Rashmee Karnad-Jani Advocacy for change, Advocacy for public education, agency, Anti-bullying, Anti-Racism, Building Inclusion, Challenging Topics, Constant Learning, Diverse Learning Needs, First Week Reflections, Indigenous Perspectives, Indigneous Ways of Knowing, Learning in a Real Life Context, Literacy, Making a Difference Through Education, Student wellbeing, Truth and Reconciliation

What Happened?

Where Are We?

The world is a strange place right now, more than ever. And educators want to help. We try and find ways to support students and their families through the difficulties they may be experiencing.  We need to be mindful of many things before, during and after our interactions in these endeavours.

Important…

This is the word that came to mind when I saw this video shared on social media. Scrolling through a screen I discovered “Communicating with Families Through a Trauma-Informed Lens” at https://etfopley.ca/pley-chats. 

“Educator Christine Galvin shares important elements of her approach to building meaningful partnerships with parents through a trauma-informed lens” the post said. I found the explanation accompanying the link to be very thoughtful as it invites educators to think through a variety of aspects while engaging with the material.

Let Us Examine Both Intention and Impact 

Sometimes the best intentions can have unintended impacts.  So it is with trauma informed work, and it becomes important to develop a mindset that allows me and you to step away from taking things personally and asking “What did I miss here? What do I still need to learn?”

I weighed out the pros and cons of consuming content in our busy, under-resourced work lives if we do so without critical self reflection.

My Stories Are My Stories

When reaching out to families, students and even colleagues whose experiences we think will help us understand others’ better, it is important to be mindful of intention and impact.

It is also very important to remember and understand that no one owes us their stories.

  • To those of us who have been through difficult times, while we value our experiences we don’t have to re-traumatize ourselves by over sharing to become believable when others question our trauma informed practice as can happen.
  • I always think when asked “So what happened?” … My life isn’t a story for you to consume is what I may think but I don’t say that.
  • Instead, I say “Thank you for your interest in my experiences.  However as this is my personal experience, I’m choosing not to speak about it.
  • While I am not always able to say this exactly as I have typed it here, due to power relations in the space I am in, I do my best to place boundaries when people get more curious than they need to.
  • I am mindful of the impact this has on me although I understand their well intentioned questions.
  • Also, we  don’t have to ask people to recount their experiences  by asking probing questions.
  • Especially with children and young people, as well as families who are socialized and trained by life experiences to answer all questions directed to them due to power relations, it’s important to not ask questions that I/you wouldn’t be comfortable answering if they were directed to us.

Some Tips

  1. Examine your biases.
  2. Listen with empathy.
  3. Keep the conversation confidential always.
  4. Keep your meeting notes in secure spaces as per the guidelines of your school board.
  5. Speak to people within the school and school board who has the institutional responsibility to support the next steps needed to support the family and student or staff members.
  6. Remember that people’s stories shared in confidence aren’t for public consumption –> staff rooms, workrooms, hallways or social media are all public spaces. 
  7. As educators, our role is to support and to find support. Never judge.
  8. Acknowledge that our talk becomes the official text when we write meeting summaries so read and revise language so that it pertains to students’ learning and well being, nothing else.
  9. Please read, share and implement ETFO’s Managing Current Events and Sensitive Issues: Tips for Members (Feb 2026).
  10. This is a very important resource for early career and experienced members alike. If colleagues in your schools have not seen this, do share.

 

Above all, Let Us Consider This…

Acknowledging humanity and the understanding that people have lived lives in other places before coming “here” is key.

Those who have ties to this land since times immemorial do not owe us their stories either. It is upto us to learn and demonstrate respect.

It is up to me/us to learn the history and look around right now to see what is unfolding.

Kindly reach out to the Mental Health Department in your school district for further support to engage with and strengthen Trauma Informed Practices.

Doing this work with others as a community based school-wide approach is very helpful as one is not alone and the learning is deeper and across all workspaces that provides a wrap around support.

With You, In Solidarity

Rashmee Karnad-Jani

Rashmee Karnad-Jani Advocacy for change, Advocacy for public education, Behaviour Management, Building Inclusion, Communication with Parents and Guardians, Constant Learning, Curriculum Planning, Differentiated Instruction, Diverse Learning Needs, Health & Safety, Integration, Professional Judgement, Social Justice, Special Education

Supporting Special Education Needs: Part 2

Hello Fellow Travellers,

In continuing our conversations around supporting special education needs, I am delighted to foreground the ETFO resource Special Education Needs In The Regular Classroom: Supporting Students with Behaviour Needs.

