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Educator

Ryan Keliher BA, BEd, MBA, – Teacher, Author, Coach and Teenage Motivator

Ryan Keliher BA, BEd, MBA, - Teacher, Author, Coach and Teenage Motivator
About Ryan Keliher

Ryan Keliher (@superstarcurric) BA, BEd, MBA, is a high school educator who has spent the past eleven years teaching, coaching and motivating teenagers. He is a former valedictorian, university basketball captain, and Academic All-Canadian who is passionate about student leadership and personal development.

Keliher resides in Prince Edward Island, Canada with his wife Siobhan and their baby boy, Rafael.

Connect with Ryan: Email | Instagram | Linkedin | Twitter

Listen Now

Listen to the episode now on Apple Podcasts, Spotify, or on your favourite podcast platform.

Resources Mentioned

Charlottetown Rural High School

Ryan’s Personal Website

The Superstar Curriculum

The Hate you Give

The Transcript

**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. Today’s guest was actually someone who was introduced to me by a former guest, Melanie Hedley, a teacher from Bluefield High School introduced me over email to this gentleman named Ryan. And I’m so glad she did because the conversation we had was phenomenal and I can’t wait to share it with you.


Sam Demma (00:59):
Ryan Keliher has his BA his BEd , his MBA, and is a high school educator who has spent the past 11 years teaching coaching and motivating teenagers. He is a former valedictorian university basketball captain and an academic, all Canadian, who is passionate about student leadership and personal development. Ryan resides in Prince Edward Island, Canada with his wife Siobhan and their baby Raphael. He is also an author, an author of a book called the superstar curriculum. It’s a phenomenal book. He’s sold over 2000 copies and today we talk about so many different topics, things that come directly out of his book, but also his own philosophies on student leadership and how to navigate these difficult times. I hope you enjoy this conversation. I will see you on the other side. Ryan, thank you so much for coming on the High Performing Educator podcast. Huge pleasure to have you on the show this morning. Can you start by sharing a little bit about yourself and why you got into the work that you do in education today?


Ryan Keliher (02:01):
Sure. First of all, I just wanna thanks. Thank you a lot for having me on today. I’m really looking forward to being on the pod and just a little bit about me. So my name is Ryan Keliher and I am a high school teacher and I’m 14 years into my career and I teach out of Charlton Rural High School in tiny Prince Edward Island. Nice. Why I kind of got into education? I was really fortunate to have had some awesome teachers when I was going through school and they made me really like being in school and they had a really positive impact on me. And as I grew up, I kind of just felt like I’d like to that kind of do what they do. I really, I really admired them. I really thought what they did was meaningful and from a fairly early age, like in high school, kind of, it was my, it was my goal to become a high school teacher. So I really didn’t even pursue a ton of other options after I kind of got hooked in by these engaging teachers. I kind of said, yeah, you know what? I think I wanna do that too.


Sam Demma (03:07):
Ah, that’s awesome. What did they do? Like what did those teachers do for you that left such an impression on you and pushed you to pursue this path?


Ryan Keliher (03:17):
I think what, when I think of kind of the two or three teachers that stand out the most you know, they, they were really knowledgeable in their subjects, but more almost Mo I would say more importantly, they really made me and my fellow classmates feel valued and welcome in class. And when you added that combination in where students felt like they were valued in the classroom, plus they were gonna get material that, you know, from teachers who were knowledgeable in, in their content areas, it really drew me into the classroom. And, and it was a place that I liked to be at a place I liked. I liked to come every day to learn.


Sam Demma (04:00):
Wow. That makes sense. And, and I think right now that’s a challenge that all educators are, are faced with. It’s tough to do it virtually. Now, maybe in PEI, you guys might be still working in the classrooms, but what are some of the current two things, challenges and opportunities during this time, because I think both are present and I would love to some insight on, on both sides of the coin.


Ryan Keliher (04:22):
Yeah. Well, PEI has, we’ve been very fortunate to kind of, of to keep COVID 19 the spread of it at bay here on the island. So we’ve been quite fortunate. But that, that being said the last two weeks actually my high school has moved to online learning leading up to leading up to the career break. So, you know, it has presented its challenges, but like you said, with, with those challenges come opportunities. I think with education, the biggest challenge, whether it’s virtual learning or in person learning is developing that connection and maintaining that connection with students. And then kind of like what I alluded to the, you know, the teachers that I admired most growing up, they made that connection first and then that made learning a lot easier. It made engagement a lot easier. It made buy a lot easier.


Ryan Keliher (05:10):
So I think that gets more difficult when you, when you move to the remote learning model. So it’s about keeping that at the front of mind as an educator, but how can I still maintain these connections with my students when I’m not seeing them day to day? So for me, it was, you know, little checking emails here and there creating some engaging videos to kind of start class you know, whether they were funny or fun or, or just a little different. And then, and then, you know, using that as kind of the springboard to the content of each lesson, but showing that you care and showing that, that, that you value their time you know, whether it’s in person or online, I think is the most challenging, but it, it kind of, I important opportunity in education and when it comes to opportunity, I’m a big believer that, you know, I think it’s Napoleon hill who says, you know, your biggest opportunity is where you are right now.


Ryan Keliher (06:07):
So, you know, as, as educators or as students, right, it’s important that we think about what we can do in the moment to kind of have actions that create positive reactions for our students. So whether, like I said, it’s a welcome video that puts a smile on somebody’s face, or whether it’s a really well laid out plan that is going to be challenging for students, but you’ve thought about what supports you can put in place. And at the end of it, they’re looking back and saying, you know, that was really tough, but I felt I was able to do it with, with supports in place. I feel like I’ve grown from it, you know, it’s, it’s how, how can those actions create those positive reactions?


Sam Demma (06:49):
And right now, maybe not yet in PI, but sports have been canceled as well postponed, or, you know, they practiced virtually through zoom all in their basements. You, I know you growing up were a big athlete. I played soccer, you played basketball, saw the Steve Nash picture on your page. I loved it. You dedicated the first part of your book to building character, and I would assume that sports helped you build your charact to a huge degree. Mm-Hmm how did sports have an impact on you and how are we, how can we continue to build young people’s character through this time?


Ryan Keliher (07:27):
Okay. Yeah. So with, with sports, I mean, sports played a huge part in my life. And as far as character development, like it, it played a really important role. And with, with my book, you’re right, the first quarter of the book is dedicated towards character development and then it progresses into have in my development and some opportunities for leadership. But as far as character development goes, I, I often share kind of my leadership story with, with my students. So I was a kid I grew up and I was playing hockey and, you know, I was pretty good hockey player, but I definitely wasn’t the best player on the ice. And, but it seemed every year I would get the opportunity to be the captain or the assistant captain on my hockey team. And I, and it just kind of became the norm. And I never really understood why I just kind of was that per, who would become the captain or the assistant captain.


Ryan Keliher (08:21):
And then I went to junior high and I started to play basketball and the same thing would happen. I’d be thrown in the captain role of the team. And then I went to high school and the same thing would continue. And then in high school, I was named the valedictorian of my high school class. And again, I would always kind of wonder in the back of my mind, I’m like, why am I always thrown in this role? Because, you know, I don’t feel like I do anything exceptionally special as a, as a leader, but people always seem to put me in this role for some reason. And it, and it never really, even, it never really clicked until I went to university and I played university basketball. And so I was 17 leaving high school, going to my first year university. And by Christmas time I was named the captain of my university basketball team.


Ryan Keliher (09:14):
And we had players who were 25, 24, 23 years old on it. And I’m thinking, how, how come I am the captain of my team? And it finally, that’s kind of when the light bulb went off and all it was was that my personal bar, as far as character went over time, whether it was through instilling values fr from my parents was high. And I, I cared a lot about being a good teammate. I’m a big believer that, you know, the only thing better you can have than good teammates is being a good teammate. Hmm. Think better. You can have than good friends is being a good friend. I think that really helped me pursue a opportunities in life. It opened up a ton of doors and it allowed me to lead by example a lot. And like I said, there was nothing ever special about it, but I was always willing to do my best. I was always willing to set the bar high and is always willing to cheer and help others along and over time. I guess people notice. So, you know, when you’re thrown into these opportunities through sports, it there’s the skill development, but there’s the character development that occurs that is equally important. And as you grow older and you may divert away from sports that character develop, it becomes even more important than maybe the skill development, you know, ever, ever was.


Sam Demma (10:41):
And without sports present at certain times, especially right now, how can we ensure that we’re still helping young people build their character? Is it by giving them unique opportunities or pushing their boundaries? Yeah. I’m curious. What, what do you think?


Ryan Keliher (10:56):
Yeah, I, I think it’s about giving them opportunities for growth. Like for me, school, you know, is always about growth, more than grades. And sometimes students don’t see it that way. And, and, and sometimes educators don’t see it that way. Cuz we do have that responsibility to kind of assess curricular content. But when I think of my 14 years and the most important conversations I’ve ever had with students, very few of them were curricular content related. And the most important ones that stick out were always character related or, or opportunity related or, you know, goal related and the more teachers, you know, and, and, and educators think of their students in front of them. As, as people who are gonna go and do great things in a variety of fields I think you, you can be a little bit more per perceptive about developing that character education in the classroom while still, you know, making sure the content of your course is, is, is covered and, and covered to a high degree. You know, I’m not trying to discount the importance of curricular content, but it’s, it’s everyday success principles, you know, are not explicitly taught in class, but the opportunities develop to develop the, those principles are abundance. So teachers have to be aware of that and you know, are able to kind of pull those threads when the opportunities present themselves for students.


Sam Demma (12:20):
I love that. And I’m curious now, too, as well, you mentioned Napoleon hill, you have your own book, the superstar curriculum. What prompted you to write that? Was there a moment in education where you thought this is needed for, for young people? It was in a personal challenge. You set for yourself, where did that come from?


Ryan Keliher (12:38):
It, it happened when I was finishing my masters of business. My so when I finished my MBA, I was kind of in writing mode cause I just finished my thesis and I was doing a lot of journaling at the time. And I noticed a lot of my journaling had to do with these important convers that I’ve had with students over the pro the over the last decade. And a theme kind of started to emerge on how a lot of these conversations had to do with character. And they had to do with leaders, personal leadership, and they had to do with seizing opportunities and they had to do with developing strong habits of mind and thought, you know what? I’m a big non-fiction reader. And in my opinion, there, there weren’t a ton of non-fiction self-awareness books out there for, for young adults.


Ryan Keliher (13:27):
So I thought, well, maybe I’ll go and create one. And so I, so I did create the superstar curriculum and the idea behind superstar is that what, what I’ve come to learn over the years is that, you know, the biggest superstars in our lives, although, you know, we often think of the major celebrities or sports stars or movie stars. But when we think about the biggest superstars in our own lives, they’re the people who are much closer are to us, they’re our parents or our coaches or our teachers or our friends. And the, the reality is, is, is if, if that’s the case, then if you put yourself in someone else’s shoes, you might be the superstar in somebody else’s life. Hmm. So it’s just about the profound power we have to, I packed others on a daily basis and it happens at, at the ground level. And it does expand out to, to, you know, the stars that we’re talking about from Hollywood to sports. They’re tremendous inspirations, but the reality is the, the day to day inspirations that we have are all around us, including all right, ourselves.


Sam Demma (14:36):
 Oh, love that. And where can people find that resource if they want to check it out? I think you offer an online version for free and then like a paperback version and a discount right now, where can they find all that information?


Ryan Keliher (14:47):
Yeah. If they wanna check out ryankeliher.com it has kind of all the information there, the book’s available on Amazon, but if, you know, if a school or, or an educator was looking to a bulk order, I would recommend contacting me cuz I can probably get you a better rate than what, what Amazon could provide. So yeah, so ryankeliher.com and you could check me out there or on Instagram @superstarcurriculum.


Sam Demma (15:13):
Cool. And if you could go back in time and speak to younger Ryan, when he just started teaching, what pieces of advice, knowing what you know now would you have given yourself?


Ryan Keliher (15:26):
I think for me, I, what I always try and keep in mind is, so my grandma, there was a teacher and I remember vividly that a conversation we had. So she was 87 at the time. And she said, you know, Ryan, now that you’re a teacher and your job is to teach. It’s really important that you also remember that your prime married job is to learn. Hmm. And that always stuck with me. And I think moving forward for, for anybody who’s going into education is to keep that kind of front of mind because COVID changed everything, new practices are going to change everything technology’s going to change everything. So the, the way kids interact is constantly changing. So educators have to be willing to learn and adapt year over year, whether they’re, you know, you’re just adding little tweaks to your practice or there’s something fundamental that has to, you know, involve you making a major shift in your practice, the importance of teachers having that willingness to learn is paramount.


Sam Demma (16:37):
I love that. And one bonus question, just for fun. What, what books are you reading right now? Is there anything that’s been interesting you or you’ve been cracking open?


Ryan Keliher (16:48):
Yeah, actually I just I’m into the hate you give right now. And I I’ve, I’ve just kind of started it, but it’s been tremendous thus far and I’m looking forward to reading it. I don’t read a ton of fiction. So it’s, it’s a good opportunity over the holidays to kind of break into that. And I’m, I’m more of a non-fiction reader for sure.


Sam Demma (17:08):
Awesome. Ryan, thank you so much for taking some time to come out on the show. I really appreciate it and, and have an amazing holiday season with family and friends. And I look forward to keep continuing to follow your journey.


Ryan Keliher (17:20):
Great. It was great talking to you. It was nice to meet you and I’ll be following your journey as well. Happy holidays.


Sam Demma (17:26):
And there you have it. Another amazing guest, an amazing interview on the high performing educator podcast. As always, if you enjoy these episodes, please consider leaving a rating and review so other educators like yourself can find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show. If you wanna meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and signing up to join the exclusive network. You’ll have access to networking events throughout 2021 and other special opportunities. And I promise I will not fill your inbox. Talk to you soon. I’ll see you on the next episode.

Join the Educator Network & Connect with Ryan Keliher

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.

January 3, 2022 by Athletic Director Experiential Learning Student Leadership Student Success Teachers Teaching Tips Uncategorized 0

Jason Eduful – Teacher, Basketball Coach, Youth Minister and Mental Health Advocate

Jason Eduful - Teacher, Basketball Coach, Youth Minister and Mental Health Advocate
About Jason Eduful

Jason (@__MrE) is an educator, basketball coach, youth minister and advocate for mental health.  His goal is to bridge the gap between marginalized youth and extraordinary education. 

He is also the youngest guest that we’ve had on this podcast! 

Connect with Jason: Email | Twitter

Listen Now

Listen to the episode now on Apple Podcasts, Spotify, or on your favourite podcast platform.

Resources Mentioned

Cardinal Ambrozic Catholic Secondary School Website

Equity Studies at York University

Coach Carter Movie

The Transcript

**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. Today’s guest, his name is Jason Eduful. He goes by Mr. Eduful for his students. He is an educator, a basketball coach, a minister, and an advocate for mental health and his goal is to bridge the gap between marginalized youth and extraordinary education. Jason is one of the youngest educators.


Sam Demma (01:06):
I’ve had the chance to bring on the show and you can tell by our very energetic conversation. He’s super excited about the work that he’s doing. Although there are challenges, he’s seeing them as opportunities because he knows like Malcolm X said without education, you’re not going anywhere in this world. I hope you enjoy this interview as much as I enjoyed it. See you on the other side. Jason, thank you so much for coming onto the High Performing Educators podcast. You play the perfect role visually. I know no one can really see you right now, but you got those beautiful glasses on and can you please tell the audience who you are, why you got into teaching and the work that you do with young people today?


Jason Eduful (01:46):
Yeah, no problem. First of all, thank you so much for having me, Sam. I’ve heard so many great things about you, had an opportunity to listen to some of your work and it truly is inspiring. So keep doing what you’re doing. My name is Jason Eduful. I’ve been teaching for about, this will be year number eight. I currently teach at Cardinal Ambrozic Catholic Secondary School in the Peel region. You know, I really started with studying equity and racial studies at York University. That was like my passion and then I took that and kind of switched gears a little bit and started studying philosophy and theology. And so that’s really what I’m teaching now. I’m teaching theology at the grade 12 level, for the most part, they kind of throw me everywhere other than math and science, ’cause we don’t get along, but usually anywhere else , I’m usually free to go. Married for a year and a half now a year and a bit.


