Rashmee Karnad-Jani Advocacy for change, agency, Anti-bullying, Anti-Racism, Building Inclusion, Classroom Management, Communication with Parents and Guardians, Constant Learning, Inspiring Students, Inspiring Teachers, Language Learning, Learning About Your Students, Learning in a Real Life Context

Sweet Moments, Different Names

Hello Fellow Travellers,

I’ve written in previous posts about the wonderful opportunity of learning from and with students when I’m invited to collaborate with educators who work with students from kindergarten to age 21.

This past week as we approached the end of a cooler-than-usual April, the sun shone warmer and a long awaited Spring peeped out from behind grey clouds that had greeted us in previous months. One Friday afternoon before the long weekend, I was in a Grade 7 classroom. I arrived during lunch and went upstairs as pre-decided with the teacher. I found a corner to work until lunch time was over and the teacher came back.
Soon, the students came in also and the two nearest to me asked who I was and as always, I respectfully mentioned that I’d introduce myself when their teacher invited me to. As always students had questions – my name, where am I from, what’s my favourite food and so on. I usually stay with 10 questions so the teacher’s planned lesson can continue and we review classroom expectations prior so that students remember that every person who enters their class deserves respect.
Something To Think About
One student asked me what is the most important thing about my job and I said that I get to experience hope and joy when I interact with students. They asked me if I was part of their history lesson and while I was not co-teaching it, I could be. Our lives as people are interconnected after all.  I enjoyed the interaction among students during their history lesson that was about the fur trade in this land now known as Canada. There were many deep questions they asked their teacher.
Moving On To Other Topics
Then it was time for their reading buddies to come in. There was a bustle of activity as everyone was excited. Their teacher reviewed the expectations for them and students prepared to welcome the younger students. One student whose ancestral heritage was different from mine at first glance to them, approached me and said, “I have one more question: Do you like sooji ka halwa?”
I replied “Yes, I do. But I don’t call it sooji ka halwa”
“Really? What do you call it then?”, they asked.
In my mother tongue, we call it sheeraa” I said.
“It is cool that sooji ka halwa has another name. I have heard some people call it just sooji then?” the student said. “Yes”, I said. “Why is that?” the student asked.
I replied from a knowledge I had received over the years, and which has grown stronger since travelling far and learning from many. “Languages are beautiful. They grow and change over time and become richer also. The same thing can have many names and be experienced in many different ways by different people”
“Sooji Ka Halwa has many names then!”, the student remarked with a smile.
“And you know, sooji is semolina, so sooji ka halwa is “halwa/dessert made from sooji. Sometimes it’s called sooji also”, I said.
This was an unexpected sweet moment in my day and that evening, to commemorate that day, I made some sheera (or sooji ka halwa) following the recipe I learned from my Amma. I am sharing it here.
Perhaps if we meet sometime, we can connect over conversation about food that we know and love, even if they have different names. I am looking forward to those times.
Rashmee’s Amma’s Sheeraa Recipe 
Ingredients
2 tbsp ghee (clarified butter)
1 cup sooji (semolina)
2 cups milk
1 cup sugar
1 tsp elaichi (cardamom) powder
Method
In a kadhai (thick bottomed pan or wok), add ghee and let it melt
Turn the heat down and add sooji gently
Keep stirring until the sooji changes to a pinkish colour and becomes fragrant.
After 3-4 minutes add two cups of milk and keep stirring until the mixture cooks well
Add sugar and elaichi powder and keep stirring
Put the pan on a frying pan for indirect heat (so it’s not directly on the stove)
Cover it
In a few minutes remove the lid and stir again.
The sheera is ready to share and enjoy!
I wish you many sweet experiences and special interactions in your travels…
With you, in solidarity
Rashmee Karnad-Jani
P.S: Before I left, the student smiled and said “I also like your shoes”
red and white sneakers against a white classroom floor.
My Earned Shoes
Rashmee Karnad-Jani Constant Learning, First Nations, Indigenous Perspectives, Indigneous Ways of Knowing, Learning About Your Students, Play-Based Learning