 

Firstly, this resource is an important one because it is written by ETFO members for ETFO members.

Also, it aligns with the work that we do in our classrooms and it honours ETFO’s definition of  professional judgement stated as “judgement that is informed by professional knowledge of curriculum expectations, context, evidence of learning, methods of instruction and assessment, and the criteria and standards that indicate success in student learning.”

1st Section

This resource begins with the Equity Statement and outlines ETFO’s Equity Initiative as well as highlights the definition of an Anti-Oppressive Framework. The “Why’ of the contents become visible right at the outset and prepare the reader to engage.

Table of Contents

The table of contents is outlined as follows:

  • Who Receives a Behaviour Exceptionality?
  • Building a Trauma-Informed Practice
  • Special Education in Ontario which highlights two key policies Policy/Program Memorandum 156 and Policy/Program Memorandum 145.
  • Addressing Student Needs
  • De-Escalation Strategies
  • References & Resources

Key Aspects

A quote from Carla Shalaby’s book “Troublemakers: Lessons in Freedom from Young Children at School” calls to the change maker in all of us. I especially pay attention to “the patterns of their experiences, especially those of older children, are well documented in what we know about the school-to-prison pipeline.”

The simple question “Who Receives A Behaviour Exceptionality?” invites reader to step outside the everyday busy-ness of our work and think deeply.

What did you think about?

Who came to mind?

 

Diagnoses and Details

The resource also highlights the different diagnoses that students receive through the Diagnostic and Statistical Manual of Mental Disorders and discusses some with links to websites that invite educators to learn more.

Mental Illnesses  

In this section, the resource discusses the following:

  • Anxiety Disorders
  • Mood Disorders
  • Eating Disorders
  • Personality Disorders
  • Disruptive Behaviour Disorders

Applying an Anti-Oppressive Lens to Behaviour Needs

This section, placed right after  the different categories of mental illness, brings the reader face-to-face with the human aspect of our work. It invites educators to think intentionally and deeply about why it is important to apply an anti-oppressive lens to behaviour needs in this way:

“A behaviour exceptionality and the diagnoses related to it may require ongoing observation and report. However, the language used by society to describe behaviour is value-laden and soaked in judgment. As educators, we must utilize an anti-oppressive framework to guide our observations so that we can be as objective as possible.”

This resource reminds us that anti-oppressive practices are not theoretical terms, book clubs  or hashtags. They are actions that we need to do.

You and I have to do the work of anti-oppression.

These are important reminders.

Reflection Section

There is space in this resource for each one of us to turn our gaze inwards and to ask questions such as “what strategies can I use as an educator to stay calm and regulated when a student in my care is escalated and or demonstrating behaviours that are challenging?”

I liked this one as it brought me to a moment of calm which I use when working with students in classrooms or when I am in less structured spaces such as outside at recess or in the hallway.

 

 At The Heart

What resonated for me at the heart of this document are these words:

“Our goal with this resource is to support educators in exploring and redefining discipline protocols from a place of opportunity, with the initial perceptual shift on adult well-being as a cornerstone. Recent research emphasizes that true discipline for our students begins with an adult whose brain feels safe, calm, and still.”

Please read, implement, talk about and share this ETFO resource with colleagues in your professional learning network.

I for one, am delighted that in my school district, on the January 30th PA Day, all of us got to engage with this resource and that it has been showing up in collaborative conversations in many school teams with whom I am partnered.

Much appreciation to the contributions of ETFO members, Lisa Dunbar and Joshua Dickson who have been acknowledged on the page 2.

With You, In Solidarity

Rashmee Karnad-Jani

Read Part 1 of this blog here.

Note: This resource is available at ShopETFO and also digitally on the ETFO member site. Click here.

Rashmee Karnad-Jani Advocacy for public education, Constant Learning, Copyright, Curriculum Planning, Digital Citizenship, e-learning, Media Literacy, Professional Judgement, Professional Learning and Growth

Enter AI

Some readers may remember the interview question related to “Tell us how you are a lifelong learner.” It is asked in different ways nowadays, perhaps, but the core message is still that.

“How are you, as an educator, keeping up with what is going in the world around you?”

