As educators, we hold the profound responsibility of shaping not only the students in our classrooms but also the future of education itself. One of the most impactful ways we can do this is by being an associate teacher and welcoming teacher candidates, student teachers, into our classrooms. These individuals are the future of our profession, and how we guide and support them today will influence the quality of education for generations to come.
Yet, some educators hesitate to invite teacher candidates into their classrooms. Perhaps it’s fear of disruption, concern about giving up control, or uncertainty about how to mentor effectively. But I urge you: don’t be afraid to open your doors. By doing so, you’re not just helping a future teacher, you are investing in the future of teaching and learning.
Think about this. If you were to send your own child into a classroom, what kind of teacher would you want leading that room? I would want want a confident, skilled, compassionate educator who knows how to manage a classroom while inspiring curiosity and growth. That’s exactly what we have the power to help create when we mentor teacher candidates.
The truth is, no college course can fully prepare someone for the realities of teaching. The skills that truly make great teachers–classroom management, building relationships with students, and navigating school culture are learned through experience. And where do teacher candidates get that experience? In our classrooms.
Welcoming a student teacher into your room is not just about giving them a space to observe or practice. It’s about actively mentoring them and guiding their development. Here are some strategies I would like to share for making this process meaningful and effective.
In your initial meeting or email, set clear expectations: From day one, communicate your expectations clearly. Let your student teacher know what you value in your classroom. Whether it’s punctuality, professionalism, creativity, or adaptability. Outline their roles and responsibilities for the first two weeks and continue to share them as they transition from observer to active participant in teaching. Clear expectations provide structure and help candidates feel confident in their role.
Provide critical feedback. As you know, feedback is one of the most valuable gifts you can give. Be honest but constructive in your observations. Point out what they are doing well and where they can improve. In my experience, having an exit ticket with two stars and a wish ready to be used throughout the day, makes it easy to write down your observations as the day unfolds. Offer actionable suggestions and model some strategies they can use to grow. Remember, feedback is part of the progress and is meant to help our candidates learn and grow.
As you reflect on your journey, think about where you started. About the impact your mentor had on you. What did you learn from them? Whether it was a word of encouragement, a practical tip, or simply the reassurance that you were not alone. Now, you have the opportunity to be that guiding light for someone else.
March Break has always provided me with special time to reflect on work and experience life with a fresh perspective. The break from regular routines and everyday stressors – all while looking ahead to the rebirth of spring – can be transformative and even healing. This year I was fortunate to spend a lot of time outdoors in the redwood forests and coastal areas of Northern California, which was the perfect reset after a winter season riddled with respiratory illnesses and challenges at work.
The change of scenery made me seriously reflect on my health and the importance of wellness, especially as a teacher in today’s hyper-connected digital world. The cold air, poor internet, and staggeringly gorgeous natural environment truly sent me to another world.
As teachers, we are constantly connecting with other educators, moving from student-to-student, and planning the next lesson. We are frequently pressured to to “do more with less”, or to achieve an increasing amount of goals and objectives – with less resources, time and support. Add the constant notifications and distractions brought about from the digital tools and social media, and it’s easy to forget what it feels like to not feel busy – to truly do nothing.
It is important for our mental well-being to stop and, to use author Jenny O’Dell’s words – “do nothing”. To “do nothing” is a radical act of self-care in the context of today’s attention economy, where one’s entire day is potentially productive and“monetizable”. She writes:
“In a situation where every waking moment has become the time in which we make our living, and when we submit even our leisure for numerical evaluation via likes on Facebook and Instagram…time becomes an economic resource that we can no longer justify spending on ‘nothing.’ It provides no return on investment; it’s simply too expensive.”
O’Dell’s point reminds me of the phrase “wasting time”, something we often say when we find ourselves in the act of doing nothing. Rather than considering the restorative effect of “idle” time, we often lean toward the notion that it is better to be busy or productive.
I felt the difference of “doing nothing” walking through the woods and watching rainstorms blow in from the cottage we had rented. While my mind still went into a bit of a whirlwind when I started thinking about other things I could be doing, I did my best to let it all go. Intentionally abandoning distractions and productivity felt restorative and calming, and it became much easier to have fun after I got used to it.
Nature is the perfect escape.
As educators, it’s so important to know when its time to focus on the maintenance and self-care. There needs to be time to rest and recover from whatever is impacting your mental and physical being. Adequate sleep and moments of nothingness are essential to ensuring we can handle the challenges and surprises of the next day.