Jason Eduful (02:43):
So yeah. She’s also a teacher normally grade five, but due to the whole pandemic situation, she’s online kind of teaching kindergarten. Nice. but yeah, I’m usually I’m a coach, I’m a mentor. I guess I’m a best friend at some point but , but normally that’s what I do. I usually love working with kids just mainly because you know, I, I just remember being a high school student. And I remember really that lead up into high school. I hated school so much. And I hated it mainly because I felt like nobody number one could relate to me. I grew up kind of Weston and Lawrence ish back in the day. It wasn’t the nicest neighborhood I’ll leave it at that. But we had a lot of outreach in the community specifically Weston park, Baptist church and front lines with a special woman, who’s kind of like my mentor still Bonnie Parsons.


Jason Eduful (03:41):
Mm. She kind of took us under her wing and made sure that we were, you know, not only getting that educational side of things, learning how to become men in a really rough neighborhood, but also kind of connecting that spirituality to it. Hmm. And so I still partner with front lines when I can, but for the most part you, yeah, that’s really where I started things. And then grade 10, I believe, I wanna say I started or something piqued my interest in school, you know? My grade 10 teacher, Diana Espanza, who also is ironically my vice principal right now. , she I don’t remember what the assignment was. I’m not gonna lie to you sound, but I remember the response, like the response was huge. I, I handed in an assignment and she tore it apart.


Jason Eduful (04:31):
Like just, if I could say like red ink on a paper, there was no white spots. Like just ripped it up and gave it back to me and said, this is not acceptable. Like, this is not who you are. It’s not a reflection of what you’re capable of. And it was the first time that somebody ever really said that to me. So in my mind, you know, you’re in grade tenure. You’re like, okay, lady, whatever. Like , I’m with the next, let’s gone with this. But she, she just kept pushing me. She kept pushing me. She kept pushing me. She kept pushing me. I, I, and it was the first time I resubmitted an assignment. Like I wasn’t like an, a put less student, but I was a pretty solid kid. Like you don’t talk to me, I’ll do the work. We’re good. And so when she ripped that apart and she gave me the opportunity to redo it, and then we connected again.


Jason Eduful (05:11):
And from that time I remember ironically, I had her every other year till I graduated. And so I was kind of stuck with it. There was no getting around it, but she really, she really inspired people and challenged them to really think about, not only like you could have your own opinion, but she was gonna challenge that opinion. And you had to make sure that you were able to back it up, you know? It’s funny, cuz my cousin Reggie sent me a video yesterday two days ago and it was about either, it was a youth you video just about something saying who’s your worst or your best teacher. And it was, it was hilarious because most of it was all like negative things, but like the passion that these people had for the teachers that they hated like full names, like Jason Eduful, grade six.


Jason Eduful (06:00):
And I’m thinking, I think that we forget as teachers, how powerful of an impact that we can have on kids either positively or negatively. Mm you know what I mean? So that’s kinda a little bit above my background where I jumped into it. And then from there obviously she inspired me to really become a leader in the community because it was more like one learning can be fun. Mm. Right. and number two, if you really put enough time into any student and in all like now times like people are like, well, how much time can we really put in versus press for time? But if you just take that time to build those connections, you can literally inspire anybody. And so that’s what really got me jumping into why I wanted to become a teacher and why I’m still doing it now.


Sam Demma (06:47):
So you’re telling me, your teacher gave you nightmares about red pens. So you touched, you touched on something really cool. You mentioned the fact that she gave you a second chance to resubmit the assignment. How do we give students that feeling? Like, what did you feel like when she gave you a second chance? If you could go back to grade 10, Jason or grade six, Jason, I can’t remember which one it was. What was going through your, on your mind when she gave you that second chance and how can we give kids today that similar, similar feeling?


Jason Eduful (07:25):
Grade 10, Jason would probably immediately be like, what is wrong with this woman? Like, you’re not my mom, like, get outta here. We don’t need any, this, I was very confrontational. And now in the, that I’m in now after obviously years of mentoring people and doing things like that and coaching, you can tell when somebody standoffish, there’s a reason, you know? And so I think from the teacher perspective, giving kids an opportunity to resubmit, isn’t gonna kill you. You know what I mean? I know we’re crunched for time, but if our goal is to make these students and these pupils into better human beings, right. Especially I’m in a Catholic school. So we kind of have our own little virtues that we’re kind of going off of. So we want them to be it’s called Catholic graduate expectations. So what do we want them to look like when they graduate?


Jason Eduful (08:14):
If we can focus on those and just put the curriculum to the side for a second, if we can focus on the making kids better people, we’re doing way better of a job than just, Hey, you deserve a 90 on this paper. Hey, you deserve a 50 on this paper. But from the student perspective, I remember thinking, number one, why won’t you leave me alone? Like I don’t get a number two. Wow. Like once, once it kicked in and it didn’t kick until grade 11, I won’t even lie to you. Mm. But grade 11, when I had her again, I was like, oh my God, here we go again. This lady is gonna rip everything up. And then just gimme a, like, she would write paragraphs of like, you should improve in this. Why don’t you think about this? Why don’t you? And I’m like that now, unfortunately, but for my students that have me my bad, you know, where it comes from now.


Jason Eduful (08:59):
But as the student, I think it wasn’t until grade 11, like I said, but in grade 11, I really thought, man, she actually wants us to succeed. Like, it’s not about like, here’s the mark that you got. Thanks for doing the assignment. It was really, yeah. You did this assignment, but dig deeper. Like why, why did you, why do you think I made you do this? You know what I mean? Why do you think I made you redo this so many times because you’re just hitting the crust, like jump in there. And so yeah, like I think we should all give second chance again. Second chances. Isn’t gonna kill anybody, man. I know we make it a big thing, but it’s we can do it every day.


Sam Demma (09:37):
Yeah. It’s so true. I’m curious to know, you mentioned that now that’s your teaching style which is, which is awesome. Is there, is there a story that comes to mind and you can change the student’s name for the sake of privacy, but I want a story where you believed in a kid where they didn’t believe even themselves and you know, you push them past the threshold and maybe they even broke down and told you how big of an impact it had on them. I feel like a story like that told right now from a place of vulnerability, but also to remind another educator that the work we do is so important, cuz it can transform a student’s life and their whole future can really re spark and reignite a passion in another educator. Do you have any of those stories that come to mind when I ask you that question?


Jason Eduful (10:22):
Yeah, I got a couple I’ll just use my cousin’s name that way. It’s not keep privacy there. So Reggie graduated. Oh man. How many years ago now? Maybe three and a half. Three and a bit years ago. Mm. And at that time I was teaching at a different school in Brampton. Reggie was how would I describe Reggie? Reggie was a ball of energy that couldn’t sit still only cared about girls. Like that was, that was Reggie’s by like the only thing that mattered to him was girls. Didn’t really care about school was on the basketball team, not the best point guard out there but you know, you tried, you tried. And so I, I started this kind of mentor, mentor mentor relationship with the student. And Reggie really started to open up and really talk about, you know, his upbringing, his life.


Jason Eduful (11:25):
And I remember one of the assignments that I got Reggie to do at the time. I don’t know if you’re a DC Marvel kind of guy, but at the time arrow was like number one on every list. And so he had to do a CPT and I, I, I, he handed it his CPT and it was, it was, it was done. do that. It was done but just didn’t meet any of the expectations, you know? And so as opposed to me just ripping it apart I, I said to him, I’m like, listen, and, and again, we talk about like building those relationships with students, getting to know the learner. Right. All that’s very important because every day he would come in, we’d have a conversation, honestly, about the episode of the, like that week, that Wednesday we would talk about it.


Jason Eduful (12:15):
And I had said to him, why don’t you just rewrite the ending? He said, he didn’t like this season finale rewrite the ending. The curriculum is so huge, right? When we’re thinking about curriculum documents and what we have to accomplish in the semester and blah, blah, blah, you can tweak it to be whatever you want it to be. Essentially, as a teacher, a teacher knows that. So why not get him to do something that he’s interested in? Right. get him to reevaluate what he’s doing, still hit the major learning goals, overall specific, whatever. And then go from there. And so I got him to do it. He killed that script. It was amazing. And then the second half of that was with all the personal, what that was going on, he needed like a big brother. And I didn’t realize that I was doing that for him at the time.


Jason Eduful (13:00):
Cuz you know, guys, guys come in, you talk whatever. When, when you know, everybody’s out of the doors is a different type of conversation. Right. And so coaching him, teaching him really got us, I guess, a lot closer than I even thought. And so he was sharing things with me and we were building and we were teaching like, what is the correct as a man? You know what I mean? What’s the proper response that you should be having in certain situations. And so I told you that he was a a point guard. I didn’t tell you he was good, but he was a point guard and I remember we were up in a very important semifinal gay and I called him and I was like, yo, Reggie, you’re going in? And he’s like, what? like, the game is close.


Jason Eduful (13:44):
What do you mean? And so, you know, he did shoot like, don’t get me wrong. I wasn’t, there wasn’t that much faith, but I was like drop on the blade, kick it to the corner, our shooters shoot, you know? And I remember him doing exactly what I said, do it to the corner, hit a shot rimed in and out. And then he got the rebound and I was not expecting that at all. Hit the got the basket, got an N one missed the free throw. So we lost, but he came me at this a coach, you have no idea how much that meant to me, blah, blah, blah. And I was just like, we lost is the only thing that through mind, I like, yeah, we lost, what are you talking about? But anyways, fast forward, three years later he came to visit me at the school that I’m at now.


Jason Eduful (14:34):
And we just had great conversation about life, man. And I didn’t realize in the moment I was just being me, you know? And I didn’t realize how much I impacted him. So now he’s in university, he’s studying to become a teacher. I don’t think he’s gonna be as a crazy mark as I am, but he is definitely loving his experience and he credits me for most of it. And I just say like, honestly, all the glory to God, cause like I didn’t even in that moment, I didn’t know what I was doing. I was just being me. You know what I mean? So that’s one story. I’ve had tons, but I won’t kill you with them. But that was one, one story of Reggie,


Sam Demma (15:11):
Reggie, the point card, Reggie,


Jason Eduful (15:14):
The point card that cost to speak.


Sam Demma (15:17):
That’s amazing. You mentioned, you know, you transitioned from teaching to mentoring, you know, you have a different conversation when it’s one student in the classroom, teachers that are listening, educators that are listening. Could you give them any advice on what the difference is? Like if you had to explain what the difference is between teaching and mentoring, a young person, you do a lot of, you know, sports, coaching, mentoring, young people and teaching, mentoring and teaching are a little different. What’s the difference? And how can a teacher also be a mentor to some of their students who need it most?


Jason Eduful (15:48):
Yeah. I think the biggest one is, is confidential and, and privacy. I think that’s one of the biggest ones. Obviously as a teacher, you have certain obligations that you have to fulfill, right? So if you hear something or you’re alerted to something, then you have out that obligation to report if you’re mentoring somebody, you still have that same obligation, but your scope needs to be widen a little bit. Right. And so when you’re thinking about, because mentoring can vary, right. It doesn’t have to always be something negative. Right. and so when we’re thinking about mentoring, especially mentorship, every coach, if you’re coaching properly, you’re a mentor mm-hmm right. And I think people forget that. So like I, even on the basic level, like I mentor, I, I always call them my sons. Like I have 15 sons a year, not this year, cuz we don’t have any season, but I have literally 15 sons every year.


Jason Eduful (16:38):
And what mentoring looks like to me and how I do it is 6:00 AM. We’re in the gym, right. We’re teaching them not only time management, but how to be productive. Right. We’re teach them how to do everything else. Are you in uniform? We go to a I’m at a uniform school. So like upholding yourself etiquette. Right? Respect. You can’t respect yourself. If you’re not dressing properly, you can’t respect administration if you’re not following rules. Right. So again, making sure that each of them are in uniform moving on to like they’re not allowed to cuz they know all it’s not gonna fly, but you’re not allowed to skip class. Mm-Hmm you’re not allowed to get caught cheating on a test. Not that anybody cheats on tests or anything like that. and again, then we have study hall like before we actually have practice, we have a study hall and that’s usually because the gyms used and we’re waiting, but still we have a study hall and myself being an educator, I should be able to, I’m not saying if you’re an educator, you should know every single subject for the most part.


Jason Eduful (17:39):
I know most of them, so there should be no kid. And if I don’t know anything, I know colleagues that do you know? And that’s when you start calling in favors, mm-hmm, my mentorship. Doesn’t just stop at, you know, the 30 people, unfortunately that are in my class. You know what I mean? That goes beyond that. So anytime there’s a situation, whether they’re in trouble with administration, whether they’re in trouble with their teacher, I try to make it a point that their teacher should contact me. Right. Mm-hmm I wanna know what’s going on with my boys. And I want make sure that they’re in the best position to not get I at of whatever situation, but the best outcome could that could possibly be obviously displayed is the one that we’re gonna choose. So yeah, there is a difference between teaching and mentoring, but I feel like every coach and every teacher should know that at very most they’re a role model. And if you’re a role model, whether you like it or not, unfortunately we sign up for this gig and that’s what it is. You are quote unquote, a mentor, right? In any way, shape or form. So, but again, coaching any, any coach out there will tell you the same thing. Like you, you can’t coach and not be a mentor like it doesn’t that’s just


Sam Demma (18:42):
Go and just go watch coach Carter and you get it. Exactly.


Sam Demma (18:50):
Coach Eduful I love it. That’s awesome. And you know, right now is a time that’s very difficult, very different. If you signed up for teaching and this was your first year, you would be thinking, wow, what is going on? This is so different. While some educators that are listening are in that boat. And so you being someone who’s been in the assistant teaching for, you know, over seven years, eight years now, you said, what advice could you give that person who’s just starting and maybe has a weird perspective on what this job looks like?


Jason Eduful (19:22):
The first thing I would say is it, it, it gets better. this is not the norm. This is not the norm. I know everybody’s calling this the new norm, but this is about the norm. It’s really hard for me right now, just because of my personality and the way that I teach. Right. So when I really started teaching my philosophy, everybody has to make like a philosophy of as a philosophy of education. And that philosophy as of education, for me, was bridging at between marginalized youth and extraordinary education. And so for how I did that was being a relational based teacher. Right. And so what that looks like on paper is, you know, starting to getting to know your kids, right? Whether it is their needs specific, right. And every kid has needs, man, whether it’s an IEP, whatever, like everybody has, you needs what are their skills?


Jason Eduful (20:13):
What are their interests? What are their likes? What are their dislikes? And then I would say once you have that, understand that, man, I know we preach this all the time of this thing called like backwards design, right? Where it’s like find what’s the most important or start from your end goal and work backwards. We really need to jump back to that. But in that we really need to talk about rationale. And I think that for me is the most important, especially if you’re a new teacher coming in, or even if you’re a teacher that’s been in here, why do they need to know this? I’m so sick of kids graduating and be like, sir, I learned nothing. Like I went to university and like, this was like, why am I starting from scratch? You know what I mean? And I get that, that’s true, but we should be teaching.


Jason Eduful (20:55):
‘Em Critical thinking. We should be teaching them things that they can use in the future. You know, like kids shouldn’t be coming back now they’re buying ready to buy a home and they have no idea what a mortgage is. Hmm. You know what I mean? And so certain and things like that in terms of life skills, life lessons, we should be teaching them straight from the jump. You know? Another thing that I really, really love doing and anybody that knows me will tell you, this is I’m, I’m an advocate for experiential learning. Mm. And so that’s literally just like a, a process of learning that really involves you kind of getting in like getting in their, your hands on. And it always has to come with a rationale. And so again, why are we learning this? So in, in ethics or philosophy or great 12 religion, we learn about ethics and morality.


