About Lisa Galay
Lisa is the Experiential Learning Leader at the Halton District School Board. She proactively seeks out opportunities for her students to gain real-world knowledge through hands-on experiences. This occurs through career fairs, pathway exploration events and programs that she works to implement in her school board.
Her intention is to help students see connections between what they are studying in their high school courses and jobs that use the skills and knowledge acquired in those courses in the ‘real world.’
Before growing into this role as the Experiential Lead Learning, Lisa worked as a science teacher, a guidance counsellor and taught co-op and careers. In this episode, Lisa shares dozens of ideas that you can use immediately. P.S. Her favourite ice-cream flavour is chocolate.
Connect with Lisa: Email
**Please note that all of our transcriptions come from rev.com and are 80% accurate. We’re grateful for the robots that make this possible and realize that it’s not a perfect process.
Sam Demma (00:00):
Welcome back to another episode of the high performing educator podcast. This is your host and youth speaker Sam Demma. This week we have on the show, another very special guest, someone who reached out to me during COVID to do a session for them during take your kids to work day. Now, unfortunately, the session got canceled due to COVID-19 and school board regulations, but Lisa and I still had a wonderful conversation and I thought it would be very valuable to bring her back on the show so she can share some of her amazing ideas with you. Lisa is the experiential lead learner at the Halton district school board, and she proactively seeks out opportunities for her students to gain real world knowledge through hands on experiences. In this episode, she shared dozens of ideas that you can use immediately after you leave this recording. PS, her favorite ice cream flavor is chocolate.
Sam Demma (00:54):
Just know in case you want to ship her a gift. That’s what she loves. Anyways, let’s jump into the episode. I’ll see you on the other side, Lisa, thank you so much for coming on the show here today. It’s a pleasure to have you. We talked a little bit earlier on the phone about different events. You were planning in the school board about chocolate ice cream home. Ken here, can you share with the audience who you are, why you got into the work you do with young people and what keeps you going at it every single day?
Lisa Galay (01:22):
Sure. Hi everyone. My name is Lisa Galay and I’m the leader of experiential learning for grades seven to 12 with the Halston district school board. And the work that I do today is definitely not where I thought I would have landed. You may have heard that before Sam but it it’s such important work. And my role right now is really to work with educators in our board to create engaging initiatives for students that give them hands-on experiences that allow them to reflect on those experiences and then to apply what they’ve learned from their reflection and, and from the experience itself. So that’s really that experiential learning cycle. And you know, in my role before I was, I was in this role, I was a science teacher for many years. I was a guidance counselor. I taught co-op and careers.
Lisa Galay (02:18):
And you know, all of those roles certainly allowed me to work with, with youth, which I knew I always loved. It was something that I did long before I was a teacher. And I think it always gave me this real sense of satisfaction that I was really making a difference. I always knew that I wanted a job where I could clearly see the difference, even if I might not see it for months or years or, you know, who knows how long. But I always found that working with youth was, was a way to, to know that I was making a difference and I felt like I had a lot to give in that area. I felt like I, you know, I inherently enjoyed it. I was good at teaching people, things I was excited about learning myself. And I felt like that could have a contagious effect with students.
Lisa Galay (03:04):
And I think, you know, over my years in the various roles that I’ve had, I saw the impact that caring could, could do, whether it was caring about the quality of the lessons and, and opportunities I was creating for students, whether it was caring for student as their guidance counselor, when they came to you with a serious mental health issue, or now whether it’s supporting a teacher to allow them to do an amazing experience or support their students in a, in a really engaging way. I can see the impact of the work that I do. And I think that’s what keeps me going, because I know that it’s making a difference. And and it’s something that I love doing. And it doesn’t feel like I’m working.
Sam Demma (03:47):
Speaking about creating, engaging experiences during a time. Like COVID, have you worked with any teachers this far to maybe implement some ideas that you thought knocked it out of the park or that the other teacher gave you some great feedback on that you think might be valuable for another educator to hear?
Lisa Galay (04:06):
Yeah, absolutely. So like many educators when COVID struck in March and the school shut down and we were all working from home, it was definitely something none of us were prepared for. And, you know, at that point in the year, in my role as leader of experiential learning, I had tons of initiatives planned for March, April, may, and June that were bringing hundreds of students together, bringing community partners into schools and, and all kinds of initiatives and they all got canceled. And you know, initially it felt pretty devastating thinking about all the work and time and, and the excitement that had been built up around those opportunities. And, you know, I had to scratch my head for a little bit and say, as someone who was directing and supporting these engaging experiential learning opportunities, what does that look like when students are not actually doing any of these things in person anymore?
