Category: General

Prior to the start of any professional learning session that I’m leading, I play a pre-recorded land acknowledgement. The land acknowledgement recommended by my school board was created by our Indigenous Education Department and a Treaty Partner from the Mississaugas of the Credit First Nations. The land acknowledgement that I and other educators in my school board use is:

The land upon which we work, live and sustain ourselves is the ancestral and treaty lands of the Miichizaagiig Annishinaabek also known today as the Mississaugas of the Credit, the rightful caretakers and title holders of this land.

We also recognize the rich pre-contact history and relationships which include the Anishinaabek and the Onkwehonwe. Since European Contact, this land continues to be home to Indigenous and non-Indigenous peoples. As responsible community members, we value the diversity, dignity and worth of all people.

Colonialism displaced and dispossessed Indigenous peoples of their ancestral lands and continues to deny their basic human rights, dignities and freedoms. We are committed to learning true history to reconcile, make reparations and fulfill our treaty obligations to the Original Peoples and our collective responsibilities to the land, water, animals, and each other for future generations.

At the end of the recording, the creators pose the question, how does this land acknowledgment compel you to take action? Since I began using it, I’ve shared with colleagues that my personal call to action has been to learn more about the histories, cultures, and experiences of Indigenous People from across Turtle Island then find meaningful ways to infuse that knowledge in my work with teachers and students. To support this objective, I’ve committed to reading books by Indigenous authors and official documents focused on Indigenous People. Some of the books and documents that I’ve read include:

• Indigenous Relations: Insights and Tips to Make Reconciliation a Reality by Bob Joseph and Cynthia F. Joseph
• 21 Things You May Not Know About the Indian Act: Helping Canadians Make Reconciliation with Indigenous Peoples a Reality by Bob Joseph
• Seven Fallen Feathers: Racism, Death, and Hard Truths in a Northern City by Tanya Talaga
• An Inconvenient Indian: A Curious Account of Native People in North America by Thomas King
• The Truth About Stories by Thomas King
• If I Go Missing by Brianna Jonnie, Art by Neal Shannacappo
• Fatty Legs by Margaret Pokiak-Fenton and Christy Jordan-Fenton Illustrated by Liz Amini-Holmes
• The United Nations Declaration of the Rights of Indigenous Peoples
• Truth and Reconciliation Commission of Canada: Calls to Action
• Parts of Honouring the Truth, Reconciling for the Future Executive Summary

My call to action emerges from thinking critically about the part of the land acknowledgement that resonates most with me which is, “We are committed to learning true history to reconcile, make reparations and fulfill our treaty obligations to the Original Peoples”. For me, this quote provides clear guidance for identifying a call to action that works to support Indigenous People in one of ways they have asked such as learning a more fulsome account of Canadian history then explicitly teaching that history to others to avoid making similar mistakes in the present and future as a token of reparations.

Earlier this year, at a professional learning session I facilitated for educators working with students in grades 6, 7, 8, I shared my call to action following the land acknowledgment. Then during the session focused on explicit instruction in literacy, I modeled how educators working with students in grades 7 and 8 could use the book, Indigenous Relations: Insights and Tips to Make Reconciliation a Reality, as a tool to help them teach some specific expectations found in the revised Language curriculum and the revised Social Studies, History and Geography curriculum. The expectations I identified included:

Gr. 7 & 8 Language Foundations for Reading and Writing

B2.2 demonstrate an understanding of a wide variety of words, acquire and use explicitly taught vocabulary flexibly in various contexts, including other subject areas, and use generalized morphological knowledge to analyze and understand new words in context

Gr. 7 & 8 Language – Comprehension: Understanding and Responding to Texts

C1.1 read and comprehend various complex texts, using knowledge of words, grammar, cohesive ties, sentence structures, and background knowledge

Gr. 7 History – New France and British North America 1713-1800

A3.2: identify a few key treaties of relevance to Indigenous people during this period […] and explain the significance of some of these agreements for different people and communities in Canada

Gr. 8 History – Canada 1890-1914

B1.2: analyse some ways in which challenges affected First Nations, Métis, and Inuit individuals, families, and communities during this period, with specific reference to treaties, the Indian Act, the reserve system, and the residential school system

I then read the following passage from the book.