Jason Eduful (21:39):
Okay. Why do I need to know about ethics and morality? Because we live in a society, right? Yeah. You might have your own principles, your own moral compass, but what does society deem to correct. Based on the job that you’re in. Right. And we have those type of conversations. It’s difficult, especially in COVID obviously, cause I’m the type of teacher. I don’t know. Maybe you have a teacher like this, that would you remember? I would just, I usually sit at my desk, like on my desk. I have like the concepts on the board. And then we have conversations. We have just have a, like a big discussion. Yeah. And as kids are talking and as I’m facilitating that dis discussion, I might bring up, okay, well, that’s a key word that we need to learn and that’s on the board, let’s copy this down.


Jason Eduful (22:16):
And then we fill and we learn like that. And so obviously on a computer I might be a little bit difficult. Right. I I’m just thinking of like Dr. Christopher Edmond, who I, who I’m a big fan of. And he talks about, he’s really like a stem advocate who speaks on issues of race and culture, but mainly known, he’s known for his like hiphop education where he takes hiphop and rap and he makes it, and he interviews it with, you know, science, technology, engineering, and math. I really love the backbone of that. Like get back to the roots of things that kids wanted to you, if you know what your kid wants to do and you know how your kid can thrive, you can have four or five different assignments in your classroom. Yeah. We’re so stuck and rigid on this. Well, this is my rubric, so how am I supposed to, well, yeah, your rubric is made to be changed.


Jason Eduful (23:02):
You typed it at one point. So we type it , you know what I mean? But yeah, like I, I would honestly tell that first year, if it, if it is a first year teacher, I’d be like, man, it, it gets better. It definitely gets better. This is different. It is challenging. But again, we just have to find ways to get around these barriers. And we’re like, we, every teacher’s had that day where they’ve gone up to the front of the class, had no lesson plan and just swing it. Like you guys, you know, we, we know how to do this. So it’s just about adapting, you know? Yeah.


Sam Demma (23:31):
Jason, you’ve had a smile on your face, this whole interview. and I wanna know what gives you hope personally and what motivates you personally to show up to work despite the challenges optimistic, enthusiastic, and ready to serve.


Jason Eduful (23:44):
Right. I gotta say faith. Faith is number one. My faith keeps me grounded. My faith keeps me going. I know that I’m doing some sort of vocation, at least I believe so. And, and I’m hoping that that transfers are manifests to the kids and they know that I’m not here just to get a paycheck, but I I’m here to see each and every one of them succeed. I think that’s number one, student success is a huge motivator. Hopefully one day a championship for a school would be a great motivator, but yeah, no, just seeing the kids just be themselves and grow. And, you know, I’ve had kids from grade nine and I’ve had the pleasure of being at this school long enough to be, and see them in grade 12. And it’s like, when they see me, like we, they still remember the handshake that we had in grade nine. You know what I mean? They still remember the nickname that I gave them. You know, I like, I don’t even remember these things and just to keep them grow and just become men and women and mature. That’s one thing that gives me hope because I know that something’s working so things changing, you know what I mean? But again, that all jumps back to faith. The thing that keeps me grounded and motivated. So I think that’s one of the biggest factors that gives me hope.


Sam Demma (24:20):
That’s awesome. I love that so much. And, you know, especially during a time, like COVID when we have so many challenges, faith is a huge thing that keeps you grounded. I, some, some of the challenges you already mentioned with COVID were teaching online. Were there any other challenges you’ve currently been faced with and have you had any unique ideas to overcome any of them that you think might be helpful to other educators?


Jason Eduful (25:20):
I think again, the biggest one for me, challenges would like not being able to just interact with the kids on a, on a more personal level. Yeah. Like some kids don’t want it to run the cameras and that’s totally cool. And I don’t push anybody to do anything like that, but just in general, like that face to face interaction, like we crave that we miss that for a lot of people that what builds them up. That’s what keeps them going. Some of the things that I’ve tried to do, especially since we shut down in March and then kind of reopened now I’ve really tried to start doing assignments and tasks that have everything to do with allowing students to really dig deep and critically think in terms of how to overcome whatever it is. Right. So I’ve literally, I’m done with tests for now.


Jason Eduful (26:08):
I don’t do any tests, all assignments like, Hey, there’s no exam anymore. So your CPT is another assignment I’ve changed and revamped all my stuff. So that it’s really not only engaging for them but relevant. And I think that’s the most important thing. If it can’t be relevant, if it’s, I usually ask myself, if I wouldn’t do the, is I’m not gonna make them do it. Hmm. Right. It might be better because I’m a little bit inclusive to age. I kind know what they like, you know what I mean? Like that might be a factor, but if I’m not feeling this, if I’m not vibing with it, then I’m not going to give it out to my students. Right. and so I think, especially on a time where, you know, they, half of them don’t want to be on the screen.


Jason Eduful (26:48):
Half of them don’t want to be, they rather be playing video games. They’d rather be with their friends. They can’t do that. Mental health is a really big factor right now that I think a lot of us are forgetting to acknowledge. So why give them stuff that you wouldn’t even want to do? Mm. You know what I mean? So I, I, I would go back to rationale, why are we giving this to them? Right. I think people forget that we’re honestly living through history right now. like and we can accomplish so much more if we just take the time to slow down and give out relevant assignments, relevant topics, relevant lessons. And I think that will help people in terms of what we’re struggling with, you know, and gotten some of the mistakes that we’re seeing.


Sam Demma (27:32):
Yeah. I love that. That’s awesome. Jason, I could talk to you for an hour, man. This has been an amazing conversation and will definitely do a part two part three. If any educator right now is listening into this, maybe from another province or country and thinks this guy has some cool ideas. This guy’s unique, this guy’s out the box. I wanna talk to him and just bounce some ideas around, how can another educator reach out and have that conversation?


Jason Eduful (27:56):
Yeah, for sure. I would say thank you please, please do reach out. they can find me on Twitter @__MrE. Also, if you wanna shoot me an email Jason.Eduful@dpcdsb.org. Cool. Those are my two main platforms.


Sam Demma (28:16):
Yeah. Awesome. Jason, I’ll be staying in touch and this has been phenomenal. So thank you so much for taking the time to chat.


Jason Eduful (28:23):
Thank you so much Sam. Have a good one.


Sam Demma (28:26):
And there you have it. Another amazing guest, an amazing interview on the High Performing Educator podcast. As always, if you enjoy these episodes, please consider leaving a rating and review so other educators like yourself can find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show. If you wanna meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and signing up to join the exclusive network. You’ll have access to networking events throughout 2021 and other special opportunities. And I promise I will not fill your inbox. Talk to you soon. I’ll see you on the next episode.

Join the Educator Network & Connect with Jason Eduful

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.

January 2, 2022 by Athletic Director Experiential Learning Student Leadership Student Success Teachers Teaching Tips 0

Becky Stewart – Music Director at Yuba Gardens Intermediate School

Becky Stewart - Music Director at Yuba Gardens Intermediate School
About Becky Stewart

Becky Stewart (@ygtreble) is starting her sixth year as director of music at Yuba Gardens Intermediate School in Olivehurst, California. She graduated with honours from California State University, Sacramento with bachelor’s degrees in Flute Performance, studying with Laurel Zucker, and Music Education.

Becky is a recipient of the 2015 CTA Outstanding First Year Teacher Award, the 2019 Outstanding New Educator award for her district and the 2020 winner of the California Music Educator Association’s Middle School Music Specialist Award. Becky has presented at both California Activity Directors Association and CASMEC state conferences as well as regional student and adult CADA conferences on how to create a positive culture for music at schools.

In 2021, Becky has also had the privilege of being selected to be on the K-8 Music Curriculum Review Team for the Department of Education for the State of California and is on the music faculty for Sugarloaf Fine Arts Camp and Cazadero Performing Arts Camp.

This year, Becky will also be taking on an advocacy role on the Capitol Section Board of the California Music Educator’s Association. Becky is also starting her third year as a mentor through the Tri-County Induction Program for beginning music teachers. In her spare time, Becky enjoys Spartan Racing and cruising around in her 1965 Mustang.

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Listen Now

Listen to the episode now on Apple Podcasts, Spotify, or on your favourite podcast platform.

Resources Mentioned

The Caring Teacher Award (CTA)

California Music Educator Association (CMEA)

Cazadero Performing Arts Camp

Spartan Racing

The Transcript

**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. Today’s guest is Becky Stewart. Becky is starting her sixth year as the director of music at Yuba garden’s intermediate school in California. She graduated with honors from California state university Sacramento with a bachelor’s degree in flute performance, studying with Laurel Zucker and music education.


Sam Demma (01:04):
Becky is a recipient of the 2015 CTA outstanding first year teacher award and 2019 outstanding new educator award for her district and the 2020 winner of the California music educator. Association’s middle school music specialist award. She has performed and spoken at dozens of state conferences and associations. And in her spare time, Becky enjoys Spartan racing and cruising around in her 1965 Mustang. I hope you enjoy this amazing high energy conversation with Becky Stewart, and I will see you on the other side.


Sam Demma (01:44):
Becky, welcome to the high performing educator podcast. Huge pleasure to have you virtually all the way from the states, on the podcast here today. Why don’t you start by introducing yourself and sharing a little bit about, you know, what you do with the educator audience?


Becky Stewart (02:00):
Awesome. So hi, I’m Becky’s Stewart. I am honored to be the music director at Yuba gardens intermediate school in Northern California. And I teach seventh and eighth graders music all the way from beginning band to wind ensemble and choir too.


Sam Demma (02:17):
That’s amazing. And what got you into the arts and music?


Becky Stewart (02:23):
I, my, my story with getting involved involved in band is kind of lame, but I always, my parents, you know, would put on different different shows and, you know, there’s like the public access television, you see different concerts being put on and I saw a flute on stage and it was really shiny and I knew I wanted to play because it was shiny. So, so that’s, and I got, I, my parents were nice enough to buy me a used flute for my next birthday. That’s awesome. So I got, hrivate lessons, hor my 10th birthday, ho get ready for band in middle school. So starting in sixth grade and, h got to be in band in sixth grade, which was a total blast and I went to a private Catholic school growing up and, heah, and that year the band director retired.


Becky Stewart (03:14):
So I only got one year with him. And then after that went through a couple different of, of band directors, but I, I loved band. I loved playing my flute. And then when I got to high school, I ended up switching to a different high school, my, my sophomore year because my middle school ended up closing due to low enrollment. My high school ended up closing due to low enrollment. So I ended up going to a public school in beginning of my junior year. So it closed sophomore year. And then I was able to experience marching band and show choir and jazz band and all these super fun things, got to have the opportunity to play saxophone and some ensembles, and really just had a great time and then decided to major in it in college.


Sam Demma (03:53):
That is so cool. And then when you were growing up, did you think you were gonna play in like an orchestra? Did you end up playing in any groups or did you know while you were going through it that one day you would use that to springboard you back into education?


Becky Stewart (04:08):
Oh yeah, not at all. I knew I enjoyed it a lot. I actually wanted to like switch to electric base my eighth grade year. I don’t no idea why. I think like some other girl was playing it and I was like, that is so cool. And my mom’s like, I bought you this thing, like no way. So I was glad you did that. But I, I just had such a blast with all of my friends in high school. I, my goal when I, cause I originally wanted to be a Marine biologist and that really interested me oceanography really interested me until I got to honors chemistry and my junior year of high school. And I went, oh no, this, this math and science is super, super, super hard. And I was like, I was not having a good time. Yeah. And the one class that I kept coming back to that I kept wanting to the subject that I was excelling at and really found myself wanting to work hard in that class wa was band was instrument. So I like broke the news to my parents saying, Hey, I wanna, you know, major in music in college and mixed reviews. Lots of concerns happen there.


Sam Demma (05:11):
Tell me more about that for a second because I don’t think only students, but also educators sometimes make difficult decisions and following your passion is one of the


Becky Stewart (05:22):
Oh definitely. Definitely. I it was definitely tough because you know, the whole family is like, oh, maybe you should have a plan B you know, and cause nobody else in my, and my family plays music. So it was kind of hard to hard to forge that path. But I knew that I wanted to do it. I knew that it was right thing for me. So I, I kept on going and,uit’s kind of hard, like when your parents don’t fully support you at the beginning, but you know, later on they’re like, oh, I’m glad you did that. You’re like, yeah, I know


Sam Demma (05:52):
And you all along


Becky Stewart (05:54):
So it was, it was definitely tough. And I came from a household where neither of my parents had graduated college. So they, I think they were just happy that I was going to college at, you know, they came to that realization. But yeah, it was definitely, definitely not easy. But when you know that like you were made to do something that this is your passion, then you have to follow it. But at the beginning I was a performance major for the first years of college. Like the, the dream goal for me was to play in a studio orchestra and a studio band to be hired, to play for movies and to do soundtracks. And,uthe farther I got in my college career, I, I was playing in all kinds of ensembles, all kinds of bands and having the best time, our major in the marching band and,uhad some conducting experience.


Becky Stewart (06:40):
And I ended up with a couple of injuries , which I think is go, is just like your story. I think, from what I saw and I, cause being a performance major requires so much practice time. And,uwhile like my mind was willing and able my body really wasn’t and I didn’t want to, you know, facing like, you know, perspective surgeries in the future and all these. And I was like, Ugh, I don’t think I wanna deal with that. Like so early in life. Yeah. Uso I was, you know, approached by some of my mentors, my junior year of college. And I mean, not, not because the injuries or whatever, but, you know,uI was like, I, I was going for, I was like, I’ll still do it. I’ll still do it. And then they were like, you know, we really think you should look into education. And I was like, oh, okay. You know, I, that, as a, as a second major, there aren’t very many, like many more units to take on top of music performance to get into music education. So I was like, okay, you know, graduate with two degrees. That sounds great. But it ended up being a really, really great move for me. And I wanna have changed it for the world.


Sam Demma (07:40):
That’s so amazing. Music fascinates me because it’s like all in your head, it’s like, you, you, you envision something and then you bring it to life. And it’s, it’s something to start as just an idea. Now it’s a thing that people can relate to and enjoy hearing and listening to. And I’m just really fascinated by aspir artists. I don’t care if you paint or write or sing or make music. It’s like, it’s such an inspiring field to watch someone pursue. And I’m sure you get so inspired by seeing kids passionate about it as well. Like what is, what is, tell me more about the experience of being in the classroom teaching band to grade sevens and eights and why you wouldn’t trade it for the world.


Becky Stewart (08:20):
It’s and it’s so cool. Cuz we just had our first concert last night after two years away so it was crazy. Cause our last concert was December of 2019. So last night we, we had our first show, which was the such a cool experience. Uso the kids that performed, they all learned their instrument over distance learning, which wow. Had its own challenges. You know, I couldn’t see them. I couldn’t, I, I think the hardest part about teaching online was like, here’s your, here’s how we’re putting our mouthpiece together. Here’s how we’re putting our read on. And it’s like, cuz usually I would be able to make small adjustments for them cuz it’s so hard even when you’re still developing those fine motor skills and you cuz it has to go a very certain way for it to be successful. And I wasn’t able to do that at all.


Becky Stewart (09:06):
Yeah. And you know, and then the cameras were all off and I’m like, I don’t, I don’t know what your arm looks like, but it sounds okay. Like I can kind of like hear what you’re doing and know what adjustments you need to make. So it was like a really big test in my ear, but it was amazing last night seeing the kids cuz before that you know, you get kids like, oh I don’t, I’m not sure if band was for me and I don’t know. And I’m like, okay, you, you haven’t even had a concert yet. Like you scratched the surface of what band is like we’ve gone through these first sounds together, which is my favorite thing. I love seeing their faces light up when they’re successful at something, the whole class is clapping for them. I’m screaming their name.


