Category: General

In part one of this blog, I shared two valuable strategies to help you welcome a student candidate into your classroom. From my experience, the following three strategies help to set the tone and further create a positive learning experience for everyone in the classroom.

By welcoming teacher candidates into your classroom, you are passing on your knowledge and expertise, and also fostering a culture of collaboration, growth, and lifelong learning. The effect of your mentorship will go far beyond your own classroom, shaping the next generation of educators and enriching the lives of students. So, open your door, share your wisdom, and take pride in the role you play in building the future of our profession. 

When a candidate is welcomed in your room, all eyes are on you and how you do your job. So remember, your professionalism sets the tone for theirs. Whether it’s how you interact with colleagues, communicate with parents, or handle challenging situations in the classroom, your actions are shaping their understanding of what it means to be an educator. Be intentional about modeling the qualities you want them to emulate.  

To help your student candidate grow and develop, remember to encourage reflection. Ask  questions like; What do you think went well in that lesson? How did you connect with students today? What would you do differently next time? Reflection is such a critical skill that will serve them throughout their career as they continue to grow as educators.  

One of the most valuable things I can remember from my own teacher candidate experience is everything that I learned beyond teaching the curriculum. One of the most important things we can teach teacher candidates is what “isn’t” covered in college courses. The aspects of teaching that only experience can reveal. These include things like, building relationships with students and families, managing diverse classroom dynamics, classroom setup, displaying student work, navigating school politics and culture, balancing work-life responsibilities and staying resilient in the face of challenges. So remember to include and encourage your candidates to be present in these experiences. 

We all learned these skills from mentors, from observing other educators, and from trial and error over time. By sharing our experiences and insights with teacher candidates, we give them a head start on developing these important skills. So invite that student teacher into your room. Share your wisdom, offer your guidance, and watch as they grow into the kind of educator you’d want teaching your own child.

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!

Shift # 3 Asset-Based Thinking

An asset-based approach starts from a place of strength. All students enter our classrooms with valuable assets:

• Linguistic assets – home languages and unique ways of communicating
• Cultural assets – traditions, values, and worldviews
• Social-emotional strengths – resilience, adaptability, empathy
• Transferable Skills – curiosity, problem-solving

As equity-minded educators, it’s our responsibility to see, name, and nurture these gifts. When we shift our thinking to “What strengths does this student bring?”, we reframe our role. This habit of mind pushes against deficit thinking and reframes the narrative from one of struggle to one of potential. When we view students as capable and whole, we create space for their brilliance to shine.

Read this article here where I go deeper into it.

Shift # 4 Lifelong Learning and Unlearning 

It is important to commit to growing our lenses by learning from and about individuals with diverse identities, lived experiences, and perspectives so that we can notice more.

We need to continually build awareness related to aspects of our identities where we experience comfort because of power and privilege.

An equity mindset recognizes that we are always learning and unlearning. This means staying open to:

• New research and evolving best practices
• Voices and stories from those with lived experiences different from our own
• Feedback that challenges our assumptions or biases
• Unlearning – this in particular, can be difficult. It involves letting go of ingrained beliefs or practices that may unintentionally cause harm, even if they were once well-intentioned. This takes vulnerability, humility, and courage.

Equity Habits of Mind is a life long journey. While it is uncomfortable, it helps us create to classroom communities where every student is seen, valued, and empowered. When educators commit to developing these habits, we move closer to educational spaces that are truly inclusive, just, and transformative.

At a recent monthly staff meeting, our school’s Special Education Team facilitated a powerful presentation on complex learning profiles and how to support students in ways that preserve their dignity, foster belonging, and promote true inclusion.

One of the messages that resonated with me

Don’t Assume

This message was shared in connection with a compelling video of a woman with Down syndrome, confidently speaking about her own abilities and advocating for herself. Her words were a reminder that assumptions—especially when unexamined—can create invisible barriers for students.

High Expectations for All

To not assume is to hold high expectations for all students, regardless of their lived experiences, identities, or social locations. Every learner comes with unique strengths, challenges, perspectives, and potential. When we assume what a student can or cannot do, we risk limiting them before they’ve even had the chance to show us who they are.

