“It is the supreme art of the teacher to awaken joy in creative expression and knowledge.”. Albert Einstein
When my energy for teaching is getting low and I need a boost, a pick-me-up, a reason to get myself going, I think back to my years as an elementary school student and recall my teachers. Specifically, how did those teachers impact my life?
Whenever I run through these memories I am so thankful for the gifts that different teachers gave me. They shared their talents and time with me, encouraged me and introduced me to new ideas and ways of thinking. They were patient and kind. They inspired me.
My JK teacher, Miss M., was especially patient when helping me use scissors for the very first time. I remember being anxious and flustered but she stayed calm, wiped my tears away, and gave me the confidence to keep trying until I got it.
In grade 1, we had our first recess in the big schoolyard and Mrs. O. held my hand. She had such a kind and gentle voice, reassuring me that I could walk with her until I was ready to go play. It took weeks or maybe months before I left her side.
My grade 4 teacher, Mrs. P. nominated me to participate in a school public speaking event. I wrote about why I loved Canada. My mother had just become a citizen after living here for 25 years and I had written from my heart about wheat fields I had never seen, figure skating I had never tried, and the wilderness of the far north. It was no masterpiece but Mrs. P. recognized the innocent pride I had in my mother and my country.
It’s not that these teachers went out of their way to have perfect bulletin boards or highly engaging lessons every day. They accepted me and helped me. Thinking of my past teachers keeps me grounded in what is most important, a safe and caring learning environment. Students’ brains will be much more ready to learn if those conditions are met.
Asking students to perform an exercise of reflection can be a wonderful community building activity that can be used during a sharing circle. Ask students to think of someone who has helped them or encouraged them. Then ask for volunteers who are willing to share some details. Alternatively, this could be a journal writing activity. Thank you cards or letters could be created for students to share with their special person.
I moved a few times in my childhood so I haven’t had the opportunity to thank my teachers properly. If I could, I would want them to know that their resolve to be kind and fair awakened in me a joy of learning that I hadn’t known was there.
I hope you have had positive people and experiences in your life that you can use to help you through the long days, the difficult moments, and the frustrating situations that can leave you feeling drained. Remember those who would say, “You can do it, I believe in you”.
We’ve moved on from November and it’s the last month of the year already. While the countdown for the winter break has begun in many minds, there are some things that catch my attention and I want to share some of them with you.
In our everyday spaces, we connect with, notice and wonder about things, and people all the time when we see them. Sometimes we ask questions and at other times based on what we think we know, we decide a response. I am sharing some questions that I have been asked in the past months that keep me thinking about their importance.
Winter Sunlight (Karnad-Jani, 2024)
Who are you?
As the range where I collaborate with colleagues is K-12, I have the experience of meeting students who aren’t yet four and older students who call me Miss. When I enter a classroom or wait outside, students either ask me directly who I am or their eyes do without words. When invited by my colleague in the classroom, I introduce myself: “My name is Ms.Karnad. I am a teacher and I’m here to learn with you”.
Do you miss that?
The questions I receive are heart warming and they open my mind to all the things children think about.
Often I join children at their tables to work alongside. In a Grade 4 class a student asked me “Do you go from school to school because you don’t have your own classroom now?”
“Yes”, I said “That’s correct”.
“Do you miss having your own students?”
I replied in the affirmative.
“What is the first thing you will do if you have your own classroom again?”
I’m still thinking about that one.
Do you speak Farsi?
In a Kindergarten classroom recently, a student asked me to join them in play. They were gathering leaves to fill a small red cup, a blue teapot and a star shaped baking dish. I was instructed to guess how many scoops of leaves went into each one and I think I did rather well on that task. Then another student joined us and in a clear voice asked me “Do you speak Farsi?” I replied that I didn’t but I understood some words. “Come back and I’ll teach you some more words” she said and I’m looking forward to that. How wonderful it is when children say to the grown-ups in their lives “I will teach you”. What a promising world this will be!
Can you help me?
At another school when I was planning a pre-collaboration visit and standing by the door as it was a rather busy time, I felt a tug on my wrist. Looking down I saw a student who wanted me to walk with them. They began leading me by the hand to another space and pointed to a shelf higher up. “Show me”, I said pointing to the visuals as I had seen a choice board displayed prominently with large pictures for easy access (for visitors like me also). The student showed me the picture of their preferred item and I helped get it down for them. A friend joined in and they tugged my hand to sit also. Building with multicoloured magnetic shapes that morning was a lot of fun.