There’s a new star in town…

Enter AI

As educators, we are always learning. We learn to understand new concepts, and upgrade our skills and knowledge so that we can engage with the world around us. Primarily, we are lifelong learners because we are deeply committed to our students’ learning outcomes and well-being.  Educators invest a lot of time outside our paid work hours to learn so we can bring our best selves to our classrooms for our students. In our busy lives, there is limited time to attend webinars and if there are symposia as most of these are paid events. Also, when learning opportunities are offered by school boards everyone cannot attend as openings are limited. So, one or two people can go from one school maybe.

Moreover, as critical thinkers, we would like to consider more than one source of information to deepen our learning. What is shared on the social media group and on a quick or prolonged scrolling session would not be the answer to our information needs.

ETFO’s Professional Relations Services

In October 2024, ETFO’s PRS published  Artificial Intelligence in Education: Advice for Members which is a valuable resource that considers the key aspects of AI and it does so from the standpoint of our work responsibilities towards our students and ourselves.

Some Key Points

  • ETFO’s Professional Advisory speaks of the federal government’s The Artificial Intelligence and Data Act (AIDA) a document that does not include any explicit provisions to address the challenges that the use of AI systems in public education present, although this document acknowledges that “information of minors is considered to be sensitive.
  • This advisory document from ETFO states that school board “could have access to all the user data which can then be used to develop performance metrics for their employees”

 Responsible Digital Citizenship

Although I trust that readers will access the PRS Matters document (also linked at the end of this piece), I want to share a few key points from this section as well.

  • Members are reminded “to refer to and follow the direction of their school board’s list of approved resources and digital tools to use with students.”
  • If there is no such list, then members “should seek approval from their principal/supervisor prior to using a specific resource.”
  • Use professional judgement (resources accessible through the Members Secure Site by logging in) when you determine if, and when AI tools can be used to support learning and teaching.
  • Always cite and attribute accurate credit to the original sources used including those generated using AI.
  • Ensure that the AI tool that you are planning to use is in alignment with the Ontario curriculum and instructional approaches.

Gist of the Matter

What stands out for me, as the gist of this document in addition to all the important information :

  • While Artificial Intelligence (AI) can provide valuable support in education, AI tools should be viewed as complements to human processes not replacements” (my emphasis).
  • “To be proactive, ETFO members should exercise caution while selecting and utilizing AI technology and contact their local if they have questions on their school board’s policy on the use of AI tools”
  • Training is essential so that members learn how to examine tools for bias and inequities.

Being critical consumers of information related to new learning such as AI is crucial for all of us.  It is therefore important that educators are consulted and involved in the selection and evaluation of AI tools and in developing literacy related to this new learning, as well as guidelines and policies around it.

The PRS matters document also highlights that “there should be a diversity of lived experiences among the people being consulted in the selection and evaluation of AI tools”

Please read this document , share it with other members and implement the guidelines therein.

In my next piece, I may discuss Education International’s research paper mentioned in the current publication.

With You, In Solidarity.

Rashmee Karnad-Jani

 

 

 

Rashmee Karnad-Jani Advocacy for change, Anti-bullying, Anti-Racism, AQ-rofessional development, Behaviour Management, Constant Learning, General, Learning in a Real Life Context, Learning to learn, Local Involvment, Mentorship, Professional Learning and Growth, Teacher Working Conditions, Violence in Schools, Why unions matter, Women at Work, Women's Health

What did you see today? 

Hello Fellow Travellers,

Progress reports have gone home and we are moving through the school year. I hope you are well and are taking care of yourselves.

I’m Here Now

I used to do other jobs before, as a Grade 7-8 science teacher, then SERT in the Grade 6 to 8 years, then K-3 teacher etc. But I am here now. I do not have a classroom of my own is one way of looking at it. Another way, is to think that all classrooms into which I am invited are my teaching-learning spaces too.

I am here now. This is one such recent memory of being in the moment, teaching and learning.

One Monday Morning Recently

As with every stage of life when things change I remind myself that I’m here now so there’s more looking ahead with hope and anticipation than looking back with nostalgia.  It was Monday morning and I was in a Grade 2 classroom at the farthest school on my list.  I’d not been in this classroom before though I’ve met the students in Grade 1.

What Did You See Today?

On my drive, as I travel up from the southern end of the region,  I see the land change and I see horses.