Assumptions, even when well-intended, can reinforce systemic inequities. They can maintain certain dominant narratives. These narratives can influence the level of support students receive, the expectations we set, and ultimately, the level of success they’re able to achieve.

So how do we shift this? We get curious.

• Don’t assume… Ask – Seek to understand a student’s perspective. Ask them about their interests, needs, and goals.

• Don’t assume… Observe – Watch how they interact, what excites them, and how they respond to different strategies.

• Don’t assume… Listen – Take in their words, their actions, and their silences with openness.

• Don’t assume… Try – Experiment with new approaches, tools, and scaffolds to support their learning.

• Don’t assume… Try again – If something doesn’t work, don’t give up. Try something else. Flexibility is key.

• Don’t assume… Research – Learn about their specific needs, whether that’s a diagnosis, cultural background, or learning style.

• Don’t assume… Look at the data – Let evidence guide our next steps instead of assumptions.

• Don’t assume… Be curious – Remain open-minded and committed to learning alongside our students.

A Call to Action

“Don’t assume” isn’t just a gentle suggestion—it’s a call to action. A challenge to all of us in education to do better by our students. When we let go of assumptions, we create room for students to show us who they really are—and the results might just surprise us.

Let’s choose to believe in every child’s potential. Let’s stay curious, stay humble, and stay committed to creating classrooms where every learner feels seen, valued, and supported.

Because when we don’t assume, we create space for possibility.

As educators, we hold the profound responsibility of shaping not only the students in our classrooms but also the future of education itself. One of the most impactful ways we can do this is by being an associate teacher and welcoming teacher candidates, student teachers, into our classrooms. These individuals are the future of our profession, and how we guide and support them today will influence the quality of education for generations to come.  

Yet, some educators hesitate to invite teacher candidates into their classrooms. Perhaps it’s fear of disruption, concern about giving up control, or uncertainty about how to mentor effectively. But I urge you: don’t be afraid to open your doors. By doing so, you’re not just helping a future teacher, you are investing in the future of teaching and learning.  

Think about this. If you were to send your own child into a classroom, what kind of teacher would you want leading that room? I would want want a confident, skilled, compassionate educator who knows how to manage a classroom while inspiring curiosity and growth. That’s exactly what we have the power to help create when we mentor teacher candidates.  

The truth is, no college course can fully prepare someone for the realities of teaching. The skills that truly make great teachers–classroom management, building relationships with students, and navigating school culture are learned through experience. And where do teacher candidates get that experience? In our classrooms.  

Welcoming a student teacher into your room is not just about giving them a space to observe or practice. It’s about actively mentoring them and guiding their development. Here are some strategies I would like to share for making this process meaningful and effective.  

In your initial meeting or email, set clear expectations: From day one, communicate your expectations clearly. Let your student teacher know what you value in your classroom. Whether it’s punctuality, professionalism, creativity, or adaptability. Outline their roles and responsibilities for the first two weeks and continue to share them as they transition from observer to active participant in teaching. Clear expectations provide structure and help candidates feel confident in their role.  

Provide critical feedback. As you know, feedback is one of the most valuable gifts you can give. Be honest but constructive in your observations. Point out what they are doing well and where they can improve. In my experience, having an exit ticket with two stars and a wish ready to be used throughout the day, makes it easy to write down your observations as the day unfolds. Offer actionable suggestions and model some strategies they can use to grow. Remember, feedback is part of the progress and is meant to help our candidates learn and grow. 

As you reflect on your journey, think about where you started. About the impact your mentor had on you. What did you learn from them? Whether it was a word of encouragement, a practical tip, or simply the reassurance that you were not alone. Now, you have the opportunity to be that guiding light for someone else.

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

Cultivating an equity mindset isn’t a checklist—it’s a lifelong journey. It involves continual reflection, deep listening, and a commitment to shifting how we see and support our students. In this article, we’re exploring another powerful shifts that can transform our practice: Curiosity over Judgement

Read here part one! 

Shift # 2 Curiosity Over Judgment 

As educators committed to equity habits of mind, we’re often encouraged to reflect on our beliefs, assumptions, and practices. One of the most powerful mindset shifts we can make is choosing curiosity over judgment—especially when student behavior or academic performance challenges us.