Do you know where you are going?
As we approach the end of the year and the start of a new calendar year, it is these simple heart-touching questions that point me to where I am going. Immersed as we see in the complexities of the work and the world, this simplicity is the gift that allows me to stay in the moment and touch that glimmering droplet of joy.
I see you
Many years ago, I was a Grade 7-8 teacher at the school with the beautiful sunrise. As I’d walk to the workroom downstairs on my prep, I’d pass an empty kindergarten classroom. Every day a rotation of women-mothers, aunties, grandmothers – and children would come in and attend a morning run by an Ontario child care programme. The women would sit cross legged and the children would sit in front of them. The service provider would play some songs while the women and children waited, listened and participated. It becomes clear for those of us who know educational pathways in Ontario that this was a school readiness programme for pre-kindergarten children.
In the early days, there would be hesitant little people being encouraged by the women and as time went by the children would begin to sing. As the workroom was nearby, I’d hear the voices change from whispers to hesitant voices to the silver sound of enthusiastic singers.
When they’d come in for their learning, the women and children would line up outside the room. On the wall, up high, were Grade 8 graduation composites. One day as I was walking by, a child was pointing to a picture here and a picture there. As his Amma smiled at me I stopped and listened alongside. “Anna (elder brother), Akka (elder sister)”, he said. They were his cousins, who had graduated from the school, I learned from the child’s mother.
As I was about to leave, the child pointed at someone else in the frame and whispered to his mother. I asked “Who is it? Whom do you see?”. The little one smiled shyly and pointed to me. His Amma said “He is saying, I see you”. Yes, I was there too and the child had recognized me from my tiny face in the large frame.
Now these photos have been moved to a connecting passage between the old wing where I started working and the new wing that we saw being built from my Grade 7-8 class. That moment stays with me years later.
I see you.
Such an important thought. I want to make sure everyday that I too see you, students and colleagues. That’s a great place to begin.
Self-regulation is a skill that looks different for everyone and takes time, patience, and consistent practice. Even as adults, we are constantly refining how we self-regulate, learning how to manage our emotions, thoughts, and actions in various situations.
For students, mastering self-regulation can feel like an uphill climb. But when paired with self-assessment, it becomes a reflective and empowering journey. Self-assessment encourages students to pause, evaluate, and adjust their behaviors, helping them build lifelong habits of awareness and control.
Here are four strategies I’ve found particularly effective in supporting students on this path.
1. The Regulation Rating Scale
Self-awareness is the foundation of self-regulation. A “Regulation Rating Scale” helps students gauge their emotional and academic readiness throughout the day.
How it works:
Create a simple scale from 1 to 5, with 1 meaning “I feel overwhelmed” and 5 meaning “I feel focused and ready.”
Use visuals, such as emojis or colors, to make it accessible for all learners.
At specific times—like the start of a lesson or after a transition—ask students to rate themselves and share why they chose that number.
This process teaches students to identify their feelings and take ownership of their state of mind. Over time, they can recognize patterns and develop strategies to move from a 2 to a 4, or from “stressed” to “focused.”
2. Self-Regulation Journals
Daily or weekly journaling can help students connect emotions, actions, and outcomes, fostering reflection and goal-setting.
How it works:
Provide prompts like:
-“What strategies helped me stay focused today?”
-“How did I handle frustration during a challenging task?”
-“What will I try next time to improve?”
-Allow students to rate their day or a specific activity on a scale, followed by a brief reflection.
Journals provide a private space for students to process their experiences and track their growth. They also help build metacognition, as students learn to analyze what works for them and why.
3. Emotions and Learning Chart
Helping students understand the link between their emotions and learning can be a powerful tool for self-regulation.
How it works:
Create a chart with emotions on one axis (e.g., calm, frustrated, excited) and outcomes on the other (e.g., highly productive, somewhat productive, unproductive).
After a task, ask students to plot where they were emotionally and how it impacted their performance.
Use the chart to identify trends and discuss strategies for shifting to a more productive emotional state.
