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Democracy works best when people are informed and motivated to participate in the electoral process. As an educator I have the responsibility of informing my students about the workings of a democracy. I believe students are more likely to participate in a democracy if they can understand it and are willing to have their voices heard by voting, volunteering or working during elect

Apathy, on the other hand, is the enemy of democracy. When a population is not engaged in the electoral process, they are putting their democracy in danger. I want my students to see what can happen when countries are not democracies. And I want them to see how they can participate in the democratic process.

This may seem a heavy topic for students in elementary school, but Elections Canada has prepared age appropriate materials that are available to order online at no cost. These materials give lesson plans and activities to help young children understand democracy.

For students in kindergarten to grade 3, there is a kit called Choosing a Mascot. In this case, there are five choices of mascots that a school has proposed and students would create a campaign for a mascot and see it through to voting day. The kit includes a teacher’s guide, ballot box, voting screen, and posters.

The other kit available is an Election Simulation Toolkit which is based on the big idea: “Our democracy depends on each of us taking part in federal elections. There are many ways to do this. Here are a few of them: vote for a candidate, join a political party, work as an election officer, run as a candidate, volunteer to help a campaign”.

Ontario has experienced a provincial and a federal election this year. I think students of all ages in the elementary and secondary panels would be interested in learning more about the process and how to maintain a healthy democracy.

You may be wondering which part of the curriculum the electoral process would fit into if it’s not specifically in your social studies curriculum. I see potential for the language curriculum and the math curriculum to be integrated into this learning. There is an opportunity for students to write and reflect on the electoral process and on the candidates. There is also an opportunity in math to look at statistics and analyze how many electors have voted in previous Canadian elections. In mathematics, we can analyze data from previous elections and display data in graphs. And we can also look at the percentage of people who have come out to vote in various elections. On the Elections Canada website, you can also see the number of votes for different candidates in previous elections, including the results in your own riding.

Please use this link to place your order for free materials from Elections Canada.

https://electionsanddemocracy.ca/

Happy Voting!

Brenda

 

 

 

When I think about student success, I often think about academic achievement first. But strong learning skills are just as important for every learner. This year, in my new role, I have noticed that, regardless of a student’s abilities or background, learning skills is a common area where my students need support. More specifically in taking initiative. Initiative isn’t just about asking questions and showing your curiosity of learning. It’s about acting on ideas, seeking out opportunities, making decisions that support growth, and advocating for oneself.

I remember a student once shared, “I don’t have initiative. It’s hard for me to speak up.” Another student said it came naturally to them, describing initiative as “helping someone.” They were both right. Initiative can look different for everyone. I think at its core, it is about communicating needs, making decisions that support your growth such as asking for help, and being willing to take risks.

In my primary and junior classrooms, I would dedicate time, multiple times throughout the year, to explore all the learning skills, focusing on one each week. We would discuss what each skill was, what it looked like in action, and how it could help them succeed both in and out of school.

For all students, building initiative lays the foundation for independence, resilience, and learning. When students learn to take initiative, they become more engaged in their education and are better prepared to handle challenges. So how do we encourage and support taking initiative?

This year I found myself supporting in writing Individual Education Plans (IEP) goals for students in the gifted/enhance learning program, specifically in the area of learning Skills and taking initiative. The goals focused on seeking enrichment opportunities beyond the classroom and developing self-advocacy skills by expressing preferences for demonstrating work in alternative ways. Other goals included focusing on communicating understanding of the task and advocating for preferred method of demonstrating knowledge with more independence.

One way you can support goals such as these are by creating a classroom culture that nurtures self-advocacy and initiative. For example, we can offer students choice in how they learn and demonstrate understanding. In the classroom, that might look like allowing them to decide whether to create a poster, record a video, or write a report for a project honors their individual learning styles and encourages decision making. Another important strategy is asking open-ended questions that prompt students to reflect on their needs and preferences. Questions like, “How can you show me what you’ve learned in a way that works best for you?” or “What do you need to feel successful in this task?” invite students to think critically and advocate for themselves. We can also prompt and encourage students to get involved in and out of classroom initiatives that might be of interest to them.