I work with so many hardworking and inspiring educators and I can say without a doubt that there is a collective sense of feeling more stressed and tired than usual as the needs of the workplace have increased. We are not doing “more with less,” but more at a personal expense, whether it is personal resources or valuable time with family, loved ones, or taking the necessary time it takes to recharge and “do nothing”.
It’s also important to help students to understand how today’s modern, attention-grabbing digital economy impacts their health and well-being. As educators of digital media literacy and social emotional learning, we need to tell students when and why it’s time to turn off the screen and to spend time outdoors for play, socialization, and exploration.
Taking the time to reflect the importance of “doing nothing” as an essential act of self-care and resistance can do wonders for your mental wellness. Bringing this approach into your teaching practice can also enhance learning in today’s digital learning environment.
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 another powerful shifts that can transform our practice: Curiosity over Judgement
As educators committed to equity habits of mind, we’re often encouraged to reflect on our beliefs, assumptions, and practices. One of the most powerful mindset shifts we can make is choosing curiosity over judgment—especially when student behavior or academic performance challenges us.
It’s natural to feel frustrated when a student is disengaged, or underperforming. But equity-minded educators pause to ask:
What might this student be experiencing?
What is happening beneath the surface?
What can I shift in my practice to meet this student’s needs?
This approach moves us toward deeper understanding.
The Iceberg of Culture: Looking Beneath the Surface
To fully embrace curiosity, we must also deepen our understanding of what influences student behavior and learning. This is where the Iceberg of Culture comes in—a framework that reminds us that only a small portion of culture is visible above the surface. See the photo below to explore the three surfaces of culture.
Retrieved from PBS
What we visibly see in students:
Language use
Behavior
Dress
Eye contact
Participation style
Physical Ability
But what lies beneath includes (not extensive):
Family expectations and roles
Socioeconomic realities
Past trauma or displacement
Cultural values (e.g., collectivism vs. individualism)
Experiences with racism or bias
Language proficiency and identity
Just like an iceberg, the most impactful elements are hidden—and they profoundly shape how students engage with school.
When we take the time to learn about our students, we build empathy.
This shift in perspective leads to deeper understanding and culturally responsive supports that honour each student’s lived experience.
I can remember the time of my environmental awakening. It felt like overnight, there were suddenly a lot of commercials about recycling, signs on hairspray bottles stating “No CFCs”, and I became keenly aware of the growing hole in the ozone layer. We talked in science class about this scary thing called ‘global warming’ and all the ways in which we, as humans, were destroying the environment. I can still remember my teacher telling us that scientists were looking for ways to help, but hadn’t figured anything out yet. If brilliant scientists couldn’t think of a solution, how could a bunch of 12 year olds? In these terrifying conversations, I couldn’t figure out how recycling pop cans could possibly help. It left me with a lot of worry and concern that buying the wrong hairspray would end the planet.
At it’s worst, this worry can manifest into a condition called ‘Climate Change Anxiety’ (also referred to as eco-anxiety, eco-grief, or climate doom). It’s a helpless feeling in the face of very real climate related disasters. Climate change is important to recognize and to mitigate, but there are also approaches to consider that may help students to feel that there are actions they can take for positive change. A promising study by Dr Sarah Lowe, a clinical psychologist and associate professor at Yale School of Public Health, suggests that engaging in collective action can be a way to help navigate climate change anxiety.
In schools, the way that we address climate justice can help students to feel hopeful and empowered instead of anxious and helpless. There are some traditional activities that can partner whole school activities with individual class discussions, such as community clean ups or garden planting. When classes are preparing to participate in these activities, try asking students what they think an environmentalist is and explore the conversation together. Encourage them to think about who they are as environmentalists and involve them in brainstorming ways they can actively care for the environment and our responsibility to do so.
If you are looking for something to move from whole school activities to specific classroom lessons, I encourage you to log into your ETFO secure account and access many different lesson ideas, webcasts, and learning that can help to inspire and guide you. There is a resource called Creating Environmentally and Socially Active Communities that has classroom ready lessons from kindergarten to grade eight. These lessons range from age appropriate experiences of noticing and appreciating the natural world to climate justice and environmental racism. They include suggestions for assessment, curriculum links, and ways to engage students in collective activism. What I love about these lessons is that students and educators are encouraged to learn together and work together to identify issues and solutions.
