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

Colleen Elep wellness

Finding Calm in Teaching: Small Ways to Turn a Stressful Day Around

As someone who has been teaching for almost 20 years, I have to admit that I have always been the kind of teacher that really looks forward to the breaks. On long and stressful days, especially when I was a new teacher, I would immediately try to find relief in exploring plans and checking flight costs for March break or a summer vacation.

Just looking at a photo of the next destination or googling possible recreational activities could immediately calm my nerves and put a smile on my face. The time in between holidays and weekends became, at least in my mind, the time to just accept the “daily grind.”

As a much more experienced teacher, I will also admit that this activity still does help me on some days! Though I’ve also found that a better way to manage stress is to find something joyful or calming in the present – even in a hectic work environment.

Connecting with Colleagues

From the start of my career, I think having great colleagues and friends for conversation and connection makes the work day easier. As teachers, it is easy to prioritize efficiency and productivity to a point where you are constantly assessing, planning, and finding resources for the next lesson.

Taking time to stop, close the laptop or smartphone, and simply chat with colleagues during lunch or planning breaks can turn an overwhelming day into a calm one.

Taking a Walk

Getting out of your teaching or work environment can do wonders for your physical and mental health. I have had moments in my roles as a classroom teacher and a support teacher where a walk outdoors at lunch or simply around the building on a planning time can provide enough of a break to help me get some clarity and figure out my next steps.

The movement will also raise your spirits and help you to feel good too – especially if you turn on a favourite song as you walk!

Get a Good Laugh in

A good laugh will do wonders for any stressful situation. Thankfully, the internet and social media platforms have made it easy to find great comedy in a pinch. Whether it is memes, comedy routines, or satire, taking a quick peek at comedy accounts during your break can help you face the day with optimism and humour.

Focus on One Thing at a Time

When it feels like you have too much going on, it can make a big difference to rethink the way you do things. As a habitual multi-tasker, I find it can feel truly liberating to resist all the different factors vying for your attention and promise yourself to do one thing at a time. This way, you can get things done mindfully and thoroughly instead of doing it all at the same time.

Yes, multi-tasking is a skill that can make you feel highly productive and efficient. But “mono-tasking” has its own rewards, such as steering yourself to the present, becoming more self-aware, and ironically more productive than multi-tasking.

While this may not be a”joyful” activity, it can certainly feel good to refocus your attention and pay attention to what makes sense to focus on in the moment.

Final Thoughts

Finding joy and calm in day to day life is not always easy as a teacher. Some days, it can feel impossible! However, finding small and simple ways to find calm and engage in self-care can make the day much more enjoyable and less like a “grind”.

Rashmee Karnad-Jani Advocacy for change, agency, Challenging Topics, Constant Learning, Mentorship

We Are (also) The System 

The Joy of Being With Students

I am always grateful for the opportunity of being with students in the schools where I have worked and the classrooms in which I now co-teach. These interactions with students in the hallway, school yard or while entering the school are very precious because they always remind of my purpose in this work. 

In a Grade 1 classroom the other day, there was talk of dinosaurs because one backpack had them and several sweaters did too. I was waiting with the students for their teacher to come in from supervision duty.  For a short time, I was in the spotlight because they remembered from a previous visit.

Then one of the students had a bright idea: “Let us see if Ms. Kaar-naad knows the names of at least two of the dinosaurs” The whispers of “she may not know them, we may need to help her” were very heartwarming.  It is humbling that children are gracious and kind towards the grown-ups in their lives. 

I could name at least 2 dinosaurs as asked and I was in! 

The System and Our Work

One of the Big Words that comes up often in school-related work is The System  

When I was in the classroom as a teacher from 2004 to 2020 and since then, working side by side with colleagues’ in their classrooms, it often felt (and still does) as if it was just me, students, colleagues and families.  But there are times, when in spite of of the strongest efforts and best intentions, things move slowly or do not move at all.

At such times, I say and we say: “It is the System.” Out of sight, yet in our lives always – The System towers over us. Educational work, whether done in our classrooms or in the homes of our students by their families, unfolds in its shadow.

This pervasive and powerful System is everywhere and we speak of it often. We tacitly know that it exists. We say that The System determines the inequities in education, social and professional spaces. We notice and name Systemic Barriers that hold back student outcomes, and even our Higher Ed admissions to programs that we plan to get into, as educators.