Integrating self-advocacy and initiative into everyday learning makes these skills more tangible and relevant. Integrating a task such as “My Learning Journal”, where students reflect on their favorite ways to learn, challenges they’ve overcome, and what helps them succeed, help students understand themselves better and practice articulating their needs and preferences. Throughout the reflections, asking guiding questions such as, “What does this page say about how you learn?” or “How can you make this journal truly yours?” will deepen engagement and ownership.

Teaching initiative is not only about giving students a voice-it’s about helping them discover and use it. By creating opportunities for choice, asking thoughtful questions, and integrating self-expression into classroom activities, we nurture confident learners who are prepared to advocate for themselves throughout their educational journey and beyond.

 

 

Every year, in my role in Equity & Inclusion, I preview and read through many books.  Children’s books, like picture books and novels, but also professional reading about pedagogy and educator learning.  I love reading and thinking and learning, but this year I’ve been extending some of that reflecting to conversations with educators about what they are looking for in a novel or a story to share with students.  Oftentimes, our department is asked to recommend a book that we love – and there are oh SO many books that I love!  I could rattle off a long list of titles at any given time, but I think it’s more important to engage in thinking about what it is we’re looking for when we are sharing a book with students. 

This year I’ve started to ask educators more about their opinions and thoughts about choosing a great book. Through engaging in these conversations, I’ve learned a lot about different perspectives and purposes for a really great book.  I’d love to share some of my learning from these conversations. 

Time of Year

At the beginning of the year, most often educators are looking for books that help nurture a love of reading for the children.  It’s usually something exciting or heartfelt, easily accessible language, and relatable for the students.  Reading a text with students helps to create a community of learners, engage in sharing easy conversations, and open discussions about reading.  Later in the year, these text selections might look differently.  Perhaps we know a little more about our students’ identities or what they like to read about, genres they prefer, authors love, and styles they find interesting.  Choices might be more tailored to the students’ voices and opinions. Some educators are looking for a few different options so that students can choose the next book.  As students learn and grow throughout the year, educators adapt to who they are becoming and the parts of themselves that they share with us. 

Purpose

Representation is a common request.  When educators know more about students, families, and identities they hold they will strive to offer texts that are mirrors for the students.  They want to create a classroom culture where students feel represented in joy and living authentically true to themselves. Educators may also be seeking out a text that provides perspective on an event, such as a historical event, and they are looking for an engaging way to humanize that time period. This might be historical fiction or nonfiction biographies, for example. Sometimes educators are looking for identity specific books to open conversations with students about different systems of oppression. These texts take a little more thought and selection because they can resurface trauma or be conducive to emotionally charged conversations.  Preparing the classroom to be as safe as possible for all can take some time to anticipate and prepare with care.  Selecting the right text for these purposes requires more care, planning, and cultivation of relationships before reading. 

Conversations

Choosing a text that has the opportunity to engage in conversations is another important consideration.  Whether we’re modeling comprehension strategies, such as predicting or whether we’re building the opportunity to share personal opinions about the book, the best part of  a read aloud is the conversations that educators can have with students. It’s such a great opportunity to engage in learning together in a way that allows students to share their ideas with others, practice listening skills, and to learn about each other.  It does take a moment to anticipate what the conversation will sound like; however, it also means that we need to be flexible in the direction that students want to go with the conversation. When choosing a text for this purpose, educators consider the types of conversations they want to have with students and plan the questions they would like to ask. 

Choosing a read aloud to share with students can be a thought provoking exercise.  Many educators I work with make intentional choices about texts, always considering the students through different lenses and perspectives.  Whatever our purpose is for choosing a great book to read together, every educator centres student experiences at the forefront of their planning. 

What would some of your considerations be when thinking about choosing a text to share?

Community services often rely on volunteers. Teachers tend to have a fantastic set of skills to pitch in and help. I’ve had a few different volunteer jobs over the years and I’ve also had times when there was absolutely no time to volunteer for my community.

Volunteering can be something where working with children is all fun and games. There are local organizations in my community that work with children with all kinds of needs. I’ve seen people volunteering with kids who need help downhill skiing. There are volunteers who help students learn musical instruments or singing. There are volunteers who take kids on nature walks and other outdoor pursuits. Of course there are also opportunities to coach various sports or artistic endeavors. But teachers do not have to volunteer with children. Our skills transfer to all kinds of folks.

