Learning to learn

May 29, 2026 Rashmee Karnad-Jani Advocacy for change, Building Inclusion, Inspiring Students, Inspiring Teachers, Learning About Your Students, Learning in a Real Life Context, Learning to learn, Play-Based Learning, Science, self reflection, Teacher Wellness, wellness

Pebbles In My Pocket

I grew up by the seaside, in 2 beautiful cities on the West Coast of India.

I am telling you this because I think this spatial-geographical context is important to our conversation today. I am always soothed by the sound of waves, and I like to pick up shells and pebbles.

Although these days one can buy anything with the click of a button, the pebbles I have carried with me from place to place are my constant companions.

I take care of the pebbles. The pebbles take care of me.

I sometimes gift a pebble to a friend or colleague so you may already know this story.

An index finger of a right hand pointing to Mumbai on the West Coast of India. The arm is in a black sleeve on which there is a silver bracelet. — **My Roots in Mumbai and Goa on the West Coast of India**

Being Seen and Remembered

At one of the schools I am partnered with, I was outside at recess, and some students came up to me. One of them said “I know you from somewhere a long time ago.” I smiled inwardly as educators tend to do while listening intently: a 12-year-old perhaps does have a long-ago sense of life. I welcomed that sentiment.

Then he asked me, “Did you used to carry pebbles in your pocket?” His friends shifted uncomfortably, some chuckled at the question as it seemed odd to them perhaps.

“Yes, I did.” I said, “I still do.”

And I held out my hand in which were pebbles, some glass ones – bought, and some collected.

Three natural and 3 glass pebbles in the open palm of a left hand. The person is wearing a silver ring in the shape of a lotus. — **Natural and Glass Pebbles From My Pocket**

“I knew it was you!” the student said, though he didn’t remember my name. I am okay with that.

I remembered then, that when I was at another school supporting Kindergarten to Grade 4, students had heard of the pebbles and when we would be outside at recess, some would come by to explore the contents of my pockets.

The Pebbles Have a Job

I carry the pebbles for two reasons.

When I am in busy spaces such as grocery stores or in a bustling hallway, I reach into my pocket and the smooth, cold, pebbles ground me.
When I am with students in unstructured times, on a field trip or at recess supervision, the pebbles are a great conversation starter when accompanied with “look what I found the other day,” even if that other day was decades away.

Benefits of Pebbles in My Pocket

Students connect with these little pieces of nature’s wonder or coloured glass (which I keep in my hand the whole time –so there is no mouthing of unsafe items).
Literacy connections with pebbles are many: the describing words flow – smooth, bumpy, big, small, cold etc.
Some students are adventurous and have more words in their vocabulary – I have been informed that one rock “has capillaries and looks like a kidney shaped eyeball”.
It is lovely that they wait for my reaction at such times. Imagination is wonderful especially when the adult isn’t squeamish!

Self-Regulation, Co-Regulation and Troublemakers

I delight in reading the work of others who share their thoughts in this space. My ardent wish is that someday we can meet in person. Until then, I would like to share the writing of colleagues in this space whose thoughts enter this conversation.

Brenda MacNaughton’s writing in 2025, invites the reader to think about the circumstances in which our students’ and families’ lives unfold everyday and calls us to consider what you and I need to consciously do when we engage with people in front of us.

This got me thinking: How might I demonstrate and open up space for students when they are in my sphere of influence so that their burdens become lighter for some time? What do I need to do to reach out to social and community based support provided by the school district for the family to receive support while they deal with the ups and downs?

Preeti Deokharan recently wrote and this is exciting because this book is also referenced in the ETFO resource Special Education Needs In The Regular Classroom: Supporting Students with Behaviour Needs. Here, the writer highlights the importance of making small shifts in our approach that will make a difference.

The Pebbles Aren’t Just Pebbles.

They are a reminder of my humanity and what makes me who I am.
They are also reminders that I can take care of myself in times when I feel wobbly.
Above all, they are a time to pause and be grateful for the tiny gifts of our workday. I continue to feel grateful for the wonder that children give me daily. This ability to see life as I did when I was a child is returned to me daily by the young people who use their imagination in miraculous ways to make sense of the world around them.
This realization gives me hope that the work you and I do is much more than pouring water on sand, especially on days when it feels like just that.