Learning from the Land

It’s mid-February, almost March perhaps when we have this conversation.
As the school year and calendar year move on, we see the days getting longer. Our thoughts turn to warmer weather and with that, we continue to think of different ways in which we as ETFO members can continue to engage our students in learning.
Some schools that have access to open spaces and trees around their buildings are wonderful spaces for outdoor education activities. Some classes may visit outdoor education centres if accessible while others may create opportunities to take their students outside. A reader and colleague from our local who recently visited an outdoor education centre wrote to me to share that their students engaged in so much learning and were so welcomed there that the member wrote a letter to the centre staff to thank them for the interactions. How wonderful it is when we take the time to let people know how much their intentional and inclusive pedagogies matter to us.
In 2023 when I taught Science and Technology Methods to Primary/Junior Teacher Candidates at an Ontario university, it was wonderful to hear pre-service educators speak of how they would make the outdoors accessible to their students by making hats, mittens, snow pants available through donations at the school if needed or bringing learning opportunities into their school yard for all students to participate. It was indeed heart warming that many of the teacher candidates connected with the Science and Tech curriculum along with developing a deep understanding that families and students benefit from our sensitive understanding when we coordinate access. It is very important to widen the circle for multiple entry points. Disability Justice is also an important aspect that we can continue to speak of when we welcome pre-service teachers into our spaces.
I am sharing ETFO’s Indigenous Land Based Learning Resource so that we can continue to learn with and beside one another. Let’s also invite our centrally assigned colleagues who can guide us in this journey.
With You, In Solidarity
Rashmee Karnad-Jani
Rashmee Karnad-Jani Building Inclusion, English As Second Language (ESL), English Language Learners (ELLs), Inclusion, Kindergarten, Learning About Your Students, wellness

The Importance of Questions: Part 1

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.

This photograph shows two leafless trees against a blue sky with white clouds. The sun is shining brightly behind the tree to the right
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.

I see you.

With You, In Solidarity

Rashmee Karnad-Jani

Preeti Deokharan 21st Century Learning, Flexible Classroom, General, Inspiring Students, Inspiring Teachers, Learning About Your Students, Math, Mindfulness, Resilience, self reflection

Growth Mindset

Growth Mindset

As a teacher, you’ll likely wear many hats and work with students across different grade levels. Along the way, you might find your sweet spot—a grade that feels like the perfect fit. But just when you’ve settled into your comfort zone, you could be assigned to a grade you have never taught before. You may begin to ask yourself, “How will I connect with my students?”, “Can I manage the new curriculum?” “Will I teach it well?”, “Will I be judged if I do it wrong?”.  These concerns are natural and understandable. During moments like these, it’s important to remember that these challenges are opportunities for growth rather than as obstacles.

One of the most difficult things to do is to change our mindset. It is not a sign of failure—but it is a sign of growth. When we have a growth mindset, we are open to new possibilities and strategies. We allow ourselves to be flexible, a trait that is important in any learning environment.

In my classroom, I encourage students to embrace a growth mindset, regardless of the subject I’m teaching. I believe every lesson provides an opportunity to foster this way of thinking. A few years ago, I had a student who struggled with math and often grew frustrated when faced with challenging problems. Initially, I focused only on finding new ways to explain the concept, reteaching it in hopes of helping him understand. Despite my efforts, he continued to struggle. So one day I decided to have a deeper conversation with him.

During our talk, he shared that his fear of making mistakes and being judged by his classmates was causing him to lose focus. I realized in that moment that, without knowing it, I had been keeping with a fixed mindset myself. Instead of celebrating his efforts and the process of learning, I had been focused on getting him to the correct answer.

I shifted my approach.  As a class, we began to prioritize social and emotional learning, discussing what we knew and what we were “yet” to master. Together, we celebrated small victories—like the day we finally solved a difficult problem after several attempts—and I encouraged everyone to see how persistence and the willingness to make mistakes led to progress.

To reinforce the idea, I also introduced stories of  individuals who faced challenges but went on to succeed. Over time, my student’s attitude toward challenges in math began to change. He became more willing to raise his hand and share in open discussions and kept a positive mindset. Overall, he became more confident in his ability to improve.

To foster a growth mindset it is important to recognize how embracing change can positively impact both educators and students.

