students about implicit and explicit bias. The majority of students who attended that space identified as equity-deserving or sovereignty-seeking, such as Black, racialized, Indigenous, 2SLGTBQI+, and more identities. During this workshop, the student discussions shifted to courageous conversations about the students’ experiences with microaggressions and macroaggressions. They were brave and vulnerable sharing their thoughts, asking questions out loud, and holding space for each other’s emotions.

At the time, one of my colleagues turned to me and marvelled at how listening to the students’ experiences was telling of how much they needed space to let their voices be heard. The shared perspectives and experiences were so important for them. She also wondered, “Where is this space for other children who are not here? When do they get to have these conversations and build their understanding?”

That experience has sat with me for the past three years. I think back to that conversation when she was asking me a question that I didn’t understand at the time. Now, I believe that she was acknowledging that all students need to learn about implicit/explicit bias, how it is enacted upon others, and the effects of upholding white, cis-hetero supremacy. That learning and understanding isn’t reserved for those who experience it negatively, it’s necessary learning for all. I realise that the space we cultivated wasn’t really the learning space we thought it would be, it was more of a healing space and that’s what the students needed at the time. But it still left me with the question what does the anti-oppression conversation look like? How can we make that lesson impactful? Maybe I just wasn’t there yet in my own thinking and learning yet.

Fast forward another year and my own experiences in having conversations with others about oppression, actions, and barriers both current and historic. I am realising that when we solely react to situations of harm, we are trying to repair harm and there’s not a lot of time for the depth of work we need to be impactful. I believe that we need to work consistently to humanise all lived identities, to build student understanding that all identities are valid and human and deserve to be treated as such. This needs to happen within the context of curriculum, for both students and educators.

To help, ETFO has some great resources and learning opportunities for educators to seek out ways to build their understanding of anti-oppression and how to navigate those conversations and situations. If you haven’t yet had the opportunity to attend the Anti-Oppressive Framework workshop, then I highly suggest that you apply. This workshop is a prerequisite for Collective Bargaining Academy, Parliamentarian Training, and Union school applicants; however, it’s valuable for every educator. Being in space with conversations about recognizing oppression and how to be actively anti-oppressive is a learning opportunity for all individuals.

If you are looking for some classroom resources to help you have conversations about identity, then ETFO also has some incredible lessons that are designed to be part of the curriculum. If you haven’t had the opportunity to use the Race Matters resource yet, then I highly recommend checking out the resource. The step by step lessons enable educators to engage in conversation and learning in each division from primary to intermediate. The content is age appropriate and equips teachers to engage with anti-racist pedagogy.

Another wonderful resource is The Places We Meet: Embedding Intersectional Feminism in the Classroom, Kindergarten to Grade Eight. In this resource, there are a variety of lessons that help educators and learners critically examine issues of intersectional feminism. The resource has webinars, videos, and posters to support your thinking and learning and which accompanies the lessons so that you feel confident and able to enter conversations around equity issues, change-making, and shifting power to achieve social justice for all.

These resources and opportunities are ways that ETFO supports members in understanding curriculum, their own identities, and how to be anti-oppressive. The classroom resources are valuable in bridging knowledge and understanding for everyone and work toward building and providing inclusive spaces. I reflect back on that wondering of my colleague from years ago: where is that space for all children to have these conversations about equity and social justice and anti-oppression? I think we know the answer is the classroom they spend time in each day. I hope these resources help us all to feel confident to do that.

Have you wondered how you can make change and learn about ETFO?  Standing committees are a wonderful way to get involved and make a difference.  In ETFO, there are over thirty standing committees to choose from – many of which have openings right now.  

A standing committee is a space for educators to make their voices heard.  Committees discuss so many different issues, from Indigenous Education to Library to Human Rights, you will be able to find your passion represented in an ETFO Standing Committee.  The role of a standing committee is to:

• To develop policy recommendations for consideration by the Executive and Annual Meeting.
• To develop program recommendations for consideration by the Executive and the Annual Meeting.
• To provide the perspective of the member on Federation initiatives and programs.
• To provide advice on the content, delivery, and design of Federation programs.
• To advise the Executive on matters relating to the work of the committee.
• To liaise when appropriate with other ETFO standing committees.
• To provide advice on issues as requested by the Executive.