We also see systemic barriers interlock with families’ home lives that in turn impact our working conditions and students’ learning conditions. This last issue often occurs when internationally trained professionals are invited to Canada through various pathways, and when they settle in Ontario, they go through many, sometimes never ending cycles of under-employment or unemployment. 

So where do we go from here, when The System holds all of us in its grasp and impacts the lives of so many?

Learning Together: The Triangle of Power

ETFO’s Anti-Oppressive Framework: A Primer is an important document for all of us to review and become familiar with. I am pleased to share that it was also intentionally brought into view for members by the York Region local’s Anti-Oppression Task Force a few years ago.

It is a very readable and relatable resource and allows the reader to actually see in a new light, the everyday work spaces in which we are immersed.  What stands out for me and many who have made this resource a key aspect of our practice is The Triangle of Power (p.9).

Diagram titled "The Triangle of Power Provides a Helpful Approach"; showing triangle with "Power" written inside, "Individual Action", "Institutional Barriers", and "Ideology" at the three vertices, double-headed arrows connecting each idea.
The Triangle of Power (Anti-Oppressive Primer, ETFO, 2021)

The Triangle of Power highlights three vertices: Ideology, Individual Action and Institutional Barriers and explains them in very easy-to-understand language. ETFO members can connect with this visual in our busy lives and  weave the learning into our jobs, the conversations in which we participate, in professional learning that we develop, deliver or attend as well as ways in which we engage with families, students, as well as with one another. 

The Anti-Oppressive Framework Primer explains the 3 vertices as Ideology, Individual Action and Institutional Barriers. 

For the purpose of this conversation, I have changed the order  as below:

Institutional Barriers

“The corners of the triangle — ideas and actions inform and result in institutional inequities. This can be seen in systems/structures such as the media, the justice system, politics, education, religious institutions and union spaces where inequities based on lack of representation, over-representation, omissions, discriminatory policies are present.”

The reason I have placed Institutional Barriers as the first consideration is because they tower above us as we go about our day as they do for students and families. Institutional Barriers are high up above the classrooms and other spaces where you and I do our work. Their impact is also felt all around us but they are invisibilized in the busy pace of our lives and we do not always notice them. 

Ideology 

“If we are to consider that as human beings, we are all informed by our ideas (ideology) which in this case, can be displayed through generalizations, assumptions, implicit or explicit biases and stereotypes that one may hold about individuals or groups, it is these constructed and learned ideas that inform the way one behaves towards people.”

I have placed Ideology 2nd in this list of 3 vertices because our ideas are so well marinated in our implicit and explicit biases that they become tacit knowledge and then evolve into “a fact.” This can apply to stereotypes about one another, students, their families, the places colleagues and families got their educational degrees and so on. 

“Who, me?”, people may say when you speak of ideology to them. And that’s exactly it.  Ideology is also invisibilized and quite easily deniable. 

Individual Action 

“Discriminatory behaviours, often unintentional, can take the form of actions towards individuals or groups of people. These acts may appear in the form of conducts such as name-calling, inappropriate comments to more violent and pervasive physical acts such as bullying, assault, segregation or omissions. Some behaviours are more insidious and less able to be obviously detected. For example, comments about a racialized or Indigenous person’s hair, or asking someone where they are from, can be identified as microaggressions.” 

I have placed Individual Action as the last vertex so that you and I can focus our attention on it and remember it well. 

I am inviting you to join me in critically examining the role that you and I can play in upholding oppressive practices unless we hold ourselves accountable everyday, in every interaction. 

We are (also) The System

The Triangle of Power makes it very clear that We are (also) The System because each corner (vertex) holds a specific part of oppression.

If you and I choose to hold up a specific part of oppression through our individual action, we are (also) a part of oppressive practices. Mathematically, if the third vertex (individual action) is not there to hold the structure in place, it is not a closed figure. It is not a triangle anymore. 

While I do not think that Individual Action alone can break down Institutional Barriers or shift ideology because they are very powerful, I do believe that each one of us has an important role to play in how the other two vertices have an impact. 

  • After all, oppression is action: it occurs when someone does something oppressive.
  • Thankfully, anti-oppressive practices are actions too. You and I have to actually do something anti-oppressive.

Let’s dismantle the Triangle of Power at every opportunity we get by making our Individual Actions in educational settings anti-oppressive.

When you feel wobbly, reach out. There are many fellow travellers engaged in anti-oppressive practices in local and provincial settings.

We will help one another.  I also invite you to read, practice and share ETFO’s Anti-Oppression Primer.