“Treaties are negotiated government-to-government contracts or agreements, used to define rights and powers and to formalize relations between governments […] Indigenous leaders negotiated in good faith for the survival of their people as they transitioned from their formerly expansive self-determining, self-governing, and self-reliant world to subsistence and dependence, living on small reserves. The treaty articles they negotiated included education, economic assistance, health care, livestock, agriculture tools, and agricultural training. The other signatory, the Crown, had a different intent. Under John A. Macdonald, Canada’s first prime minister, the Crown planned to use the treaties to remove Indigenous Peoples from their lands, gain access to natural resources, open up the country for settlers, and construct a railway from Upper Canada to the Pacific Ocean” (Joseph and Joseph, 2019, p. 45-47).

Following the reading I shared the insight that educators could use this book to help students build their background knowledge on the importance of treaties in Canada which could support their reading comprehension of this, and other passages found in the book. As a direct result, it could also help educators explicitly teach parts of specific expectation C1.1, found in the revised Language curriculum. I also shared that use of this passage could help educators clarify the meaning of the word treaty for students who may have a vague understanding of it. This would support building their vocabulary knowledge that could again support their comprehension of the text while also providing explicit instruction in parts of specific expectations C1.1 and B2.2 found in the revised Language curriculum. Further, I shared that use of this passage could help educators teach students about the historical importance of treaties in Canada which could help students understand why they remain such a central part of public discourses. By doing so they could also work towards meeting grade 7 History specific expectation A3.2 and grade 8 History specific expectation B1.2.

I concluded this portion of the session by reminding educators of how I strive to find meaningful ways to align my call to action with my work to ensure I honour my commitment to supporting reconciliation and making reparations to Indigenous Peoples. I encouraged them to find meaningful ways to do the same.

“You have no books that I want to read!”

This quote is from a five year old boy who was being shown around the school library. He had just been playing hide and seek during the book exchange time. I had only just begun my role as teacher-librarian and I didn’t know the collection all that well at the time. I tried books on dinosaurs and cars but he wasn’t interested. He could only tell me about a video game he played.

Shortly after that experience I surveyed staff and students on what books they wanted in the library. I started holding comic book fairs and building the collection to meet everyone’s needs. I advocated for funds from the school council and the school budget. I was determined to improve the collection so that every student could find something they loved to read.

Graphic novels became a hot commodity; especially ones with characters and story lines from movies, video games and card games. Non-fiction books relating to popular sports, video games, animated features, and pets started flying off the shelves. We couldn’t keep up with the shelving and we started a reading club.

It all started by listening to a student whose needs weren’t being met.

Our students have such diverse learning needs and special interests but it’s not always easy to get the right resource or learning tool. Sometimes there will be obstacles like money, lack of knowledge or understanding. I’ve written before about advocacy and how important it is for teachers to be a strong voice for their students.

One of the most important things we can do to reassure students that we have their interests at heart is to listen without judgement. Listening builds trust and creates a safe learning environment. Besides using surveys and other written tasks, we can listen to students through discussions, group work, audio and video.

I’m happy to say that we eventually got the right book into that student’s hands but he still liked playing hide and seek when he got the chance.

Every year, when parent-teacher interviews approach, I get excited about meeting families and sharing all the wonderful things about their children—what they’ve accomplished and how they’re adjusting to the classroom. I used to prepare a little sheet with notes on what I wanted to discuss, neatly organizing my thoughts for each student. But one year, I decided to try something different. I figured, why not? I was ready to mix things up and see how empowering students to take charge of their own conferences would change the dynamic.

Here’s what I discovered:

Running a successful student-led conference is all about preparation and providing students with the tools they need to feel confident. In the weeks leading up to the conference, it’s important to give students time to reflect on their work. You can help them select key pieces from different subjects—like literacy, numeracy, or art—that show their growth. For younger students, offering reflection prompts like “I’m proud of this because…” can make this process easier.

Encourage students to think about their learning in a guided way. Ask questions that push them to consider their progress, such as “What was a challenge for you in this project?” or “What strategies did you use to solve this problem?” These moments of reflection help build self-awareness and confidence, which are important to owning their learning journey.