This activity helps students visualize how emotions influence their work. It builds emotional awareness and equips them with tools to make positive changes.
4. Personalized Regulation Plans
Every student’s self-regulation journey is unique. Personalized plans empower them to identify what works best for their needs.
How it works:
After self-assessing, guide students to create a “toolkit” of strategies, such as using a fidget, deep breathing, or taking a movement break.
As students develop their skills, self-assessment can become more intuitive and students may begin to access these tools independently.
Remember to encourage them to evaluate the effectiveness of their tools after trying them. Did they feel calmer or more focused? What might they try next time?
A personalized plan makes self-regulation feel attainable and personalized to each student. These plans also foster independence and responsibility, key components of long-term success.
A Final Reflection
To me, teaching self-regulation is about progress. It’s about helping students understand themselves, reflect on their behaviors, and make intentional choices. By integrating self-assessment into this process, we give students the tools to build confidence and resilience.
Self-regulation is a lifelong practice, for both educators and students. As I continue to explore ways to help my learners, I’m reminded that every small step forward counts. Let’s keep growing together!
Seeing Physical Education on the daily schedule can be very intimidating to an Occasional Teacher. Teaching children in a large open space where running is often encouraged is very different from the classroom. This blog is for teachers who leave P.E. plans and for those of us who follow those plans.
Inclusiveness is just as important in the gym as it is anywhere in the school. The goal in P.E. is for everyone to participate so we need activities that allow for students to work at their own level. In primary classes I will sometimes play games, work on skills or allow students to rotate through centres. Whatever the activity, I’m constantly monitoring and checking in with students to see if we need to make any changes. For example, if I challenge the class to toss a ball straight up and clap before catching it but I see someone missing every time, I’ll ask them to take out the clap and work on toss and catch. We could also swap the ball for a scarf to give them more time.
I like to set the tone before I get to the gym. I remind students about being safe, respectful, and responsible. We clarify rules about water bottles and indoor shoes. Having a whistle handy is helpful. I like the rubber squeeze style of whistle.
Safety is the first priority. With k-3 classes we repeat the rule “WATCH WHERE YOU’RE GOING” several times at the beginning of class and in the middle of class if needed. My favourite P.E. classes have no injuries. If an injury does happen it helps to know how to contact the office for support.
Here are a few low organizational games that my primary students enjoy.
Spaghetti and meatball tag (hoops, balls)
Half the class are customers eating at a restaurant and the other half are the chefs. There are a dozen hoops on the ground to be plates. The chefs place meatballs (balls) on the plates and the customers remove the meatballs and toss them away from the plate (hoops). You can play the game as a win/lose game with the object being for all the plates to be either empty or full. I prefer to play for a set amount of time and then count how many hoops are empty or full. You could add in a spaghetti Monster who has a noodle and can tag people which makes them freeze in place until a member of their team tags them for freedom.
Everybody’s It
Everyone is tagging everyone in this game. If you are tagged you stay down until the person who tagged you is tagged. The teacher can call out “Freedom” and everyone sitting can get up. This is another game that goes on with no definitive winner
Zombie tag (hoops, pool noodles)
A few zombies are it. They each drag a hoop with one foot and try to tag someone with a pool noodle to also be a zombie. The goal is to be the last surviving human.
Food is my mother’s love language. She meticulously prepares cultural meals, searching for hard-to-find ingredients that are only sold in Asian stores – or sometimes that are only found growing in our garden or in the gardens of family friends. It was the aroma of family recipes from far away islands that greeted us coming home from school that expressed the extent of her love. Even long, exhausting days at work didn’t stop her from standing over bubbling pots and woks, stirring and mixing and frying. It was this love that assured us of all she did to nourish our bodies and souls.
In school, all of that was hidden. This love language translated into something that mirrored the dominant culture – peanut butter and jam sandwiches, apples and orange slices – something that was presentable and acceptable in public. The fluffy white rice was traded in for sliced bread and the light, delicate pancit bihon made space for cheese and crackers. The message that sometimes love had to look and sound and smell differently in different spaces and sometimes that’s how love protected us from teasing and comments that might make us feel like we did not belong. Sandwiches didn’t mean that we weren’t loved, it just meant that we were loved more freely at home when we were together. At home we could love one another in any language we chose.