When I’d worked with them then, they’d asked me “where do you live?” And when I’d shown them the general area, some of them had asked, I remember “What did you see on your way up?”

Something Lost, Something Gained

I remember when my younger child learned to read I had felt as if a part of my life  changed forever. So also, as I’ve missed this part of a classroom teacher’s job since 2020. In the early days I remember I used to look through picture books and think “oh that’ll be great to read aloud” and then I’d remember that I didn’t have my own classroom anymore.  It took time to get used to the idea that it’s possible to belong nowhere yet be a part of everywhere.

The Book 

The book I’d chosen was one I have liked as a reader as well as an educator. Friends and colleagues had read and recommended it to one another over the years. That said, I encourage all readers to consult your school board’s Text Selection and Guidelines.

All Are Welcome 

We’ve Read This Book Before

The colleague who’d invited me and I had decided I’d bring a book to read, I’d introduce myself and I’d review her expectations chart… you know how the routine goes.

I did the first few things and as I took out the book the students said, “We’ve read this book before.”

So Let’s Think Differently ( I thought)

I always carry a few copies of copies of picture based prompts for exactly such a moment . I handed out the cards and began to read. I asked the students what they could see in the pictures as I read and what they could tell from their previous reading. They were eager and listened, then responded.

We read together, we noticed some things, we commented on some things, we made connections.

Then a student asked “do you have these cards for our class?” “Yes, I do”, I said and I left a spiral bound mini version with him.

Previous Connections

Although I recognize students from previous years I don’t crowd their space and place when I meet them again. But after  giving the student these cards, as I was moving away, I was stopped with a soft tap on my wrist.

“I remember you”,  the student said softly. You come from far away and you see horses on your way to our school ”

“Yes, I do”, I replied.

It appears that “All Are Welcome” wasn’t just the title of the book I’d chosen.

It was also my experience in this classroom. For such moments, I am deeply grateful.

I want to invite you to write back directly (if you know me outside this space) or through this space to share what you see that welcomes you into your teaching and learning spaces.

With You, In Solidarity

Rashmee Karnad-Jani

Rashmee Karnad-Jani Advocacy for change, Constant Learning, Copyright, Inspiring Teachers, Learning in a Real Life Context, Making a Difference Through Education, Mindfulness, Outdoor Education, self reflection, social emotional learning, solidarity, teacher efficacy, Teacher Working Conditions, Women at Work

How was your weekend?

Hello Fellow Travellers,

November is here with all the busy-ness that this month brings. Progress reports done, family-school partnerships are getting stronger and the conversations among colleagues on how to support our learners are ongoing. In times like these, the weekend beckons.

A close-up from a window showing snow covered tree trunks. The sunshine in the background is making the snow glimmer.
Sunshine and Snow Covered Trees

Busyness of a Different Kind

I don’t know the circumstances of others’ lives, and can just speak for mine, at least those that I choose to share.

On weekdays, especially when we have turned the clocks back, going to and returning from work usually happens when the sky is dark. It is also not unusual to come in to a half cup of coffee left on the ledge of the powder room sink, or the plant shelf in the front hallway or even the salt tote on the front stoop.

Weekend Treats

To re-charge and clear my mind, get ready for the week ahead, I have some weekend routines that I shall share below

  • I always make myself a special breakfast either poha, upma, idlis, dosas or a fancy omelette on the weekend
  • I then eat this delicacy in a leisurely manner with my coffee
  • The second cup of coffee is usually with a wander outside, dressed for the weather that allows me to peer at what my botanical friends are doing at this time of the year.
  • One day is for professional and academic writing and catching up on correspondence with family and friends, in the GTA, and around the world.
  • I sometimes pick up holds at the library as it is more relaxed than rushing over after a work day.
  • One day is to prepare my home and me for the week ahead – meal prep etc.
  • Yard work plays a huge part of my weekend at this time of the year because I diligently gather leaves to make leaf mold for the spring time planting.

Looking Inward, Looking Out

Everywhere around me, in order to allow me to enjoy my weekend treats, the world is at work, so to speak. The library is open, the grocery stores are stocked and serving customers, other services are up and running.  if I were to go to the hospital for myself or to support a friend, that ecosystem would also be filled with people working away.

So how would it be if I were to ask students tomorrow: “What did you do on the weekend?” if their parent or caregiver were working in the spaces that make my weekend possible?

This is the mirror I am holding up to my privilege today.