Though still adamant about recycling and responsible consumerism, I’ve grown in my climate justice. I know that there are ways to support and work with like minded folx to identify issues. As I start to think about policies and values alongside the do’s and don’ts of the blue bin, I find myself understanding that there are many different powers at play that can influence change. It turns out that creating a community of environmental activists who can move collectively from climate anxiety to climate justice might just be beneficial for all of us.
The pages of the calendar turn relentlessly. June is here and we’re busy in a different way. The weather is cool one day and warm on another. Some days, the skies are filled with smoke and those of us far away from the site from where this smoke comes, are mindful that not everyone is.
We have one home, this beautiful planet.
How Did I Do?
One writing from me had the words, “How did I do?” We’ve all gone through it: being assessed and evaluated. Now, our jobs require this work of reporting and evaluation to be done. Students at different times of the year receive institutional texts and then may come back to us the next day after sharing that text with people in their lives. Those are other report cards and those are other times.
This One Is Different
The June report card is different. Students leave at that last bell of the last day of school. In the Fall, they will go down the hall to another classroom, to another school in the neighbourhood, to another province or to another country. The lives of children are so directed by the fortunes of their families that over these life events they have limited control.
This we know, though in the busyness of life, I/we may not always remember.
Goodbye and See-You-Later
I was listening to a podcast by a gardener whose work I follow and something he said stays with me, relatable to various stages and aspects of life: When you move on and someone else is gardening now, you have no say in what they do in the space that you loved.
So in my role or yours next year, when you see our students in someone else’s classroom down the hall, we need to walk on. We are here if someone reaches out to collaborate. That’s it.
You can only reassure yourself that when you were there, you did your best and the people and plants thrived. When you have taken care of the classroom or learning space or garden and given your best, when you’ve done due diligence to your professional judgement, it’s time to pull the door behind you and walk on.
From that thought shared by the celebrity gardener, I added in this my reminder to self and to you, my fellow travellers: Whether in a classroom or a supportive role, you have, just like in life, finite time. Finite seasons. How can I/you make the best of each one?
A Special Message
In these busy times we may have different ways in which we take time to care for ourselves. For me it is precipitation: rainy days always make me happy because in my heart I remember the monsoon of the home I left behind. The Monsoon in Mumbai always came on June 13th, so right about now, my heart calls me to a place I feel in my cells and in my soul.
Is there something that you remember deeply? Do share.
Nostalgia: is the pain of remembering. It’s a sweet pain especially on days when a dear friend, here, pops into my phone with something they remember from a previous conversation. Neither Hindi nor Urdu are their home languages which is why I am touched that they remember this conversation, and this memory
I am sharing the exchange below.
My friend’s message on a rainy day
Saundhi Khushboo (saun-dhee khoosh-boo) the post-rain fragrance of the soil.
I smile on this Monday in June and I watch the raindrops .
Wishing you peace and calm in the midst of the busyness
With You, In Solidarity
Rashmee Karnad-Jani
P.S: Saundhi Khushboo is now added to my dictionary in my spell check – that felt good.
Have you ever participated in an ETFO retreat or Summer Academy? I recently attended the annual Women’s Retreat for ETFO members in my local. I was happily surprised that Occasional Teachers were welcome to join so I could share a cabin with a couple of colleagues who are full time teachers. The organizers put together a terrific event and the resort had great accommodations, amenities and food!
We were lucky to have Dr. Dawn Lavell Harvard of Wiikwemkoong First Nation, and director of the First Peoples House of Learning at Trent University, as the guest speaker after dinner on the Friday night. What a gifted and brilliant woman to help us better understand the struggle for Indigenous women’s rights, particularly First Nation women who lost their homes, families and status if they married someone other than a First Nations person. That was not changed until 2019. She also addressed Red Dress Day, the National Day of Awareness for Missing and Murdered Indigenous Women, Girls and 2 Spirit. She spoke of all the women in her family who were teachers and that this audience of women teachers was the best place to make an impact on the future. It was an inspiring talk and I highly recommend to all our readers to go and see her speak or at least watch videos or listen to podcasts she has recorded.
The evening included group games, a campfire and karaoke. We played a game of reverse charades where the entire team acts out a word and only one member has to guess. I’ve played a similar game in the classroom called Hot Seat. Yes it was silly and there was plenty of laughter. A few ”minute to win it” challenges also took place involving cotton balls being thrown into hoops and objects being blown across the floor with straws. 100% harmless fun!