With You, In Solidarity,

Rashmee Karnad-Jani

December 18, 2025 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

December 8, 2025 Geeta Kumar Equity, General, Language Learning, Learning to learn

Structured Literacy Shift #2: Morphology Instruction

As I continue my learning journey with Structured Literacy, I’ve been reflecting on the shifts that have had the biggest impact on my teaching.

Read about Shift # 1 here.

Today’s post focuses on Morphology Instruction—a powerful way to strengthen vocabulary, decoding, spelling, and comprehension for all learners.

Morphology is the study of prefixes, suffixes, and base words—has been one of the most powerful shifts in my literacy block. Understanding how words are built helps students decode, spell, and most importantly, improve comprehension. Students build their “bank” of prefixes, suffixes and base words (these expectations can be found in the Ontario curriculum), each year. In fact, morphology instruction begins in Kindergarten!

Rather than relying on memorization, students learn to break words apart, look for meaningful chunks, and use these patterns to figure out unfamiliar vocabulary. This is especially supportive for our Multilingual Language Learners (MLLs).

Morphology aligns naturally with Structured Literacy through:

Word building and word sums
Decoding multisyllabic words
Teaching vocabulary intentionally
Making connections across content areas

Benefits I’ve Noticed in My Classroom

Since adding explicit morphology instruction, I’ve noticed:

Improved comprehension—students understand more because they analyze words (i.e., reading for meaning)
Stronger decoding and spelling of longer words
More academic language (Tier 2 words) used in oral and written language
Increased confidence when encountering unfamiliar words

Morphology instruction is also an equity move because it provides an explicit, systematic approach where all students learn morphemes together. By teaching morphemes directly, we give every learner access to the building blocks of English.

August 1, 2025 Rashmee Karnad-Jani Anti-bullying, Anti-Racism, Building Inclusion, Communication with Parents and Guardians, English As Second Language (ESL), English Language Learners (ELLs), Equity, Faculties of Ed, Language Learning, Learning About Your Students, Learning in a Real Life Context, Learning to learn, Making a Difference Through Education, Media Literacy, Wellbeing, Women at Work

Where in Mumbai?

The Places

We go from here and there through our day. Sometimes, we go to new places around our usual work location, whose address we enter into our devices so that we arrive promptly with time to spare, even. So one day recently, I thought I was just going to work.

The Context

Since December 2024, two colleagues and I have been collaborating with consultants in another department to work on a key resource that has helped many and will continue to help more students and educators as we move forward. Sometimes in March, just before a series of professional learning sessions, we met again. We had to get through a lot.

The Necklace Started It

I have always loved necklaces and I always wear one when I’m not in classrooms. This was one such piece.

A necklace with two double strands of flat turquoise beads and a large oval turquoise pendant set in silver. The back piece is made of small silver beads, silver fastening and black lava beads and round yellow beads. The necklace is set against a black background. — **My Necklace From Mumbai**

As colleagues from the other department came into the meeting room one of them complimented me on my choice. I thanked her and added, “It’s from Mumbai. Like me”.

A dear friend with whom I’d attended school (Grades 9-10) had gifted it to me from her collection when she visited last summer. But I didn’t have time to share that as we were at work, you know. We had a lot to do.

My colleague smiled warmly and asked, “Where in Mumbai?”

Where in Mumbai?

At the end of that long and busy week, my heart skipped a beat: In 21 years of working in education and 23 years living “here”, no one had ever asked me “Where in Mumbai?”

“Dadar”, I said.

My colleague told me where she grew up and I reminisced that I used to go shopping in that neighbourhood and had fond memories of some beautiful silver jewelry pieces I had bought there. I had also worked nearby to where she’d grown up. We talked about these places we both knew from what seems like another lifetime.

The glow of that conversation stayed with me and now we talk about books and authors and other things when we are in the same place, warming lunch.

Why This Question?