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

Kelly.McLaughlin Before School Starts, Start of the year

September Start-ups

Getting to know each other is a crucial part of building a positive classroom environment, especially in the early days of school. Here are some fun and engaging activities that can help elementary school students break the ice and start forming connections. Here are some fun icebreakers that I have used in the past in classrooms grades 5 and up:

All About me Brags:

Ask each student to bring a small bag filled with 3-5 items that represent themselves. These could be photos, toys, or anything significant to them. Each student takes turns sharing their items with the class and explaining why they chose them.

Two Truths and a Lie:

Each student thinks of two true facts about themselves and one lie. Students share their statements with the class, and their classmates have to guess which one is the lie.

Classroom Bingo:

Create Bingo cards with different statements like “Has a pet,” “Loves pizza,” or “Has traveled to another country.” Students walk around the room and find classmates who match the statements, filling in their Bingo cards as they go. The first to complete a row wins.

Find a Friend Who:

Make a list of prompts such as “Find a friend who has the same favorite color as you” or “Find a friend who has the same number of siblings.” Students mingle and find classmates who match the prompts, learning about each other along the way.

Name Game:

Start with a simple name game to help students learn each other’s names. For example, “My name is [Name] and I like [something that starts with the same letter as their name].” Students go around the circle repeating the names and likes of previous students before adding their own.

Classroom Scavenger Hunt:

Create a scavenger hunt with clues about different areas of the classroom or school.

Students work in small groups to find all the items or places on the list, learning about their environment and each other. This is ideal if you have a new group of students getting to know their new space.

Although I will not be returning to the classroom this September as I will start my maternity leave, I am happy to pass on these activities as I hope they will bring you that classroom community that makes your classroom so special. All the best!

Iyanuoluwa Akinrinola Advocacy for change, General, Wellness, wellness

The Quiet Strength of Rest

“There is no urgency. There is no perfection. I am enough now” – Tricia Hersey.

In classrooms bright where knowledge blooms,
Amid the books and busy rooms,
Educators guide with hearts so true,
Yet need the quiet to renew.

From dawn till dusk, they give their best,
But even heroes need to rest.
For in the pause, the silence deep,
Their minds and spirits strength can keep.

The screens’ bright glow, the endless calls,
The papers stacked in towering walls,
Can wait a while, for rest must come,
To soothe the soul, to still the hum.

In peaceful moments, healing grows,
From violence faced, new courage flows.
In quiet moments, wisdom grows,
In restful peace, new energy flows.
The weary mind finds space to breathe,
And from the stress, their hearts are freed.

So let the summer bring calm and dreams,
Where sunlight through the window streams.
For educators’ hearts, so full of care,
Deserve the gentle, healing air.

In rest, they find the strength to teach,
To guide, to mentor, to inspire each.
For every child deserves the best,
And educators give such, when they have rest.

So cherish rest, and cherish peace,
Let every worry find release.
For in the balance, we find grace,
A rested mind, a gentle pace.

Dear educators, take this time,
To rest, to dream, to softly climb.
For in your quiet, you will find,
The strength to shape each growing mind.

“Rest is a beautiful interruption in a world with no pause button” – Tricia Hersey

 

Reference:

Hersey, T. (2023). The Nap Ministry’s Rest Deck: 50 Practical Ways to Resist Gring Culture. Chronicle Books, San Francisco, CA.

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.

Kelly.McLaughlin Before School Starts, Celebrating Success, Constant Learning, Curriculum Planning, Inspiring Teachers, Mental Health, Mindfulness, Questioning, self reflection, Start of the year, Teacher Wellness, Wellbeing

Relaxing and Preparing- how can we do both this summer?

Hey there, fellow educators! As the summer sun blazes on, it’s the perfect time to soak up some rays, enjoy a good book, and… get ready for the new school year! I know, I know – summer is your time to relax and recharge. But trust me, a little preparation now can make a huge difference once the school year kicks off. Here are some laid-back tips to help you prepare for the classroom during the summer while still enjoying your well-deserved break.

Reflect

Take a leisurely stroll down memory lane and think about what worked and what didn’t last year. Grab a cool drink, sit in the shade, and jot down your thoughts. What were your biggest wins? Where did you struggle? This reflection can guide you in making tweaks and improvements for the upcoming year.

Get Inspired

Summer is the perfect time to gather fresh ideas. Check out some educational blogs, Pinterest boards, or YouTube channels for creative classroom activities and decor ideas. You can do this from the comfort of your hammock or while lounging by the pool. Inspiration can strike anywhere!