It’s natural to feel frustrated when a student is disengaged, or underperforming. But equity-minded educators pause to ask:

• What might this student be experiencing?
• What is happening beneath the surface?
• What can I shift in my practice to meet this student’s needs?

This approach moves us toward deeper understanding.

The Iceberg of Culture: Looking Beneath the Surface

To fully embrace curiosity, we must also deepen our understanding of what influences student behavior and learning. This is where the Iceberg of Culture comes in—a framework that reminds us that only a small portion of culture is visible above the surface. See the photo below to explore the three surfaces of culture. 

What we visibly see in students:

• Language use
• Behavior
• Dress
• Eye contact
• Participation style
• Physical Ability

But what lies beneath includes (not extensive):

• Family expectations and roles
• Socioeconomic realities
• Past trauma or displacement
• Cultural values (e.g., collectivism vs. individualism)
• Experiences with racism or bias
• Language proficiency and identity

Just like an iceberg, the most impactful elements are hidden—and they profoundly shape how students engage with school.

When we take the time to learn about our students, we build empathy. 

This shift in perspective leads to deeper understanding and culturally responsive supports that honour each student’s lived experience.

I can remember the time of my environmental awakening. It felt like overnight, there were suddenly a lot of commercials about recycling, signs on hairspray bottles stating “No CFCs”, and I became keenly aware of the growing hole in the ozone layer.  We talked in science class about this scary thing called ‘global warming’ and all the ways in which we, as humans, were destroying the environment. I can still remember my teacher telling us that scientists were looking for ways to help, but hadn’t figured anything out yet. If brilliant scientists couldn’t think of a solution, how could a bunch of  12 year olds? In these terrifying conversations, I couldn’t figure out how recycling pop cans could possibly help. It left me with a lot of worry and concern that buying the wrong hairspray would end the planet. 

At it’s worst, this worry can manifest into a condition called ‘Climate Change Anxiety’ (also referred to as  eco-anxiety, eco-grief, or climate doom).  It’s a helpless feeling in the face of very real climate related disasters.  Climate change is important to recognize and to mitigate, but there are also approaches to consider that may help students to feel that there are actions they can take for positive change.  A promising study by Dr Sarah Lowe, a clinical psychologist and associate professor at Yale School of Public Health, suggests that engaging in collective action can be a way to help navigate climate change anxiety.

In schools, the way that we address climate justice can help students to feel hopeful and empowered instead of anxious and helpless.  There are some traditional activities that can partner whole school activities with individual class discussions, such as community clean ups or  garden planting.  When classes are preparing to participate in these activities, try asking students what they think an environmentalist is and explore the conversation together.  Encourage them to think about who they are as environmentalists and involve them in brainstorming ways they can actively care for the environment and our responsibility to do so. 

If you are looking for something to move from whole school activities to specific classroom lessons, I encourage you to log into your ETFO secure account and access many different lesson ideas, webcasts, and learning that can help to inspire and guide you.  There is a resource called Creating Environmentally and Socially Active Communities that has classroom ready lessons from kindergarten to grade eight.  These lessons range from age appropriate experiences of noticing and appreciating the natural world to climate justice and environmental racism.  They include suggestions for assessment, curriculum links, and ways to engage students in collective activism.  What I love about these lessons is that students and educators are encouraged to learn together and work together to identify issues and solutions. 

Though still adamant about recycling and responsible consumerism, I’ve grown in my climate justice. I know that there are ways to support and work with like minded folx to identify issues. As I start to think about policies and values alongside the do’s and don’ts of the blue bin, I find myself understanding that there are many different powers at play that can influence change. It turns out that creating a community of environmental activists who can move collectively from climate anxiety to climate justice might just be beneficial for all of us. 

Learn about ETFO’s climate justice resources: 

https://www.etfo.ca/socialjusticeunion/climate-change/environment-and-climate-justice

Learn more about Dr. Sarah Lowe’s research: 

https://ysph.yale.edu/news-article/collective-action-helps-young-adults-deal-with-climate-change-anxiety/

 

Have you ever participated in an ETFO retreat or Summer Academy? I recently attended the annual Women’s Retreat for  ETFO members in my local.  I was happily surprised that Occasional Teachers were welcome to join so I could share a cabin with a couple of colleagues who are full time teachers.  The organizers put together a terrific event and the resort had great accommodations, amenities and food!