Lisa Galay (04:58):
So it was a lot of re-imagining to be honest of what experiential learning could look like in a virtual environment. And even now, you know, my school board right now has some students that are totally virtual, some that are partially virtual and partially in class, it’s still a lot of re-imagining. And I think, you know, all of the things that, that I created and did during that time really came back to, you know, we, we can’t just say because it’s, COVID because we’re at home because this is difficult and requires some out of the box thinking, I guess we’re just not doing anything anymore. That’s, that’s interesting or hands-on. So we found ways for students to do things while they were at home in a safe way. So just as an example, one of the initiatives that I helped to support was purchasing these little model home kits for construction students that were using materials and tools that could safely be used without parental supervision in the home, so that when they couldn’t be with their construction teacher, they could still be building something and getting the support of their teacher virtually.
Lisa Galay (06:07):
That’s one example, when I thought about, you know, the massive event for, you know, thousands of grade sevens that, that wasn’t going to happen in, in may, as I had planned, you know, instead we looked at how we could bring the, the virtual or, sorry, I should say how we could have brought community partners to students in a virtual way. So I created a series of what is now almost 40 different community partner videos, where I interviewed partners kind of like what you’re doing now and ask them a number of questions about their educational journey, their career pathway, the impact of COVID on their career and, you know, picked those partners so that they represented a wide range of various career sectors, and also touched a wide range of, of subject areas. So students can see, oh, I’m in math right now. And those are careers that use math on a daily basis. And you know, those, those things, did they take time and, you know, was it something I’d ever done? Absolutely not. But it was, it was a resource that became highly valued as teachers thought, how am I going to help students make these real world connections? So those are just two examples, but I think it really just required an attitude of, you know, this is not an insurmountable obstacle. This is just a challenge. And I need to be creative and flexible and look for the opportunities that I may not have even considered before.
Sam Demma (07:29):
I love that it goes back to changing the story we tell ourselves, right? If we tell ourselves that something’s terrible and not possible, then that result is going to manifest in our life in a short period of time physically. And when we think outside of the box and overcome a challenge, we can impact the student’s life forever. They may never forget it. And I’m, I’m certain in your years of teaching, you’ve had students write you letters and reach out and tell you how much of an impact you’ve had on them. How do we continue to, like you said earlier care for our students during this time, even when they’re not in the classroom like w what do we have to do to show them that we appreciate them during these times?
Lisa Galay (08:15):
Yeah. That’s a great question. So a big part of my role coming into the start of this school year and even last year, when we so quickly switched to distance learning was all about community building, right? Which, which would have been important in normal times as well, but in a virtual environment or in a situation where teachers, aren’t seeing their students every day, because of these different adaptive models that that schools have taken on building relationships is still key. So even though there might be screens between us and we might not be seeing someone face to face, if we want to have a successful classroom where people feel open to communicate to work together, they want to log on. They want to be, you know, engaged in what’s happening in the classroom. And also even in, when we’re in person, we’ve got to invest the time and energy up front.
Lisa Galay (09:05):
And I know in the times that we’re in right now, a lot of teachers feel really pressed for time. They feel like with the new models that we’re working under, you know, gosh, it’s already going to be so tough to fit in all this curriculum, and I’m not even seeing them that often. I don’t have time to, you know, as one teacher said to me, hold hands and sing kumbaya at the start of every, every session with new students. But again, I think it’s that investment of time getting to know our students getting to tell them a little bit about who we are you know, expanding their mind about the possibilities of what the course can offer, giving them opportunities to get to know each other and, and build trust and feel safe in that classroom environment that we’re going to see the biggest return.
Lisa Galay (09:48):
And that’s where students again, feel appreciated. So again, Sam, when I think back to being a guidance counselor, and when students would come down and talk about challenges that they might’ve had with teachers, it was always about relationships. And it was still often, you know, that they felt like someone wasn’t seeing them or someone didn’t care or someone hadn’t put the time in. And it’s those teachers that just remember that, oh yeah, you play soccer. I’m going to ask how your game was this weekend, or that’s right. You said you were getting a new dog. Well, how’s the new family member. It’s all those little pieces, those little attempts to, to make an outreach and get to know your students that I think makes a difference. And it’s a huge difference now because we’re not even seeing each other face-to-face as much as we normally would.