I like to think that these things have changed since those days, but I see my nieces and nephews from the Philippines not eating their lunches at school. During supervision, I sometimes catch the comments at lunch hour from students who don’t understand the impact of their words and I see the reaction of those who are hurt by them.
My first attempt to counter this was to read a book about other cultures to my students. I thought if we could just read about culture, traditions, and foods, it would be enough to build empathy and help everyone to feel welcome and included. Simply reading a book would help us all understand food and belonging and love in a way that would change our community. However, I noticed that even the best books needed to be accompanied by conversation and community building. Beautiful stories and illustrations wouldn’t be enough without the invitation to humanize ourselves and others. Conversations would open the space for us to all share and build connections with one another.
Once I chose a book to read, I started by inviting the children into the conversation with my intention. This invitation sounded like, “I have some favourite foods that are important to me. I really love it when my family gets together because we like to eat spring rolls and pancit and those foods remind me of how much we love each other. Does anyone else have food that reminds them of their family?” This guided conversations around the idea of how important and special things are to each person, even when those things are different. Next, I introduced the text by saying, “In this story, we’re going to learn about one character’s special food. I want you to listen and see if you can find out what makes that food special.” Focussing their attention on what I was looking for helped us to stop during the reading and make notes of what we were reading.
The first book we read helped to celebrate foods and family, called Cora Cooks Pancit. We talked about and wrote about our important foods, using describing words about the flavours and textures and anything else we could brainstorm. The second book we read highlighted a misunderstanding between friends who were judging one another’s lunches, called The Sandwich Swap. We read this book with the intention of deciding together how we should treat each other, what we can do when we make a mistake, and how we can move forward when that happens. We learned how to be respectful when something is different from our experiences and how to help everyone to feel comfortable in class.
Finding the right book is challenging, but sometimes we don’t always need a text to navigate these conversations. Sometimes it’s a photo, a video, or a song that can spark how we engage in community conversation together. Sometimes it’s just sharing a story about my own life that the students can connect with and that allows for conversations to begin. In any of these opportunities to build an understanding of each other’s humanity, children are learning and sharing about themselves while they are learning about others.
It’s an imperfect solution to building belonging, but I think it’s a good place to start. I still dream of schools being accepting places where masking identity doesn’t feel necessary, where celebrating the entirety of ourselves is encouraged. I imagine a space where parents don’t have to learn a new love language and can hold onto traditions and cultural norms tightly, sending their children to school wrapped securely in comfort and confidence in their identity. I hope that these intentional decisions move us one step closer and that we can, by modeling and sharing, let all students know we care. I like to think, as an educator, that is my love language to students and families. We see you and celebrate you. You belong here.
As someone who has been teaching for almost 20 years, I have to admit that I have always been the kind of teacher that really looks forward to the breaks. On long and stressful days, especially when I was a new teacher, I would immediately try to find relief in exploring plans and checking flight costs for March break or a summer vacation.
Just looking at a photo of the next destination or googling possible recreational activities could immediately calm my nerves and put a smile on my face. The time in between holidays and weekends became, at least in my mind, the time to just accept the “daily grind.”
As a much more experienced teacher, I will also admit that this activity still does help me on some days! Though I’ve also found that a better way to manage stress is to find something joyful or calming in the present – even in a hectic work environment.
Connecting with Colleagues
From the start of my career, I think having great colleagues and friends for conversation and connection makes the work day easier. As teachers, it is easy to prioritize efficiency and productivity to a point where you are constantly assessing, planning, and finding resources for the next lesson.
Taking time to stop, close the laptop or smartphone, and simply chat with colleagues during lunch or planning breaks can turn an overwhelming day into a calm one.
Taking a Walk
Getting out of your teaching or work environment can do wonders for your physical and mental health. I have had moments in my roles as a classroom teacher and a support teacher where a walk outdoors at lunch or simply around the building on a planning time can provide enough of a break to help me get some clarity and figure out my next steps.
The movement will also raise your spirits and help you to feel good too – especially if you turn on a favourite song as you walk!
Get a Good Laugh in
A good laugh will do wonders for any stressful situation. Thankfully, the internet and social media platforms have made it easy to find great comedy in a pinch. Whether it is memes, comedy routines, or satire, taking a quick peek at comedy accounts during your break can help you face the day with optimism and humour.