We were lucky to have Dr. Dawn Lavell Harvard of Wiikwemkoong First Nation, and director of the First Peoples House of Learning at Trent University, as the guest speaker after dinner on the Friday night. What a gifted and brilliant woman to help us better understand the struggle for Indigenous women’s rights, particularly First Nation women who lost their homes, families and status if they married someone other than a First Nations person. That was not changed until 2019. She also addressed Red Dress Day, the National Day of Awareness for Missing and Murdered Indigenous Women, Girls and 2 Spirit. She spoke of all the women in her family who were teachers and that this audience of women teachers was the best place to make an impact on the future. It was an inspiring talk and I highly recommend to all our readers to go and see her speak or at least watch videos or listen to podcasts she has recorded. 

The evening included group games, a campfire and karaoke.  We played a game of reverse charades where the entire team acts out a word and only one member has to guess. I’ve played a similar game in the classroom called Hot Seat. Yes it was silly and there was plenty of laughter.  A few ”minute to win it” challenges also took place involving cotton balls being thrown into hoops and objects being blown across the floor with straws. 100% harmless fun!

On Saturday we attended three workshops with women from all different walks of life.  Mine involved writing, sound bathing and wood burning art. All good for the soul! At lunch we took time to do some echo singing. During the break I had a quick dip in the lake (less than a minute) and a sauna while others chose to hike or relax by the water.

If your area doesn’t have any retreats being offered, watch for the happenings at the main office in Toronto. They offer affordable events to all members throughout the year and make them accessible no matter where you are coming from. There is funding to help with travel and accommodations. I plan to attend the professional learning for occasional teachers because it will address concerns that I deal with regularly such as classroom management techniques and instructional strategies.

Looking through the catalogue of ETFO Summer Academy offerings has me very excited. There are dozens of 3 day workshops on a wide range of curriculum areas begin offered across the province in various locations in the GTA and beyond. You will find professional learning from Waterloo to Ottawa, Niagara on the Lake to Barrie and Peterborough. Plenty of virtual workshops are also available. I’m particularly interested in art and drama workshops that I think will help me as an occasional teacher.

To register for ETFO events, create an account at https://www.etfo.ca/ under the Events tab.

If staying withing your local suits you better, there are numerous important committees that help each local thrive.  We can learn more about our collective agreement, health and safety, political action, social justice and professional learning just to name a few. Being involved in the local union helps us build professional knowledge and expertise in our profession.  I greatly appreciate the efforts of my local and hope you all get the chance to Ignite and Refresh yourselves like we did!

 

In my previous post I shared two resources that helped me to examine my beliefs about race and other identity markers as an initial step towards becoming an anti-racist educator. I also shared those resources in the hope that they could be of use to others who are also striving to become anti-racist educators. In this post I’ll share another resource that guided me in taking another step towards becoming an anti-racist educator. Again, with the hope that the resource may be of use to others.

In the second chapter of the book Anti-Racism Education: Theory and Practice, Canadian/Ghanian scholar George Dei outlines 11 basic principles of anti-racism education to help readers in their work towards effecting systematic change in relation to racism and other interlocking forms of social oppression. Some of the principles Dei outlines include, recognizing the social effects of race despite the concept’s lack of scientific basis. Recognizing that one cannot understand the full social effects of race without examining how race intersects with other forms of social oppression, such as gender, class, and ability. Interrogating white male power and privilege, and the rationality for their dominance in society. Problematizing the marginalization of certain voices and delegitimatizing the knowledge and experience of minorized groups in education systems. Acknowledging the traditional role of the education system in producing and reproducing racial, gender, sexual, and class-based inequities in society.