Sam Demma (10:35):
It’s those small, consistent actions as Mike Loudfoot would say.
Sam Demma (10:43):
That’s awesome. Thinking back to your guidance counselor days, can you think of a story where maybe a student wasn’t feeling heard and maybe even had problems outside of the classroom at home or in the community? I’m sure you had students break down in your office. I broke down in my guidance counselor’s office a couple of times, and I was in high school. Can you think of a story though, where the narrative was flipped and that student got appreciated by a staff member, and there was a huge transformation in that student’s life, and you can change the student’s name for privacy reasons, but I want you to share the real authentic story. So another educator listening might think to themselves, wow. I do hold the power to shape a young person’s life. Yeah.
Lisa Galay (11:25):
Yeah. I’ve actually got a great story for this. And, and this happened a couple of years ago when I was still in my guidance counselor role, and that was a student I had worked with her for many years. She was in grade 11 at the time. You know, there had been challenges with her family situation for many years and she had, you know, she would come and see me and then I wouldn’t see her for awhile and she’d come back again. And at that point in the year, you know, I I’d seen her casually, but hadn’t really come in for a big discussion in my office. And that was okay. But another teacher, someone who taught her just notice that she seemed off one day and it had sort of been a bit of a pattern, but the teacher noticed that it was getting progressively more inconsistent with her normal demeanor.
Lisa Galay (12:12):
And so it was literally that teacher just taking a moment at the end of class to pull her aside and say something something’s going on. I feel like something’s up with you. What can I do to help? And it just melted the ice walls that were around her. She ended up coming down to see me and shared some major life altering events that she was ready to share that had really been behind a lot of the pain and difficulty that she’d been facing for years. And also revealed a really serious mental health situation that needed support. So all of the supports and next steps and things that came out of that you know, in the moment I just thought I need to do what I need to do to make sure that she’s safe and protected, but ultimately the student came back and said that those actions from that teacher, and then the follow-up support I was able to offer literally saved her life.
Lisa Galay (13:14):
Because she was starting to think about doing things that, that could have really altered her path. And so again, it’s sometimes just those little connections, those little things we notice, and rather than just letting that student leave and not saying anything, you know, sometimes we’re bogged down with our own challenges and we think, oh, am I really ready to take on another, another possible, you know situation that’s gonna, you know, maybe take up more of my time today and you’re thinking about everything else you have to fit in. And I would always encourage teachers that you just never know what’s really going on for someone. And so that little moment of outreach can make all the difference.
Sam Demma (13:53):
Asking a student, how can I help is a simple question, not do this or do that, but how can I help you? I think it’s a, I think it’s a game-changer and I appreciate you sharing that. Are you seeing, you’re almost like a bird’s eye view of the school board when it comes to who you work with and the scope of students that are under your wings, if you were an Eagle are you seeing any mistakes in education right now, or things that we could improve upon or things that we might want to consider doing differently for the second quad master of education?
Lisa Galay (14:29):
Right. You know what, that’s a great question. And I, I guess I, I never want to think of it like a mistake. I always think of it as us trying things and, you know, learning and when we know better, we’ll do better. So I think I honestly, I’ve been blown away by the things that the teachers have tried to do. And I think if anything, they’ve tried to come right out of the gate being as incredible as they’ve always been and sometimes compromising their own mental and physical health in order to feel like they’re doing everything they can for their students. And, you know, it’s such a tough balancing act. You know, whether you’re a parent or you’re being a good friend to someone, or you’re an educator, you want to give everything, you have to know that you’ve really done the best you can for those people you care about, but you also need to balance that with your own needs.
Lisa Galay (15:19):
And if you can’t, you know, if you can’t take care of yourself, then what good will you ultimately be to those that you’re trying to take care of? So I think if anything, the only, you know, the only challenge that I would say, I hope we all get better at moving forward in these unusual times is that we just give ourselves a little bit of grace and give ourselves a bit of a break that this is new and unfounded territory. We’re all navigating this for the first time. And this is going to be a year of making mistakes and thinking, oh, I should have done it like that. Or looking back and thinking, gosh, like, that seems so obvious now, why didn’t I do it this way? But it’s not so obvious right now because we’re, we’re in the thick of it. So I think we just need to give ourselves a break, do the very best work we can and make sure we’re taking care of ourselves in the process.
