Category: General

This summer, I basked in the Ontario sun, enjoyed lake walks and quality family time. I listened to novels for fun, caught up with friends, and snuck in a little Netflix marathon. Like many of us, I treasure summer as a chance to rest, recharge, and spark new creativity. Still, it didn’t take long before teaching crept back into my thoughts. Soon, my feeds were filled with educator tips, last year’s wins and lessons replayed in my mind, and a growing list of books, podcasts, and webinars I wanted to squeeze in before September.

As the calendar edges toward a new school year, I begin to ask myself the same questions, What do I want to do better, what do I want to repeat and what do I want to let go of for myself and my students? Setting a goal each year has become a tradition, one that keeps me motivated and focused on growth. 

In my earlier years of teaching, this happened almost without thinking. I would start the year eager, excited to dive into what I wanted to accomplish. But after stepping into a new role last year as an In-School Support Program Teacher, my reflections shifted. While I still work with many of the same students, the experience feels very different from being a classroom teacher. This summer, my reflections centred on what worked and what didn’t in my intensive support groups, where I felt less confident, and how I could better prepare myself with the knowledge and skills to support those areas.

To make this process energizing instead of overwhelming, I’ve built a strategy for goal-setting that feels both personal and fun. First, I reflect and celebrate. I journal my favourite memories from the past year, what made me proud and what I wish I had tried. Looking back on progress gives me momentum to keep going. Then I write down bold goals, “Every student feels heard and seen,” and then break them into manageable steps, weekly check-ins, and more student-choice projects. After that, I talk about my goals with teacher friends. Their perspectives spark fresh ideas and help me see new possibilities. Lastly, colourful sticky notes on my desk remind me of my goals and offer little bursts of encouragement. These small, bright cues keep me inspired day to day.

Each September feels like flipping to a new chapter. This year, I’m focusing on building a more inclusive environment, prioritizing wellness for myself and my students, and weaving joy into everyday moments, whether through silly games, a shared laugh, or a new storytime tradition. By setting goals with intention and heart, I’m ready to welcome the year with excitement.

In my previous post I shared a definition of background knowledge. I then provided insight to how background knowledge differs from prior knowledge, and I briefly explained why part of our work as educators involves helping student gain the background knowledge they need to engage with the texts we use to teach. I also explained how when students learn new vocabulary and information because of reading one text, it further expands the background knowledge they need to read other texts. In this post, I’ll share two instructional strategies I plan to use to support students in gaining the background knowledge they need to read. I’ll also share a quick and easy assessment strategy to gain insight to students’ background knowledge on a topic. My hope is that the ideas and information I provide may be useful for other educators. The tips below are in no specific order.

1. Read Aloud to Students to Help Build their Background Knowledge and Vocabulary

In the book, What the Science of Reading Says about Reading Comprehension and Content Knowledge, authors Jennifer Jump and Kathleen Kopp explain that decades of research highlight how regularly reading aloud to students helps them to build the background knowledge and vocabulary needed to support learning about a topic. They further go on to say when selecting a text for a read-aloud educators should choose texts that are challenging and rigorous to expose students to new vocabulary and information.

Jump and Kopp note that while students may struggle to decode and comprehend the text independently, having them listen and not decode reduces the cognitive load for students so they can focus on making sense of the story and/or information. As a result, the listening experience provides students with opportunities to engage with rich content, exposes them to new vocabulary, and adds to their knowledge about a topic. This year, read alouds will be a central part of my classroom program for the reasons mentioned above. To support, I’ll use the Read Aloud Routine for Improving Vocabulary and Comprehension resource that I found on the ONlit.org website; this resource provides educators with a step-by-step read-aloud guide to help them with their read-aloud routine.

2. Use Coherent and Cohesive Texts

In the article, The Role of Background Knowledge in Reading Comprehension: A Critical Review, researchers Reid Smith, Pamela Snow, Tanya Serry and Lorraine Hammond explain that the cohesion and coherence of a text determines how much background knowledge a reader needs to understand it. They go on to say that low-coherence and low-cohesion texts requires a reader to possess more background knowledge to understand it because the author or authors are writing for an audience that they assume possess enough knowledge about the topic to understand the contents so they spend less time explaining the meaning of certain words or clarifying certain ideas. On the opposite side, texts with high-coherence and high-cohesion requires less background knowledge because the author or authors make direct connections between concepts and ideas that connect sentence with paragraphs that span the entire text. Meaning, they spend more time defining vocabulary and clarifying ideas for readers.