The Importance of a Growth Mindset for Educators and Students

  • Being open to change helps you connect better with students, and colleagues. When students or colleagues know you are open to change, they see that you are willing to understand where they are coming from and meet them where they are. 
  • When you step out of your comfort zone, you explore new ways to engage your students and colleagues. It expands your thinking and what seemed difficult becomes an exciting challenge.
  • Give yourself permission to try and fail. You will learn to be kinder to yourself. You’re no longer burdened by the pressure of perfectionism. You will also teach your students that it is human to make mistakes and learn from them.
  • When you are stuck in a specific mindset, there’s not much room for further development. Embracing change means you are always learning and growing, both professionally and personally.

How to develop a growth mindset:

  • Take time to reflect on what you know, what are you great at and where you might be stuck.  Journaling or talking to a fellow teacher can help clarify where you need to grow.
  • Observe colleagues, attend professional development workshops or conferences, or ask for advice from colleagues. Sometimes, seeing different teaching methods in action can inspire change.
  • Give Yourself Grace and recognize that no one has it all figured out. Teaching is a journey, and every challenge is an opportunity to learn something new.
  • You don’t have to change your entire teaching approach. Start with small adjustments, such as using a new classroom management strategy, having more student conferences or incorporating different lesson structures. 

So to my fellow educators, I want to say, embrace flexibility and a growth mindset when things aren’t working. Sometimes, the key is simply in our willingness to grow.

Resources on growth mindset:

Mindset Matters by Bryan Kyle Smith
Rosie Revere, Engineer by Andrea Beaty
Your Fantastic Elastic Brain by JoAnn Deak
School Mental Health Ontario:
https://smho-smso.ca/emhc/positive-motivation-and-perseverance/reframing/the-power-of-yet/
Rashmee Karnad-Jani First Nations, Learning About Your Students, Mentorship, wellness

Sometimes We Feel Wobbly

Ever since I heard last June that I was going to be able to connect with all of you, as my colleagues and readers of Heart and Art Blog, my first thought was about  what I would like to say to you first. How shall I begin? Then I thought the new-ness of this connection is very similar to the feelings before each new school year: “I can’t wait to meet you”

As I went about July and August, there was excitement in the air: I was receiving news from friends and colleagues as well as reading on social media, posts from people I have not met, about how happy they are to be hired for a contract or for a Long Term Occasional position at a school. This was usually followed by a request for connection: to people, resources, and all the other things we know we are going to need to do our jobs and support our students. People were getting together to prepare for school. 

The excitement at such a time is palpable: whether it is a new job or a new grade one is teaching, whether it is a new school or one where one may have taught three children in a family in a long career. Although many ETFO members take Additional Qualification courses over the summer, engage in other self directed professional learning, there is also apprehension because you and I do not know what lies ahead. 

Perhaps you paused in those busy weeks before the start of school and wondered what it was going to be like that first day, first week back. After all, whether new or experienced, whether you have gained professional experience in Ontario or elsewhere, every September feels like the first September sometimes. 

What do we do when we feel wobbly?

A system leader once said to us in a large departmental meeting “Sometimes we get wobbly”. At the time of publication, it is almost the end of September. Some of us may be feeling wobbly with all that we carry on our long lists of things to do. I know I feel this way. So what do I do then? I think of people who have steadied me at such times and I try and reach within and reach over.

Self, Students, Families and Fellow-travellers

While there are many formal supports available in school districts within Ontario, some of us are either far away from accessing them or these supports may be hidden under links on a massive website and that takes time. 

I would therefore like to begin with the connections that are accessible and nearby. Although they have the potential to be fulfilling and frustrating before becoming fulfilling again, I am sharing below some key connections that have helped me during two decades of this work I have been privileged to do when I feel wobbly.

Self

While there are many ways to seek support, I find that for me and many (a term I use often as I hesitate to say “we” because it may not be so for all) it helps to sit with oneself and think about what matters to me in this job, who matters to me in this job and how can I use what I already know in this job? That often is a calming space because I then know that I have done The Work to get to this point. While I shall continue to learn, I also know that I am able to take the first steps I need. There, I feel better already.