Once students have gathered their work, they can put together a portfolio, either in a digital format or a simple folder. This portfolio will be the foundation for their presentation during the conference. To make students feel more comfortable, you can practice with them ahead of time. A little role-playing can go a long way in helping them feel prepared. You could even provide a simple script, an outline, or sticky notes for younger students to jot down what they’re most proud of, helping guide them through what they want to say. Another option could also be to record their audio and attach it to a QR code for parents to scan and listen to it during their visit.

During student-led conferences, it’s key to strike a fine balance between student ownership and teacher input. Allow students enough time to present their work, reflect on their progress, and showcase their achievements. At the same time, keep in mind that parents look forward to hearing from you as the educator, so after the student’s presentation, take a moment to provide your professional insights, addressing areas of strength and opportunities for growth. Be sure to leave time for parents to ask questions or share their observations. This approach ensures that the conference is collaborative, informative, and engaging for everyone involved.

On the day of the conference, create a welcoming environment where students can comfortably lead the discussion. Whether it’s at their desk or a special conference table, they’ll guide their parents through the portfolio and talk about their experiences.

Timing is crucial when organizing student-led conferences. As you experiment with different approaches, you’ll discover what works best for you and your students. Hosting one interview at a time might lead to running out of time quickly, but if you value that one-on-one connection, you may find it worthwhile and manageable with careful planning. Alternatively, you might try running two or three conferences simultaneously, allowing you to rotate between students and maximize efficiency without sacrificing the quality of the interactions. Finding the right balance is key—it’s about what feels most impactful for you and your students.

Wrapping up the conference with a goal-setting activity, where students identify what they want to work on next, is a great way to keep parents involved in their child’s learning. Don’t forget to celebrate their efforts with a smile, a high-five, or words of praise.

Dear 23-year-old me,

You are about to begin an incredible journey. Your career as a teacher will take you to different communities and working with children of various ages and individual needs. You will adore teaching and helping kids. You will also have an influence on your school staff, parents and community.

Now that I’ve been through that career, one of the most important things I’d like you to know is that consistency and a calm manner are very important to your job. As much as you love to be spontaneous, creative and high energy…that can sometimes lead to tricky situations. There’s a place for all that energy but it might take you some time to fine-tune when you want to use it.

Part way through your career you’re going to learn about Indian residential schools and the impact they have had and continue to have on Indigenous peoples of Turtle Island. You will be shocked to know that Phyllis Webstad, founder of the orange shirt movement, is the same age as you. While you had your entire schooling and working career in education systems that respected your language and family and culture, Phyllis and thousands of Indigenous peoples have experienced the opposite.

Try not to wallow in guilt. It’s just not productive. Instead, get out there and learn. You know that informed people can create positive change. Make sure your schools have materials they need to help everyone learn the truth so that reconciliation can take place. The commission on Truth and Reconciliation will provide a guideline of recommendations. Read them. Understand why they are there and take action. Some of your most memorable days of working in education will include the ones where you made the most effort toward reconciliation.

There will be many changes over the years. Changes in curriculum, technology, administrative policy, walkouts and even strikes. Through all this know that you and your fellow educators have the students’ interests at heart and making a positive difference in their lives is what you’re there to do everyday.

For a while you might think that you would never consider supply teaching in your retirement. There will be many days when you feel tired and the stress seems too much to think of teaching after your pension starts. I’m here to tell you that with enough time to decompress, you will love getting back in the classroom and making a difference.

Take care of your physical, mental and spiritual health. Reach out when you need help.  Stay connected to nature. Put family first.

I believe in you!

Signed,

Your (semi) retired self

Every summer, ETFO hosts a number of different Summer Academy sessions across the province and hosted by different ETFO locals. This past July I had the pleasure of attending a Summer Academy hosted by ETFO Niagara Teachers’ Local. This three day learning workshop was a definite highlight in my professional learning.

The topic of this Summer Academy was ‘Digital Literacy: Student Led Podcasts’. The fabulous duo, Chey and Pav, were the session leaders. These elementary teachers from Toronto have their own podcast called “The Chey and Pav Show: Teachers Talking Teaching” and shared with us ways in which we can bring podcasting to the classroom. We started the first day learning about what podcasting is and thinking about why it is important. Podcasting can be a way for students to find their voices. They can share about issues that are important to them, such as social justice issues or items they’ve learned about in the news. Podcasting is also so creative in that one can add music, video, or pictures that can help enhance the storytelling experience. It offers students a multitude of ways to utilize the writing process in a way that is practical; helping to develop writing and editing and critical thinking skills in a meaningful context.