Becky Stewart (09:40):
Like we’re having a good time and yeah. Then just cheering each other on and, and bonding together as an ensemble. And as a class is just the coolest thing to see. They’re truly a family unit like a month into school, like they’re, they’re already bonded. And last night we, like I said, we finally got our concert and the band kids got to really see what being in band is all about. Like they were all so nervous before the show and and then they, they thought they were gonna die. And they’re like, what if I faint? What if I fall over? You’ll be, it’ll be okay. And then they, you know, they, that common experience of like being so nervous, but really, really preparing for that moment and then performing and then everybody clapping for you at the end is so cute. The kids are high fiving each other and looking at like, we did it. So those, those moments like that are really what really, what makes it so special.


Sam Demma (10:30):
I love that. I think the journey of seeing a kid progress from a nervous and uncomfortable situation into a space of confidence and self belief is what fuels every teacher, whether you’re teaching music, whether you’re teaching math, it doesn’t matter what the subject is. It’s like that journey from not knowing to knowing is just so cool to watch. That’s so amazing to hear. And did you always, when, when you started teaching, did you always teach band to great sevens and eighth? Or did you start at a different grade or has this always been where you’ve been so far?


Becky Stewart (11:01):
It’s so funny because when I like, cuz I, I, like I said, I didn’t, I, the education field was not like in the cards for me, I thought at the beginning. And then when I got my student teaching assignment, I was like, all right, you know, everybody’s in college coming off this hot high school program, like I’m gonna go to high school, we’re gonna have three jazz bands and we’re gonna have the best marching band ever and blah, blah. And so when you get your student teaching assignment, everybody’s like crossing their fingers and toes for like the big high schools that are around and like, all right, I’m ready for it. And I got a middle school placement and I was like, are you kidding me? I was, I was like, I was mad. I was like, I was like, I want middle school.


Becky Stewart (11:39):
What the heck? This is dumb. Cause I, I did not have a good, like a great middle school experience. Like my, our band was like I said, private school, super bare bones. Like non-competitive like, yeah, one period of band a day, like it was super small. And so I was like, like, this is dumb. So, and then come to find out where, you know, it’s just, I got place, this amazing middle school program totally fell in love with the age group. I fell in love with teaching them right from the beginning. Mm. I thought that was so cool where you can teach them exactly the way that you want them to be taught. Whereas in high school, you know, you have kids coming from all over of different ability levels. And I feel like that that level of that achievement gap just grows as soon as you get to high school. But it’s great having them for those two years saying, okay, I know I started you I know why you’re having these issues and how to fix it. And then we can, you know, along our two year journey, but,uyeah, it’s always been seventh and eighth grade. I got,umy current position I interviewed for it. Ubefore I graduated from the credential program. So the credential program, I did middle school and as my student teaching and then I went right into the middle school position right after that. And it’s been awesome.


Sam Demma (12:50):
Nice. That’s awesome. And let’s go back to the time in your life where you felt as a student going out on stage and performing your first time. Not actually in the musical sense, like metaphorically, that feeling of not knowing how something’s gonna go. I think every teacher went through that experience when COVID initially hit. And it sounds like you did too with being a music teacher virtually which,


Becky Stewart (13:14):
Oh yeah. Everybody kept asking me, how are you gonna do it? I’m like, I dunno, but we’re figuring it out as we go.


Sam Demma (13:20):
So how did that experience go? And like, how did you overcome that difficult situation and continue teaching and figure it out along the way?


Becky Stewart (13:28):
Oh yeah, it was crazy because I was used to seeing, seeing, actually seeing my, of kids in front of me every, every day. Cuz that that’s how our schedule is. I get to see them for, for 43, 48 minutes every day. And uthey’re like, okay, it’s gonna be distance. Like, okay, that’s, that’s hard, but you know, we’ll, we can do it, you know, we’ll, we’ll do our best. And I’m like, okay. And then,uMondays, we are only gonna meet with one class for 30 minutes and then it’s all meetings all. Okay. So now I see them four days a week, right? Nope. Now I got two days where you see them for an hour each day and I’m like, oh my gosh. I’m like, that’s, that’s like two days regularly. That’s crazy. So if a kid missed like one day of class, I don’t see them.


Becky Stewart (14:08):
So if they miss like a Wednesday, I don’t see them until the next Monday. Mm. It was crazy. So I did a lot of like being really purposeful about what exactly we were going over that day. So we really slowed everything down. And I tried to have as many cameras on as possible where it really wasn’t very many, but we worked a lot with Flipgrid like where kids recorded their own video and then posted on a page where everybody could see each other video. And I was like, oh, that’ll be fun. And they’re like, Nope, hate this. I don’t want everybody to see it. And I was like, okay, I will make it. So it’s only me. That’s use it. That’s fine. And then, you know, that went well for a little while and giving them feedback because I didn’t wanna make them play in the zoom.


Becky Stewart (14:51):
And then I realized the parents didn’t want, didn’t sign up to have an instrument in their home. Playing like at 8:00 AM twice a week. Like like, I’ve got a meeting with this trumped blaring behind me trying to learn how to play. And I was like, I know, like I know like it’s fine. Uho dealing with that too, cause not everybody could play their instrument at 8:00 AM. Okay. Just get your mouth piece out. And uhust buzz while you’re doing the valve combinations. Umo a lot of videos with that feedback, I, hodified like my band karate system to, so the kids could have a, an end goal at the end that they could see and have like different levels to achieve. And, me incorporated a lot of fee cuz I wasn’t sure when we were coming back, like there were some spots like maybe we’ll come back in November.


Becky Stewart (15:36):
Nope. Maybe we’ll come back in December. Nope. So we really got purposeful about what exactly the kids were doing. I incorporate a lot of different softwares, like smart music to assess the kids so they could record at home, use Flipgrid a lot. We got, like I said, we got to incorporate a lot of theory that we wouldn’t normally do in the classroom. We got to incorporate a lot of music history, which I really loved. And we got to collaborate with the history department with what they were doing. Like they were working on like seventh grade history does world history. So they’re working on the medieval times and the prehistoric era while we’re learning about the music from the Renaissance and the medieval times and the prehistoric and it was, it was just really cool being able to do those cross-curricular things.


Becky Stewart (16:15):
But I’ve made our program so performance heavy, like we just got our shirts and I do tour dates on the back and the whole back of the shirt is all the concerts for the year. So it is it’s amazing full. So it was really odd coming to terms with like that’s the whole identity of our program is being so performance based and like I can have zero performances this year. So it was, it was interesting take completely taking away the performance expectation and making sure that every kid was able to like do exercise number one. Okay. You’re good. Do exercise number five without like, okay, in a month we have a concert and you gotta go. But even so my, my students become performers and it’s, it was kind of weird not having that last year, but but I think they, they all got better as the year went on. They all stuck. Most of them stuck with their instrument, which was really what we were going for. And as long as they had fun last year, it was, that was, that was the main goal. Like as long as I still like band at the end, then we’re good.


Sam Demma (17:13):
That’s awesome. And I’m sure that, you know, there are some kids that realize band’s not for me. And there’s some kids that realize this is fun. I’m gonna try it again. And there’s a certain select few that are probably like, this is my life. Like they fall in love with it. Right. Yeah. Like, and you’re one of those kids when you were in school. But tell me a story of a student who maybe in grade seven to be beginning of the year, you know, was nervous, shy. And by the time they left to school in grade eight, we’re just like totally different human being. And like, you know, sometimes educators forget their purpose of their work and it’s to, you know, put belief in kids. And then sometimes you don’t hear about the impact your work has until like 10 years down the road when the kid is like in their mid thirties and has a family or something. Oh, for sure. But uyeah. Tell me like about a student like that who..


Becky Stewart (18:01):
Oh Yeah. One of my, one of my favorite kids is in the high school band right now, I saw him perform last night. He was like in this, in this group that kind of moved along together. And my school in particular has a lot of really rough families. They have great, great, great families. But there are some, like, it’s a very high socioeconomic scale. Like it’s 95% free, reduced lunch, 95, like lots of family below the property rate. I’ve had students where at least one parent isn’t prison it’s, you know, very bleak outlook on the future. So when they come to me, music and band sometimes does not seem like a priority at all. So this one student in particular, every single day and he, he sat front, playing clarinet, sat in front every single day. He’d look me dead in the eyes and be like, I hate band I’m quitting.


Becky Stewart (18:56):
And I was like, Nope, like I believe in you please say you’re doing so well. Cause I could tell he was, he was a great player. Like, no you’re doing great. And you know, when I would compliment him, he would just kind of look and be like, yeah, whatever. And every single day I hate band I’m changing electives. I hate band I’m changing electives. And I was like, oh my God. You know, at the end you’re just like, fine. Like if this isn’t for you, like whatever. But he had his first concert and I knew this is always like the biggest moment of buyin for them is because, like I said, they have this, this joint experience together where, where they’re all nervous and they all perform and they realize everybody’s doing great. And sometimes this is the first time their parents are, have come to watch them or tell them good job or say that I’m proud of you, which is really, really cool.


Becky Stewart (19:35):
And so after this performance, we always do our little reflection and he, he was like a completely different person afterwards. And he, you know, always brought his in home cause I made him. But after that was, you know, totally by choice. And uthe end of his seventh grade year, he’s just P playing and playing and working through the book and doing so well and excelling above everybody just because he is, he’s working so hard. And then the next,uhis eighth grade year,uhe ended up getting into honor band, which was amazing. So we went to the section honor band and he did fantastic on clarinet and he’s playing this music. That’s like high school music for, for junior high. And he’s,uright now auditioning for,uthe Western international band conference honor band as a sophomore in high school. And he’s yeah, he’s just absolutely killing it. He got the director’s award from me with the rest of his clarinet section as an eighth grader. Yeah. He was in two honor bands that year as an eighth grader, actually he was in the district honor band and yeah, so that was, that was very, very cool to see. He’s, he’s one of my, my favorite stories cuz he started off as definitely like, you know, the thorns on the rose and then, and then completely bloomed afterwards.


Sam Demma (20:41):
Sometimes those things that seem like an annoyance, like end up being a kid’s greatest strength, you know, maybe, maybe his stubbornness is what made him. So, you know, committed to playing the clarinet afterwards, you know, it’s true. True. Oh, that’s such a cool story. And if you could like transport back in time and speak to younger Becky, when you in your first year of teaching, like knowing what you know now what advice would you give younger self?


Becky Stewart (21:06):
Oh, oh gosh. I would say it’s going to be great because you are involved in it. Mm. Like to like know like no self doubt cuz like I, like, I feel like I pretty high self-confidence but like just, just not, not doubting. You’ll be like, what you’re doing is great. Keep going. What you’re doing is great. Keep going. Like it will be great because, because it’s you mm


Sam Demma (21:36):
That’s a really good piece of advice for everyone. So thanks for sharing but uhhank you so much again for coming on the show today and just sharing some of your stories. Umf someone’s listening and it’s been inspired by it or maybe teaches me music in their school and are, hnterested in hearing more about how you did it virtually, if they’re still teaching virtually or just curious to hear more about your program, what would be the best way for them to reach out or just get in touch?


Becky Stewart (22:01):
My email for sure. I’m also on Instagram. Our school has our Yuba gardens music, Instagram @Yubagardensmusic. And then I have my personal Instagram as well. I don’t know if it’s okay to say it or if it’ll be linked on the podcast. My email is rstewart@mjusd.com. So it’s my real name is Rebecca, but nobody calls me Rebecca.


Sam Demma (22:30):
Nice. Love it. Becky, thank you so much for coming on the show here today.


Becky Stewart (22:35):
Thank you for having me!


Sam Demma (22:36):
Yeah, this is awesome. Keep up the great work and we’ll talk soon. Awesome.


Becky Stewart (22:40):
Thank you so much.


Sam Demma (22:41):
And there you have it. Another amazing guest, an amazing interview on the high performing educator podcast. As always, if you enjoy these episodes, please is consider leaving a rating in review. So other educators like yourself can find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show. If you wanna meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and signing up to join the exclusive network, you’ll have access to networking events throughout 2021 and other special opportunities. And I promise I will not fill your inbox. Talk to you soon. I’ll see you on the next episode.

Join the Educator Network & Connect with Becky

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.

December 31, 2021 by Music Educator Student Success Teachers 0

Ren Lukoni – Teacher and student leadership advisor at L.P. Miller Comprehensive High School

Ren Lukoni - Teacher and student leadership advisor at L.P. Miller Comprehensive High School
About Ren Lukoni

Ren Lukoni (@RenLukoni13) has been a teacher in Nipawin, Sk. for 24 hours – just jokes – 24 years. She is also the student leadership advisor at L.P Miller Comprehensive High school.

During that time she has written two leadership courses, two local pottery courses, and has been involved in student leadership not only in her school and community but also through provincial and national organizations. 

Hosting and attending student leadership conferences has been a highlight of her career, as has the relationships she has formed through those conferences and leadership networks. Ren is a firm believer in “being the change” and is also very aware that people usually hear her before they see her.

Connect with Ren: Email | Twitter

Listen Now

Listen to the episode now on Apple Podcasts, Spotify, or on your favourite podcast platform.

Resources Mentioned

L.P. Miller Comprehensive High School Website

Kahoot

Saskatchewan Student Leadership Conference

Virtual Bingo

The Transcript

**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. Today’s guest is a new friend of mine. Her name is Ren Lukoni. She has been a teacher in Nipawin, Saskatchewan for 24 years. During that time, she has written two leadership courses, two local pottery courses, and has been involved in student leadership, not only in her school and community, but also through provincial and national organizations. Hosting and attending student leadership conferences has been the highlight of her career as has the relationships she has formed through those conferences and leadership networks.


Sam Demma (01:13):
A lot of her friends are actually other guests on this podcast. Ren is a firm believer in being the change and is also very aware that people usually hear her before they see her. This is a very powerful conversation and I hope you enjoy it. Ren has so much passion and advice and insight to share. Make sure you have a pen and a sheet of paper ready for this interview. I hope you enjoy it. I will see you on the other side. Ren, thank you so much for coming on of the High Performing Educator podcast. It is a huge honor and pleasure to have you on the show. Why don’t you start by sharing with the listener, why you got into education and why you do the work that you’re doing today?


Ren Lukoni (01:55):
All right. Well, thank you so much, Sam, for having me on, I I’m really honored to be in the esteemed ranks as Mark England, as I saw before, and some of the others that that you’ve had on your podcast. I think what you’re doing is great. Basically my parents, both of them are educators. So it just kind of came in the, the bloodlines and I never really thought of doing anything else. Well, I did think of being a veterinarian until I realized you don’t get to play with animals all day long so that got me into education. My parents are both educator and like I said, I’ve been doing it now 24 years.


Sam Demma (02:28):
Wow. And despite the fact that your parents were educators, I know you still had to make the personal decision that you wanted to get in teaching. At what moment in time did you know I’m gonna be a teacher and dive down that path?


Ren Lukoni (02:43):
I think it just, I, I always, I guess what solidified it for me was my internship. Okay. I’m just being with the students, you know, being hands on you know, you get your four years of education you know, through lecturing, but it’s the hands on being in the classroom, that energy, that vibe that’s what solidified it for me. And I knew that that was, that was my jam.


Sam Demma (03:03):
Awesome. And you’ve been doing it now for 24 years. I would call you a veteran things, things have definitely shifted changed. You’ve had different challenges over the years. What keeps you going though? Why this work even it’s tough and challenging. Why is this the work that you think is so important to keep doing?


Ren Lukoni (03:23):
Because it’s rewarding to work with students. It’s, it’s, it’s a reward. It’s a, you, you learn from them every day. They’re inspiring. You know, lots of these students come from backgrounds and, and things that, that we have no idea what they’re, what they’re going through. And so just to, to be, be part of their day and try to brighten their day and, and make it be a you know, make school, be a place that they want to be, that they want to learn that they wanna be part of. And that’s been really tough in COVID because everyone’s been so, you know, separated and so kind of isolated. Right. Literally. So you know, that that’s, that’s been tough, but being back in has been so good on so many levels.