At times in my life when I couldn’t volunteer on a regular basis, I would sometimes clean up garbage around local parks. Just taking a few minutes to help can make a big difference. I would notice the litter when taking our dog or children to the local park or beach. Some of those volunteer efforts gave the whole family a chance to pitch in.

Working with adults has volunteer possibilities as well. I play a little bit of guitar, just enough to sound impressive to kindergarten children, but I’ve decided to work on it a little more and play during a sing-along time with a local group of adults. Some of the folks in this group have issues with their health and/or have very little income. They attend this group to have a sense of community, share some snacks, sing some songs, and play a game of bingo where everyone gets a prize. It’s a wonderful place to make friends.

Maintaining the work/life balance can be tricky and sometimes volunteering needs to take a backseat. A break from volunteering had to occur whenever I needed to focus on my physical or mental health. There were also times when my commitments to family and work outweighed my ability to volunteer.

I’m at a stage in life that gives me more time for volunteering than I’ve ever had before and I’m grateful for the opportunities. There are so many ways to volunteer and help our communities be wonderful places to live. Hospitals, nursing homes, arts classes and recreation programs are just a few places where we can meet like-minded people. We can’t always give our time but let’s keep an open mind for the right time to lend a hand.

Happy Volunteering,

(When the time is right)

Brenda

 

 

 

 

 

 

As a longtime educator and of Multilingual Language Learners (MLLs, also known as English Language Learners or ELLs) and a lead in my board for ESL/ELD programming, I have been in an incredibly privileged position to learn and implement Ministry policy in Ontario schools. And while I am certain there are more resources and professional development opportunities in the field than ever, many misconceptions about supporting MLLs still persist.

This article is all about clearing the air – here are four common myths about teaching MLLs in Ontario, and what educators should understand in order to align pedagogy to policy and best practices.

Myth #1: Newcomer Students should Learn English First Before Learning other Subjects

Reality: Newcomer MLLs, even in the early Steps to English Proficiency (STEP), can and should learn alongside their peers in every subject. MLLs are acquiring the language of instruction and learning the Ontario curriculum at the same time.

There is no policy or guideline that suggests a baseline level of English proficiency is needed for an ELL to learn the same subjects as their peers. There are, however, many policy supported program adaptations – including modifications and accommodations – that teachers should put in place to provide entry points into grade-level curriculum.

MLLs, especially those in the junior and intermediate grades, bring a wide range of skills and lived experiences to Ontario classrooms. It is important to empower MLLs to leverage their multilingual literacy and numeracy skills to engage with the same curriculum as their peers: this could mean using translation tools, working with same language speaking peers, or having language output goals aligned with their level of English proficiency.

Myth #2: English Learners should Learn English before French

Reality: English language learners can do as well as, and even outperform their Canadian-born peers in FSL programs.

I think the assumption that ELLs should be exempt from French stems from the idea that they should be using that time to learn English instead, or that older elementary-aged newcomer students have already missed too much French instruction to be successful. “Welcoming English Language Learners into French as a Second Language Programs, published by the Ministry of Education in 2016, shares research about ELLs in FSL programs that shows how they are uniquely positioned to be successful in French classrooms.

Furthermore, older ELLs transitioning to secondary school that have received less than 600 hours of French instruction can be supported through courses like FSF1O, also known as the open course. FSF 1O is an introductory course intended for students who have NOT accumulated a minimum of 600 hours of French instruction by the end of Grade 8, regardless of attendance or language proficiency.

Closing a pathway to French instruction to newcomer MLLs is inequitable, and removes an opportunity for students to learn an additional language.

Myth #3: Teachers Must Always Modify Curriculum and check the ESL/ELD box on the report card  for Students in STEP 1 and 2.

Reality: There is no policy or guideline that states students in the early Steps to English Proficiency (STEPs) must receive modifications, though it is highly likely they would benefit from modifications and other program adaptations at that point in their language acquisition. As per Growing Success (p. 76), the box is checked to indicate only when modifications have been made to curriculum expectations to address the language learning needs of English language learners.