Focus on One Thing at a Time
When it feels like you have too much going on, it can make a big difference to rethink the way you do things. As a habitual multi-tasker, I find it can feel truly liberating to resist all the different factors vying for your attention and promise yourself to do one thing at a time. This way, you can get things done mindfully and thoroughly instead of doing it all at the same time.
Yes, multi-tasking is a skill that can make you feel highly productive and efficient. But “mono-tasking” has its own rewards, such as steering yourself to the present, becoming more self-aware, and ironically more productive than multi-tasking.
While this may not be a”joyful” activity, it can certainly feel good to refocus your attention and pay attention to what makes sense to focus on in the moment.
Final Thoughts
Finding joy and calm in day to day life is not always easy as a teacher. Some days, it can feel impossible! However, finding small and simple ways to find calm and engage in self-care can make the day much more enjoyable and less like a “grind”.
The Footbridge Framework was honestly quite natural to follow. Having applied this framework with my classes, I appreciate that it encourages self-reflection on my own position as a settler. As educators, we are all on our own journey of refining our practices. This framework stood out to me because it allows us to identify learning and unlearning that is needed without judgment. Since this learning series, I have spent the time reviewing the author’s narrative to share with students, first as an appreciation, and then discussing the reason the text was written. This has helped my students build key critical literacy skills, and add more depth to their responses to the common question “What is the purpose of this text? Why did the author write it?”. As the number of resources available to educators increases, I value that framework emphasizes the careful consideration that must be given to the authenticity and the contexts in which the resource might be used. Additionally, this framework aligns with the TRC’s calls to action:
“We call upon the Council of Ministers of Education, Canada to maintain an annual commitment to Aboriginal education issues, including: Developing and implementing Kindergarten to Grade Twelve curriculum and learning resources on Aboriginal peoples in Canadian history, and the history and legacy of residential schools.Truth and Reconciliation Commission delivered its Calls to Action” TRC # 63,
I highly recommend all educators to review this resource as part of professional learning, as a means to equip themselves with the tools to bring FNMI voices respectfully in their classroom.
M’lot, C., & Adamov Ferguson, K. (2022). Resurgence: Indigenous narratives and expressions in the classroom. Portage & Main Press.
I am always grateful for the opportunity of being with students in the schools where I have worked and the classrooms in which I now co-teach. These interactions with students in the hallway, school yard or while entering the school are very precious because they always remind of my purpose in this work.
In a Grade 1 classroom the other day, there was talk of dinosaurs because one backpack had them and several sweaters did too. I was waiting with the students for their teacher to come in from supervision duty. For a short time, I was in the spotlight because they remembered from a previous visit.
Then one of the students had a bright idea: “Let us see if Ms. Kaar-naad knows the names of at least two of the dinosaurs” The whispers of “she may not know them, we may need to help her” were very heartwarming. It is humbling that children are gracious and kind towards the grown-ups in their lives.
I could name at least 2 dinosaurs as asked and I was in!
The System and Our Work
One of the Big Words that comes up often in school-related work is The System
When I was in the classroom as a teacher from 2004 to 2020 and since then, working side by side with colleagues’ in their classrooms, it often felt (and still does) as if it was just me, students, colleagues and families. But there are times, when in spite of of the strongest efforts and best intentions, things move slowly or do not move at all.
At such times, I say and we say: “It is the System.” Out of sight, yet in our lives always – The System towers over us. Educational work, whether done in our classrooms or in the homes of our students by their families, unfolds in its shadow.
This pervasive and powerful System is everywhere and we speak of it often. We tacitly know that it exists. We say that The System determines the inequities in education, social and professional spaces. We notice and name Systemic Barriers that hold back student outcomes, and even our Higher Ed admissions to programs that we plan to get into, as educators.
We also see systemic barriers interlock with families’ home lives that in turn impact our working conditions and students’ learning conditions. This last issue often occurs when internationally trained professionals are invited to Canada through various pathways, and when they settle in Ontario, they go through many, sometimes never ending cycles of under-employment or unemployment.
So where do we go from here, when The System holds all of us in its grasp and impacts the lives of so many?
Learning Together: The Triangle of Power
ETFO’s Anti-Oppressive Framework: A Primer is an important document for all of us to review and become familiar with. I am pleased to share that it was also intentionally brought into view for members by the York Region local’s Anti-Oppression Task Force a few years ago.
