Making a Difference Through Education

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

May 21, 2025 Rashmee Karnad-Jani Advocacy for change, Celebrating Success, Communication with Parents and Guardians, Constant Learning, Differentiated Instruction, Diverse Learning Needs, Equity, Faculties of Ed, Inclusion, Learning in a Real Life Context, Making a Difference Through Education, Mindfulness, Outdoor Education, Outdoor Learning, Pedagogical Documentation, Professional Judgement, Professional Learning and Growth, Science

Let’s grow something!

Hello Fellow Travellers,

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

Before Work, I Play

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

“There you are!”, I whisper

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

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

Looking Down and Planning Up

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

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

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

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

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

Let’s Grow Something Together: The Sunflower Lesson

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

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

With You, In Solidarity

Rashmee Karnad-Jani

The Standard North American Family, says Smith, is an ideological code that informs the biases by which we see particular families as deficient because the ideal of SNAF is a two-parent, heterosexual family where the father’s work allows the mother to attend to the children’s schooling and educational outcomes. It is also important to notice that race is a critical intersection within SNAF (Karnad-Jani, 2021).

February 9, 2025February 9, 2025 Rashmee Karnad-Jani Advocacy for change, Assessment, Assessment and Evaluation, Constant Learning, Making a Difference Through Education, Professional Judgement, Professional Learning and Growth, Report Cards, Reporting

How did I do?

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

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

The Importance of Report Cards

Report cards are institutional texts that contain important information because they determine a student’s trajectory through the K-8 panel and from there, to and through high school.

These texts also greatly impact what families do with the time and material means that they have at their disposal after they receive report cards.

I remember a mother who participated in my research in April 2019, an Occasional Teacher in the GTA at that time, who had said that she bought practice books for her children from garage sales before she started working and bought them in shops after she had a job. Affordability of resources is a key factor.

Whether families have experienced challenges to access education in their lives or have had many equitable opportunities, all families and caregivers want positive educational outcomes for their children. We may not all speak the same language, have identical accents, worldliness or insider language of education, but all caregivers do their best with the material means that are available to them. This we know.

Sometimes, that which is seen as reluctance or reticence can be the result of huge burdens that some families carry as well as broken trust due to the experiences families have had. But that is another thought for another time.

A and E Professional Learning: What do I do?

I read the ETFO bulletin board regularly when I am in the physical work space, and I also read ETFO emails promptly.

As a centrally assigned special education consultant, I work in classrooms alongside teachers and students. On colleagues’ invitation, I support IEP writing. I also co-plan and co-teach.

Sometimes, I am invited to work with colleagues when they write report cards. They may ask me look over student work with them and we engage in rich conversations.

I believe that engaging deeply in ongoing learning strengthens my professional judgement. Our local offers professional learning workshops on a variety of topics and one that recently caught my attention was on assessment and evaluation. It was very valuable learning delivered by one member from our local and one member who was from another local.

By Us, For Us, With Us

Professional learning designed by members for members based on the areas that we want to focus on, is a great way to strengthen one’s practice. The PL committee at our local spends time thinking through these aspects. After the committee sends out surveys asking about our PL needs, the gathered data are used to curate meaningful PL offerings. This is much appreciated by me and many. The sessions fill up quickly.

Especially with new curricula guiding our work, thanks to this Assessment and Evaluation PL, I feel a sense of shared purpose with my colleagues.

All of us, as ETFO members can access this learning and have a common platform and language related to A and E. I am therefore sharing ETFO’s Assessment and Evaluation page.

I use it often and I add it to the list of resources I curate for colleagues when they ask for specific A and E related strategies. I invite you to review the resources here. Please use them and share them with others. Whether you are an early career member and an experienced member, we all benefit from ongoing learning.

ETFO’s Assessment and Evaluation Page

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

Assessment For Learning (AFL) Cycle
Tools
Tools by Division
The ABOUT link consists of a webinar on the main topic of A & E followed by sections on Assessment For Learning, Assessment As Learning and Assessment of Learning.

Please check out the PL offerings from your local. Visit the ETFO bulletin board in your worksite.

Just like students, I also wonder sometimes “How did I do?” So, thank you to all who are leaving comments in response to my writing and are engaging in conversations when we meet in schools and work spaces as well.

With You, In Solidarity.

Rashmee Karnad-Jani

August 29, 2024 Iyanuoluwa Akinrinola Advocacy for public education, Local Involvment, Making a Difference Through Education, Social Justice, solidarity, Teaching as a public profession, Why unions matter

Your Voice: Shaping Ontario’s Education System

Unionism, labour, and advocacy have long been pillars of social progress, particularly in the education sector in Ontario. These elements are crucial in ensuring fair working conditions, equitable access to education, and protecting educators and students. Through the years, significant changes and social movements have demonstrated the power of collective action in shaping Ontario’s education system.