Sam Demma (16:11):
You mentioned, we’re all going through this together for the first time. And I think it’s so true. It’s a new experience for everybody. What I want you to think about for a second is the educator who is navigating this for the first time and as also an educator for the first time, maybe this is their first year teaching. And if you could go speak to that person with your years of wisdom, who’s listening, what would you share with them? Because right now they’re getting a picture of education painted totally different than what it used to be a few years ago, or a few months ago, this person might think what the heck that I sign up for a year. I’m so confused, but what would you want to share with that person?
Lisa Galay (16:56):
Yeah. Well, one thing I, I wish I could do and I can’t do is to reassure them that it’s going to go back to normal and that, you know, what they might’ve been used to as a student themselves or what they saw the role of a teacher being, or what schools look like that it, that it will return to that. But no one really knows the answer to that. I think we’re all hopeful that it will, but it’s so hard to say. So I think my biggest advice would be to just remember why you wanted to be in education in the first place and that no matter what circumstances you’re in, you can still accomplish those goals. So if you love your subject area and you’re so excited to impart that knowledge and understanding to other students, you can still do that. If you love connecting with youth, if you enjoy you know, helping them cultivate their gifts, supporting them through challenging times, connecting them to community partners, helping to expand their world, to see the possibilities that are there.
Lisa Galay (17:56):
You can do all of these things, even in these strange times, again, with a little bit of creativity and, and relying on those that have been here before, in the sense that you know, this, this well, again, new for all of us, you know, those who have a little bit more experienced in education will know that there have been different shifts and changes over time. It might’ve been different curriculum. It might’ve been different philosophies around education or, you know, assessment and evaluation. There’s so many different changes that happen. And this is a big change, no doubt. But again, I think if, if teachers stay centered in why they’re doing this there’s always a way to do it. And again, I don’t think it’s going to be quite like the way it is now forever. And so if we can just ride out the challenging times, we’re going to all come through it stronger and with some awesome ideas that we never would have had if this hadn’t happened, right. It’s one of the silver linings of this pandemic experience.
Sam Demma (18:55):
Yeah. Tony Robbins always says, it’s not about having resources. It’s about being resourceful with what you have, and you do a great example, exemplifying that with coming up with ideas, staying positive, looking at the good side of things and not the negative. And I think it’ll rub off on everyone listening. So I want to say, we said, thank you so much for coming on the show. If another educator is listening and wants to reach out to you, bounce some ideas around or Uber eats, or your favorite chocolate ice cream, how can they reach out to you to do so?
Lisa Galay (19:27):
They can absolutely reach out to me at my email address, email@example.com. That stands for the Halton district school board. I’d be happy to, to share ideas, share some ice cream, virtually whatever it might take. I I think anyone who’s been in education for, you know, 20 plus years, like I have, we remember the colleagues that made a difference when we were starting out and the ones that made a difference along the way, even when we hadn’t been starting out for awhile. And we always want to give back. So if I can help in any way, I’m, I’m definitely glad to do that.
Sam Demma (20:06):
Awesome. Thanks so much, Lisa.
Lisa Galay (20:08):
Thank you, Sam
Sam Demma (20:10):
And another interview in the books with yet again, a high performing educator, Lisa had so many ideas to share that blew my mind on our first phone call and on this podcast, if you enjoyed this and got something of value from it, please consider taking two seconds to leave a rating and review on the podcast. So more educators like you who want to hear these things can find this podcast and benefit from the conversations. And of course, if you are someone who has ideas or know somebody who has ideas, please reach out by emailing firstname.lastname@example.org. So we can bring you or your friends and colleagues on the show to share those ideas and expand this network. I’ll talk to you soon. See you on the next episode.
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The High Performing Educator Podcast was brought to life during the outbreak of COVID-19 to provide you with inspirational stories and practical advice from your colleagues in education. By tuning in, you will hear the stories and ideas of the world’s brightest and most ambitious educators. You can expect interviews with Principals, Teachers, Guidance Counsellors, National Student Association, Directors and anybody that works with youth. You can find and listen to all the episodes for free here.