Sam Demma (04:06):
No, that’s awesome. And mm-hmm, speaking of, you know, seeing students change and transform and being able to impact them no matter what part of the journey they’re on right now, over the past 24 years, I’m sure you’ve had lots of students reach out. Or you’ve seen students, who’ve had huge transformations and they thank you, or they write you notes. And I’ve been talking to mark and other teachers, and they tell me that some of them have a rainy days file where they basically pull out notes that people have read them, or students wrote them, sorry to brighten their spirits. And I’m curious to know if any of those stories you’d like to share if any of them come to mind. And the reason I’m asking is because if another educator is burnt out on the edge right now, forgetting why they got into this work, a story of transformation could be something that reminds them, why, what they’re doing is so important. And if it’s a very serious story or a big transformation, that’s great. But you can change the name for privacy reasons if it’s, if it’s really serious.


Ren Lukoni (05:03):
No, it’s just there’s been a couple of things I’ve had like, like I, I said in my classroom, I keep up reminders of kind of legacy pieces from students. I mean, I keep in touch with a lot of them through social media, although not till after they graduate. That is one thing that I’ve been, been really tough on. And actually, it’s kind of funny because as I tell them, okay, once you graduate, then, you know, you can, you know, look me up on social media and I’ll have some of them at their grad parties at the stroke of 1201, send me, you know, the friend invite or whatever. And I’m just like, oh yeah, like that, that kind of, that’s a feel good thing. Right? Yeah. You know, and it’s been interesting, like I’m at the point now where I’m even, and starting to teach some of those students some of the kids of my students.


Ren Lukoni (05:46):
Nice. and so that’s, you know, a real con you know, a real feel good thing, but kind of a, a realization of, of, you know, it’s kind of cyclical, right. I actually, one of the biggest transformations that had actually, it was last year, I was actually away on medical leave. I, both my knees replaced at the same time. And, and the I was honored enough to have one of my former students who just freshly got outta university, be the one who covered my leave. And so that was really inspiring for me too. It, it has been tough with COVID it’s that connections, right? It’s the connections that are key with the students, you know, when they’re in the classroom, when they leave the classroom, I think a lot of educators would agree that our jobs are to teach ’em in the classroom, but the important ones are outside the classroom.


Ren Lukoni (06:35):
It’s what sets them up for life after, you know, high school and, and the real life situations. And I think that’s what really actually made me gravitate towards student leadership. Right. Is those, those, those impactful experiences, those life lessons. And, and I think that, you know that’s been part of key of why I’ve, I’ve kept doing things is just to keep that those life lessons going, they keep you on your toes, they keep you AF fresh. Right. and then that’s why I, I enjoy doing those kind of things, but it has been challenging in COVID that’s for sure. Yeah.


Sam Demma (07:09):
And when did you get involved in student leadership? Was this something that when you started teaching, you got involved with right away or were you introduced to it? How did that introduction to student leadership happen?


Ren Lukoni (07:20):
Well, I was I was actually involved in student leadership when I was a student myself. And I looked back in my notes when I became a teacher and I got to go to a conference in Chicago, Illinois, and one of my favorite speakers there was Mr. Mark, she Brock. Nice. and so I actually still have like, and it was a typed copy of a handout. You know, that was kind of what got me hook, line and sinker. And then I thought, you know what, I enjoyed that myself as a student. So I want to continue that in, in my role as an educator you know, getting involved in student council I actually was one of the first ones in the province to write a leadership course for credit. Nice. So that really got me inspired.


Ren Lukoni (08:03):
You know, I got involved with hosting our school here. We’re a, we’re a town, literally a town of 5,000 people, one traffic light. nice. And we hosted the, the Saskatchewan student leadership conference. We’ve hosted it three times. Nice. so at, you know, having a thousand people come to our school, come to our community and, you know, be part of it. And, and another thing too is, and I, I tell this to my leadership friends my, my C slickers people who are missing really, really greatly during this COVID experience, because we usually get to see each other at CS slick in, in some time each year. But like I said, it’s just getting involved in that and getting to know those people and having that, that network of, of people who are like you and who want to do the same and want to, to be better and, and make things better.


Sam Demma (08:55):
I love that. That’s such a great story. And it’s funny, you mentioned Mark Sharon Brock because I called him last month to talk about speaking and what advice he would give a young person, the nice bike principle. He was telling me all about his own journey. And I’m sure that had a huge impact on you. You alluded to a little earlier the challenges that you’re being faced with right now, and what do they look like? I know they’re different for each teacher and each school in each location, but what are the current barriers you’ve been facing? And maybe you can share a little bit of how you’ve overcome some of them and some of them that you’re still working on?


Ren Lukoni (09:29):
I mean, it’s an ever evolving process. And I think that’s part of it just kind of wrapping your head around it. it, it’s, it’s been a challenge, I think for me, and I don’t know what other educators feel like, but it’s the constant cleaning. Yeah. That part has kind of, you know, taken a bit of a, a hit on me. The challenges are just with people being in the classroom and then not being in the classroom. Or, you know, here, I feel we are providing a, a very safe environment you know, with the masks, with you know, sanitizing hand washing those kind of things, but it’s those connections doing so safely that at first was a barrier and now it’s, it’s been a good thing we’ve realized, you know, you can socially distanced and be safe.


Ren Lukoni (10:13):
I think it, that it’s part of the trust issues I think, is what has been the hardest overcome. Mm. And that we’re working, we’re working on it. And again, I mean, we’re just a town of 5,000. Like, you know, I, I tell my saying before I tell my, my friends, you know, N one’s really on, on the, the road to nowhere. Like, not that we’re at the end of the road, but you know, we’re not on a trans Canada. We’re our closest city of 40,000 people is an hour and a half away. So at first it was kind of interesting because , some people were joking with us like, oh, you know, Laconia, you always have an isolated life because you live in nip one, you know, you’re, you’re on the way to nowhere. And, and that was kind of the chuckle, but I mean, you know, COVID is proven to us that it, it can be in any community anywhere. And so it’s, it’s that establishment establishment of trust, you know, and, and hard during these COVID times to, to, to keep that going.


Sam Demma (11:06):
Yeah. No, it’s so true. And the relationship building is harder. I know you mentioned it earlier a little bit as well. Are you doing classes in, like in person or are they virtual? Is there of both, how’s that looking for your school?


Ren Lukoni (11:19):
It’s a mix of both for us here, our high school, well, our school, I should say it is a high school, but we’re grade seven to 12. We have about 425 students here. Nice. so with grade seven and eights they’re in the same kind of cohorts are same groupings, grades nine, about the same, they switch a little bit up for some of gonna apply to our classes. And then our grade 10, 11 twelves are division fours. We’re running a block timetable mm-hmm which I’m sure lots, others are doing two, two hour classes running quarters and then one, one hour class for a whole semester. So that’s what it’s looking like for us. It, it, you know, we’ve had to make some tweaks, some adjustments. I also happen to teach art and, and pottery. So having a two hour class of that has been really good.


Ren Lukoni (12:02):
We get a lot more creativity and, and things like that done. And I am looking forward to, I have my leadership class next quarter. So I’m really excited to do that, but then there’s gonna be challenges with that too, because, you know, we want to do things to help people and be out in the community. And it’s, it’s finding those ways to be, to, to do that still and be safe and show that we care and build those relationships and and, and just kind of get out there, but doing so in a safe way.


Sam Demma (12:26):
Yeah. No, it’s so true. And things are definitely difficult, but not impossible. And so I’m curious to know what things are working in the school right now, in terms of maybe some ideas that the school has tried to engage the students, or maybe that you’ve tried on zoom or in your classroom, any ideas come to mind that you think are worth sharing?


Ren Lukoni (12:46):
Oh, yeah, for sure. So we are running, I didn’t answer that in the previous question, but we are running like fully face to face. Okay. cool. So we do have some students that have elected to go online when people have to self isolate or self-monitor, I mean, they’ve been in touch, you know, we, we, we go online for that. So we’ve been able to do some things in our school you know, running Kahoots doing some virtual bingos have been great. And I talking to some other colleagues just this morning, actually in their saying, okay, what can we do to get that spirit up? You know, you can do your spirit days and, and people can do those individual things today as plaid day mad for plaid day. So, I mean, lots of people were dressed up unintentionally even, which was great.


Ren Lukoni (13:28):
Nice. but that’s been a challenge too, just because of the, the numbers. Right. you know, we’re still lucky enough we’re running our extracurricular programs and then live streaming them. So that’s been kind of a connection you know, to our sports. We’ve had modified sporting seasons. But like I said, our student council’s meeting our humanitarian group is meeting. They actually did they was their idea. They came up with post-it notes on lockers, just to old people that they care and to kinda give ’em a boost for the start of a second quarter. Nice. So that’s good, but you know, you do what you can and you, like I said, you have to kind of make it a place where people wanna be worth doing school clothing right now, which is also, you know, help kind of boost morale. But like I said, you know, other than that, you’re always kind of looking for something, okay, what can I do reach out? Or, you know, it’s tough to, we think of our school as like a hub for a community. And yet the only ones that are allowed in are really the staff and the students. So that’s been a real barrier as well.


Sam Demma (14:26):
Yeah. That makes sense. No, it’s true. I love the ideas of Kahoot. I love the virtual bingo. those are all, those are all great. And no one can see it right now cuz they’re listening, but you you’re in an art room with beautiful paintings all over the walls and on the roof. And you know, what, what got you interested in art? I know we didn’t talk too much about that. We talked about your journey into education, but why is an art teacher? How did that start for you?


Ren Lukoni (14:52):
Well, believe it or not. At the time our current art teacher, it was over Christmas and he was roofing and actually fell off the roof and broke his arms. Oh my gosh. And then I came in. Yeah. So it was kinda trial by fire. At that point I was just kind of a newbie. I was, I was teaching arts educat, which is music, dance, drama and art. Yeah. So the principal at the time said, Hey, you know, can you fill in? And, and that’s just how I got my start in, in doing art. Kind of took some, took some workshops and, and had help of another teacher. And I also was teaching Potter kind of self taught, took some lessons on that. You know, and just kind of went that route. And, and it’s interesting because I actually started all my educational career as an elementary teacher grades four or five.


Ren Lukoni (15:40):
And actually what, what brought me to this area? This is actually my, my dad’s hometown. But it was my, my grandmother who saw an ad in the nip one journal. And she actually sent me the clipping mail, but when I went to apply for it I heard from the division office. Oh yes. We’ve heard your grandmother. She called and I was like, really? And they’re like, oh yeah. And it went along the lines of likely my granddaughter need job and and you know, so that’s what brought me here. You know, I was lucky enough to have many years with my, with my grandmother here in Nipon my dad’s hometown. So there’s a bit of that kind of legacy. And I think that that’s a, a, a key point that we need to, you know, maybe go back to, or you know, when things kind of get tough or when, you know, things kind of seem impossible or like we’re dealing with COVID it’s, it’s, it’s those reminders of the leg see of what you did in the past, but then also how you can move forward.


Sam Demma (16:36):
I love it. and I could relate to the grandparents story. I never had my grandma or grandfather call, but they’re very, they’re very, they’re very outspoken as well. That’s how I’ll say it. And that’s a great story to end with because you showed that despite you didn’t know the role and the requirements and the skills involved, you kept a growth mindset and you were, you pushed yourself to learn the skills by taking extra classes and by jumping into the fire and with COVID, it’s a very similar scenario, although it’s not art class, it’s just new reality that we don’t know much about. And we have to put on that growth mindset and try and figure things out as we go. if you could give your younger self advice in education, like if you could go back to the first year you started teaching, but have all the wisdom you have now, what would you tell yourself that you think would be really valuable to hear.


Ren Lukoni (17:28):
Take the small risks, take the safe risks cuz those, the ones that you either learn from or they pay off the most mm-hmm I, I really believe strongly in like, you know, smart risk taking I would say like just, just put yourself out there and, and always want to lifelong improve. Mm. You know, there’s always things you can learn and be open to those things. You know, if you would’ve asked me then would I be a high school teacher teaching art, pottery leadership and art Zeta? Absolutely not, but that’s just the way it went and, and you just have to kind of roll with the punches and go with what’s what’s thrown at you and, and just find to persevere. I think that’s a big I think that’s a, a big area that we all need to, to, well, we have been persevering, but especially with students, it’s just to, to persevere, to stick with it you know, try to make it fun.


Ren Lukoni (18:21):
Yeah. Obviously you know, that first year teaching is is a lot of work. But it’s a lot of fun as well. That’s a tough one to go back and tell myself because you know, you reflect back on, on your career and, and you look back at how things have changed or how things are evolving, especially now with COVID. You know, and I think that’s also advice that you need to give is just be, be ready to evolve. You know, take, take those experiences, take those risks and, and, you know, do it for the better and to stay positive. You know, it’s easy to say it it’s hard, it’s harder to do, but it it’s that it’s that positive outlook, that positive mindset, that growth mindset, like you said that we need to, to, to really emphasize right now.


Ren Lukoni (19:09):
And, and for me, it’s the people. Yeah. People are, are, people are what and the relationships are what keep me going, keep me inspired. You know, and, and I, I wouldn’t be the person I, I am today without those, those, those impacts and, and you know, the Nicole hairs of the world, the mark E Englands of the world, Dawn, we here in Saskatchewan the, the two twisted, I call ’em twisted sisters, even though they’re not Sandra and dot out of Alberta, like I’ve had so many you know, really I’ve been so fortunate to have the crew of people that have been around me to, to you know, support me and, and help me grow. And like I said, I could go on for hours on the list of people. I mean, we got a crew from our cease, like the PI crew, the new fees you know, our own Saskatchewan crew, our SACA crew, like I’ve been so fortunate to work with so many quality people and quality leaders. And I think that that’s a good piece of advice is, is, you know, be around a good people. Hmm. Surround yourself with a good people and learn from them.


Sam Demma (20:13):
I’ll tell Nicole, you say, hi, she’s in Qatar as I’m sure. You know I interviewed her literally two days ago. And her you’ll be coming out just, just before yours. So maybe too can connect about it.
Ren Lukoni (20:26):
Yes, no, I, like I said, I miss Nicole and like I said, she has been a leader by example, let me tell you.


Sam Demma (20:33):
Nice, awesome, Ren, thank you so much for making some time to come on the show. I really appreciate it. This was a great conversation and keep up all the great work.


Ren Lukoni (20:40):
Well, thank you so much, Sam. I really appreciate all you’re doing and, and truly thank you. I’ve really appreciated it.


Sam Demma (20:47):
And there you have it. Another amazing guest, an amazing interview on the High Performing Educator podcast. As always, if you enjoy these episodes, please consider leaving a rating and review so other educators like yourself can find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show. If you wanna meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and signing up to join the exclusive network, you’ll have access to networking events throughout 2021 and other special opportunities. And I promise, I will not fill your inbox. Talk to you soon. I’ll see to you on the next episode.

Join the Educator Network & Connect with Ren Lukoni

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.

December 29, 2021 by Student Leadership Student Success Teachers Teaching Tips 0

Michael Booth – Principal of Blyth Academy’s Yorkville and Orbit Campuses

Michael Booth - Principal of Blyth Academy’s Yorkville and Orbit Campuses
About Michael Booth

Michael Booth is the Principal of Blyth Academy’s Yorkville and Orbit Campuses. Previously, he taught undergraduate courses at Northwestern University, Loyola University and Indiana University while pursuing a Ph.D. in Film Studies. Michael has a B.A. from McGill University and an M.A. from New York University.

Connect with Michael: Email | Linkedin

Listen Now

Listen to the episode now on Apple Podcasts, Spotify, or on your favourite podcast platform.

Resources Mentioned

Blyth Academy Website

Principles by Ray Dalio

The Transcript

**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):
Do you want access to all the past guests on this show? Do you want to network with like-minded individuals and meet other high performing educators from around the world? If so, go to www.highperformingeducator.com, sign up to join the exclusive network and you’ll get access to live virtual networking events and special opportunities that will come out throughout 2021. I promise you I will not fill your inbox. you might get one email a month. If that sounds interesting, go to www.highperformingeducator.com. Welcome back to another episode of the High Performing Educator Podcast. This is your host and youth speaker, Sam Demma. Today’s guest is Michael Booth. He is the Principal of the Blyth Academy, Yorkville and Orbit campuses. He has previously taught undergraduate courses at Northwestern University, Loyola University and Indiana University while pursuing his PhD in film studies. Michael has a BA from McGill University and an MA from New York University.