It is a very readable and relatable resource and allows the reader to actually see in a new light, the everyday work spaces in which we are immersed. What stands out for me and many who have made this resource a key aspect of our practice is The Triangle of Power (p.9).
The Triangle of Power (Anti-Oppressive Primer, ETFO, 2021)
The Triangle of Power highlights three vertices: Ideology, Individual Action and Institutional Barriers and explains them in very easy-to-understand language. ETFO members can connect with this visual in our busy lives and weave the learning into our jobs, the conversations in which we participate, in professional learning that we develop, deliver or attend as well as ways in which we engage with families, students, as well as with one another.
The Anti-Oppressive Framework Primer explains the 3 vertices as Ideology, Individual Action and Institutional Barriers.
For the purpose of this conversation, I have changed the order as below:
Institutional Barriers
“The corners of the triangle — ideas and actions inform and result in institutional inequities. This can be seen in systems/structures such as the media, the justice system, politics, education, religious institutions and union spaces where inequities based on lack of representation, over-representation, omissions, discriminatory policies are present.”
The reason I have placed Institutional Barriers as the first consideration is because they tower above us as we go about our day as they do for students and families. Institutional Barriers are high up above the classrooms and other spaces where you and I do our work. Their impact is also felt all around us but they are invisibilized in the busy pace of our lives and we do not always notice them.
Ideology
“If we are to consider that as human beings, we are all informed by our ideas (ideology) which in this case, can be displayed through generalizations, assumptions, implicit or explicit biases and stereotypes that one may hold about individuals or groups, it is these constructed and learned ideas that inform the way one behaves towards people.”
I have placed Ideology 2nd in this list of 3 vertices because our ideas are so well marinated in our implicit and explicit biases that they become tacit knowledge and then evolve into “a fact.” This can apply to stereotypes about one another, students, their families, the places colleagues and families got their educational degrees and so on.
“Who, me?”, people may say when you speak of ideology to them. And that’s exactly it. Ideology is also invisibilized and quite easily deniable.
Individual Action
“Discriminatory behaviours, often unintentional, can take the form of actions towards individuals or groups of people. These acts may appear in the form of conducts such as name-calling, inappropriate comments to more violent and pervasive physical acts such as bullying, assault, segregation or omissions. Some behaviours are more insidious and less able to be obviously detected. For example, comments about a racialized or Indigenous person’s hair, or asking someone where they are from, can be identified as microaggressions.”
I have placed Individual Action as the last vertex so that you and I can focus our attention on it and remember it well.
I am inviting you to join me in critically examining the role that you and I can play in upholding oppressive practices unless we hold ourselves accountable everyday, in every interaction.
We are (also) The System
The Triangle of Power makes it very clear that We are (also) The System because each corner (vertex) holds a specific part of oppression.
If you and I choose to hold up a specific part of oppression through our individual action, we are (also) a part of oppressive practices. Mathematically, if the third vertex (individual action) is not there to hold the structure in place, it is not a closed figure. It is not a triangle anymore.
While I do not think that Individual Action alone can break down Institutional Barriers or shift ideology because they are very powerful, I do believe that each one of us has an important role to play in how the other two vertices have an impact.
After all, oppression is action: it occurs when someone does something oppressive.
Thankfully, anti-oppressive practices are actions too. You and I have to actually do something anti-oppressive.
Let’s dismantle the Triangle of Power at every opportunity we get by making our Individual Actions in educational settings anti-oppressive.
When you feel wobbly, reach out. There are many fellow travellers engaged in anti-oppressive practices in local and provincial settings.
We will help one another. I also invite you to read, practice and share ETFO’s Anti-Oppression Primer.
Prior to the start of any professional learning session that I’m leading, I play a pre-recorded land acknowledgement. The land acknowledgement recommended by my school board was created by our Indigenous Education Department and a Treaty Partner from the Mississaugas of the Credit First Nations. The land acknowledgement that I and other educators in my school board use is:
The land upon which we work, live and sustain ourselves is the ancestral and treaty lands of the Miichizaagiig Annishinaabek also known today as the Mississaugas of the Credit, the rightful caretakers and title holders of this land.