Students 

Students have always been the guiding heartbeat for the work of educators. Our youngest learners whether they willingly enter a space or cry for a few minutes before joining their peers in a conversation or exploration show us what they like or dislike, how they want to be seen and spoken to and how they will engage with the carefully planned lessons and materials you or I have laid out.  In times when things didn’t go as I planned whether in a Grade 7 classroom or a kindergarten space, after the initial wave of “what now?” had passed, I learned that examining the “why” of that communication helped me and the student connect just a little better the next day. Or perhaps the day after. What was the student trying to tell me? Did I listen, notice, connect and understand? This helps. 

Families

One of the invisible aspects of a teacher’s work is to engage with families and to work in partnership with them. Families do not always fit into what is seen as the Standard North American Family, or a two-parent, heterosexual family where the father’s work allows the mother to attend to the children’s schooling and educational outcomes as I had shared in 2021 through ETFO’s Voice The school-family connection is mainly the connection between the primary caregiver of the student and you, their educator. However different from me the family of my student may be, when I relate to the humanity of the person in front of me and when I listen without taking things personally, I am able to see that there are ways that I can work towards positive partnership possibilities.  After all educational work unfolds in the murkiness of social problems and when we think through that, we can access resources that can help. Families are also rich sources of information and aspirations for our student and seeing that early on, helps.

Fellow Travellers

Although the formal word is colleague, I choose the word fellow traveller (or hum-suf-ur in Hindi and Urdu, two of the few languages that I speak). Our fellow travellers have walked this way before, either as educators through ethical practice and professional experience in the situation that is challenging me that day.  Talking to our colleagues helps us make meaning of the struggles and also reminds us to look forward to the sunshine.  I hope we all have that one person who listens without judgement and then asks, “How can I help? One cannot thank these mentors enough therefore one strives to pay it forward whenever the opportunity arises.

Learning Together

As we approach Orange Shirt Day, I recognize the deep responsibility to learn everyday so that I can continue to make a positive difference in the way I engage with the people and spaces around me. This month the youngest students in Ontario schools started their journey to and through our classrooms where they will spend a decade of their lives, either in one building or perhaps after Grade 5 going to another building to complete their middle school years.

As a gardener, I know that the tender seedlings must be nurtured carefully so that they thrive and grow stronger.  I am sharing “Healing Conversations: A collection of activities for the primary classroom”with you and I hope it leads to many rich discussions.

I wish you all the best in the weeks ahead.

With you, in solidarity

Rashmee Karnad-Jani

Iyanuoluwa Akinrinola 21st Century Learning, Advocacy for change, Anti-Racism, Black History Month, Black Lives Matter, Building Inclusion, Celebrating Success, Challenging Topics, Curriculum Planning, Equity, General, Inspiring Students, Inspiring Teachers, Learning About Your Students, Making a Difference Through Education

Why I Got Involved In Education: Black Student Success and Excellence.

A number of ETFO locals have included educational programming with Graduation Coaches connected to Black communities to serve as mentors to Black students, offering intensive, culturally responsive support.

Below are insights from a Black Excellence Graduation Coach.

Education has always been emphasized in my home. I still remember my parents hanging their university graduation photos from Nigeria in our houses’ hallways. Whether intentional or not, it inspired me to aim for university and, even after graduating, to continue climbing the academic ladder. This inspiration fuels me to this day.

However, in my academic pursuits, I have always understood that education—the process of gaining insights into a particular subject—does not always occur within the confines of brick-and-mortar schools. From observing, interacting, and learning from my siblings, parents, friends, and members of my African-Caribbean community, I learned that what people are taught strongly influences how they think and behave. I am a testament to this ideology, having benefited from the lessons my wonderful parents taught me at home. I learned from my Black community the importance of time management, embracing my Blackness, respecting others’ opinions, managing my emotions, critical thinking, and the unique experience of being Black in Canada. These lessons greatly impacted my academic performance.

In the paragraphs above, I touch on three main points: inspiring youth, the importance of cultural understanding in learning, and the influence of executive functioning skill development on learning. These points, combined with my thirst for knowledge and passion for caring for children and youth, drive my decision to wake up each day and actively shape students’ education. However, I am not in a stereotypical classroom.