Sam Demma (01:06):
I had the pleasure of speaking at a couple of Blyth campuses over the past few years, and Michael’s energy really reflects the professionalism that all of the Blyth students and campuses have and contain and pass on to all of their students. I hope you enjoy this episode. I’ll see you on the other side. Michael, welcome to the High Performing Educator Podcast. It’s a pleasure to have you on the show today. Why don’t you start by sharing a little bit about yourself with the audience and explain why you got into the work you do with young people today?


Michael Booth (01:36):
I am the the Principal of Blyth Academy’s downtown Toronto campus. I started with Blyth Academy. We are a, a small boutique private high school in Southern Ontario with campuses across the province from, I think we have 10 campuses now stretching as far east, as London and west as Ottawa. I started with the school 11 years ago now when I was returning to Toronto with my family after the first half of my career was mostly in, in academia, in the states and I was doing my graduate work there. And we were coming back to Toronto. I was looking to come back to secondary education and they were opening a new campus at that time in Mississauga and asked if I would be interested in running that, which I did for eight years. And a couple of years ago go, move to the Toronto location, and this summer I’m also the principal of a new campus we’ve begun, which exists in the virtual hemisphere. Nice. Which is in following the model of what all of our bricks and mortar campuses did in the wake of the lockdown in March running classes face to face with teachers and students through the zoom platform on an entirely, but the, these classes are exclusively virtual for its students.


Sam Demma (03:17):
That’s awesome. And it’s slightly different than maybe what teaching was like last year in the past 11 for you. What has been working in your two locations, virtual and in person with your students right now, and what problems or challenges have you been faced with that you guys have slightly overcome or are still dealing with that someone listening might find valuable?


Michael Booth (03:38):
Well, we’ve been very fortunate at Blythe because I think that more than most, any other school in the province our existing, physical model the gap between that model and what we, we are doing virtually is I think smaller at our school than most any other. And the reasons for that is that we have always had very small class sizes. So in the physical campuses, our class sizes have always been capped at 16 students. The average class size is eight students in the virtual world. We cap them at 12 and they still average about eight. We also have what used to be a, a fairly unique academic calendar where most high schools in the province are either semester with two semesters of a full course load being four courses per student, per semester, after or full year with students taking all their courses from September, until June at the same time, we’ve always been on a quarter system which is in fact what most of the public schools in the province have now turned to.


Michael Booth (04:57):
And the quarter system means that a full course of students is two courses per what the public schools are calling quadmesters. We call them terms. So from September, until mid-November, you might take geography and math, and then you’ve completed those courses, and then you move on to science and history and, and so on. And so that that mix of two courses at a time plus small class sizes plus our school is everything we do and, and our entire structure is dedicated towards very rigorous, comprehensive communication between ourselves students and students, parents, and guardians. Mm. And so in the wake of, of COVID in, we, we were notified, I think, right before March break by the Tuesday after March break, we had resumed classes on the same schedule, same timetable, and didn’t miss a day for the rest of the, the year.


Michael Booth (06:13):
And we simply maybe not, but more simple for us. We were able to effectively mirror what we do in the physical campus, through the zoom platform, so that those are when students are only doing two classes a day, the duration of the classes is longer. So we have two hour and 15 minute time blocks for each class per day. And that doesn’t necessarily mean that students just, as in the physical campus, it’s a very rare, you virtually never would walk around our classrooms and see teach every teacher classroom after classroom standing at the front of the room and, and in a more of a lecture mode trying to pitch it down the middle and hoping that more advanced students aren’t bored and weaker students are following. We have two hour and 15 minutes with an average of eight students in the class to engage in different styles of teaching different styles of assessment.


Michael Booth (07:20):
A lot of one-on-one conferencing, a lot of group work. Our teachers float around the room and students have opportunities to engage in different learning activities in the same class. On the same day, we can do that through the zoom platform as well. So it’s not necessarily the case that our student are listening to a teacher drone on, as I am for two hours on end. They might have a half hour 45 minutes of more traditional classroom conversation, discussion, PowerPoint presentation, have a small break rejoin, and then they might be assigned independent work that they might in breakout rooms on zoom. They might do off camera and then come back. They might have conferences scheduled with the teachers in that second hour to do one on one work. And so our model is really equipped us well to, to carry on in, in that format, the physical school we have resumed physical classes in September and because of our class sizes we’ve been able to maintain social distancing and cohorting of 15 or fewer students.


Michael Booth (08:34):
So no student is exposed to more than 15 other students at any given time of the year. And if a student is unable to come to the school because of an illness in their household, or a situation of immunocompromised or something like that, there is a virtual option coupled with the physical option, always available mm-hmm . So teachers have cameras in their classrooms and you’ll see if a student’s not able to be there. The student will be projected onto a a screen through zoom and be able to interact with their classmates and the teacher.


Sam Demma (09:10):
That’s cool. That’s how awesome game plan. And I think you’re existing model sets you up and life up really well to adapt and evolve with the current situation. What has, what have the students really enjoyed about the changes? Have they given the school or teacher any feedback on what they’re liking and disliking or what they wanna see more of and less of?


Michael Booth (09:34):
Yeah, I think, I mean, I was, I was actually really impressed and we, because we are, we’re a small school community, very, very inclusive, very diverse, very supportive. We all last year, we already had, you know, a very strong community that proved quite resilient. And our approach was able to cater to students that were struggling to adapt to a virtual classroom. And they supported each other for some students they actually really, I mean, they like the fact that they don’t have a commute for some student into, might be struggling with anxiety for them, some of them, the virtual format has actually helped alleviate that. I think, but I, I don’t know that the students have really in the virtual school their are students that don’t live within commuting distance to our physical campuses.


Michael Booth (10:41):
And so we have students from Alberta, we have international students that, that appreciate being able to join our schools without being physically there. They appreciate that we’ve been able to maintain continuity. So where many students in the last half year have, have effectively lost quite a bit of their access to teachers and curriculum. So we’ve, we’ve really this year, for example, our grade 11 math class is struggling because many of the students did not gain the fifth foundations they needed in grade 10 math. So we’ve been kind of triple timing it to help those students through their grade 11 course. But the students that have been with our school ha have not had that struggle because they didn’t have that interruption. We still have the same flexibility and of time tabling. So students have as much course selection and of course, flexibility and adaptability through the year that they’ve always had with us, whereas in many schools, because of the, the challenges that they’re facing the timetables are pretty set and they’re not changing and they’re not adapting.


Michael Booth (11:59):
And and very often they don’t even know exactly what it’s going to be in the next quad master, much less the third or fourth quad master. I think that the challenges that we faced are, are again, they’re, they’re not dissimilar from what we face in the physical school, it’s just, they’re taking on digital forms. So for example, students being shy about or, or, or lazy about, or not wanting to turn their cameras on. And we, as with everything, we, we approach that with empathy and support, we reach out to the student and their families to try and have discussions about what’s happening. If it’s a case of something appreciable like, like anxiety or their, an internet connection, isn’t speedy, we’ll make arrangements where that, you know, that’s okay. But as, as the, as the weeks progress and the year progresses, we, we approach that not unlike we might, we would approach attendance.


Michael Booth (13:06):
So if a student is struggling to make it to class on time or to come to class that’s, that’s enters into the conversation that the school has with the student and their, and their parents or guardians. And unlike, I, I, I know again in the, I, I’m not meaning to I fully appreciate the challenges that, that some of the public schools and the province are facing. And I, I really admire the work they’ve done, but they simply don’t have the capacity to help students and, or require students to have their cameras on. So they’ve got, you know, 25 students in a class and all of their cameras are off. And we, that’s not the case with us. We, we might have one student that we’ve made an arrangement with, but otherwise their cameras are on, they’re engaged and we’re having daily lessons with all of the interactions that we normally would.


Sam Demma (13:57):
Nah, that’s fantastic. And I know your campus has a lot of athletes as well, and extra quicks are a big part. How are you navigating these students who were super involved in other areas, aside from academics, not being able to do those things anymore, is there some way to deal with that and manage with that that’s been successful?


Michael Booth (14:15):
I, Yeah, that’s the, the athletics part is, is more challenging. Where, where one of our strengths lies is with the four terms and three periods a day of which students take two they can manipulate the schedule so that if they’re doing athletics outside of the school, so we have competitive figure skaters, hockey players, soccer players track athletes who have been able to maintain their, their practice schedules. There’s not a lot of games going on, even outside the school. So that’s a nice option with, with our clubs and physical education classes. We, we ran PHY ed in the fourth turn in the spring last year. And it was actually a great course to run because it, it helped us to motivate the students to get outta their bedrooms, which I think initially, I mean, it’s still a problem, but it’s initially it was a serious problem.


Michael Booth (15:16):
And we were doing yoga classes online and we were doing fitness classes, or we were asking them to design their own health programs, but varsity soccer is not really happening. Unfortunately mm-hmm, with other extracurriculars and clubs, because we’re trying to maintain the cohorts of students on Wednesdays. We run a shortened academic day and then we have two periods in the afternoons dedicated to extracurriculars and clubs. So our student council is up and running. We have a math club, we have a model UN club. We have, I think about eight different clubs going and extracurriculars going on for a total student population of 150 students. And so weekly, they’re getting to do that, meet other students in the school. And and that’s how we’ve been able to


Sam Demma (16:10):
Do that. That’s awesome. No, it’s fantastic. There’s so many different challenges, but it seems like you guys have been very successful at managing it and pivoting and finding what works and sticking with it. I think a huge key was the empathy piece that you mentioned in meeting kids where they’re at and understanding their situation before trying to coach them through anything. And I’m curious to know when you were a young person, not that you’re old , but when you were younger and you were in school did you have an educator in your life that made a huge impact on you and what did that person do? That made a big difference. And how did that, like, how did that lead you into education? Was there a defining moment where you decided I want to be a teacher?


Michael Booth (16:53):
Yeah, I think grade seven. I was I was fortunate to go to a, an independent school in Toronto where not unlike many of my friends, my dad was in, in, on base street and banking. And I, I thought until grade seven that I would just do whatever it was he did when he put his suit on to go to work in the morning. But I had an English teacher who was that teacher that, that that touched a lot of us and made me even more excited about the humanities than, than I had been in the past. And really after that, it didn’t occur to me to do much of anything but teaching. And that was really twofold. One was, I always liked working with, with kids. I was a camp counselor but it was also the academic side of it.


Michael Booth (17:46):
So that was, you know, my first job was actually working at the high school. I went to I was working in the boarding house and I was and actually my high school teacher that really inspired me had to take a leap of absence for the second half of the year. So when I was in my second year out of undergrad, I took his, his courses. And that was that, that kind of sealed the deal. And then I wanted to pursue graduate work. But the thing I loved about the graduate work most was the teaching and the thing I didn’t like as much as it was not as conducive to raising a family and yeah, and, and engaging students as much as I wanted to focus on. So that, that was what prompted me to come back to Toronto and, and, and work with life.


Sam Demma (18:38):
That’s awesome. That’s a cool story. And was it just a push that he gave you that inspired you? Was it, what, what made him an impactful teacher? Because the educators listening who are thinking, how can I be more effective with my students? And I can tell you, I had a grade 12 world issues teacher named Mike loud foot who changed my life. And the thing for me with him was his passion. He really cared about what he taught, what he taught. And when he talked about it, you just wanted to listen because he was excited. And I I’m curious, what was it like, what was the qualities of your teacher that made it different from every other class?


Michael Booth (19:14):
In the, in the case of the grade seven teacher, that’s when we started talking about themes in the novels, we were reading of the story and that I’d never done that. And so it brought my level of engagement with the material and my level of thinking beyond what I knew existed. Mm. And then he, he taught like, instead of in, for the poetry unit, instead of only doing 19th century romantic poets, we studied pink, Floyd’s the wall. And we did, I, I think it, I think it was a three or four week unit on that. and so that made me realize that studying wasn’t just out of the textbook and it wasn’t remembering dates and so forth. Mm-Hmm . So in, in my, the case, my high school teacher he, he taught a course that was of his own design that he, that called modernism and I, I, and about modern the modernist movements in art and literature and and the arts in general and, and philosophy.


Michael Booth (20:20):
And I didn’t know that existed either when, when I was in grade that was grade 13. And like a lot of my teachers in high school, I, I would sit in class and I wanted to be as smart as they were. I wanted to be able to cite thinkers and I wanted to be able to interpret the world. I wanted to be able to give commentary and analysis at levels that I couldn’t at the time. Hmm. So that’s a little, that’s a little passe these days. I think, I think a lot of times when people, you know, the current pedagogical trends are more towards experiential learning and student driven learning, and finding ways to, to engage the students almost as if it’s your job to, to, to tap into what they are interested in. Mm. Whereas in my day it was more the case that you’d kind, it was, the teacher would stand there and just be so illuminating that you would be inspired.


Michael Booth (21:32):
And I, I think I, I, I think a mix of both is, is worthwhile. And I, I, I sometimes worry that we put we certainly do it Blyth and, and we put a lot of emphasis on making sure are that we are engaging, the students interests as they exist before they enter the classroom. And my feeling is there’s actually nothing wrong with challenging them to move outside of their, their the interests that they bring in to recognize connections between those interests and what the teacher may be talking about that day. Mm. And, and there’s nothing wrong with challenging them to exceed what their immediate knowledge is of. And I, I, I think particularly in the age of social media where their interests, their desires, their curiosities are being satisfied by the second. And it’s whatever they, they within themselves think to tap into quite literally they don’t have as much experience with feeling uncomfortable or challenged.


Michael Booth (22:47):
And so I fear that if we don’t, build those skills in them, that the world is a much harsher and crueler place to enter as an adult for them than it was for me in my generation. And I fear that when confronted with the challenges of having to meet the expectations of someone other than themselves, that they won’t have much practice in doing that. And so we’re constantly trying to find that balance with us and, and, you know, like with the black screens, like we start with empathy, we start with accommodations, but ultimately the goal is to work on resiliency and that may involve consequences. And we don’t lay them down at the outset. As a matter of course, we work with each student with each family to find what the, the line is. Yeah. But ultimately we’re working to wean them off of the accommodations and the need for degrees of empathy that they might need at the start.


Sam Demma (23:50):
That’s so true. And Ray Dalio, hedge fund manager wrote a book called principles, and he talks about problems and he says most often the bad outcome is just a root of a bigger issue. So having a screen is not actually the, the problem, it’s a symptom of a problem, which you have to uncover through conversations. So I think the approach that you guys take is a great one and it’s well thought out, and I think it can be applied to any problem a students facing. It’s probably not the real problem. Just a root, gotta dig a little bit deeper. That’s fascinating.


Michael Booth (24:25):
Yeah. One of my refrains to the teachers is 99.99, 9% of the time, whatever the behavior or posture a student is, is, is presenting is not what’s actually going on inside. So if it’s a boy that’s kind of fronting and pretending, or not pretend, but acting like he doesn’t care and he’s not interested and sometimes a little oppositional or what have you underlying that is actually some, probably some insecurity maybe you know, certain struggles in particular areas of processing or what have you mm-hmm . And so you always have to translate what’s in front of your face, into an understanding that you don’t actually know. And until you have a better sense of it, give the benefit of the doubt because otherwise they’ll shut down. Yeah. But then going back to my earlier point, ultimately, we’re going to work to get you to, to the place where we don’t have to do that translation, because we figured, figured out where, where the problem lies and what we can do about it.


Sam Demma (25:35):
Yeah. There’s a quote what people don’t or what kids or students don’t, what, what kids don’t speak out, they act out I think Josh ship was the speaker who said that once, and it really resonated with what you do is saying what you’ve learned so far on your educational journey. Maybe you, if you could, could you summarize your key learnings that if you could talk to your former self, when you just started, like what key learnings or pieces of advice would you give? Imagine there’s an educator listening. Who’s just starting teaching now, or is a little overwhelmed your experience over the past 11 years, what do you think are some key things to tell your younger self or a new educator?