What I found useful about the principles outlined in this chapter, were that they provided a list of essential considerations for employing anti-racist practices when teaching along with a clear rational for each principle. For example, the first principle of anti-racism education focuses on recognizing the social effects of race, despite the concept’s lack of scientific basis. Following this statement, Dei goes on to explain that there are powerful social meanings associated with race which have real consequence to human lives that can be seen in how some human lives are more respected and valued over others. Therefore, to employ anti-racist practices one must recognize that human beings with minoritized racial identities have different social experiences primarily due to the colour of their skin and that those social experience may be harmful or jeopardize their overall safety and well-being. To combat systems and structures that allow inequities and injustices to exist we must learn to respect others who look like us and those that are different and normalize different ways of knowing and being in the world.

In my work with students and other educators, I often use books written by diverse authors, current events, and policies as entry points for conversations about race, racism, and anti-racism. I find the use of texts provides a way to facilitate discussions about race related issues and gets students and educators to think critically about race, racism, and anti-racism, with the goal that discussions lead to actions that support the creation of more equitable and just communities for all.

To conclude, while I have shared some resources and insights in this and my previous two posts regarding my work towards becoming an anti-racist educator, I would be remiss if I failed to acknowledge the reality that anti-racism work is contextual, nuanced, challenging, and messy. Meaning, while I’ve committed to doing anti-racist work by striving to become more anti-racist in my thoughts and practices, I still make mistakes. Mistakes are part of the work. Yet, learning from experiences, striving to avoid the mistakes of the past, and continuing to do the work is what I believe to be most important and what I strive to do and encourage others committed to anti-racism work do as well.

Also see:

Striving to Become an Anti-Racist Educator Part I: A Call to Action

Striving to Become an Anti-Racist Educator Part II: The Importance of Self-Examination

Asian Heritage Month is celebrated each May in Canada.  The federal government of Canada has announced their theme as, “Unity in Diversity: The Impact of Asian Communities in Shaping Canadian Identity”. This theme acknowledges the abundance of diversity present among Asian Canadian communities, and how this richness has contributed to building a unifying Canadian identity. The diverse nature of Asian Canadian communities is considered as one of their strengths, just as it is in our Canadian identity.” 

When I spent some time last month with a wonderful group of educators to collate resources that acknowledge Asian identity here in Canada, we kept this theme in mind.  There is so much diversity in Asian identity – not just in regionality, but also within regions, the global diaspora, culture, and more.  Celebrating and representing this diverse identity is something that requires some thoughtful planning. 

We started locating books for representation; ones that addressed topics that many Asian children experience.  We thought about our own experiences as Asian teachers as well as the experiences of Asian students and families we knew in schools. We decided to address a few different topics; name stories, immigration experiences, food, language, and clothing.  For each of these categories, we selected texts, such as picture books, visuals, and websites that could be explored for cultural representation.  We tried our best to ensure that we weren’t building stereotypes;, that we had characters from a variety of countries and regions and intersectionalities. It was wonderful to meet with like-minded educators who were interested in bringing their ideas to reality!

Through our discussions, we also realized the joy and understanding that happens through highlighting changemakers and trailblazers during heritage months.  To acknowledge this, we made sure to include links to useful resources that provided information about Asian Canadians, such as government websites, websites built by those who identify with that ethnicity, or texts that were written from their own cultural perspective.  There was no shortage of resources to find; in fact, we found so many that were new for us to comb through and learn more about our own identities and others.  Seeing these mirrors and windows into our Asian heritage inspired us to walk through those sliding glass doors and into possibilities of what we could do in the classroom.

During this planning session, I realized that we needed to include Asian Canadians that are recent trailblazers – it wasn’t only about focussing on the past achievements, but making these moments come alive for students in the time period that they are living.  Some of these include Kevin He, the first Chinese born Canadian to sign an NHL contract in 2024;  politician Rechie Valdez, the first Filipino Canadian woman to be elected as a Member of Parliament in Canada and who has been recently announced as the new Minister of Women and Gender Equality. There’s also Lauren Chan, a model, editor and founder of the plus-size clothing brand Henning.  This champion for diversity in the fashion world also identifies with the LGBTQ+ community and has Chinese-Armenian heritage. 

As you explore different ways to recognize Asian Heritage month in May and beyond with your students and staff members, I encourage you to look at the ways Asian Canadians are still becoming ‘firsts’.  Join in the celebrations that are happening right now and consider how history is still in the making.