I have many friends in many spaces at work. We have lots of conversations and have many fond memories over the years. We talk about books, family (ours), pets (theirs), dreams and many other things.

Yet, just one question “Where in Mumbai?” has stayed with me differently. It is as if a locked door has sprung open.

Some points that come into view for me that I want to share with you, my fellow traveller.

I think about how we, as educators, recognize intellectually that the whole child comes to school.
Yet many of of us aren’t able to bring our whole selves to work.
I/we don’t talk about everything that makes me/us complete because either there’s too much to do, or more often, I/we don’t think anyone else knows of that place, that food, that fragrance and so on
I am sure there are many more meanings that will come to the surface for you and me when you read this. Do share.

There’s A Ghazal (Poem) For That

So here are some lines from a ghazal written by Gulzar and sung by Jagjit Singh that explain that feeling of perhaps being The Only One in a space. These lines explains the feeling of a solitude that I couldn’t put into words until that question “Where in Mumbai?

“Aainaa dekh karr tass-allee hui

Humko iss ghar mein jaan-taa hai koi”

The Translation Goes Like This

I was reassured when I looked in the mirror

That someone knows me in this house.

Thank you, dear colleague- friend who has memories of Mumbai. Not identical ones, but just like I do.

I can’t wait to see you again.

Fellow Travellers, I wish you such unexpected and pleasant encounters in your work spaces.

And if you know Mumbai, or Goa, please write back.

With You, In Solidarity

Rashmee Karnad-Jani

June 2, 2025 Rashmee Karnad-Jani AQ-rofessional development, Before School Starts, Celebrating Success, Classroom Layouts, Combined Grade Classes, Curriculum Planning, Differentiated Instruction, Inspiring Teachers, Language Learning, Learning About Your Students, Learning to learn, Math, Student teachers, The Daily 5

The Corner Cafe: Part 1

Remember When?

Times flies, doesn’t it?

It is 5 years this June since I was hired for a centrally assigned position that I started that September. Fortunately, as my role in this school district is designed in a way that I can co-plan, co-teach, co-debrief and co-reflect with my colleagues, I am not distanced from students. Yet, I feel a twinge on my heartstrings when I pick up a picture book or find something exciting to share as I do not always have a classroom to take this back to right away, the next day.

So I rely on a quiet activity called “Remember When?” to keep alive the fond memories that keep the 21 years in this work as a teacher well irrigated so that they can continue to bring me joy. I am sharing one such memory below, deeply rooted in intentional planning and pedagogy.

The Corner Cafe

I have taught in 2 schools in my 21 year career.

At the school with the gorgeous sunrise, I was a Grade 7-8 science teacher then a Special Education Resource Teacher in an Intermediate Student Support Centre. Our core focus was literacy and mathematics, social skills and advocacy skills among others.

With the deep commitment to support my students, I had planned and intentionally set up the CAFE Bulletin Board based on the the skills development focus on Comprehension, Accuracy, Fluency and Expand Vocabulary outlined in the CAFE Book.

What Does CAFE Mean ?

In the book mentioned above and in the pedagogical process planned around it, CAFE means

Comprehension
Accuracy
Fluency
Expand Vocabulary

It Is Not “Just A SERT Thing”

Some colleagues with whom I partnered and co-taught also used this template to set up similar CAFE boards in their classrooms. Students, when integrated in subject areas saw the same skill building supports. They did not see this board as “Just something we do in the SSC”. My colleagues and I participated in authentic partnerships incorporating Tier 1 practices for the benefit of all students (and occasional teachers who worked alongside when we were away as the classroom was the 3rd teacher). Such partnerships are possible and work well when it is acknowledged that SERTs also have subject specialities.

It was not “Just A SERT thing” or something some students needed. We all used it. As a cricket and basketball fan, I would ask my students to recommend readings for me to demonstrate my understanding. We would use this space to document my wonderings around hockey and baseball, two sports with which I am not as familiar and students saw me as a comprehension constructor and fluency builder as well. They could give me feedback about what they saw me doing and bridged over to what they would like to try. Deconstructing my comprehension challenges and examining how I made meaning opened up space for students’ learning journeys.