To support all students in my class, but particularly those who may have low-levels of background knowledge and gaps in their foundational reading skills, I plan to use texts with high-coherence and high-cohesion to support building their background knowledge on a topic. One text that immediately comes to mind is the young readers edition of The Boy Who Harnessed the Wind by William Kamkwamba and Bryan Mealer. In this memoir, the authors chronicle Kamkwamba’s experience as a 13-year-old boy who constructs a windmill out of scrap material to bring water and electricity to his rural village in Malawi. Because the authors use a lot of scientific and technical vocabulary to describe Kamkwamba’s process of constructing the windmill and the memoir is intended for an adolescent audience, the text is written in a highly coherent and cohesive way to ensure it is accessible to young readers. While the Science and Technology curriculum is not part of my teaching assignment, I think helping students acquire the rich vocabulary and information about the scientific process may be useful for other texts that I may use with them during the year.

3. Pose Questions to Assess and Activate Background Knowledge

Again, in the book, What the Science of Reading Says about Reading Comprehension and Content Knowledge, Jump and Kopp write, “Before reading any text, teachers can and should first activate students’ background knowledge”. Activating students’ background knowledge honours the knowledge that they bring to the classroom, provides teachers with insight to what student already know and what they need to learn, and reveals potential misinformation that needs to be clarified. Posing questions is one way that educators can assess and activate students background knowledge on a topic.

For example, when thinking about my history program which is a language-based subject, I’m thinking about using the book 21 Things You May Not Know About the Indian Act: Helping Canadians Make Reconciliation with Indigenous People a Reality, by Bob Joseph. I think this book will help me to explicitly teach overall expectation A3. Understanding Historical Context: Events and Their Consequences where students will need to describe how various people and events contributed to the development of Canada between 1850 and 1890. Some the events listed in the overall expectation include the development of the Indian Act and the establishment of treaties between Indigenous Nations and the Crown. To gain insight to what students already know about the Indian Act or treaties, I may ask them simple direct questions like, has anyone ever heard of the Indian Act or a treaty? Or tell me one thing you have heard or know about either the Indian Act or a treaty? I may choose to do this as a whole class discussion or have students work in small groups so they can discuss and build on their collective knowledge before sharing their responses. From their individual and collective responses, I’ll gain insight to what next steps I need to take to inform my lesson preparation and instruction. Meaning, what background knowledge do students need to acquire before we/they read excerpts from the book.

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

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

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

Shift # 5 Intentionally Disrupting Thinking

The act of disrupting requires us to examine who benefits from current systems and who is left behind when learning opportunities are presented. 

This is one of the hardest shifts, because it often requires us to have uncomfortable, brave conversations. Remember when we talked about the importance of critical conversations? Yes, they are uncomfortable—but they are necessary to interrupt harmful language, behaviours, and systems.

Notice: 

Often we are more attuned to noticing harm when it personally impacts our identity. This is why Shift # 4 (Lifelong Learning and Unlearning), is so essential—it helps us build awareness and notice more, especially when the harm isn’t directly personal. This means being committed to learning, having critical friends, listening with three ears (two with your ears, one with your heart). 

As we notice we reflect on these questions: 

• • Which students get access to resources and opportunities? 
  • Whose stories are represented in the curriculum? 
  • Which students will benefit from this? Which students will not?
  • What adjustments do I/we need to make?

Addressing: Calling In versus Calling Out

Addressing harm is about more than just correction—it’s about creating a compassionate space for growth, understanding, and accountability.

Both calling in and calling out are valid strategies, and which one we choose depends on context, timing, and emotional labour.

• Calling In: A private or small-group conversation that invites dialogue and reflection around harm caused.
• Calling Out: A public acknowledgment or challenge to harmful behaviour or language.

Tiffany Jewell offers these reflection questions in This Book is Anti-Racist (pg. 116–117) before calling in or out: 

Who has the power in the situation? Am I calling out a person or a systemic barrier? How much energy and emotional labour am I able to share right now? Is this person likely to change their problematic behaviour? What am I hoping to accomplish with this call-in or call-out

Educators with equity habits of mind are willing to challenge tradition and advocate for change—especially when it’s uncomfortable.

This is the real work of anti-racist and anti-oppressive education.

This post marks the final post in my Equity Mindset series (for now). Thank you for engaging with these reflections and shifts alongside me. My hope is that each shift has offered a moment of pause, a spark of curiosity, or a deeper commitment to your own  journey. These shifts are not meant to be mastered, but practiced—over and over again. Let’s continue to learn together, ask better questions, and center the voices and needs of the students in front of us.