Get Organized

Set aside a little time each week to organize your teaching materials. Sort through your files, tidy up your digital resources, and maybe even do a bit of decluttering. It’s a satisfying task that can be done while binge-watching your favorite show.

Update your Lesson Plans

Take a look at your lesson plans and see if there are any updates or new activities you’d like to add. You don’t have to overhaul everything – just tweak and refresh where needed. This can be done at your own pace, with plenty of breaks for ice cream.

Supply Check

Summer sales are a great time to stock up on classroom supplies. Keep an eye out for deals on stationery, art supplies, and organizational tools. You can even make a fun day of it with a friend or fellow teacher – shopping and lunch, anyone? (Always check with your school team and principal about how the budget works in case there are guidelines on what vendors can be used for costs covered by the board.)

PD

If you’re feeling ambitious, consider taking a short online course or attending a workshop. There are plenty of free or low-cost options available that you can complete at your own pace. It’s a great way to boost your skills without cutting into your relaxation time too much.

Self Care

Don’t forget that taking care of yourself is just as important as preparing for your students. Read for pleasure, spend time outdoors, and make sure you’re recharging your own batteries. A well-rested teacher is a more effective teacher!

Check in on your teacher pals

Reach out to your fellow teachers and see what they’re up to. Share ideas, plan collaborative projects, or just catch up over coffee. Building a support network is invaluable, and summer is a great time to strengthen those connections.

Remember, the key is balance. Mix a little prep work with plenty of relaxation, and you’ll be ready to hit the ground running when the new school year begins. Enjoy your summer, and here’s to a fantastic year ahead!

Happy summer, and happy planning!

Feel free to share your own tips and tricks in the comments. How do you prepare for the classroom during the summer? Let’s help each other out! 🌞📚✨

Kelly.McLaughlin Assessment and Evaluation, Before School Starts, Curriculum Planning, Start of the year

How to write long range plans

Creating long-range plans can be a complex but essential part of effective teaching. I find when I write long range plans using these steps, it makes my year flow much easier and helps me feel organized daily. 

    1.Understand the curriculum:

  •    Read and understand the curriculum documents for your subject and grade level.
  •    Identify the key expectations, big ideas, and specific learning goals.
  1. Know the assessment and evaluation guidelines:
  •   Understand the assessment and evaluation strategies outlined in Growing Success.
  •   Integrate assessment for, as, and of learning in your planning.
  1. Set goals and timelines:
  •    Define what students need to know, understand, and be able to do by the end of the year.
  •    Break down the overall expectations into manageable units.
  1. Create a timeline for the entire year:
  •    Outline the entire school year, marking key events, holidays, and reporting periods.
  •    Allocate time for each unit, ensuring a balanced distribution of content.
  1. Plan the units:
  •   Organize content into units or themes that align with the curriculum.
  •  Ensure that each unit builds on the previous one and prepares students for the next.
  1. Integrate with as many other subjects as you can:
  •    Look for opportunities to connect your subject with other subjects.
  •    Plan activities that incorporate literacy, numeracy, and critical thinking skills.
  1. Diverse instructional strategies:
  •    Plan a variety of instructional strategies to meet the diverse needs of your students.
  •    Include whole-class instruction, small group work, independent activities, and hands-on learning.
  1. Use a variety of inclusive resources
  •     Identify and gather resources that will support your teaching.
  •    Plan for the use of technology, textbooks, library resources, and community connections.
  •    Make sure these resources represent students from all lived experiences
  1. Plan assessments:
  •    Develop assessment tools that align with the learning goals and objectives.
  •    Include formative assessments to monitor progress and summative assessments to evaluate learning.
  1. Review and reflect:
  •     At the end of the year, review your long-range plan to evaluate what worked well and what needs improvement.
  •     Use this reflection to inform your planning for the following year.

Doing all these steps will help you but also, make sure to be flexible and remember that some groups of students can take longer to grasp subjects/move quicker so your plans may not follow the exact timeline you create for them. Also, you may want to do this with your teaching team if you team- teach or work closely with another person. That way, you can incorporate each other’s ideas into the long range plans. By following these tips, I always feel so relaxed at the beginning of the year and it helps as well with preparation for Teacher Performance Appraisals (TPAs) as well as if you have a student teacher – you can show them where you are at when they arrive. 

Hope these tips help you with your planning!

 

For ETFO’s Tips and Advice on preparing for TPAs check out this podcast and website.