Your perspective and experience is valued in this space.  Through advice and recommendations, you can help to shape the direction of our federation. Many of the resolutions put forward at the annual meeting each August come from the hard work of standing committee members who identify issues and ask the delegation for support. It’s a truly grassroots movement with member experience and engagement at the centre. 

Working on a team of four to five individuals from across the province, you will have a chance to discuss with one another and a staff liaison to help guide you through the process. Most committees meet together in person twice per year.  If selected to be part of a standing committee, you will serve a two year term before re-applying for a second term. After serving two consecutive terms, committee members take a minimum of one year break before applying to serve another term.  

While there are a number of different options for standing committees from curriculum to awards there are also some that are identity-based.  To be respectful of authentic lived experiences, these committees require applicants to self-identify.  For example, the Indigenous Education committee requires members to identify as First Nations, Metis, Inuit, in order to provide advice on issues that pertain to Indigenous Education.  

This year there are a number of vacancies on standing committees.  If you are interested in getting more involved with ETFO and letting your voice be heard, simply log in to the ETFO secure site and find the link in the top left hand corner of the screen named Standing Committee 2025-2027 Vacancies and consider submitting your application by March 1st, 2025. 

Teachers across the province are preparing and writing their term one report cards.  

While time consuming to write, report card comments are a way to communicate with children and families about the children as learners. I always struggle with how I let them know that I see them as capable and intelligent people, even when their grades are not what they expect.  It’s taken me awhile to find the way that I feel celebrates students as mathematicians and learners in the comment section.  For me, the best way to express my ideas about students is through commenting on the mathematical processes. The front matter of the mathematics curriculum states: 

“The mathematical processes cannot be separated from the knowledge, concepts, and skills that students acquire throughout the year. All students problem solve, communicate, reason, reflect, and so on, as they develop the knowledge, the understanding of mathematical concepts, and the skills required in all the strands in every grade.”

 If you aren’t yet familiar with the processes, they include: 

• problem solving
• reasoning and proving
• reflecting
• connecting
• communicating
• representing
• selecting tools and strategies

To further support my thinking, I opened the Growing Success: The Mathematics Addendum, Grades 1 to 8, 2020 which states: 

“…describe significant strengths demonstrated by the student and identify next steps for improvement; they may also describe growth in learning. When appropriate, teachers may make reference to particular strands in their comments.” 

This was what I wanted!  I wanted my comments to reflect what I knew about students and how I saw them as learners each day.  It shifted what I was looking for in the classroom to being asset-based thinking – what were students doing and learning, their strengths and how could I use that information to build on their experiences in mathematics.

I thought about what I noticed happening in the lessons for the students and came up with ways to express what I thought was important for them to read about themselves.  For example,

*Name* is gaining confidence in their use of representations in mathematics.  They are comfortable using number lines to express understanding of equations and show their work when solving problems.  They were also able to model new thinking when working with fractions this term using pictures and diagrams, such as rectangles and squares divided into equal parts to model parts of a whole.  

For other students, I wanted to highlight their strategies and decided to comment on their participation in sharing ideas in class.  For example, 

During whole class discussions in math class, *name* was an active participant.  They enjoyed sharing their estimation strategies, such as rounding numbers, to provide reasons for their estimations.   For example, when working with larger number expressions, such as 28 x 2, *name* would estimate 60 and justify that 30 x 2 was a close friendly expression to use.

Some students excelled in building connections between strands. I wrote comments that demonstrated how they saw connections in mathematics and not just each strand as a singular stand alone.  An example of these comments are:

*Name* looks for connections between mathematics strands to make sense of new concepts. They recognize the relationship between geometry and measurement, especially when exploring perimeter.  *Name*  used an understanding of the sides of squares and triangles to explain the perimeter as being the distance around an object.  They also extended this understanding to measuring distance around a city block and could explain why metres would be a more accurate unit of measurement than centimetres. 

Of course, all teachers have their own style and flair for report card writing.  You are entitled and encouraged to use your own professional judgement about how to best communicate with families and students about learning.  These examples are not the only way to approach math comments, but the process of thinking about what I wanted to say and looking into the curriculum and Growing Success Addendum helped me to frame my own thinking and understanding about reporting in math.