Inspiring Youth

“Is that your little brother?” one of my peers asked as I walked away after spending 5 to 10 minutes coaching a kid I had just met at drop-ins on how to shoot a basketball and properly perform drills to improve his game. Intrinsically, I enjoy helping youth and inspiring them to build their skills or see beyond their present situation. Although my parents were academically inclined, school didn’t always come naturally to me, but having their achievements around me greatly inspired me to see beyond my present shortcomings. Unfortunately, some youth don’t have that level of support, and it may not always be provided in the classroom. That’s where I come in. In my role within the school and the work I do in the community, inspiring youth, especially Black youth who have historically been negatively affected by systemic issues, is vital to their educational performance.

The Importance of Cultural Understanding in Learning

Growing up, I didn’t have many teachers who highlighted the cultural differences among my peers and me, allowing us to see those differences as a means of learning and improving our academic potential. In elementary and high school in Canada, the only thing I learned about Black people was that they were once enslaved in America and came to Canada for safety. I also learned about famous civil rights leaders like Martin Luther King Jr. and Rosa Parks. However, as educational philosophers would say, my culture and the cultures of others were not used to “call out our subjectiveness,” the unique aspects that help us see ourselves meaningfully in what we are learning. Fortunately, I grew up in a diverse neighbourhood with people from around the world and different religions, which helped me understand myself and see the world from different perspectives. Growing up with positive and negative examples of Black North American and Nigerian African cultures helped me see things about myself that were not represented in the classrooms and schools I attended. However, I struggled to see myself represented in education and learning at school unless I had a Black teacher. Learning that I was fortunate to have more than two Black teachers in the Ontario education system, I realized the value they added to my education. Research shows that when students have Black educators who are culturally relevant in their teaching, Black students tend to excel academically because their culture is represented in positions of authority and leadership.

The Influence of Executive Functioning Skill Development on Learning

The education system is meant to prepare students for life, guiding them to acquire skills and knowledge to contribute socially and economically to their communities. However, too often, students go through school focusing on grades without learning life skills that would help them apply their academic knowledge. These skills are often left to parents to teach and are only enforced in schools when students misbehave. Understanding that teachers managing over 100 students may only have time to reactively address life skills, I researched culturally relevant teaching practices. I found that integrating these life lessons in the classroom improves student academic achievement. This is especially true for Black students who frequently face microaggressions and biases. To assist teachers in drawing the best from their students, I got involved in education to help students see themselves beyond their current school experience and think about their future, providing them with the skills to reach their goals.

Conclusion

Once again, I reiterate that education is the pillar of society and cannot be ignored. What community members learn, whether directly or indirectly taught, strongly determines how they think and behave. Understanding that education is also a United Nations Sustainable Development Goal (SDG 4), I got involved outside the classroom because of the profound impact education has on any country’s future and the changes the themes I explored made in my own academic and life trajectory. To do the right thing and indirectly pass on the torch by positively impacting the lives of youth, I realized that inspiration does not only come from the classroom. I can inspire youth to do better than my peers and I have done just by being an educator in the school. Additionally, my awareness of my Blackness and its cultural significance helps me see the untapped potential that the current education system may not bring forth in Black youth. Not wanting that unique light to be snuffed out, I know it is essential to be present in the education system, advocating for young Black girls and boys to see themselves represented in pivotal societal places. Lastly, participating in advocating for better quality education for Black children cannot be done without being an active member of the village raising our Black, racialized, and non-racialized children. By instilling life lessons that help them wisely utilize the knowledge they receive from teachers and the curriculum, they will become pivotal members of their community, moving it forward.

Iyanuoluwa Akinrinola Building Inclusion, General, Inspiring Students, Inspiring Teachers, Learning About Your Students, Occasional Teachers, Occasional Teaching, Professional Learning and Growth

What’s in a name?

Hello, my name is…
I have never heard that name before
… Can you say that one more time?
Is there a shorter form of your name?
That is a hard name… Can I call you…?

In the classroom, where knowledge blooms,
Names are like stories; never assume.
Each kid’s got a name, unique and cool,
A tale in sounds; don’t treat it like a school rule.

Some kids have names that might sound entirely new,
Hold onto them; it’s what makes them true.
It’s on you to get it right,
Say those names like you’re reading the night.