And Then I Moved…

After 2004-2018, I decided to move to another school, after much thought and soul searching. When I got there, my 3-4 SSC was in a much smaller space. Students at this school did not know me and their previous teacher had left the school so they were not comfortable with change, I learned.

To support them as much as me, I set up another CAFE space at my 2nd school.

Here with the added emphasis on critical thinking but with younger students and a smaller space, I also incorporated individualized Q Charts where students could ask questions from their everyday lives. We moved to other topics through the year that aligned with their science and social studies classes so the pre-teaching of content vocabulary and comprehension access happened before and side by side with their subject classes. We CAFE’d everything.

A student placing sticky notes on a Question Matrix

Students Remember

The Corner Cafe became a beloved and effective Literacy Hub at 2 schools in The East in a large publicly funded school board in Ontario. You did not need an IEP to work in the CAFE. We worked together so that students felt stronger to transfer their literacy and mathematics skills in other settings. Our walls were rich and instructionally strategies were intentionally planned and implemented.

I attended the Grade 8 graduation ceremony last year at School 1 and 2 and plan to go again this year as my then-Grade 3s are graduating.

Soon after I left School 2 to take up my centrally assigned work, I would get emails from The Cafe Students. They set up their own “Cafe Classroom” and emailed me to invite. So, we organized a virtual visit through their teacher and I got to hear all the wonderful things they were learning and doing.

“We remember The Corner Cafe”, they said. Then after some “tell her, tell her” whispers, they added “And we practice CAFE”. That was a warm cuppa joy for me.

Some Guiding Questions

How am I using the CAFE framework to strengthen student learning?
How am I using resources connected to Culturally Responsive and Relevant Pedagogy to support my learning and professional judgement?
How am I supporting content areas in leveraging CAFE in subject-based comprehension for all students?
How am I using ETFO resources to support my work?
Any others you may come up with as you continue your work through your career.

If you decide to or have already set up a CAFE in your school, please take a peek at the instructional areas highlighted above.

Things Change: Please Engage Professionally and Responsibly

Although research and practice have changed in Ontario and elsewhere over the years, when I did this work, some things were different. Now, there are new resources and conversations that guide our work as ETFO members and different school districts will likely have their own supported initiatives.

I therefore invite readers to see this writing and sharing as a window into that classroom where students and I strengthened our practices. We used this board and this mindset to strengthen content literacy as well because as a J/I teacher first and foremost, I was also mindful of the importance of being able to read and comprehend subject areas like science, social studies, history, geography and mathematics.

The concept of CAFE is not my creation.
I applied it to my classroom programme and students ad have shared the sources I used to develop this learning space in two schools.
If you choose to set up a CAFE in your school, do reach out.
If you have already set up a CAFE at your school, and want to discuss ideas, please connect.

With You, In Solidarity

Rashmee Karnad-Jani

July 24, 2024 Iyanuoluwa Akinrinola Communication with Parents and Guardians, Inspiring Students, Inspiring Teachers, Learning to learn, Making a Difference Through Education

Education is Life

As we head to the summer, this is a reminder to us all that education is life, a shared journey requiring the nurturing efforts of an entire community to ensure every young mind can flourish and grow.

Education is life,
A beacon in the darkness, a guiding light.
Yet how can one flourish,
When only a small fraction of this light reaches them?

Teachers, overworked and weary,
Limited in their resources,
Strive to nurture many young minds.
But this noble cause cannot be achieved
Without the cooperation of the entire village.

On school grounds, budding seeds sprout,
Some under the scorching sun,
Burnt before their leaves and petals form.
Others, in the shade, deprived of joy,
Receiving only sparse rain.

How can these young flowers thrive?
With just a few protectors, it’s an uphill climb.
More hands, more hearts, more care are needed,
Education is life, and life must be heeded.

(Poem co-created by a collection of educator friends).

June 10, 2024 Will Gourley Constant Learning, Faculties of Ed, General, Genius Hour, Inquiry, Learning in a Real Life Context, Learning to learn, Making a Difference Through Education, self reflection, Student Ownership

where it is

I have a hard time forgetting my first months of teacher’s college. It had its ups and downs as might be expected, but few to no negative experiences which is odd to think about. That time, moreover, made an indelible impact which continues 15 years into my career.