On Saturday we attended three workshops with women from all different walks of life. Mine involved writing, sound bathing and wood burning art. All good for the soul! At lunch we took time to do some echo singing. During the break I had a quick dip in the lake (less than a minute) and a sauna while others chose to hike or relax by the water.
If your area doesn’t have any retreats being offered, watch for the happenings at the main office in Toronto. They offer affordable events to all members throughout the year and make them accessible no matter where you are coming from. There is funding to help with travel and accommodations. I plan to attend the professional learning for occasional teachers because it will address concerns that I deal with regularly such as classroom management techniques and instructional strategies.
Looking through the catalogue of ETFO Summer Academy offerings has me very excited. There are dozens of 3 day workshops on a wide range of curriculum areas begin offered across the province in various locations in the GTA and beyond. You will find professional learning from Waterloo to Ottawa, Niagara on the Lake to Barrie and Peterborough. Plenty of virtual workshops are also available. I’m particularly interested in art and drama workshops that I think will help me as an occasional teacher.
To register for ETFO events, create an account at https://www.etfo.ca/ under the Events tab.
If staying withing your local suits you better, there are numerous important committees that help each local thrive. We can learn more about our collective agreement, health and safety, political action, social justice and professional learning just to name a few. Being involved in the local union helps us build professional knowledge and expertise in our profession. I greatly appreciate the efforts of my local and hope you all get the chance to Ignite and Refresh yourselves like we did!
In my previous post I shared two resources that helped me to examine my beliefs about race and other identity markers as an initial step towards becoming an anti-racist educator. I also shared those resources in the hope that they could be of use to others who are also striving to become anti-racist educators. In this post I’ll share another resource that guided me in taking another step towards becoming an anti-racist educator. Again, with the hope that the resource may be of use to others.
In the second chapter of the book Anti-Racism Education: Theory and Practice, Canadian/Ghanian scholar George Dei outlines 11 basic principles of anti-racism education to help readers in their work towards effecting systematic change in relation to racism and other interlocking forms of social oppression. Some of the principles Dei outlines include, recognizing the social effects of race despite the concept’s lack of scientific basis. Recognizing that one cannot understand the full social effects of race without examining how race intersects with other forms of social oppression, such as gender, class, and ability. Interrogating white male power and privilege, and the rationality for their dominance in society. Problematizing the marginalization of certain voices and delegitimatizing the knowledge and experience of minorized groups in education systems. Acknowledging the traditional role of the education system in producing and reproducing racial, gender, sexual, and class-based inequities in society.
What I found useful about the principles outlined in this chapter, were that they provided a list of essential considerations for employing anti-racist practices when teaching along with a clear rational for each principle. For example, the first principle of anti-racism education focuses on recognizing the social effects of race, despite the concept’s lack of scientific basis. Following this statement, Dei goes on to explain that there are powerful social meanings associated with race which have real consequence to human lives that can be seen in how some human lives are more respected and valued over others. Therefore, to employ anti-racist practices one must recognize that human beings with minoritized racial identities have different social experiences primarily due to the colour of their skin and that those social experience may be harmful or jeopardize their overall safety and well-being. To combat systems and structures that allow inequities and injustices to exist we must learn to respect others who look like us and those that are different and normalize different ways of knowing and being in the world.
In my work with students and other educators, I often use books written by diverse authors, current events, and policies as entry points for conversations about race, racism, and anti-racism. I find the use of texts provides a way to facilitate discussions about race related issues and gets students and educators to think critically about race, racism, and anti-racism, with the goal that discussions lead to actions that support the creation of more equitable and just communities for all.
To conclude, while I have shared some resources and insights in this and my previous two posts regarding my work towards becoming an anti-racist educator, I would be remiss if I failed to acknowledge the reality that anti-racism work is contextual, nuanced, challenging, and messy. Meaning, while I’ve committed to doing anti-racist work by striving to become more anti-racist in my thoughts and practices, I still make mistakes. Mistakes are part of the work. Yet, learning from experiences, striving to avoid the mistakes of the past, and continuing to do the work is what I believe to be most important and what I strive to do and encourage others committed to anti-racism work do as well.
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.
Recently I had the privilege of supporting an event organized by my school board on the “Future of Healthcare”. My role was simple: usher a group of 20 secondary students around different workshops organized by healthcare professionals from the Toronto and Peel area.