I have a weekend.

Not everyone else has the same reality.

I just wanted to leave that here with my steaming cup of coffee.

With You, In Solidarity

Rashmee Karnad-Jani

 

Rashmee Karnad-Jani Celebrating Success, Constant Learning, First Week Reflections, Inspiring Students, Inspiring Teachers, Mindfulness, Outdoor Learning, self reflection

Pouring Water On Sand ?

Hello Fellow Travellers,

I hope you are well. As the growing season comes to a close in our part of the world and I begin these conversations with you for the 2nd year through this space, I wanted to share how delighted I am to spend this time with you.

Last year, I had written about how sometimes we feel wobbly…

Coming back to a new school year is challenging for me/us as it is for our students, sometimes.  Colleagues ask me sometimes “Is it me?” and I do my best to listen, just listen and if the connection allows, I reassure them that it is not them. It is all of us together, trying to figure out the complexities and the joy of this work one day at a time.  As I was thinking about my day and week recently, I said to myself “this feels like I am pouring water on sand”. I sat with that idea for a while, had a cup of tea, went for a walk and I felt lighter afterwards. I had some new ideas about whom I would reach to, what I would continue and what I would reimagine. I let the words flow like the water I thought I was pouring on sand.

Here is my gift to you – my first poem here.

Pouring Water On Sand ?

Some days I feel

as if  I am

pouring

precious

water on sand

The water disappears

and I don’t see

anything grow.

Yet there is

a deeply held belief

that this water

flows

and goes somewhere

underground

and comes up

far away,

in a verdant space

where there’s fertile soil

And the seeds

that you and I have planted

will thrive.

Will you also believe this

with me?

7 red cherry tomatoes in the palm of a hand against a grey background of a paved yard.
Tomatoes from August 2025

With You In Solidarity,

Rashmee Karnad-Jani

Rashmee Karnad-Jani Advocacy for change, Celebrating Success, Communication with Parents and Guardians, Constant Learning, Differentiated Instruction, Diverse Learning Needs, Equity, Faculties of Ed, Inclusion, Learning in a Real Life Context, Making a Difference Through Education, Mindfulness, Outdoor Education, Outdoor Learning, Pedagogical Documentation, Professional Judgement, Professional Learning and Growth, Science

Let’s grow something! 

Hello Fellow Travellers,

April has left behind a warm May and when the sun isn’t shining, it’s been cool cloudy Khandala (please look it up) weather.  There have been many things to go at work and much time to play: both aspects a reflection of the privilege one takes for granted when one gets to being in a certain place in a certain way. There’s that Standard North American Family * shelf on which one lives.

Before Work, I Play

When I first started teaching in 2004, I began at an early start school so I’ve  been in the habit of waking early. A huge help with meal prep and a quiet cup of coffee when raising young children back then. Nowadays as I’ve got more time and less mothering work to attend to, I look around and I peer.  There are many thoughts running through my mind that my botany courses do not explain anymore as this is a connection that goes beyond scientific knowledge and leaf identification skills.

“There you are!”, I whisper

“You came back after the winter”, I say.

“Oh my goodness. You’ve got many more little ones along the fence now!”, I celebrate.

Looking Down and Planning Up

Just as one indulges people in one’s life they reciprocate as well. When they were younger, my children would remark when I’d walk about in early spring on this space or elsewhere: “Mamma is peering at the ground. Something is growing there”. I do this in every area of my life. I peer and I wait patiently.

I also work to create conditions that will allow that which is growing to thrive.

Transferable Skills: The “Remember-When Mindset” (Karnad-Jani, 2025)

Recognizing potential and creating conditions for growth and thriving is a skill. We can learn it. We can practice it with critical and kind friends and colleagues who know the heart and art of teaching and learning.

I work hard to strengthen the skills in in one area of my life so that I can use the “remember when? mindset” to support myself and others in another area. I am sure there is a theory for this somewhere and a fancy name in a book, but to me, it means noticing that something is sprouting and how when I and you create conditions for roots to go down and stems to grow upwards the young seeds become plants and the seedlings become shrubs and trees.

Let’s Grow Something Together: The Sunflower Lesson

A few weeks ago, I planted sunflower seeds outside but brought them in on the mid-May long weekend due to the cooler temperatures. I noticed on Saturday that sunflower seedling had flopped. I gently poked in a wooden stick beside it and on Monday I notice that it doesn’t need it anymore!