Having been out of school for nearly 2 decades working in the real world, teacher’s college was a daily mix of excitement, imposter syndrome, confusion, and wonder. By wonder, I mean wondering why I was there some days and in amazement at possibilities awaited at the end the others.

Most of what was shared was so new to me. I am also prepared to admit I received the lessons differently than my younger, fresh out of university peers. It was nothing short of a life invigorating 180 degree turn to begin to learn the philosophies of education, and then combine them with inclusion, community, and curriculum.

We started with Mazlow, Vygotsky, and Hume, and then were introduced to Freire, Piaget, and Schumacher. Reading the various passages chosen by our faculty instructors seemed more like another university course rather than a pathway to pedagogy at the time. It was the discussions however, that helped all of that theory (wisdom) become practical and purposeful.

And then there were my own experiences, mistakes, suppositions, and assumptions that needed to be reckoned with in order to make sense of this world I had all figured out already. What a misconception it can be to think that there was no more thinking to do. The revelation that I was still far from anything resembling a future educator was indeed a humbling challenge that served as a lesson and call to action.

I was now, afterall, a learner learning to become a leader of other learners. There were so many questions. Surprisingly, the answers did not come from others, but rather in those quiet times while journaling another reflective response. I shared with our dean that I was becoming more mirror than man through all of this. She laughed and quoted something I shared back, “You wouldn’t want to miss the learning.”

She was right. I was right. We were right. I didn’t want to miss the learning whenever, whatever, however, from whoever, why ever, and wherever it was happening. This look back reminds me to continue seeking out the lessons in each of the spaces I am privileged to teach (learn). This can be difficult when it seems like there is always so much left to do, but from my own experience in doing so come many more positives such as a clearer sense of direction, resolve, validation, and purpose.

We all need time to consolidate the what, why, how, when, and where are up to you. My advice is to take stock at different times of the year. For me, November, Feb, and May seem to find me doing this. I know that coincides with reporting times and I hope that it is only a coincidence. What I get out of taking the time to seek out “the learning” has led to some big shifts in my instructional approaches.

The most significant shift occurred when I was in my first year as a homeroom teacher and had begun to get a little bored with the way things were going in the classroom. We were on schedule, the students were progressing well, and all seemed going according to plan, but the spark seemed to be missing.

I decided to ask students what they would change about the class if they were in charge? At first they thought it was a trap. After all, how many students have ever had the latitude to speak their minds when asked to contribute to something as important as their own learning? Once I assured them that my intentions were good, they let me have it- respectfully.

We want;(the response)
“more independent learning” (how about Genius Hour or ISPs?)
“more art” (happy to add more art and will include this in Math too #MARTH)
“more movement”(movement breaks can be scheduled on the regular)
“more learning about real life” (consider it done throughout our different classes)
“more homework” (there’s always one kid to ask for this)

I also heard;(the response)
“less tests”(happy to shift to other less traditional types of assessment)
“less homework”(only work not finished in class except 30 minutes of reading each night)
“less note taking”(happy to provide notes and materials in digital classroom)

My add-ons
More conversations about mental health.
Time for mindfulness and quiet thought.
Snacks where food security might be an issue.
Focus on progress over perfection with a shift to praising hard work and fearlessness when it comes to making mistakes.

Each time these convos happened served as a reminder that our students need to have opportunities to be heard in order to make their learning relevant where they are too. Whether they find their what, why, when, how and where in personal reflection, times of boredom, structured activities, sharing their voices or by accident. I have already done this a couple of times this year so far with one more big conversation to come.

I have learned that we are on to something meaningful each time this happens as all of our attitudes as learners largely change as a result of these conversations. Now 12 years later, hearing from students, good and bad, is still where it is happening and helping me shape my work.

My class motto this year is, “Let’s fail spectacularly.” It is an odd rally cry, but seems to resonate with this year’s group of 6s. Through it we are all working to overcome our fear of getting it wrong and replacing it with a chance to take risks and make mistakes without worrying so much.