Some Resources to review:

Calling in Vs. Calling Out Guide by Harvard University

Remember those old dual-image pictures? My teacher in elementary school used to hand those out all the time for fun. In one of the more well-known examples, you are asked if you see a duck or a rabbit in the drawing. In reality, both images are in the drawing, it just depends on which one you see first.  And whichever one does initially jump out at you … Well.  You might believe that is the only correct answer; it’s the one you clearly see, after all. But with a little extra study, or a little help from a friend with a different perspective, suddenly new and previously-unseen possibilities can spring into being.

How many times has that been true in my life? How many times have I been certain  – absolutely certain – that I was correct about something? And then along came an unexpected learning opportunity or a conversation with someone with different experiences than mine, and a whole new way of looking at the issue presented itself.

The ability to think flexibly, to listen openly, and interrogate one’s beliefs with humility are key to learning and critical evaluation. They are also key to empathy, and working together to solve problems. Over the years I have seen talented teachers foster such collaboration and cooperative skills, encouraging listening, pausing, reflecting. These skills are what allow us (students and teachers alike) to move from perhaps more rigid positions, towards new ideas and information and possibilities. And goodness knows our world needs some new possibilities right about now …

So this year, in my work with students, in my conversations with educators, in writing this blog, I will explore these values within teaching and learning.  Empathy. Learning and unlearning. Finding new ways to connect with others. And listening with openness –  to students, to teachers, to the natural world.

This September, I wish you and your students a journey full of possibility, in learning new things, and seeing them in endless new light.

This two-part blog is a reflection of some of my personal experiences while walking the path of truth and reconciliation with Indigenous peoples on Turtle Island where I am an uninvited guest.

In my public school and post-secondary education I was not given the background knowledge needed to understand the true history of Indigenous Peoples. I am now learning more about Indigenous culture, language and traditions so that I can build relationships with Indigenous Peoples and confidently work with my students when addressing the curriculum. I mention confidence because it can be intimidating to teach new understandings but students will benefit from my willingness to share my learning, even if I don’t know all the answers.

Resources

For me, the best way to learn about Indigenous Peoples is through building relationships and having guest speakers. When it’s not possible to have a guest speaker, I use books and videos that are created by Indigenous Peoples. The Indigenous department at the school board has been very supportive and helpful. They guide me to ensure I’m on a good path and being respectful. ETFOFNMI.ca has resources prepared, such as Healing Conversations.

Land Acknowledgements

I live and work on the traditional territory of the Williams Treaties nations which includes the First Nations of Alderville, Chippewas of Beausoleil, Chippewas of Georgina Island, Chippewas of Rama, Curve Lake, Hiawatha, and Mississaugas of Scugog Island. There is a wonderful book by Doug Williams, Michig Saagiig Nishnabeg, which has helped me better understand the history of the area through his oral history, passed down for generations.

Our school board has a standard land acknowledgement but when I am making that acknowledgement, I also relate it to my personal experience with the land and all of the natural world. For example, I could talk about what is happening to the plants and animals in the current season and how much I respect them for the gifts they have given. I also acknowledge the rights of Indigenous Peoples and that my journey includes learning about treaties, culture and language.

When I visit a class as an Occasional Teacher I can start the day with a personalized version of the land acknowledgement. I also can include in my introduction that I’m an uninvited guest and a first generation Irish Canadian. I find this to be a helpful way to start building a relationship with the students. I like to check in with students to see if they have any questions about the land acknowledgement and together we can look for answers.

Allyship is an ongoing learning process for me as I build my understanding of cultural appreciation versus cultural appropriation. For example, I had a class of non-Indigenous students wanting to learn about dream catchers. Our local Friendship Centre put me in touch with a First Nations woman who was willing and able to share the teaching. Previously, I have made some mistakes by rushing in with an idea and wanting to do a teaching myself but I have learned that it is not respectful to do so.

I continue to learn how to be a good ally. Here is a list of resources from ETFO that helps me. I hope you will find it helpful too.

Truth and Reconciliation (TRC)

This is the first blog in a two part series reflecting on my work to be an ally to Indigenous Peoples. With so many teachers  taking  this path of allyship there is hope for a better future on Turtle Island.

Listening and Reflecting

Many years ago, when I was lucky enough to have Anishinabe grandmother Kim Wheatley as a guest speaker she asked me to confirm the treaty area we were in and which Indigenous Peoples to acknowledge. This was in the days before land acknowledgements were common and I had absolutely no idea what to say. I apologized and she graciously carried on with an opening that covered all Indigenous Peoples.

That experience led me on a learning journey so that I could be better prepared to help students understand the true history of our area. We also started looking into local place names that come from the language Anishinabemowen.