Michael Booth (26:14):
Well, I think what we were just talking about is, is is probably the, the refrain that I, that I use the most and the, the way I can best explain it is there’s a great seminar that I’ve gone to a couple of times that my wife is a social worker. So she, she introduced me to this and it’s called walk of mile in my shoes. And it’s for parents of students with learning disabilities and what they do. They start the seminar by showing parents of student of children with, with learning disabilities, a problem on a, on a board and asking them to take five or 10 minutes to solve the problem. And, but the problem is pure gobbly go, and there is no solution. Yeah. And when the parents experience that, then the presenter says, so that’s what your child is going through 24/7.


Michael Booth (27:11):
Mm. And I’ve been to a couple, my wife has been to many and, and she says that she’s, and it happened when I was there. She’s never seen, been attended the seminar when one of the fall, others has not broken down in tears realizing that when he was brow eating his, his son or daughter, that they weren’t being lazy or resistant or whatever, just for the cuz they liked to do that. Cause they were having a struggle that was invisible to the parents. And I think it’s similar. We all fall into habits of, oh, they’re Johnny. So and so is struggling again and giving me a hard time because Johnny is lazy or unmotivated or what have you. And I’m not in the trenches in the classroom as much as I used to be. So I feel like it’s my job to remind teachers to try to walk a mile in their, their student shoes.


Michael Booth (28:07):
Mm that’s awesome. And, and then on the other token, I mean, it’s all about navigating these, these, these often conflicting or competing demands not necessarily only accommodating and this is parents and students. Yeah. We have the capacity at this school to be highly responsive to students struggling or trying to achieve a higher goal or what have you. And the, the immediate impulse is at times to, oh yeah, we can make that accommodation. So we will, and that’s fine at the start, but ultimately the end goal is always, how do we, how do we work ourselves off of needing that accommodation? Like if, if possible.


Sam Demma (28:57):
Yeah. That’s awesome. And a side note question before we wrap up today over your right shoulder, there’s a picture on the wall. It might it be Martin Luther king. I’m curious to know if this is your office or what that picture says.


Michael Booth (29:12):
No, that, that is my office. It’s it’s an album cover for a John QUT train jazz saxophone player.


Sam Demma (29:19):
Nice. yeah. Cool. Very cool.


Michael Booth (29:22):
Having a rough day. I’ll just turn around and look at that and it makes me feel a bit better.


Sam Demma (29:26):
Oh, I love it. Cool. That’s amazing. And if anyone wants to reach out, have a conversation, they think something you said was impactful or inspiring, what’s the best way for someone listening (an educator) to do so?


Michael Booth (29:39):
My email mbooth@blytheducation.com is, is great. And I can schedule zoom calls and, and phone calls and or email exchanges.


Sam Demma (29:48):
Awesome! Michael, thank you so much for taking some time today. I really appreciate it, it’s been really insightful. And there you have it. Another amazing guest, an amazing interview on the high performing educator podcast. As always, if you enjoy these episodes, please consider leaving a rating and review so other educators like yourself can find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show. If you wanna meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com, and signing up to join the exclusive network. You’ll have access to networking events throughout 2021 and other special opportunities. And I promise I will not fill your inbox. Talk to you soon. I’ll see you on the next episode.

Join the Educator Network & Connect with Michael Booth

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.

December 28, 2021 by Principals Student Leadership Student Success Teaching Tips 0

Nicole Philp – Consultant, Ministry of Education

Nicole Philp - Consultant, Ministry of Education
About Nicole Philp

Regardless of whether she is teaching ‘Outdoor School’ students how to sleep in a quinzhee during a frigid Saskatchewan winter or working at a desk developing curriculum for the Ministry of Education, Nicole Philp (@Nicole-Philp) believes educators are in the “business of building people.”

The awards Nicole has won for her work with kids and the community are testament to the success she has had in the people-building business. Through coaching kids in sports, advising them on student leadership councils, volunteering with them in their community, paddling with them on the mighty Churchill, and yes, even teaching them in the classroom, Nicole has realized that the critical element to working with kids is building relationships.

Connect with Nicole: Email | Twitter | Facebook

Listen Now

Listen to the episode now on Apple Podcasts, Spotify, or on your favourite podcast platform.

Resources Mentioned

Churchill river canoe trip

Saskatchewan Student Leadership Conference

Ministry of Education – Government of Saskatchewan

The Transcript

**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. Today’s guest is Nicole Philp. Regardless of whether she is teaching outdoor school students, how to sleep in a quinzhee during a Frid, Saskatchewan, winter, or working at a desk development curriculum for the ministry of education, Nicole believes educators are in the business of building people.


Sam Demma (01:02):
The awards Nicole has won for her work with kids and community are testament to the success she has had in the people building business. Through coaching kids in sports, advising them on student leadership councils, volunteering with them in their community, paddling with them on the mighty Churchill, and yes, even teaching them in the classroom, Nicole has realized that the critical elements to working with kids is building relationships.


Sam Demma (01:26):
I hope you enjoy this people building conversation with Nicole Philp, and I will see you on the other side… Nicole, welcome to the high performing educator podcast. Huge pleasure to have you on the show here today. Why don’t you start by introducing yourself and sharing a little bit more about the work you do with the educators who might be tuning in today?


Nicole Philp (01:45):
Sure. First of all, thank you, Sam. I think what you’re doing with these podcasts is an amazing opportunity for us as teachers to listen into each other’s stories. I think, I think that we learn the best when we learn from each other. And, and so this is just such a, an insightful way of, of sharing people’s stories. So thank you for facilitating all of these and, and for the, the invitation to join you today. A little bit about me, I guess I, I hail from small town, she Saskatchewan with in a community of about 1500 people. I’ve had some great experiences in education over the years, including teaching at a large urban high school of 2000 kids teaching an outdoor school program where I got to travel the province with a Hardy group of great 11 kids who were willing to camp and every kind of weather condition imaginable from hot sun to rain, to snowing and building their snow cleans in January. And, and most recently working in my own community and teaching in a, in a small town of 200 kids in the school. And and I’m now working in a position with the ministry of education in Saskatchewan. So I have a huge passion for education. I’ve been very blessed in my life to have all sorts of different educational experiences and just love working with kids. So that’s a, that’s a bit about me


Sam Demma (03:02):
And, and growing up in your, your own small town, did you have dreams and ambitions to become a teacher or like, you know, as a kid yourself, how did you stumble upon getting into education? How did you choose that path?


Nicole Philp (03:16):
Yeah, funny question. So my mom would tell you that it was just always what I was going to be when I was a kid. I would line my stuffed animals up on the couch and have a little chalkboard, and I would teach my little stuffed animals because my brothers refused to sit and listen to me. So I think teaching and, and working with kids is just kind of always been in my blood. I I’ve always wanted to do it. I, I can’t imagine really doing anything else. I had an older brother who was determined that rather than waste my good marks as he saw it on being a teacher, I should go and do something that would make me a pile of money and rich, and he would live off my coattails and, and that just didn’t interest me. I, I really only ever wanted to be in a school.


Sam Demma (04:00):
Hmm. That’s amazing. And did you have educators along the journey that confirmed your own desire and told you, Hey, Nicole, you know, when you, when you grow up, you should consider getting into teaching.


Nicole Philp (04:12):
Yeah. Yeah, yeah. And that’s, that’s a great question. I actually have kind of, I see him as a mentor. He was my middle years math teacher. And as an adult now, he is still a volunteer in the community. He has probably more provincial titles as a coach for hockey and baseball and, or softball and, and different sports than anyone I’ve ever met. And, and he’s just become kind of a mentor to me. And, and I bring him up not only an answer to your, but also because he’s kind of coined a phrase for me that I always have in the back of my head. And he talks about teaching and coaching as being in the business of building people. Mm-Hmm. And I just, I love that phrase because it encounters exactly what I think our role is. Educators is yes. We’re there to teach curriculum. Yes. We’re there to you, you know, help kids kind of get through the academic part of life. But if we can even a tiny bit contribute to building the people that they’re becoming and, and the people that they’re gonna be to contribute to our society, then gosh, what a humbling experience for us is teachers to be a part of that. So, yeah. So, so certainly I, I have a mentor that I definitely think of and answer to that question. And, and that’s why building people…


Sam Demma (05:28):
And how do you think you build people in the classroom? Like I, I’m curious to, if you could go back to when you were a student, did you have any teachers as well during that time that, you know, poured into you that had a big impact on your self belief, your confidence or your own just, you know, journey through school as a kid mm-hmm and if so, like what did they do for you that made an impact and a difference that allowed you to build yourself as a kid in their class?


Nicole Philp (05:54):
Well, I think building people can only happen if you first build relationships. I don’t think that you can start creating any kind of development unless you first have that foundation of trust and, and a relationship with the kids that you’re working with, or, or as a kid with the teacher that you’re, that you’re working with in the classroom. And so I, I really think that that is the foundation of all of it that you have to make yourself vulnerable too, as an educator, in order for kids to see that you’re real, you’re authentic, you are in a sense, one of them still learning and growing on this, on this journey. And, and I think that making yourself real and authentic and vulnerable with kids helps them trust you in a sense and helps kind of build that beginning, found that will then flourish and grow into something where we can start that work on, on building people.


Nicole Philp (06:44):
And that was certainly the case for me. I, I had several teachers that I would say I recognized as, as just being real with us as students and, and understood them to be someone that existed outside of the classroom too, and in their lives and that they were willing to share their time with us and, and do some volunteer work with us and teach us about serving and giving of ourselves beyond the classroom. All of those things definitely contributed to my trust of them which was then a great modeling experience for me to take when I became a teacher and, and recognized that if I wanted to build those relationships and begin working on that building people business that my mentor talks about I needed to do the same and, and make myself vulnerable and authentic with kids.


Sam Demma (07:30):
I love that. And what do you think like vulnerability looks like in the classroom as a teacher? Is it like, you know, sharing when you’re, when you’re going through good time and bad times, or like, how do you show up vulnerably as an educator?


Nicole Philp (07:43):
Yeah, and easier for some than others, for sure. And I, and I think it also looks different for some than others. For me, it’s, it’s absolutely that it’s sharing with kids. What’s kind of going on. If I’m having a rough day, I, I certainly don’t mind letting them know, and yet I will also do my best, never to let that impede what’s going on in the classroom. Right. But I think kids need to know and understand that that it’s okay to have those Fs and downs and, and work through them and talk about them and, and experience them, not just kind of box it in. There are certainly lots of kids sitting in our classroom that are going through things that we never know about because they don’t talk about it. And, and nor will they, unless they recognize that it’s okay to do so. And it’s, and it’s a safe place and a trusting place to do that. So yeah, just kind of being willing to be outside of your, your comfort zone and, and share stuff, kids, and, and ensure that then it becomes a safe place for them to share it with you.


Sam Demma (08:45):
That’s awesome. So take me back to yourself, you know, you finish high school, you got teachers, I’m assuming teachers college. So after teachers college, what did the path look like for you throughout education? Like bring me through the various roles you worked and also where you started and where you are now.


Nicole Philp (09:04):
Sure. Yeah. So I graduated a bit early, so I ended up looking for a position right after Christmas, when, when I was done university. And I was fortunate enough to, to land a physician at the, the biggest high school in Saskatchewan. So, like I said, I’m from a town of 1500 people, and I was walking into my first day of work in a school that had over 2000 kids in it. So to say I was overwhelmed and feeling a little bit out of my league is to put it lightly. I remember just like I knew one way to get to my classroom and that building from my car. And I would only take that one way through the same hallway, same doors until I was confident enough in myself to get lost in the maze of hallways of such a large school.


Nicole Philp (09:52):
But what an experience, because as a first year teacher, I was surrounded by, at that time I was teaching just math and I was surrounded by about 12 other math teachers. So all of that experience and, and knowledge and wisdom to learn from and build on was just phenomenal for my kind of professional development. And then while I was at that school it became kind of known that I had this passion for the outdoors and passion for adventures and that kind of thing. So I got invited to co-teach an outdoor school program which I alluded to before. And so we had 11 grade 11 students that would apply for it from kind of all over the division. And and we would count from September till till January. And they would learn math as we were pedaling a Churchill, and they would learn English and we’d read poetry.


Nicole Philp (10:40):
We’re sitting around the fire somewhere down in grassland, national parks, Saskatchewan. And, you know, it was just in terms of place based learning and, and inquiry kind of learning. It was the most incredible experience for those kids and for myself. And then, and then from there, I, and ended up getting, you know, pregnant with my first child and I couldn’t be on the road like that. So I applied for a position in my own small town, so I wouldn’t be commuting and I wouldn’t be traveling. And, and I was very fortunate to get it and spent the next 10 years just teaching in my community, which I, I can’t speak enough about that. I just being able to work with the kids in your community and, and the biggest piece for me during that experience has been making the connections between school and community I’m


Nicole Philp (11:27):
So such a believer, I guess, in, in the phrase that it not only takes a village to raise a child as the old saying goes, but I think it takes a village to educate one. And so during my time teaching in my community, I, I made every effort I possibly could think of to either bring the community into the school so that my kids were learning from people who are, who are better than me. People who know more and people who can speak to different things in, in a way that I can’t, and then also taking the kids out into the community in that reciprocal relationship and, and teaching them about what does the community I offer and, and who is doing the work that makes this community such a great place. And having them learn about about the different people and the amount of work that goes into creating this sense of community. So, for me, it was working in my own community was really about that opportunity to build relationships between the school and the community.


Sam Demma (12:22):
That’s amazing. And did you grow up with a passion for the outdoors, or is that something you developed when you started teaching?


Nicole Philp (12:30):
Yeah, yeah. A bit of both. So, I mean, I’m a true farm kid. I grew up riding in grain trucks with my parents when I was little and, and certainly, you know, working with cattle and horses and all that kind of stuff, and definitely a, a true farm kid who spent most of my time outside. And when I wasn’t working on the farm, I was building forts in the Bush. So that kind of thing. But in terms of like these survivalistic type of camping experiences, I had a, a friend whose family did this every year and they invited me on my first Churchill river canoe trip when I was about 15 years old and never looked back. That was always, always my thing. So yeah, it, to be able to incorporate that into my teaching and, and to teach while something that I’m so passionate about. I mean, it’s just a huge highlight of my career, so yeah, definitely, definitely a lifelong passion for sure.


Sam Demma (13:23):
And, you know, at some point you also started getting heavily involved in student activities and student leadership. What, what, when did that happen for you and what kind of pushed you in that direction?


Nicole Philp (13:35):
So, I mean, it started for me when I was in high school myself and I was fortunate enough to be part of a, a very active student council and we attended all sorts of provincial leadership conferences. So it was for me, just kind of a no brainer that as soon as I became a teacher, I would definitely get involved in that kind of leadership activity counsels and that kind of thing. And so I did right away when I started at, at this large urban high school in, in prince Albert and had some great mentors to learn from in terms of how to be an advisor of a, of a large student council. And then brought that experience when I came to, came to she and came to teach my own community. And, and certainly this is where that kind of sense of community and student leadership kind of relationship building with community really flourished.


Nicole Philp (14:26):
The community has just been so embracing of everything that the student leadership council ever wanted to attempt or, or try or do in terms of eat hockey tournaments, to having a mud pit where the kids just like get down and dirty into this mud pit and wrestling. And it’s just a blast to yeah, to hosting a relay for life. We had this amazing group of kids that decided they were going to, they were gonna do their own relay for life in Shere which is normally done just in large centers. And they raised over $14,000 the first year they did it in a, in a community of 1500 kids. It’s, it’s pretty incredible. So it’s just a Testament to how embracing this community is of the work that the kids are trying to do. And again, it just goes back to that sense of relationships, right. And, and seeing that the kids are serving and are, are wanting to serve this community they just, yeah. Support that wholeheartedly, which is an incredible.