As I consolidate all of this right now, I am putting everything where it might possibly belong in the thought boxes of my mind and hoping the voices who have shared in the past and now will continue the work that was started here, with us, where it was and is…

May 26, 2024 Will Gourley 21st Century Learning, Building Inclusion, Celebrating Success, Constant Learning, General, Inclusion, Learning to learn, Mental Health, Mindfulness, Modern Learning, self reflection, Social Justice, Student Ownership, Students as Teachers, Thinking Classroom, Wellbeing

started from the bottom

My students and I didn’t know a lot of things when we started this year.
We didn’t know that we’d be climbing literal, emotional, and metaphysical mountains.
How could we? I am sure that each of us experiences a similar version to this expedition too.

There we were; 26 individuals together for the first time.
We set up base camp by creating a student centred learning space that valued community, kindness, encouragement, and hard work. We focused on sharing our strengths and areas where we wanted to improve our footing in order to ascend the mountain(s) we were preparing to summit.

“You cannot stay on the summit forever; you have to come down again. So why bother in the first place? Just this: What is above knows what is below, but what is below does not know what is above. One climbs, one sees. One descends, one sees no longer, but one has seen.” – Rene Daumal

A cartoon man looks up towards the summit of a mountain — Image from Simpsons
S9 E201 5F16 first aired March 3, 1998

oxygen and sherpas please

Each year, we start at the bottom to get to where we are now; by the looks of the mountain still towering above us that is May and June, we have a lot more to climb. There may still be some distance to cover above, but I think it is a great time to look down to appreciate how far we’ve climbed. I think that this perspective will provide us some of the necessary extra strength/motivation to finish what we started in order to reach the top.

My grade 6s and I are eight months into our ten month journey to the summit of Mt. Grade 6*. We have grown in stature, in perspectives, in strength, and in skills. We have lost our way on purpose and along with those sideways steps, and circuitous routes, we have also left behind some of our worries about participating and presenting by better knowing ourselves. We have camped on lush warm plateaus while gaining the confidence and capacity to go higher.

We have built bridges over dangerous crevasses of fixed mindsets and self doubt too. We have shared resources and experiences. We have picked each other when there was a slip or slide backwards. We made sure our ropes, pitons, carabiners, and the rest of our gear is safe and strong. We packed enough provisions for everyone to make it to the top and back down again. We have accepted and carried our share of the load.

We have laughed, discussed tough topics, dug deeply into equity and inclusion, tore up tests that didn’t go well, restarted lessons, disagreed, reviewed past lessons, re-reviewed past lessons, learned new concepts, reviewed new concepts, re-reviewed new concepts, shared life tips, played outside, and so much more.

There have been moments when the distance between those at the top of the climb were setting up new base camps while others were still climbing. We learned to wait for each other; to make sure that everyone was accounted for on the trek.

We started from the bottom and we can almost see the top. There is still a lot of climbing ahead, but what a view!

*not a real mountain

January 29, 2024 Iyanuoluwa Akinrinola Inquiry, Inspiring Students, Learning in a Real Life Context, Learning to learn, Making a Difference Through Education, Mindfulness, Outdoor Education, Outdoor Learning, Student wellbeing, Wellbeing, wellness

Embracing the Chill: The Crucial Role of Winter Outdoor Learning for Kids

Picture by Iyanuoluwa Akinrinola

The resource, “How Does Learning Happen? Ontario’s Pedagogy for the Early Years,” states that Educators should pay heed to the environment to ensure that their beliefs and values about children and learning are represented in the space. It goes on to say that these benefits occur especially within children’s connections to and interactions with the natural world because the growing body of research suggests that connecting to the natural world contributes to children’s well-being in many ways.

The idea of taking education outdoors might seem counterintuitive as winter blankets the world in a glistening layer of snow. However, the benefits of outdoor learning in winter for kids are as vast as the snowy landscapes. Beyond the cozy confines of the classroom, the winter wonderland serves as a rich and dynamic setting for valuable educational experiences.