Around that time I attended a professional development session organized by my school board on a First Nation. On that day we heard first hand accounts from a residential school survivor and we learned about intergenerational trauma caused by colonization and residential schools. This was well before Orange Shirt Day/National Day for Truth and Reconciliation was established. This was also before the 215 unmarked graves were located in Kamloops.

I didn’t know what to do to help. I turned to books and started reading. I listened to radio shows and podcasts teaching me more about the truth. I did the Kairos blanket exercise which added more perspective to the problems caused by colonization of this country.

The more I learned, the more action I wanted to take. With support from Indigenous Peoples here are some actions:

– adding new books to the school library with Indigenous authors and illustrators from an Indigenous owned and operated business;

– encouraging Orange Shirt Day recognition at my school, with school wide activities including readings, poetry and music;

-setting up staff purchasing orange shirts from a local Indigenous company;

-hiring guest speakers for speaking engagements, beading, gardening, and art activities.

Two of the most impactful non-fiction books I have read are: The Summary of the Truth and Reconciliation Commission Report, and Seven Fallen Feathers by Tanya Talaga. Both of these books opened my eyes to the true stories experienced by Indigenous Peoples.

When my ally journey began, the Indigenous department at my school board was quite small so I’m very happy to see more consultants available to help teachers with their learning now. The consultants have developed a Passport to Reconciliation which gives suggested activities for each grade. I’ve had very helpful conversations with consultants and I appreciate their patience while I learn how to approach this new learning.

In my next blog I’ll look specifically at how I help students understand land acknowledgements. Please stay tuned!

Growing up, I’d seen a lot of fun television shows about teaching.  At the risk of dating myself, there were some truly iconic shows in the 1970s and 1980s, such as  “Welcome Back, Kotter” and “Head of the Class”.  I watched them with my brothers, laughing together and loving the characters.  These shows made teaching seem fun and magical and even tough moments always wrapped up in a way that made sense. I knew that I wanted to be in those classrooms when I grew up to become a teacher. 

Back then, I did not yet know about tv magic – the amount of time, people, and unlimited energy it takes to create 22 minutes of seemingly easy fun. I didn’t necessarily connect this with my own classroom experiences which did not look so easy.  Even as a student watching my teachers, I could see how hard they were working. I knew that class conflicts existed amongst students, that life in schools wasn’t always perfect and easy and definitely did not include a well timed laugh track.  And yet, I still believed that schools could be beautiful places. 

And they can be.  Schools can be beautiful and magical places filled with fun and laughter – but it takes so much more than what we saw happening on a short sitcom. Just like in television, there are so many people who help to create those spaces where the magic happens.  From the classroom teacher to the designated early childhood educator to learning resource teachers to the educational assistants; it’s a whole cast of caring individuals who advocate for students daily.  It’s an entire team of educators who are working behind the scenes to try and make those 22 or 45 or 100 minutes of learning seem easy and magical. 

Sometimes the classroom laugh track is loud and fun and memorable, like when the classroom community comes together and students feel loved and experience joy.  Maybe it’s a funny joke someone shares or maybe it’s a moment where students see themselves and who they have the potential to be.  It’s also when we’ve worked hard on a concept, gone through a lot of emotions and tough learning before things finally start to make sense. 

It can happen during moments in the staffroom, too. It’s those moments at break time sharing treats or chatting about our lives when staff build a community of educators with one another. It’s truly special when colleagues lean on each other for support or rally around one another when sharing in celebrations. Though not always visible to students, that work is still meaningful to humanize one another as educators, push each other as learners, and build a staff that is a family. 

Creating this ‘magic’ isn’t easy. In fact, it’s a lot of consistent work and relationship building and intentionally making time for these important moments we can experience together.  Sometimes it’s making mistakes and forgiving them; other times it’s organically beautiful and just comes together with ease. While I now know about ‘tv magic’, I think about it differently these days.  Instead of framing those sitcoms as irrelevant because they’re fictional and fabricated, I see them as beautiful and idealistic.  Imagine a team of people who come together to bring a little joy, create some positive experiences, and help others learn about the world along the way.  It doesn’t sound so far off from what schools are, after all.

As teachers, we are natural collectors. We save things “just in case”. A lesson plan, a folder of half-used stickers, a set of bent booklets, because we might need them one day. I recently found myself doing just that. While switching grades, I decided it was time to declutter my classroom. I filled six whole boxes for donation and felt proud of my progress. But then I looked around and realized… I still had six boxes of stuff I couldn’t part with. I told myself I’d go through them again at home, that I would definitely use some of it “one day.”

But when I got home, those six boxes went straight to the basement. And they stayed there. For months. Untouched. Collecting dust.