I expected a full day of listening, learning, and spending time with a new group of students – which is a pretty fabulous day for any teacher. What I didn’t expect was to be blown away by the critical connections these healthcare providers would make with students throughout the day. The Future of Healthcare program, coordinated in collaboration with the Peel DSB and Toronto Metropolitan University (TMU), is designed to “target underrepresented youth and expose them to postsecondary education that could lead to career opportunities in the healthcare field.” In a world where we often hear about the defunding and discrediting of diversity, equity, and inclusion initiatives, it was powerful to see the impact of cultural responsive pedagogy in action and also see the possibilities for a more inclusive, identity-affirming healthcare system.
I believe that it is more important than ever to keep a focus on cultural responsiveness in teaching, particularly during a moment where xenophobic and racist commentary regularly saturate social media feeds. As an educator, I’ve noticed an increase of rhetoric in the media and the field suggesting equity and anti-racism pedagogy cannot exist in tandem with “back-to-basics”, “common sense” foundational literacy and mathematics initiatives. Participating in a pathways planning event where there was an intentional centring of diverse voices and identities reaffirmed my belief that culturally responsive pedagogy does not weaken, but enhances and enriches learning for students.
Culturally Responsive and Inclusive Pathway Planning
The positive effects of cultural responsiveness and inclusivity extend far beyond the classroom – when we expose students to careers in a way that is more attuned to the variability of students’ lived experiences and the barriers they may face, we help them to see what is possible in their own lives.
For example, many students associate healthcare careers with well-known roles like doctor or nurse – but there are so many other options like social worker, lab specialist, therapist, or emergency medical technicians that they may not be aware of without knowing someone directly linked to the field. As a second generation Canadian from immigrant parents, I can attest that was hard to understand all the different pathways I could access as an adult, much less what I needed to do to prepare for them. Having opportunities to see the range of options in the workforce can make all the difference for students that have limited connections to a particular industry.
As elementary educators, topics like the workforce, college, and university can feel distant. But the reality is that many students have to start thinking seriously about their future pathways in the intermediate years – it is not long after grade 8 that students must make intentional course selections, choose part-time jobs, or pursue co-op and volunteering options. Taking opportunities to introduce students to workplace options, even in the elementary years, can result in real, life-changing decisions.
Representation Matters
Representation can be game-changing when it comes to the topic of career and pathway planning for students. Being able to witness the impact of representation in real time at the Future of Healthcare event was one of the best professional learning experiences I’ve had all year.
As an observer, I could see the affective filters of students lower when engaging with so many peers and professionals that they could identify with. Participation was high, and students were eager to ask questions about the medical field. A Sikh doctor gave insight on how to respond to a case study in which an unconscious patient’s religious beliefs conflicted with the haircutting required to perform a life-saving surgery. Students weighed in on the right course of action to take when the ingredients of a prescribed, essential medication were revealed to be at odds with the dietary restrictions of a Muslim patient.
Though students from different schools were intentionally mixed with other schools, they were eager to collaborate and problem solve case studies that explored the intersection of culture and medicine. They considered possible ways to respond to challenging situations, and how to create caring, supportive healthcare environments for culturally diverse communities.
I strongly believe that what made the learning so meaningful was the lived experiences and cultural funds of knowledge the speakers brought – in addition to the wealth of medical expertise and qualifications they had. In a country with a population as diverse as Canada’s such knowledge is an asset to professional practice.
There is More Work to Do
A day before I went to the Future of Healthcare event I was working in a classroom with newcomer students in English Literacy Development programs, and I asked one student what schools could do to support him. He stated quite frankly: “we need to know what courses to take, what grades we need, to become what we want.” Newcomer students in particular have a disadvantage in that they and their families may be unfamiliar with topics like credit accumulation, English proficiency assessments, and how and when to apply for postsecondary institutions.
As a middle school teacher, I didn’t look into what course selection could look like for students nor what secondary school credits they needed long into my career. I think this was something overlooked that I really should have corrected sooner, rather than simply relying on my own experience as a high school student in Ontario.
In a changing world with so many new careers emerging, it is key to be aware of what formal learning and lived experiences students should have to help them pursue future goals. Give students time to ask questions and talk about their future aspirations. And of course – as educators we don’t have all the answers – but by taking the time to listen we can help students to find the resources they can leverage to become what they want to be.
It is 5 years this June since I was hired for a centrally assigned position that I started that September. Fortunately, as my role in this school district is designed in a way that I can co-plan, co-teach, co-debrief and co-reflect with my colleagues, I am not distanced from students. Yet, I feel a twinge on my heartstrings when I pick up a picture book or find something exciting to share as I do not always have a classroom to take this back to right away, the next day.