Winter transforms the outdoors into an expansive classroom, providing a unique and captivating environment for learning. The crisp air, frost-kissed trees, and snow-covered landscapes offer a sensory-rich experience that engages children on a different level. It’s a living, breathing textbook where lessons extend far beyond the pages of a conventional workbook.

In the winter, the great outdoors becomes a playground for physical activity. Engaging in winter sports, building snowmen, or simply stomping through the snow provides an excellent way for kids to stay active and healthy. The invigorating cold air can also boost their immune systems and contribute to overall well-being. Winter also offers a prime opportunity for hands-on scientific exploration. Kids can observe the unique properties of snow and ice, explore changes in the natural environment, and learn about the fascinating adaptations of plants and animals to the cold season. Outdoor winter activities can serve as a gateway to lessons in the sciences: chemistry, physics, biology, and environmental science.

Experiencing and adapting to winter conditions fosters resilience in children. From dressing appropriately for the weather to problem-solving in snow-related challenges, outdoor winter learning instills a sense of adaptability and perseverance. These life skills extend beyond the classroom, preparing kids to face challenges confidently. Similarly, winter’s white canvas sparks creativity in young minds. Whether crafting intricate snow sculptures, composing winter-themed poems, or capturing the season’s beauty through art, outdoor winter learning encourages imaginative expression. The open-air setting inspires fresh perspectives and allows children to connect with their creative instincts.

Outdoor winter activities provide a social arena for kids to collaborate, communicate, and develop interpersonal skills. Building snow forts, organizing winter games, or engaging in collaborative projects foster teamwork and camaraderie. The shared experience of conquering winter challenges creates lasting bonds among peers. Connecting children with nature in winter lays the groundwork for environmental stewardship. Understanding the seasonal cycles, appreciating the delicate balance of ecosystems, and witnessing the impact of human activities on the environment instill a sense of responsibility towards nature.

The winter landscape is not a barrier to learning; it is an expansive canvas waiting to be explored. Outdoor learning in winter for kids is a holistic approach that nurtures physical health, scientific curiosity, resilience, creativity, social skills, and environmental awareness. As educators, let’s embrace the chill and open the doors to a world of educational opportunities extending far beyond the confines of indoor classrooms. Winter is not just a season; it’s a classroom waiting to be discovered.

October 5, 2023 Kelly.McLaughlin Challenging Topics, Indigenous Perspectives, Indigneous Ways of Knowing, Learning to learn, Questioning, Truth and Reconciliation

Remembering why

On Friday, September 29th, our school board wore orange shirts to remember the mistreatment of Indigenous children in residential schools. As September 30th is the national day for truth and reconciliation, Friday was the day we recognized this date in schools.

This year, one of my students who just arrived in Canada a few years ago asked why we do this every year. I gave him the best answer I could, mentioning how important it is to learn about the mistakes of our country’s past and to work towards reconciliation. He understood that but didn’t understand why we were watching the same story as last year. So this year I decided to have my students reflect on some of the key takeaways of reconciliation.

How genuine are apologies? Do they change what happened in the past? For this, we watched several videos of apologies made to Indigenous communities
What can you do in your life to make sure you never try to change someone? We reflected on how all these children were assimilated after their arrival to the schools and how their rights and freedoms were taken away
We shared how learning about this each year is part of the truth and reconciliation process and that it is an important part of the work that still needs to be done

However, the “why” on Friday made me remember that the “why” should always be the central focus of all of our lessons. If we don’t know why we are teaching something or starting some project, we haven’t really thought out our lessons. If there is no end goal or why, then we need to re-examine our work and try again. Which is why I am so glad I was asked that on Friday, I needed to remember what I wanted the learning to be. I worked backwards from there.

Another important thing I remembered this year was that our newcomers may not know about this history of our country and it may be a lot to tell them at once. I had some of my students translate the central ideas around Orange shirt day but fear it may have been too much to handle. Next year, I look forward to planning ahead of time with an ESL teacher to think how I can make this learning more accessible for all.

As we reflect on our past and how we can better shape the future, I think about our new language curriculum with the Indigenous focus of many expectations and look forward to planning and focusing on the “why”.