We also recognize the rich pre-contact history and relationships which include the Anishinaabek and the Onkwehonwe. Since European Contact, this land continues to be home to Indigenous and non-Indigenous peoples. As responsible community members, we value the diversity, dignity and worth of all people.
Colonialism displaced and dispossessed Indigenous peoples of their ancestral lands and continues to deny their basic human rights, dignities and freedoms. We are committed to learning true history to reconcile, make reparations and fulfill our treaty obligations to the Original Peoples and our collective responsibilities to the land, water, animals, and each other for future generations.
At the end of the recording, the creators pose the question, how does this land acknowledgment compel you to take action? Since I began using it, I’ve shared with colleagues that my personal call to action has been to learn more about the histories, cultures, and experiences of Indigenous People from across Turtle Island then find meaningful ways to infuse that knowledge in my work with teachers and students. To support this objective, I’ve committed to reading books by Indigenous authors and official documents focused on Indigenous People. Some of the books and documents that I’ve read include:
Indigenous Relations: Insights and Tips to Make Reconciliation a Reality by Bob Joseph and Cynthia F. Joseph
21 Things You May Not Know About the Indian Act: Helping Canadians Make Reconciliation with Indigenous Peoples a Reality by Bob Joseph
Seven Fallen Feathers: Racism, Death, and Hard Truths in a Northern City by Tanya Talaga
An Inconvenient Indian: A Curious Account of Native People in North America by Thomas King
The Truth About Stories by Thomas King
If I Go Missing by Brianna Jonnie, Art by Neal Shannacappo
Fatty Legs by Margaret Pokiak-Fenton and Christy Jordan-Fenton Illustrated by Liz Amini-Holmes
The United Nations Declaration of the Rights of Indigenous Peoples
Truth and Reconciliation Commission of Canada: Calls to Action
Parts of Honouring the Truth, Reconciling for the Future Executive Summary
My call to action emerges from thinking critically about the part of the land acknowledgement that resonates most with me which is, “We are committed to learning true history to reconcile, make reparations and fulfill our treaty obligations to the Original Peoples”. For me, this quote provides clear guidance for identifying a call to action that works to support Indigenous People in one of ways they have asked such as learning a more fulsome account of Canadian history then explicitly teaching that history to others to avoid making similar mistakes in the present and future as a token of reparations.
Earlier this year, at a professional learning session I facilitated for educators working with students in grades 6, 7, 8, I shared my call to action following the land acknowledgment. Then during the session focused on explicit instruction in literacy, I modeled how educators working with students in grades 7 and 8 could use the book, Indigenous Relations: Insights and Tips to Make Reconciliation a Reality, as a tool to help them teach some specific expectations found in the revised Language curriculum and the revised Social Studies, History and Geography curriculum. The expectations I identified included:
Gr. 7 & 8 Language Foundations for Reading and Writing
B2.2 demonstrate an understanding of a wide variety of words, acquire and use explicitly taught vocabulary flexibly in various contexts, including other subject areas, and use generalized morphological knowledge to analyze and understand new words in context
Gr. 7 & 8 Language – Comprehension: Understanding and Responding to Texts
C1.1 read and comprehend various complex texts, using knowledge of words, grammar, cohesive ties, sentence structures, and background knowledge
Gr. 7 History – New France and British North America 1713-1800
A3.2: identify a few key treaties of relevance to Indigenous people during this period […] and explain the significance of some of these agreements for different people and communities in Canada
Gr. 8 History – Canada 1890-1914
B1.2: analyse some ways in which challenges affected First Nations, Métis, and Inuit individuals, families, and communities during this period, with specific reference to treaties, the Indian Act, the reserve system, and the residential school system
I then read the following passage from the book.
“Treaties are negotiated government-to-government contracts or agreements, used to define rights and powers and to formalize relations between governments […] Indigenous leaders negotiated in good faith for the survival of their people as they transitioned from their formerly expansive self-determining, self-governing, and self-reliant world to subsistence and dependence, living on small reserves. The treaty articles they negotiated included education, economic assistance, health care, livestock, agriculture tools, and agricultural training. The other signatory, the Crown, had a different intent. Under John A. Macdonald, Canada’s first prime minister, the Crown planned to use the treaties to remove Indigenous Peoples from their lands, gain access to natural resources, open up the country for settlers, and construct a railway from Upper Canada to the Pacific Ocean” (Joseph and Joseph, 2019, p. 45-47).