Generations of kids given names with pride,
A cultural mark; don’t let it slide.
In each twist and turn of every name,
There’s history, stories, a deep-rooted claim.

Step up; it’s part of your task,
To honour each name, even if you must ask.
Mispronunciation, that’s a miss,
Say it right, it’s a big part of this.

Empower students, let their names ring,
In each syllable, let understanding cling.
The classroom is where their stories bloom,
In every name, there’s room for room.

In the everyday chatter, let respect be heard,
For names are more than just a word.
It’s on you, make no mistake,
To say each name and raise the stakes.

In classrooms where futures unfold,
Speak each name with clarity, let the story be told.
For the duty is yours, let it be clear,
To honour, to learn, to be challenged, to care.

 

Why Pronouncing Students’ Names Correctly is So Important

A diverse group of four students. Each is sitting in front of an easel.
Iyanuoluwa Akinrinola Advocacy for change, Black Lives Matter, Building Inclusion, Curriculum Planning, Equity, General, Inspiring Students, Inspiring Teachers, Learning About Your Students, Making a Difference Through Education

Black History: Black Education Matters.

Photo By: Pavel Danilyuk

Ponder This: 
What did you learn about Black Canadian history in elementary and secondary school?
What was the narrative you were told regarding Black people in Canada? Did it begin pre-colonization?

“The adoption of multiculturalism helped stabilize white supremacy by transforming its mode of articulation in a decolonizing era” (Maynard, 2017; Thobani, 2007: n.p., p. 50).

A Very Brief Canadian History

The prevailing myth in the United States is that Americans have overcome their racist past and are no longer racist, and the prevailing myth in Canada is that we are a country without a history of racism.

  • July 1784: “the first race riot in North America.” The confrontation ignited a wave of
    violence in Shelburne County that lasted approximately ten days. The majority of the
    attacks targeted the county’s free Black population.
  • Contrary to popular belief, Slavery was practiced in Canada until 1834.
  • Black families have petitioned the government and school boards for fair access and equity in education since the early 1800s.
  • Ontario was one of two provinces that legislated Black segregated schools.
  • The doors of Ontario’s last segregated school closed in 1965, while the last segregated school in Canada, located in Nova Scotia, closed in 1985.

Black Resilience over generations paved the way for the Black Lives Matter movement, which is recentering the narrative of Black Lives in Canada today. Unfortunately, systems of Anti-Black Racism are still part of the fabric of Canadian society and are still evident in our education system today. A big part of the change that needs to occur to combat Anti-Black Racism is the intentional education of students on the whole history of Canada instead of some of the highlighted parts.

One of the structural ways Black people continue to be discriminated against today is in education.

Far too often, contributions, innovations, and the ingenuity of Black people are not discussed within schools and learning environments until February, when there is a hyper-focus on Black History. During this month (February), there is a great focus on retelling the stories of oppression Black people have faced, which are presented as the only stories of triumph and fortitude attributed to Black people. In this guise, there is also a hyper-focus on American society and American issues, painting a false narrative of Canada’s racist past and present.

There needs to be a change in how we educate about the history of Black people in Canada. “It has to be changed in policies, practices, and it has to be systems change” (Hogarth, 2020). I boldly say that the change must begin in education.

“Racism is a learned behaviour that can be mitigated through the education of Ontario’s youngest learners. While there are topics in Ontario’s curriculum related to anti-racism and anti-discrimination and options for more in-depth teaching, explicit learning expectations related to Black history and issues must be built into the curriculum. A key issue that must be addressed is integrating discrimination and racism into teaching through a critical race lens. The instruction and learning must be ongoing. One-off lessons are insufficient to raise awareness and knowledge of the impacts of anti-Black racism and Black contributions to Canadian society” (Building Better Schools, 2023).

ETFO’s 365 Calendar provides ” educators and students with a visual touchstone to embed the voices of those who have been marginalized or silenced.” This resource highlights and celebrates many of the contributions and innovations of Black Canadians that have shaped Canada into the vibrant nation that it is today.  Though it is by no means an exhaustive list, it provides Elementary educators with the tools necessary to ’embed Black Canadian history in classrooms throughout the school year.”