Sunflower Seedlings On Their Own

What does that tell me? Scaffolding and support to those who need it, allows seedlings to strengthen without expending energy to prevent bending or breaking. I take this insight with me into all areas of my life and also sharing with you, my fellow travellers.

Sunflower Seedlings After Support

With You, In Solidarity

Rashmee Karnad-Jani

  • The Standard North American Family, says Smith, is an ideological code that informs the biases by which we see particular families as deficient because the ideal of SNAF is a two-parent, heterosexual family where the father’s work allows the mother to attend to the children’s schooling and educational outcomes. It is also important to notice that race is a critical intersection within SNAF (Karnad-Jani, 2021).
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 Advocacy for change, Assessment, Assessment and Evaluation, Constant Learning, Making a Difference Through Education, Professional Judgement, Professional Learning and Growth, Report Cards, Reporting

How did I do?

This is a busy time for ETFO members. It is also an important time of the year for students and their families.

The first term report cards have been written , reviewed, revised and are being prepared to be distributed. In addition, there are IEP updates to complete for Term 2. What we had planned to teach, that which was taught and assessed, now moves on the next stage of communication with our partners in education – students and their caregivers.

The Importance of Report Cards
Report cards are institutional texts that contain important information because they determine a student’s trajectory through the K-8 panel and from there, to and through high school.
These texts also greatly impact what families do with the time and material means that they have at their disposal after they receive report cards.
I remember a mother who participated in my research in April 2019, an Occasional Teacher in the GTA at that time, who had said that she bought practice books for her children from garage sales before she started working and bought them in shops after she had a job. Affordability of resources is a key factor.
Whether families have experienced challenges to access education in their lives or have had many equitable opportunities, all families and caregivers want positive educational outcomes for their children.  We may not all speak the same language, have identical accents, worldliness or insider language of education, but all  caregivers do their best with the material means that are available to them. This we know.
Sometimes, that which is seen as reluctance or reticence can be the result of huge burdens that some families carry as well as broken trust due to the experiences families have had. But that is another thought for another time.
A and E Professional Learning: What do I do?
I read the ETFO bulletin board regularly when I am in the physical work space, and I also read ETFO emails promptly.
As a centrally assigned special education consultant, I work in classrooms alongside teachers and students. On colleagues’ invitation, I support IEP writing. I also co-plan and co-teach.
Sometimes, I am invited to work with colleagues when they write report cards. They may ask me look over student work with them and we engage in rich conversations.
I believe that engaging deeply in ongoing learning strengthens my professional judgement.  Our local offers professional learning workshops on a variety of topics and one that recently caught my attention was on assessment and evaluation.  It was very valuable learning delivered by one member from our local and one member who was from another local.
By Us, For Us, With Us
Professional learning designed by members for members based on the areas that we want to focus on, is a great way to strengthen one’s practice. The PL committee at our local spends time thinking through these aspects. After the committee sends out surveys asking about our PL needs, the gathered data are used to curate meaningful PL offerings. This is much appreciated by me and many. The sessions fill up quickly.
Especially with new curricula guiding our work, thanks to this Assessment and Evaluation PL, I feel a sense of shared purpose with my colleagues.
All of us, as ETFO members can access this learning and have a common platform and language related to A and E. I am therefore sharing ETFO’s Assessment and Evaluation page.
I use it often and I add it to the list of resources I curate for colleagues when they ask for specific A and E related strategies. I invite you to review the resources here. Please use them and share them with others. Whether you are an early career member and an experienced member, we all benefit from ongoing learning.
An orange rectangle with the words "ETFO Members Sharing in Assessment. ETFO's logo is in the top left corner.
ETFO’s Assessment and Evaluation Page

The tabs at the top of the page lead us to important information such as:

  1. Assessment For Learning (AFL) Cycle
  2. Tools
  3. Tools by Division
  4. The ABOUT link consists of a webinar on the main topic of A & E followed by sections on Assessment For Learning, Assessment As Learning and Assessment of Learning.
Please check out the PL offerings from your local. Visit the ETFO bulletin board in your worksite.
Just like students, I also wonder sometimes “How did I do?” So, thank you to all who are leaving comments in response to my writing and are engaging in conversations when we meet in schools and work spaces as well.
With You, In Solidarity.
Rashmee Karnad-Jani