The first day was so important in setting the stage to build a safe community, learn about one another, and feel comfortable in sharing our own voices. By the second day, we began to learn how podcasting could be used in schools. It was fascinating to think of all the possibilities, from engaging with the school and parent community to providing ways for students to engage in the creation of their own podcasts. By day three, we were writing our own scripts and becoming familiar with using a variety of equipment and software.

I loved that this learning experience provided educators with learning that was practical and allowed us to gain the confidence to try something new in the classroom. There were real life examples of how podcasting looked, ideas on why it is engaging for students, and gave us the time to gain hands-on practice with a variety of equipment. Learning was accessible and shared by teachers with experience for all the educators to be comfortable with our new found skills. In addition, participants were encouraged to build community with other teachers through conversation, project work, and feedback. It was also exciting to learn that the equipment needed could be as simple as chromebooks or as advanced as a full podcasting studio. I loved being the ‘student’ so that I could remember what it was like to be a new learner in a new situation and to think about what I needed to help me become more comfortable to take risks.

I have been to many ETFO professional learning opportunities over the years, such as after school professional workshops at our ETFO local office, women’s programs delivered by ETFO Provincial, and more. Each time I return from professional learning inspired and empowered to think more deeply about my practice and try something new. This year, I encourage you to reach out to your local ETFO office or keep your eyes peeled for ETFO Provincial professional learning opportunities. It’s a fantastic way to connect with other educators across the province, take part in some fabulous learning, and gain the courage to try something new.

Towards the end of August, whenever I drove past a school, I noticed that the parking lots were filling up again. At first it was just one or two cars dotting the pavement, but as the first day of school inched closer, entire rows of vehicles stood at the ready, some with trunks and side doors open as teachers carted in the materials they would need to start the year.

Every September this dedicated ritual occurs. And with each box of supplies carried into the school, educators are busy planning, anticipating what we will need to welcome, include, and teach students. And one of the most important aspects of that planning, that inclusion, involves first languages (L1) in the learning environment.

I’d like to share a story I read years ago that may help explain why.

I wish for the life of me I could remember where I read this story. I cannot recall whether it was a book or an article. Don’t remember the author. But I do remember stopping at one heartbreaking point. The passage recounted a graduation exercise, in which students were asked what they thought their teachers and classmates would remember about them. I hope I am accurate in quoting the response from one of the students: “They won’t remember anything. They didn’t know me. I never spoke my language.”

So integral is first language to our identities that this student felt no one knew him because of its absence.

As I have mentioned in numerous blogs, the importance of home languages in school and learning cannot be overstated.  Lost in Translation  explored the devastating impact of first language loss on identity and family connections; West detailed all of the additional thinking, abilities, and skills students are able to demonstrate when using L1 in learning tasks;  and Beginner ESL Class: Fluid Dynamics and Bernoulli’s Principle summarized one teacher’s success in using L1 to teach science curriculum topics to all students in her class.

But perhaps, through all the research and statistics and cited benefits, perhaps that one statement from a graduating student encapsulates it all: if a student’s language isn’t there, in many significant ways, the student is not there either.

But how to start? This year, what will we need to make sure that this essential aspect of identity and learning is meaningfully embedded in schools?

There are some initial considerations that may help …

We might consider if there are multilingual signs in the school, or translated resources for parents. Or if there are dual language books in the learning commons, or in individual classroom libraries. Perhaps dual language books could be included in home reading programs and nightly book bags, strengthening not only the student’s first language development but also parent partnerships. In day-to-day instruction, we might notice if there are opportunities to research curriculum topics in first language, using multilingual videos or books or conversations with peers, allowing students to more fully comprehend and negotiate curriculum content.

And finally, we might consider if it is normal to hear, see, use, and recognize the value of other languages in our classrooms …  for all students, not just MLLs. We might notice if our school is, intentionally or not, an “English-only” space, or if it posits the multilingual identities of students as central to learning and belonging, and just as important as English.

With September already in full gear, I have used several different multilingual resources with students so far. But I am still working on my inventory, still wondering about the ways I can bring first languages to the classroom.

And I cannot wait to see how this will help students to fully be there, too.