So I rely on a quiet activity called “Remember When?” to keep alive the fond memories that keep the 21 years in this work as a teacher well irrigated so that they can continue to bring me joy. I am sharing one such memory below, deeply rooted in intentional planning and pedagogy.
The Corner Cafe
Karnad-Jani’s CAFE Board
I have taught in 2 schools in my 21 year career.
At the school with the gorgeous sunrise, I was a Grade 7-8 science teacher then a Special Education Resource Teacher in an Intermediate Student Support Centre. Our core focus was literacy and mathematics, social skills and advocacy skills among others.
With the deep commitment to support my students, I had planned and intentionally set up the CAFE Bulletin Board based on the the skills development focus on Comprehension, Accuracy, Fluency and Expand Vocabulary outlined in the CAFE Book.
What Does CAFE Mean ?
In the book mentioned above and in the pedagogical process planned around it, CAFE means
Comprehension
Accuracy
Fluency
Expand Vocabulary
It Is Not “Just A SERT Thing”
Some colleagues with whom I partnered and co-taught also used this template to set up similar CAFE boards in their classrooms. Students, when integrated in subject areas saw the same skill building supports. They did not see this board as “Just something we do in the SSC”. My colleagues and I participated in authentic partnerships incorporating Tier 1 practices for the benefit of all students (and occasional teachers who worked alongside when we were away as the classroom was the 3rd teacher). Such partnerships are possible and work well when it is acknowledged that SERTs also have subject specialities.
It was not “Just A SERT thing” or something some students needed. We all used it. As a cricket and basketball fan, I would ask my students to recommend readings for me to demonstrate my understanding. We would use this space to document my wonderings around hockey and baseball, two sports with which I am not as familiar and students saw me as a comprehension constructor and fluency builder as well. They could give me feedback about what they saw me doing and bridged over to what they would like to try. Deconstructing my comprehension challenges and examining how I made meaning opened up space for students’ learning journeys.
And Then I Moved…
After 2004-2018, I decided to move to another school, after much thought and soul searching. When I got there, my 3-4 SSC was in a much smaller space. Students at this school did not know me and their previous teacher had left the school so they were not comfortable with change, I learned.
To support them as much as me, I set up another CAFE space at my 2nd school.
Here with the added emphasis on critical thinking but with younger students and a smaller space, I also incorporated individualized Q Charts where students could ask questions from their everyday lives. We moved to other topics through the year that aligned with their science and social studies classes so the pre-teaching of content vocabulary and comprehension access happened before and side by side with their subject classes. We CAFE’d everything.
A student placing sticky notes on a Question Matrix
Students Remember
The Corner Cafe became a beloved and effective Literacy Hub at 2 schools in The East in a large publicly funded school board in Ontario. You did not need an IEP to work in the CAFE. We worked together so that students felt stronger to transfer their literacy and mathematics skills in other settings. Our walls were rich and instructionally strategies were intentionally planned and implemented.
I attended the Grade 8 graduation ceremony last year at School 1 and 2 and plan to go again this year as my then-Grade 3s are graduating.
Soon after I left School 2 to take up my centrally assigned work, I would get emails from The Cafe Students. They set up their own “Cafe Classroom” and emailed me to invite. So, we organized a virtual visit through their teacher and I got to hear all the wonderful things they were learning and doing.
“We remember The Corner Cafe”, they said. Then after some “tell her, tell her” whispers, they added “And we practice CAFE”. That was a warm cuppa joy for me.
Some Guiding Questions
How am I using the CAFE framework to strengthen student learning?
Any others you may come up with as you continue your work through your career.
If you decide to or have already set up a CAFE in your school, please take a peek at the instructional areas highlighted above.
Things Change: Please Engage Professionally and Responsibly
Although research and practice have changed in Ontario and elsewhere over the years, when I did this work, some things were different. Now, there are new resources and conversations that guide our work as ETFO members and different school districts will likely have their own supported initiatives.
I therefore invite readers to see this writing and sharing as a window into that classroom where students and I strengthened our practices. We used this board and this mindset to strengthen content literacy as well because as a J/I teacher first and foremost, I was also mindful of the importance of being able to read and comprehend subject areas like science, social studies, history, geography and mathematics.
The concept of CAFE is not my creation.
I applied it to my classroom programme and students ad have shared the sources I used to develop this learning space in two schools.
If you choose to set up a CAFE in your school, do reach out.
If you have already set up a CAFE at your school, and want to discuss ideas, please connect.