The Elementary Teachers’ Federation of Ontario (ETFO) is at the forefront of unionism and advocacy within Ontario’s education system. Since 1998, ETFO has been instrumental in championing educators’ rights, advocating for equitable education, and ensuring that Ontario’s public education system remains robust and accessible. Through its persistent efforts, ETFO has become a cornerstone of progress, demonstrating the power of collective action in creating a better future for educators and students alike.

ETFO was formed by amalgamating two former teacher unions. This unification marked a significant moment in Ontario’s education history, creating a single, powerful voice for elementary educators across the province. ETFO quickly established itself as a leading advocate for teachers’ rights, negotiating contracts that secured better wages, improved working conditions, and greater job security for its members.

One of ETFO’s early successes was challenging the educational reforms introduced by Premier Mike Harris in the late 1990s. These reforms, which included funding cuts, larger class sizes, and standardized testing, were met with strong opposition from ETFO. The union organized protests and strikes, rallying educators and the public against policies that threatened the quality of education. ETFO’s resistance was crucial in raising public awareness and influencing policy changes that benefited teachers and students.

ETFO’s commitment to equity and social justice is central to its mission. The union has been a vocal advocate for inclusive education, ensuring that all students, regardless of their background, have access to high-quality education. ETFO has championed integrating anti-racism and anti-oppression training in schools, recognizing the importance of addressing systemic inequalities within the education system. For example, ETFO has been instrumental in promoting Indigenous education and supporting the implementation of the Truth and Reconciliation Commission’s Calls to Action within Ontario’s schools. The union has also been at the forefront of pushing for increased resources and support to ensure that every student with disabilities has the resources and support needed to succeed.

ETFO has always focused on educators’ well-being. With over 83,000 members, the union has launched campaigns to address teachers’ mental health challenges, recognizing that a healthy, supported workforce is essential for providing quality education. ETFO’s advocacy in this area has led to the introduction of mental health resources and support for educators across the province.

In recent years, ETFO has continued to lead the fight against austerity measures and funding cuts that threaten Ontario’s public education system. The union’s ability to mobilize its members and build alliances with other stakeholders demonstrated the enduring power of collective action in achieving positive outcomes for educators and their students.

ETFO’s history and achievements underscore the critical importance of unionism and advocacy in Ontario’s education system. As challenges continue to arise, from funding cuts to the push for greater inclusivity, ETFO’s work is far from finished. The union’s success in defending the rights of educators and advocating for a just and equitable education system serves as a powerful reminder of what can be accomplished through collective action.

For all educators in Ontario, the call to action is clear: being a part of the union labour movement is not just about securing better working conditions; it’s about being part of a larger effort to protect and enhance the quality of public education for future generations. By standing together with ETFO, educators can continue to advocate for the resources, policies, and support necessary to ensure that every educator and student in Ontario has the opportunity to succeed.

Add your voice to a powerful movement dedicated to fairness, equity, and excellence in Ontario’s schools. The union’s strength lies in its members, and with every active and engaged member, ETFO becomes an even more formidable force to defend the rights of educators and the well-being of students across the province.

[Video: Get Involved Featuring Amanda]

[Video: Get Involved Featuring Mark]

[Video: Get Involved Featuring Fionn]

[Video: Get Involved Featuring Jeishan]

[Video: The power of solidarity: Two perspectives on building labour power]

August 9, 2024 Iyanuoluwa Akinrinola 21st Century Learning, Advocacy for change, Anti-Racism, Black History Month, Black Lives Matter, Building Inclusion, Celebrating Success, Challenging Topics, Curriculum Planning, Equity, General, Inspiring Students, Inspiring Teachers, Learning About Your Students, Making a Difference Through Education

Why I Got Involved In Education: Black Student Success and Excellence.

A number of ETFO locals have included educational programming with Graduation Coaches connected to Black communities to serve as mentors to Black students, offering intensive, culturally responsive support.

Below are insights from a Black Excellence Graduation Coach.

Education has always been emphasized in my home. I still remember my parents hanging their university graduation photos from Nigeria in our houses’ hallways. Whether intentional or not, it inspired me to aim for university and, even after graduating, to continue climbing the academic ladder. This inspiration fuels me to this day.