Growing Success policy (p. 77) also states, “It is essential for all educators to understand the distinction between modifications and accommodations as well as the importance of providing either or both, as needed, to English language learners. These measures contribute to fairness and social justice for many students in an increasingly multicultural environment.”

Around report card time, I often get the question – “should I check the ESL/ELD box on the report card for all ELLs and STEPs 1 and 2?” The answer to this question is always nuanced, because it is not really an “yes” or “no” response. It depends on evidence of student learning and what we learn as educators from ongoing assessment for learning.

Simply clicking the ESL/ELD box on the report card without understanding the program adaptations that have been made for an ELL is not a best practice. The better question to ask is whether or not the student is receiving modifications to overall curriculum expectations. For many MLLs in the early STEPs, they may very well be – but perhaps not in every subject. For example, in a class like physical education, where the learning is interactive, the student may only need accommodations. The same thing may also be true for students in the Kindergarten program, where much of the learning is play-based.

The takeaway? If you are wondering whether or not to check the ESL/ELD box, consider what program adaptations you have made to make the curriculum accessible to the MLLs you teach. There is no “blanket rule” for modifying for MLLs or checking the ESL/ELD box on the report card.

Myth #4: MLLs Cannot be Considered for Special Education Needs until they have been in School for at Least 5-7 Years

Reality: There is no policy document that states that MLLs must be in school in Canada for any length of time in order to be considered for Special Education Support.

While it can take 5-7 years for newcomer ELLs to catch up to the same academic language proficiency as their peers (Supporting English Language Learners, p. 11), that time frame should not be a determining metric for considering MLLs with possible education needs. Such considerations should always be made on a case-by-case basis, looking closely at the student’s individual portrait, background, cultural funds of knowledge, and programming being implemented in the school and classroom.

MLLs are just as likely as any other group of students to have special education needs, and it is important to identify those needs using the processes and tools available in your board. It is also essential to take the right amount of time to observe the student to determine whether or not their areas of concern are related to language acquisition.

In part one of this blog, I shared two valuable strategies to help you welcome a student candidate into your classroom. From my experience, the following three strategies help to set the tone and further create a positive learning experience for everyone in the classroom.

By welcoming teacher candidates into your classroom, you are passing on your knowledge and expertise, and also fostering a culture of collaboration, growth, and lifelong learning. The effect of your mentorship will go far beyond your own classroom, shaping the next generation of educators and enriching the lives of students. So, open your door, share your wisdom, and take pride in the role you play in building the future of our profession. 

When a candidate is welcomed in your room, all eyes are on you and how you do your job. So remember, your professionalism sets the tone for theirs. Whether it’s how you interact with colleagues, communicate with parents, or handle challenging situations in the classroom, your actions are shaping their understanding of what it means to be an educator. Be intentional about modeling the qualities you want them to emulate.  

To help your student candidate grow and develop, remember to encourage reflection. Ask  questions like; What do you think went well in that lesson? How did you connect with students today? What would you do differently next time? Reflection is such a critical skill that will serve them throughout their career as they continue to grow as educators.  

One of the most valuable things I can remember from my own teacher candidate experience is everything that I learned beyond teaching the curriculum. One of the most important things we can teach teacher candidates is what “isn’t” covered in college courses. The aspects of teaching that only experience can reveal. These include things like, building relationships with students and families, managing diverse classroom dynamics, classroom setup, displaying student work, navigating school politics and culture, balancing work-life responsibilities and staying resilient in the face of challenges. So remember to include and encourage your candidates to be present in these experiences. 

We all learned these skills from mentors, from observing other educators, and from trial and error over time. By sharing our experiences and insights with teacher candidates, we give them a head start on developing these important skills. So invite that student teacher into your room. Share your wisdom, offer your guidance, and watch as they grow into the kind of educator you’d want teaching your own child.

My positionality: To preface this post, I am engaging in this work as a co-learner rather than an expert. As a racialized woman and a life-long learner, my role as an anti-racist teacher involves knowing the students and families in front of me to create equitable learning experiences to ensure students feel a sense of belonging and community. This means doing the heart and hard work of learning and unlearning.