Then, life stepped in with a not-so-subtle lesson: a water leak. Yep, right where those boxes were stacked. Some things were ruined, others were salvageable, but honestly? The real surprise was how relieved I felt to finally let it all go. What I realized in that soggy, musty moment was that  I did not need to save all that stuff. I wasn’t using it. I wasn’t going to use it. And I definitely didn’t miss it.

The “I might need it one day” mindset comes from a good place. We save things because we want to be ready for the unexpected grade change, student, the last-minute lesson, the what-if moment. But if we’re keeping everything, we’re often using very little of it well. Clutter makes it harder to find what we do need. 

Now, when I pick something up and think, “I might need this,” I ask myself, Have I used it in the last year? Would I even notice if it disappeared? Is this helping my students today? If not, I let it go. However, decluttering doesn’t have to be an all-or-nothing job. Start with one drawer. Set a timer for fifteen minutes. Sort things into three piles: keep, donate, recycle. Be honest with yourself. If you forgot you had it, you probably don’t need it. Digitize what you can, let go of the guilt, and celebrate the space you reclaim.

Letting go of the “just in case” isn’t easy, but it’s freeing. So next time you’re tempted to keep something “just in case,” remember this, you are not throwing away your creativity or your effort.
You are choosing to carry less, so you can focus more on what truly supports your teaching today.

And if a box or two does make it home… maybe don’t store it near any pipes. 

In my previous post, I shared a definition of critical consciousness, along with insights on how it is similar and different from critical thinking skills. I also shared why I think providing meaningful opportunities for students to develop their critical consciousness is important. In this post, I’ll provide an example of how I supported students in exercising their critical consciousness while also helping them to develop their writing skills.

Years ago, while living overseas, I worked as an English foreign language teacher. During that time, I recall working with a diverse group of adolescent students who helped me to understand the importance of providing meaningful opportunities for students to exercise their critical consciousness. While working with this group of students, I routinely began classes with what I called, chats and check-ins. Our chats and check-ins involved engaging students in conversations about how they spent the previous evening, their plans for the week, or current events. This served multiple functions. Some of them included establishing and nurturing relationships with and between students; helping me gain an understanding of student interests, experiences, cultures, and identities so I could create a program that supported their learning needs; nurturing a community of care, and providing meaningful opportunities for them to practice their oral communication skills.

During one of our morning chats and check-ins, some students began complaining about the school facilities which sparked a whole class discussion. Students complained that the WIFI and other computer technology rarely worked, the textbooks we used were dated, the facilities appeared old and shabby, the washrooms were unclean, and the list went on. Listening to their concerns I empathized with them because their concerns were valid. I also knew that many staff members shared similar complaints. I recall one student questioning how he and others were expected to learn within an environment that lacked essential resources or be expected to academically perform within such an uninviting physical space?

Recognizing the validity of their critiques and wanting to support them in exercising their agency, I suggested they write a formal letter of complaint to the school administration. I explained to them that within communities, formal letters of complaint to political leaders had the potential to effect change due to concerned citizens taking the time and effort to draw attention to a community issue and demanding the issue be resolved. I also explained that identifying or complaining about the issue is not enough; they needed to identify what they want to see changed and recommend solutions. I concluded by saying, if they wanted to write a letter of complaint to our school administration, they needed to identify the issues, explain why the issues are concerning then request what they want to see changed and offer possible solutions.

They liked the suggestion. Then for the next week we spent most of our class time drafting, revising, and editing their letters of complaint. To support students, I helped them to define the success criteria, modeled the letter writing process and format, and provided both oral and written constructive feedback at all stages of their writing process. When all students had completed their letters, I delivered them to the school administration.

Weeks later, one of the school administrators visited the class to thank the students for their letters and further discuss their concerns. At the end of the conversation, she committed to working with the school administration team to rectify the issues. In the proceeding months improvements were made to the school. The WIFI worked more consistently, new and updated textbooks were added to the school, and the washrooms were regularly cleaned.

In one of our morning chats and check-ins following these events, we had a discussion where students shared that they were both happy and surprised to see that their complaints were taken seriously and that their letters worked to effect change.

From the experience, I came to better understand that adolescent students are often engaged in serious thinking about their lives, communities, and the spaces where they live and learn. They are also thinking critically about the inequities and injustices present within their lives and communities. The experience also taught me that students need support in understanding that the inequities and injustice they witness and experience need not be tolerated because they possess a critical consciousness that can aid them in effecting change. I see my role as teacher and the role of other teachers is to help student develop their critical consciousness so they not only think critically about the status quo but understanding they can change it through intentional actions.