However, in my academic pursuits, I have always understood that education—the process of gaining insights into a particular subject—does not always occur within the confines of brick-and-mortar schools. From observing, interacting, and learning from my siblings, parents, friends, and members of my African-Caribbean community, I learned that what people are taught strongly influences how they think and behave. I am a testament to this ideology, having benefited from the lessons my wonderful parents taught me at home. I learned from my Black community the importance of time management, embracing my Blackness, respecting others’ opinions, managing my emotions, critical thinking, and the unique experience of being Black in Canada. These lessons greatly impacted my academic performance.

In the paragraphs above, I touch on three main points: inspiring youth, the importance of cultural understanding in learning, and the influence of executive functioning skill development on learning. These points, combined with my thirst for knowledge and passion for caring for children and youth, drive my decision to wake up each day and actively shape students’ education. However, I am not in a stereotypical classroom.

Inspiring Youth

“Is that your little brother?” one of my peers asked as I walked away after spending 5 to 10 minutes coaching a kid I had just met at drop-ins on how to shoot a basketball and properly perform drills to improve his game. Intrinsically, I enjoy helping youth and inspiring them to build their skills or see beyond their present situation. Although my parents were academically inclined, school didn’t always come naturally to me, but having their achievements around me greatly inspired me to see beyond my present shortcomings. Unfortunately, some youth don’t have that level of support, and it may not always be provided in the classroom. That’s where I come in. In my role within the school and the work I do in the community, inspiring youth, especially Black youth who have historically been negatively affected by systemic issues, is vital to their educational performance.

The Importance of Cultural Understanding in Learning

Growing up, I didn’t have many teachers who highlighted the cultural differences among my peers and me, allowing us to see those differences as a means of learning and improving our academic potential. In elementary and high school in Canada, the only thing I learned about Black people was that they were once enslaved in America and came to Canada for safety. I also learned about famous civil rights leaders like Martin Luther King Jr. and Rosa Parks. However, as educational philosophers would say, my culture and the cultures of others were not used to “call out our subjectiveness,” the unique aspects that help us see ourselves meaningfully in what we are learning. Fortunately, I grew up in a diverse neighbourhood with people from around the world and different religions, which helped me understand myself and see the world from different perspectives. Growing up with positive and negative examples of Black North American and Nigerian African cultures helped me see things about myself that were not represented in the classrooms and schools I attended. However, I struggled to see myself represented in education and learning at school unless I had a Black teacher. Learning that I was fortunate to have more than two Black teachers in the Ontario education system, I realized the value they added to my education. Research shows that when students have Black educators who are culturally relevant in their teaching, Black students tend to excel academically because their culture is represented in positions of authority and leadership.

The Influence of Executive Functioning Skill Development on Learning

The education system is meant to prepare students for life, guiding them to acquire skills and knowledge to contribute socially and economically to their communities. However, too often, students go through school focusing on grades without learning life skills that would help them apply their academic knowledge. These skills are often left to parents to teach and are only enforced in schools when students misbehave. Understanding that teachers managing over 100 students may only have time to reactively address life skills, I researched culturally relevant teaching practices. I found that integrating these life lessons in the classroom improves student academic achievement. This is especially true for Black students who frequently face microaggressions and biases. To assist teachers in drawing the best from their students, I got involved in education to help students see themselves beyond their current school experience and think about their future, providing them with the skills to reach their goals.

Conclusion

Once again, I reiterate that education is the pillar of society and cannot be ignored. What community members learn, whether directly or indirectly taught, strongly determines how they think and behave. Understanding that education is also a United Nations Sustainable Development Goal (SDG 4), I got involved outside the classroom because of the profound impact education has on any country’s future and the changes the themes I explored made in my own academic and life trajectory. To do the right thing and indirectly pass on the torch by positively impacting the lives of youth, I realized that inspiration does not only come from the classroom. I can inspire youth to do better than my peers and I have done just by being an educator in the school. Additionally, my awareness of my Blackness and its cultural significance helps me see the untapped potential that the current education system may not bring forth in Black youth. Not wanting that unique light to be snuffed out, I know it is essential to be present in the education system, advocating for young Black girls and boys to see themselves represented in pivotal societal places. Lastly, participating in advocating for better quality education for Black children cannot be done without being an active member of the village raising our Black, racialized, and non-racialized children. By instilling life lessons that help them wisely utilize the knowledge they receive from teachers and the curriculum, they will become pivotal members of their community, moving it forward.