Cultivating an equity mindset isn’t a checklist—it’s a lifelong journey. It involves continual reflection, deep listening, and a commitment to shifting how we see and support our students. In this article, we’re exploring two powerful shifts that can transform our practice: Asset-Based Thinking and Lifelong Learning and Unlearning.

• Read here Part One!
• Read here for Part Two!

Shift # 3 Asset-Based Thinking

An asset-based approach starts from a place of strength. All students enter our classrooms with valuable assets:

• Linguistic assets – home languages and unique ways of communicating
• Cultural assets – traditions, values, and worldviews
• Social-emotional strengths – resilience, adaptability, empathy
• Transferable Skills – curiosity, problem-solving

As equity-minded educators, it’s our responsibility to see, name, and nurture these gifts. When we shift our thinking to “What strengths does this student bring?”, we reframe our role. This habit of mind pushes against deficit thinking and reframes the narrative from one of struggle to one of potential. When we view students as capable and whole, we create space for their brilliance to shine.

Read this article here where I go deeper into it.

Shift # 4 Lifelong Learning and Unlearning 

It is important to commit to growing our lenses by learning from and about individuals with diverse identities, lived experiences, and perspectives so that we can notice more.

We need to continually build awareness related to aspects of our identities where we experience comfort because of power and privilege.

An equity mindset recognizes that we are always learning and unlearning. This means staying open to:

• New research and evolving best practices
• Voices and stories from those with lived experiences different from our own
• Feedback that challenges our assumptions or biases
• Unlearning – this in particular, can be difficult. It involves letting go of ingrained beliefs or practices that may unintentionally cause harm, even if they were once well-intentioned. This takes vulnerability, humility, and courage.

Equity Habits of Mind is a life long journey. While it is uncomfortable, it helps us create to classroom communities where every student is seen, valued, and empowered. When educators commit to developing these habits, we move closer to educational spaces that are truly inclusive, just, and transformative.

At a recent monthly staff meeting, our school’s Special Education Team facilitated a powerful presentation on complex learning profiles and how to support students in ways that preserve their dignity, foster belonging, and promote true inclusion.

One of the messages that resonated with me

Don’t Assume

This message was shared in connection with a compelling video of a woman with Down syndrome, confidently speaking about her own abilities and advocating for herself. Her words were a reminder that assumptions—especially when unexamined—can create invisible barriers for students.

High Expectations for All

To not assume is to hold high expectations for all students, regardless of their lived experiences, identities, or social locations. Every learner comes with unique strengths, challenges, perspectives, and potential. When we assume what a student can or cannot do, we risk limiting them before they’ve even had the chance to show us who they are.

Assumptions, even when well-intended, can reinforce systemic inequities. They can maintain certain dominant narratives. These narratives can influence the level of support students receive, the expectations we set, and ultimately, the level of success they’re able to achieve.

So how do we shift this? We get curious.

• Don’t assume… Ask – Seek to understand a student’s perspective. Ask them about their interests, needs, and goals.

• Don’t assume… Observe – Watch how they interact, what excites them, and how they respond to different strategies.

• Don’t assume… Listen – Take in their words, their actions, and their silences with openness.

• Don’t assume… Try – Experiment with new approaches, tools, and scaffolds to support their learning.

• Don’t assume… Try again – If something doesn’t work, don’t give up. Try something else. Flexibility is key.

• Don’t assume… Research – Learn about their specific needs, whether that’s a diagnosis, cultural background, or learning style.

• Don’t assume… Look at the data – Let evidence guide our next steps instead of assumptions.

• Don’t assume… Be curious – Remain open-minded and committed to learning alongside our students.

A Call to Action

“Don’t assume” isn’t just a gentle suggestion—it’s a call to action. A challenge to all of us in education to do better by our students. When we let go of assumptions, we create room for students to show us who they really are—and the results might just surprise us.

Let’s choose to believe in every child’s potential. Let’s stay curious, stay humble, and stay committed to creating classrooms where every learner feels seen, valued, and supported.

Because when we don’t assume, we create space for possibility.