A Call to Action

  • Deepen your understanding of the effects and impact of Anti-Black racism in education.
  • Find, read, and become familiar with your school board’s Dismantling Anti-Black Racism Strategy (if your board does not yet have one, advocate for intentional work in implementing one).
  • Conduct an audit of your unit plans, lesson plans, and teaching resources.
    • Ask yourself:
      • Do they provide windows of learning that represent the diversity of cultures, achievements, innovations, and impact of Black people in Canada and worldwide?
      • Are Black students mirrored in engaging and uplifting ways in the resources used, conversations had, and lessons learned?
  • Recognize how your own social positionality (e.g., race, class, gender, sexuality, ability) informs your perspectives, reactions, and responses as you engage with Black students and colleagues.
  • Remember that learning is ongoing. There is no one-and-done approach to systemic reformation.
  • Step out of your comfort zone and dare to engage in teaching and learning that intentionally amplifies the too often missing and omitted voices of everyday Black change-makers.
  • Join the fight in Addressing Anti-Black Racism in Education.

“ETFO supports calls by the Ontario Black History Society, Black families and others for the Ontario government to make Black studies a greater part of the public elementary curriculum” (Building Better Schools, 2023).

Black Canadian

 

References:

Aylward, C. (1999). Canadian critical race theory: Racism and the law. Fernwood Publishing.

Building Better Schools. (n.d.). Retrieved January 8, 2023, from https://www.buildingbetterschools.ca/addressing_anti_black_racism

CBC News. (2021). Being Black in Canada. CBC News: Special Presentation. YouTube Video. Retrieved from https://www.youtube.com/watch?app=desktop&v=Ntn0Nz8OT44&t=12s&ab_channel=CBCNews

Elementary Teacher’s Federation of Ontario. (n.d.). Retrieved February 1, 2023, from https://www.etfo.ca/classroom-resources/365-black-canadian-curriculum/365-black-canadian-curriculum-34d475930fc96a7121246be5c24e8be2

Gibson, D.O. (2018). Black Canadian. Hype B for Prosound Studios. YouTube video. Retrieved from https://www.youtube.com/watch?app=desktop&v=HSiQrXANexA&ab_channel=D.O.Gibson

Ladson‐Billings, G. (1995). But that’s just good teaching! the case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159–165. https://doi.org/10.1080/00405849509543675

Lemert, C. (2021). Social Theory: The Multicultural, Global, and Classic Readings. 7th Edition. Routledge (Taylor & Francis). (Original work published 1993).

Will Gourley Building Inclusion, Flexible Classroom, General, Learning About Your Students, Mental Health, social emotional learning, Start of the year, Wellbeing

it can wait

Welcome back. 

I’d like to start this year of posts off with a few doses of gratitude. 

Thank you for not rushing towards that photocopier.
Thank you for resisting those urges to cover desks with papers.
It can wait.

Thank you for not going willingly towards that textbook.
Thank you for resisting those urges to get down to business so quickly.
It can wait.

Thank you for not going quickly towards those tests for, as, and of learning. 
Thank you for resisting those urges to assess from the start.
It can wait.

Thank you for not going gently towards getting back to “normal”.
because whatever” normal” was, is no more. 
“Normal has left the building.” 

I share these moments of thankfulness with you as acknowledgement of the incredible work happening throughout elementary schools in Ontario. I see how you are prioritizing students above all else this month by establishing community first. It was clear from day 1 walking around my new school, from check-ins with caring and committed like-minded educators around the province, and via social media that this is exactly what is happening. I am hearing stories of caring climates coming to life where students are feeling included, welcome and connected first in classrooms everywhere. 

Thank you for choosing to establish safe, inclusive, and caring community as that crucial first cornerstone to hold up their classrooms regardless of minstry blustering and ad content. In the past, this was not the priority when law and order, worksheets, and “what did you do over the summer?” tasks were the focus during those first weeks back. Students can tell when it’s authentic, relevant, and when they feel welcome/seen. 

Thank you for thinking of these first few weeks, not as a the chance to make up for some perceived lost time, but rather as an investment in the next 40+ to follow. By taking the time to establish genuine channels of connection before all else, students are going to feel and trust that they are the ones you are teaching and not the curriculum which, by the way, will wait. 