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 27, 2024 Iyanuoluwa Akinrinola Advocacy for change, Anti-Racism, Black History Month, Black Lives Matter, Building Inclusion, Celebrating Success, Challenging Topics, Communication with Parents and Guardians, Equity, General, Inspiring Students, Inspiring Teachers, Making a Difference Through Education, solidarity

The Importance of Black Student Success in Ontario

Black Student Success programs play a crucial role in Ontario’s education system, providing tailored support to Black students who often face unique challenges. Educators involved with the programs are deeply connected to Black communities and serve as mentors and advocates, offering culturally responsive guidance that is vital for Black students’ academic and personal development.

One key importance of Black Student Success educators is their ability to create a sense of belonging and representation for Black students. In an education system where Black students are underrepresented among educators and administrators, these educators act as role models, demonstrating the possibilities of academic and professional success. This representation is critical for fostering a positive self-identity and encouraging students to aspire toward their goals.

Moreover, these educators offer intensive support that goes beyond academics. They address the holistic needs of Black students, including socio-emotional well-being, cultural affirmation, and resilience building. This comprehensive support system helps students navigate challenges such as microaggressions, racial biases, and other forms of discrimination that can hinder their educational progress.

Black Student Success educators also bridge the gap between schools and Black communities, fostering stronger relationships and better communication. By understanding and incorporating their students’ cultural contexts, these coaches can effectively advocate for necessary resources and support within the school system. This advocacy ensures that Black students receive equitable opportunities to succeed academically.

Black Student Success educators are indispensable in Ontario’s efforts to promote educational equity. Their culturally responsive mentorship and advocacy support individual student success and contribute to a more inclusive and representative education system, benefiting the broader community. This holistic approach ensures that students receive consistent encouragement and resources from all facets of their lives.

Next Steps for Educators to Engage with Students:

Educators should actively collaborate with Black Student Success educators to create inclusive learning environments that celebrate diversity and cultural richness. This collaboration involves integrating culturally responsive teaching practices into everyday classroom activities. Educators can start by diversifying their teaching materials to include perspectives and contributions from Black individuals and communities. They should encourage open discussions about race, identity, and social justice, creating safe spaces where students feel valued and understood.

By actively engaging with students, families, and community stakeholders, educators can contribute to building a more equitable and inclusive educational system where every student has the opportunity to thrive.

The program for Black Students is designed to provide intensive, culturally responsive support to Black students with the goal of improving their well-being and achievement. As intermediate students graduate and move to high school, they may be able to work with Black Graduation Coaches who can continue to work with students to demonstrate the possibilities of academic and professional success to promote Black Excellence.

Check out what these school boards are doing to promote Black Excellence:

YRDSB Black Excellence Program

TDSB Black Student Excellence Program

Greater Essex CYF Program

OCDSB Sankofa Centre

PDSB – ‘We Rise Together’

June 26, 2024 Will Gourley Advocacy for change, Advocacy for public education, Challenging Topics, Equity, General, Global Warming, Health & Safety, Making a Difference Through Education, self reflection

too darn hot

I will never complain about the heat. It is nature’s gift to all of us who have ever shovelled snow, skidded through a stop sign on a snow covered road or slipped on an icy walkway. I have never had to shovel heat nor purchase special footwear to protect my feet from freezing because of it while on duty at school.

I have never booked a tropical getaway to the Arctic Circle nor plan to in order to feel the warmth of our nearest star either. There is nothing like sitting by a pool in the shade on a hot day and reading. And by reading, I mean napping. The heat is what keeps my coffee and lunch at optimal temperatures. It is the gift that can’t stop giving.

If you’ve managed to read this far, you know what is coming next.

The heat is all well and good in its place and proportion, but the structures that we occupy and serve our students are not collectively constructed by any means close to supporting those on the inside. It’s too darn hot.

Call it what you will; climate crisis, climate change, global warming, astronomical juxtaposition, weather shift (I made that one up). etc, there is a problem with most of the buildings where K to 8 students are being taught. So when temperatures rise to near historical highs for several days in a row, everyone feels the heat. Except for those who have deemed it acceptable that these learning conditions exist.

I have yet to walk into a secondary school that wasn’t climate controlled. I have yet to walk into a board office that wasn’t climate controlled. I have yet to walk into a government building that wasn’t climate controlled. Why would I, that would make it hard on the students and the workers? Yet, there seems to be countless elementary schools where classroom temperatures are regularly above a reasonable 22 degrees Celsius.

So why does it seem acceptable to decision makers to maintain such a scorching status quo?
This recent round of heat has once again revealed the resilience of students and educators (including principals) in the face of a system that seems more apathetic than unreliable. Why does it feel that we are being let down here?