Following the reading I shared the insight that educators could use this book to help students build their background knowledge on the importance of treaties in Canada which could support their reading comprehension of this, and other passages found in the book. As a direct result, it could also help educators explicitly teach parts of specific expectation C1.1, found in the revised Language curriculum. I also shared that use of this passage could help educators clarify the meaning of the word treaty for students who may have a vague understanding of it. This would support building their vocabulary knowledge that could again support their comprehension of the text while also providing explicit instruction in parts of specific expectations C1.1 and B2.2 found in the revised Language curriculum. Further, I shared that use of this passage could help educators teach students about the historical importance of treaties in Canada which could help students understand why they remain such a central part of public discourses. By doing so they could also work towards meeting grade 7 History specific expectation A3.2 and grade 8 History specific expectation B1.2.
I concluded this portion of the session by reminding educators of how I strive to find meaningful ways to align my call to action with my work to ensure I honour my commitment to supporting reconciliation and making reparations to Indigenous Peoples. I encouraged them to find meaningful ways to do the same.
It is not always easy to distinguish which types of teaching resources and strategies are best for English Language Learners (ELLs), or Multilingual Language Learners (MLLs).
I think part of the confusion – at least for elementary teachers in Ontario – stems from the fact that ELLs join mainstream classrooms and acquire English from program adaptations (accommodations and modifications) and immersion rather than from a separate ESL curriculum.
As an educator with a background in teaching English abroad, it was a new concept for me to teach literacy and numeracy to ELLs through a core curriculum designed for non-ELLs. It took me a long time to figure out how to best support the newcomer ELLs in the grade 7 homeroom I was assigned.
As someone who has worked in ESL and ELD support in schools for many years, I still get a lot of questions from homeroom teachers about how they can best teach the ELLs in their classes. Which resources are appropriate for ELLs? How are they supposed to teach English as an additional language while also teaching literacy? What’s the difference?
Language Arts vs. Language Acquisition
Understanding the difference language arts and language acquisition is key to knowing which resources to use, and how to use them.
Language Arts curriculum and resources are typically designed for students that already have a foundation of English language skills. They assume that students can draw from an existing repertoire of words and vocabulary to make meaning from texts and communicate ideas.
Language acquisition resources, or those that fall under the “ESL” (English as a Second Language) or “EAL” (English as an additional language) umbrella, are designed for students with emergent vocabularies in English (or whatever the target language is). They are designed to help students build practical communication skills, learn different verb tenses, and build vocabulary in familiar and academic contexts.
Language Arts and English language acquisition resources may often intersect in terms of content, though they cannot wholly be substituted for one another. For example, levelled texts for ELLs are designed for beginner readers in English so that they are more likely to encounter familiar or simpler verb tenses and new vocabulary at a rate that is appropriate for a student at a particular levels of English language proficiency. While these texts may be readable and enjoyable for non-ELLs, they may not contain the kind of figurative language and vocabulary that will help a non-ELL to develop skills of literary and text analysis.
Literary texts, including many stories for young children, are not designed with the ELL in mind. They may contain complex verb tenses and constructions, even when written for younger kids. ELLs can certainly read and enjoy such texts, but they may need additional support and context to understand the usage of verbs and references.
What About Literacy Resources to Support Decoding and Phonological Awareness?
As we are increasingly immersed in foundational literacy resources designed to teach decoding through phonological awareness in the language arts classroom, I think it can be tempting to use them as language acquisition resources – which they can be – but with adaptation and tweaking.
Foundational literacy resources that focus on phonemic and phonological awareness are largely designed for non-ELLs. They assume that students are already familiar with the sounds of English. And yes, these resources will be beneficial to ELLs, but much of the resources do not focus on teaching meaning. So when using these resources with ELLs, it is important to provide ELLs with opportunities to learn the meanings of the words they are decoding.
Final Thoughts
Knowing the difference between English Language Arts and English Language Acquisition resources is important, especially in teaching contexts where the differences can be blurred. Understanding which resources will serve your purpose best, or how to use both types of resources flexibly in your classroom, will help you to plan literacy and language programs effectively.