And while I’m at it, thank you for taking the time to read this too. 
Cheers to another great year ahead at the speed and joy of learning. 
W!ll

 

Will Gourley #hybridhurtskids, Building Inclusion, Constant Learning, Design, General, Inclusion, Inspiring Students, Learning About Your Students, Mental Health, Mindfulness, Modern Learning, Music, self reflection, social emotional learning, The Arts

sounds

I love walking around and peeking into classrooms – especially at my own school. As a SERT, it does not seem as weird when I show up unannounced in the middle of a lesson or work time since I am always in and out over the course of a day. In the spirit of transparency, my curiosity has found me marveling in rooms at other schools too. There is so much to see each time the opportunity presents itself. Long before ever becoming an educator, I was wont to wander off the tour when given the chance – still do.  Now that I am, it would be great if we all had more time to visit each other’s amazing learning environments. 

Each of my visits offer informative insights into these incredibly and creatively constructed spaces. I’ve even made some friends along the way as a happy coincidence when my curiosity leads to conversations after compliments. I think every educator wants to check out what is going on in other classrooms, but we are given little opportunity to do so while siloed in our own schools. Wouldn’t it be fun to swap places with a teacher of the same grade for a week to experience what they do and vice versa?

Admittedly, that wonder and awe comes with a hint of professional jealousy as well. I think of the time, effort, thought, and sweat it takes to make learning come alive within them. It is a gift to work among so many talented and caring educators. Each trip to another educator’s classroom is guaranteed to give me a boost of energy and inspiration. Now imagine what would happen if we all had the time outside of our own walls?  

This has occured to some small extent during family of schools events or one-off PD sessions that happen occasionally. I always love it when another educator visits my classroom. It is validation. It definitely keeps me on my toes and, like watching a movie with your own children, you notice things that you might not sans visitor(s). 

I know that when folx come by my room, they do so with an open invitation to my classroom. Over the years I have welcomed delegations from Brazil, Denmark, and Sri Lanka. Not to mention system admin types from time to time. I always wonder what they must feel like to be back in the classroom? What do they remember from “their days” pacing the rows and teaching. What did it look like? What did it sound like? 

For me, their is this constant soundtrack playing in the classroom. Each day it constructs itself out of the rythym and melody of which we all play our part.

Now, I bet you thought it was something like a cross between Brazilian Thrash Metal, Opera, and Worldbeat and it kind of is however the beautiful noise that gets made is more of a melodic cacophony to accompany the magic that happens wherever and whenever students are being taught. If you listen close enough, you here the soundtrack that accompanies a live rocket launch or cornerstone being laid. It could come in the form of a question or a response and the a “Wait! No, I meant…” followed by an answer and mini-exhale. It could sound like 26 pistons each firing perfectly to accomplish a task or like the timed pops of fireworks at 10 pm on a summer holiday (all safety precautions observed, of course). These are the sounds that reverberate off of pastel painted cinderblock walls. 

Sure I could put on some Lo-Fi Hip Hop or share my Productivity Workflow playlist from Spotify, but they could never compare to the intersection of lives and learning going on each day. 

Like our students, the sounds we hear in class have their own rhythms. Believe it or not, there is such a thing as productive noise. It can be unnerving to new teachers who enter the classroom still holding on to their own experiences as learners, but now nearly a decade past those carefree days from K to 8. At risk is losing the energy in a room when order is the only expectation. Teachers each need to work out and manage their “acceptable noise” levels with students. We must also be willing to renegotiate these terms from time to time. Setting routines and irreducible minimum expectations starts in September, but must be consistent from then to June. 

This might require a few changes to be achieved. With the sun burning brightly and birds chirping, the energy/noise levels in classrooms seem to be set to 11 out of 10. As such, a little more outside and movement time built into the day has helped. I am also adding in more time to productively self-direct or collaborate. My recent art classes saw us touring the school and then partnering up to co-create something. Through all of this, the room was filled with creative conversation with only a few moments of chaos.

I wonder whether someone else would hear it that way if they visited? I guess there is only one way to find out.