Adapting to the situation again

In times like these, we have all needed to adapt our days to the weather: indoor recesses, less vigorous activities, more water breaks, lights off and blinds closed for the appearance of a cooler room, fan(s) whirring not so silently across seated students clambering for a brief breeze. And then there is managing students who have already begun their summer vacation a touch earlier than scheduled. It’s not like we can even go outside for a nature walk when the humidex is 40 degrees C and there are threats of severe pop up thunder/lightning storms.

Unlike the cold, the heat is a disruptor in our spaces. Sure there are inclement winter weather days, yet never a hardship due to heat and humidex day. Even if we could cram entire student populations into the few climate controlled spaces found in elementary school buildings, those spaces would heat up due to the sheer numbers alone and the problem begins all over again.

If that wasn’t enough

I have found that the attention span of the average learner decreases as the temperatures increase. Lessons have been shortened. In the past week, I have incorporated more engineering and collaborative work as well as a longer, more in-depth art project. We have shared lessons and reflections on Juneteenth and Indigenous Peoples Day. In between more structured lessons, there have been several Genius Hour projects where students are asked to learn about something new and share it. So far we have learned about CPUs, horticulture, glass blowing, hair types, how to fold paper into boxes, and much more.

We also took time to discuss our growth as a classroom community and what they would like for me to do better for my students next year. Talk about feeling the heat.

What I came away from this week of elevated temperatures was that there were some struggles happening because of the heat that required more attention. It meant looking after the physical well being of students in order to maintain their mental well being.

And then there is the time when students are not at school. All of this has me thinking that many of our students may not have any respite from the heat once they leave school. How much is that affecting them and their families? This now becomes a broader social issue that goes far beyond the scope of ensuring that students are afforded the climate controlled comfort they need.

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…

June 10, 2024 Iyanuoluwa Akinrinola 21st Century Learning, Constant Learning, General, Inquiry, Inspiring Students, Inspiring Teachers, Making a Difference Through Education

Fostering Excellence in Classrooms: A Comprehensive Approach

Picture By: Pavel Danilyuk

In the ever-changing landscape of education, pursuing excellence in classrooms is a collective endeavour encompassing academic excellence and holistic student development. To unveil the secrets of successful learning environments, let’s explore critical elements that educators can implement to meet the diverse needs of their students.

Begin with a curriculum designed to spark student interest and connect with real-world experiences. Align lessons with academic standards while infusing practical applications and real-life scenarios. Cultivate a passion for learning by making the curriculum an exciting gateway to knowledge.

Recognize and cater to diverse learning styles and preferences. Implement personalized learning approaches that allow students to progress at their own pace, explore topics of interest, and engage with materials personally. Foster a sense of ownership and motivation, paving the way for sustained academic success.

Establish clear expectations and maintain a positive, inclusive atmosphere. Implement proactive behaviour management strategies that create a safe and respectful learning environment. A well-managed classroom sets the foundation for effective learning and active student engagement.

Leverage technology as a powerful tool to enhance the learning experience. Incorporate digital tools and resources to make lessons more engaging. Equip students with essential digital skills for the future, embracing the benefits of technology in education.

Recognize the connection between academic success and social-emotional well-being. Prioritize the development of social and emotional skills, fostering empathy, self-awareness, and effective communication. Create a supportive environment where students feel valued, heard, and prepared to navigate interpersonal relationships.

Equipped with knowledge, teachers can adapt their strategies to meet the evolving needs of students, contributing significantly to classroom success. Stay current on the latest pedagogical approaches, technological advancements, and educational research. How do they align with your pedagogical practice? Which aspects can you adopt, adapt, or discard? Consistent review of pedagogical practices empowers the educator to effectively and responsively meet students where they are to guide them to success.

Action Items for Educators:

Curriculum Innovation: Review and enhance your curriculum to include practical applications and real-world relevance. Seek opportunities for cross-disciplinary connections to make learning more engaging.

Proactive Classroom Management: Establish clear expectations for behaviour and create a positive classroom culture. Implement proactive strategies to address potential challenges and develop an environment conducive to learning.

Technology Integration Workshop: Familiarize yourself with educational technology tools and explore ways to integrate them into your lessons. Attend workshops or sharing sessions/events at your school to enhance your digital teaching skills.

SEL Integration in Lesson Plans: Infuse social and emotional learning into your lesson plans. Incorporate activities that promote empathy, self-awareness, and critical communication skills among students and their learning community.

Continuous Professional Learning Plan: Create a personalized professional development plan. Attend workshops, webinars, or learning opportunities that support you in staying current on the latest education trends. Collaborate with colleagues to share insights and strategies.

By implementing these action items, educators can contribute to cultivating excellence in classrooms in a way that supports students’ overall well-being and growth.