Sam Demma (15:25):
That’s so cool. And doing the relay for life in such a small town and having such a large impact is a test meant to how a small group of kids or a small group of people in general can really make a difference, which is like, yeah, such an awesome story. And then how did things transition? I know you, you moved and started working with the ministry of education as well. What did that transition look like and what does the work you’re doing now kind of, how does it differ from what you were doing previously into schools?


Nicole Philp (15:53):
Yeah, that’s a, that’s a tough one to answer for me in a sense that this was not a job change that I was looking for. I was loving the work that I was doing in my community and in my school and, and with the kids that I was teaching and working with. So it was not an easy decision for me, but I received a phone call in the summer of 2019 with an offer for this subcontinent position, with the ministry to do some work around the province with school community councils. And after a lot of soul searching and a lot of conversations with my family, we decided, you know what, let’s, let’s give this a try. So I, I took that opportunity and, and wow, what experience I got to travel to 27 different school divisions in the province and meet with their parents and community members and people who are just so invested in education and wanting the best for their kids.


Nicole Philp (16:45):
Mm. And so to listen to those conversations and to hear the different points of view and different perspectives from small towns to urban centers and the different needs and the different challenges people are facing that was just such an incredible experience for me, that I certainly don’t regret making that decision. And now the work I’m doing is just giving me such a, a wider view of education in general. I, you know, I’ve worked urban and I’ve worked in rural and I’ve worked in this outdoor school program, but to see education kind of from that provincial level and from a, a different perspective and see the work that kind of goes on behind the scenes has also been incredible. I do see myself going back to the classroom. I desperately miss kids. Mm-Hmm, , I often have a group of kids around my kitchen table, actually, whether they’re coming for math help or just coming for lunch, cuz we wanna have a catch up visit or, or whatever it might be. We’re currently actually planning a Halloween activity. So yeah, I just, I miss kids, I miss working with kids and, and I know that that’s really where I need to get back to, but this has been just kind of a, a really neat break in the career and a different experience to, to build myself as a, an educator when I go back.


Sam Demma (17:57):
That gives you more holistic viewpoint or perspective.


Nicole Philp (18:00):
Right. It really does. Yeah.


Sam Demma (18:02):
Yeah. That’s awesome. That’s so cool. And if you could travel back in time and speak to on year one of teaching, knowing what you know now and having a different perspective, like what advice would you give your younger self or any of the educators listening who might be in their first few years of teaching?


Nicole Philp (18:21):
I think I would tell myself you can’t do it all. Hmm. And, and so I’m, I’m one of those type a personalities. And I like when I have a, a plan or a vision, I like to make sure that it’s all done and it’s all done. Right. and, and yet there’s so many negative repercussions for that. Kids, you, you, you build people a lot, a lot better if you allow them to do the work and if you allow them to make the mistakes and if you allow them to grow from all of that. And so when I first started in student leadership and started doing some of those activity planning events and, and that kind of thing, I would try to always kind of have my thumb on all of the different components and make sure that everything was being done.


Nicole Philp (19:00):
And, and and as an organizer, you need to do that to some extent, there’s, there’s no doubt about it. You don’t really want your kids to fail, but but yeah, I re remember there were things that I would do and I would just try and make sure that I was kind of covering all of it. And, and so that’s definitely something that I would have, I would like to tell myself now let it go because kids can do amazing things and, and you need to trust them. And yeah, you need to let them learn from, from the different things that happen when they’re playing, learning these kinds of events and, and involved with community and, and they’re all great learning experiences.


Sam Demma (19:36):
Love that. That’s great. Last piece of advice. Nicole, thank you so much for taking some time outta your data. Come on the show and share your perspectives and your stories. If there is an educator listening, who’s feeling inspired or intrigued in any way, what would be the best way for them reach out to you and get in touch for a conversation?


Nicole Philp (19:55):
Hmm. Great question. I’m on Facebook looking me up on Facebook. Can you shoot me an email or a text? I love to love to chat with other educators and, and learn from them. Like I said, that’s what I’ve thoroughly enjoyed about your podcast. I’ve just gotten so many ideas and chatted, so many notes to on as I’ve listened to different people and their experiences and what they’ve done with kids and where they’ve, their imagination has taken them. So yeah, this is just such a, a neat opportunity for all of us.


Sam Demma (20:22):
Awesome. I’ll put your email in the show notes so people can find it if they’re interested in shooting you a note. But yeah. Thank you again so much. This has been great. We’ll stay in touch and keep up it work.


Nicole Philp (20:32):
Fantastic. Thanks Sam. And likewise, have a great day.


Sam Demma (20:36):
And there you have it. Another amazing guest, an amazing interview on the high performing educator podcast. As always, if you enjoy these episodes, please consider leaving a rating and review. So other educators like yourself can find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show. If you wanna meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and signing up to join the exclusive network, you’ll have access to networking events throughout 2021 and other special opportunities. And I promise I will not fill your inbox. Talk to you soon. I’ll see you on the next episode.

Join the Educator Network & Connect with Nicole

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.

December 26, 2021 by Education Consultant Student Leadership Student Success Teachers 0

Paola Di Fonzo – Chaplain All Saints Catholic Secondary School

Paola Di Fonzo - Chaplain All Saints Catholic Secondary School
About Paola Di Fonzo

Paola has over 10 years of work and volunteer experience in youth and adult faith formation in both the Catholic parish and Catholic school settings. Currently, she is the Chaplain at the All Saints Catholic Secondary School.

She recently finished her Masters in Theology at the University of Toronto.  

Connect with Paola: Email | Linkedin

Listen Now

Listen to the episode now on Apple Podcasts, Spotify, or on your favourite podcast platform.

Resources Mentioned

All Saints Catholic School website

BA in Christianity and Culture at the University of Toronto

Masters of Theological Studies at Regis College, University of Toronto

Meditation Basics

The Transcript

**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):
Do you want access to all the past guests on this show? Do you want to network with like-minded individuals and meet other high performing educators from around the world? If so, go to www.highperformingeducator.com. Sign up to join the exclusive network and you’ll get access to live virtual networking events and other special opportunities that will come out throughout 2021. I promise you I will not fill your inbox. you might get one email a month. If that sounds interesting, go to www.highperformingeducator.com. Welcome back to another episode of the High Performing Educator podcast. This is your host and youth speaker, Sam Demma. Today’s guest is my good friend, Paola, Paola Di Fonzo is the chaplain at All Saints Secondary School. She just recently got her masters degree. So she’s still pursuing education, even while she’s teaching. She is a powerhouse. I had the opportunity to work with her last year with her entire school, doing keynotes for all four grades.


Sam Demma (01:06):
And this year I got to work with her again, to do a SHSM certification, a specialist high skills major with her with, with her students on public speaking, it went really, really well. It was awesome. This year she’s also responsible for OYAP, the Ontario Youth Apprenticeship Programs coordinating that and SHSM programs, so she has a lot in her hands. Here’s my good friend, Paola. Paola thank you so much for coming on the High Performing Educators podcast. It’s a pleasure to see you again, virtually not in person this time. Can you share with the audience who you are, how you got into the work you’re doing with young people today and yeah, I think that’d be a great way to kick this off.


Paola Di Fonzo (01:46):
Yeah, absolutely. Thanks for having me, Sam. So my name is Paula Di Fonzo. I’m a chaplain out here on the east end with the Durham catholic school board and I’ve been here for about, I think it’s like two and a half years now. Before that I spent the last decade, the last 10 years, which sounds crazy, because I’m still such a baby. I’m still so young, but I started right after I graduated high school working in like churches, parish settings, and developing youth programs for young people. So I’ve been sort of doing this sort of faith formation work with young people for the last decade. And, and yeah, that’s, that’s what I do. And the reason really I got into this kind of work is because during those formative years for me, probably starting in grade five till well into high school, I had such a wonderful group of adults who took care of me and cared for me on that deeper level.


Paola Di Fonzo (02:43):
Like I played sports and I was in the musicals and I was on student council and I did that sort of stuff, but it was this one particular community that cared about me on a spiritual level that, that held me up throughout those major years where things get really tough and you’re changing so much and the world seems to evolve so quickly. And it was that group that really sustained me during that time. And, and the reason that I think that I’ve been successful and I don’t mean that in an academic or a career way, but just as a human being, it was that group that really held me up and all, all I wanted to do was do that for other people. Mm-Hmm and I didn’t know that at the time, I didn’t know that it was a career opportunity.


Paola Di Fonzo (03:26):
I always thought I, I get a job as a teacher. Not that that’s a, a bad job, but I thought I’ll do that and then on my evenings and weekends, I’ll work in this faith formation setting and I’ll work with young people and guide them in that way. And then as I grew up and started to branch out a network, I realized, oh, like I could get paid for this. This could be my livelihood. I would love that. So that’s what I did. I pursued it. I, you know, I studied Christianity and philosophy and my undergrad, I did my masters in this and, and here we are and I’m loving it. I’m really happy.


Sam Demma (03:58):
That’s awesome. I know you completed your masters recently, so congratulations again. Thank you. Going back to that group for a second, that really uplifted you through high school. What was it that they did for you that made a huge impact because whether you realize it or not, you kind of describe the current state of the world being that it’s changing and evolving and have a constant support, or I guess someone looking over your shoulder could have a huge impact. So I’m curious to know if you could boil down, you know, from that group, you know, what did they do that just made such a massive impact for you as a young person?


Paola Di Fonzo (04:33):
That’s a great question. And it’s hard to really reduce it to one thing, but the word that immediately came to mind for me was relationship. They, we built real relationship. It wasn’t, you know, you come and you listen to this message and you go home. It was a family so much so that you couldn’t wait until Friday night came along because you knew you were spending your weekend with these people. And it felt like a home you felt like that need for belonging was truly fulfilled them getting to know you getting to know like the deepest parts of you and still like loving you and caring for you through that is transformative. And, and I can only hope to replicate that in the roles that I’m in, but it’s really grounded in that relationship building. I think that’s what it was for me. If I could reduce it to one thing that was the major part.


Sam Demma (05:20):
That was awesome. And the way they, I guess, built those relationships was just asking questions. And like you said, getting to know you on a deeper level and you know, during COVID, that’s a huge challenge. I know usually you you’re in an office and the student walks right in and has a conversation with you. The state of the, the world in education right now is totally different. And I’m just curious to know, as you take in that big breath, what are, what are some of the challenges that have been presented? And I’m sure they’re very similar to everyone who’s listening. So you’re not alone here. I’m just curious to know what it looks like in your world.


Paola Di Fonzo (05:55):
Yeah. Like it’s exactly what you just said. I mean, as I was preparing some thoughts for our conversation today, I kept going back to that. The biggest challenge for me and my role right now is how limited we are in building relationship, real, authentic connection. Isn’t really happening virtually. Like that’s the one thing that I haven’t been able to translate to the virtual platform. I, I can’t have, you know, like the students would come in before and after school on lunches, we’d just hang like, it’s not, yeah. They certainly came in to, you know, seek guidance and some counseling and, you know, to pray together, we did that, but for sure, we’re the beauty lies more so than in any other.


Paola Di Fonzo (06:39):
I think interaction is like those casual Hangouts where we’re just chilling. Like we’re just being real with each other. We’re being human with each other and we get to know each other in that real way and that’s just not happening. And I, I haven’t been able to translate that again to the virtual platform just yet. So that’s been, that’s been a challenge that it’s something that I miss terribly. That’s something that without it makes my job really hard, really, really hard because there’s no relationship of trust being built and relationship of vulnerability being built. So how do we, how do we journey together in the faith without those things, right? How do we journey together as human beings, without connection and trust and vulnerability that can really only be established with human connection. Like we need to be around people and that’s been the hardest part I feel. Hmm.


Sam Demma (07:29):
Yeah. The reason I ask is because there’s a lot of educators listening who might have some great ideas and if they do at the end, we’ll share your email address for you. Two can connect, having been power in conversations and just bounce different ideas around on the other end of a challenge is I would say hope and overcoming it, which is obviously a great feeling during these difficult times. What sustains your personal hope? What keeps you hopeful? Although there’s lots of challenges and, and turbulent times right now.


Paola Di Fonzo (08:03):
Yeah. I, as difficult as it’s been, and as exhausted as I feel, I don’t feel like I’ve lost hope. Hmm. And that’s a major blessing. I’m so happy for that because as soon as you lose hope, like you’re in trouble, right. Things can get really, really dreadful. But for me, I’ve, I’ve really enjoyed the opportunity to get back to basics mm-hmm and what I mean by that is like reflect. So we can’t my role as chaplain, right? So some of the big things I would coordinate in our school are, are large scale school masses. That’s not happening. Our grade retreats not happening. Anyway, we gather for liturgy together not happening. So I have had to really reinvent the wheel here and ask myself, all right, what are the basic human needs that I can cater to? Mm-Hmm what can I do to really see, like going back to like the most primitive needs of human beings, right?


Paola Di Fonzo (08:57):
The need for rest, especially during this high emotion time, the need for community, the need for belonging. Like how can I cater to that? And just the opportunity to, to just strip away all the layers, you know, sometimes you can just build up so much around the base needs of a human being and we start to layer up just so it make it look like we’re doing something good or you know, it makes it look good to other people like, look how much I’m accomplishing all of that’s out the window. And we’re just, we’re down to the most basic needs of our, of human beings of our students and stuff. And that’s sort of been exciting. It’s so terrifying, but so exciting to have the opportunity to do that because I think it’s a gift to have that opportunity. And it’s gonna change the game from here on out. It’s gonna change how we do things going forward. It’s given us an opportunity to stop retreat, reflect and kind of come back stronger. And that’s, what’s giving me hope, knowing that we we’re learning a lot right now, we’re gonna learn a lot about ourselves, our communities, and how to do things better. And that’s exciting. That’s


Sam Demma (10:01):
Exciting. Yeah. That’s what you just explained is how I’ve even felt during this time, because I made the rash decision before even watching the social develop. I meant to take a year off social media and it’s been over a month and a half now. And that to me was the whole like, Hey, look what I’m doing. And Hey, let’s, you know, keep in touch and Hey, check out my life and there’s positives and negatives to social media. But, but you’re totally right in terms of, you know, the state of education right now, it’s, it’s going back to those basic needs. How are you reinforcing those things? Are you make, are you just ensuring students are getting enough rest by encouraging them to or what does that look like for you as a, as a teacher and an educator?


Paola Di Fonzo (10:44):
Yeah. So in a very PR I, I knew that’s what I wanted to do with my time. At least in the first few months of transitioning back to school, it it’s looks very different. It’s not transitioning back to what we know school to be. It’s, it’s a totally different world, but I knew that I didn’t wanna do anything that would just be for the sake of doing them. Like I don’t operate like that. Right. nothing showy and nothing, you know, I just wanted to make sure I was caring for the person at the most basic level. And so what it’s and I’ll explain maybe one of the, the things we’re are trying to do around here, but I’ve developed something called tee time and meditation on the field. Mm-Hmm so classes sign up one class at a time and I do two slots a day in the morning.


Paola Di Fonzo (11:28):
And because they’re only here for a couple hours in the morning, right. Our students, and we go outside and we sit on the field, they’re six feet apart. So it’s a mask break. And I have, I have cookies with, for them. And we chill under the sun and we do some breathing exercises, some meditation, some stretching, and like, that’s it. And like, that’s just upping our self care game. And that’s really the, the extent of my connection with the students. But by the end of that hour together, they are just so relaxed. Some of them are asleep, which is like, I give them that permission. I’m like, I’m not gonna get offended, listen to your body. And mind here, allow yourself to just rest. And that has been so great, so fruitful, but we’re getting back to, to the basics, right. They just need time to check in with some deeper parts of them that maybe they don’t have the opportunity to, or even know how to, without some guidance. So those tee times have been a gift for, for me, for sure. And I hope for the students and staff and we’ve been doing that pretty much every day since mid-September, it’s


Sam Demma (12:30):
Been good. You must feel like a monk by now two hours a,


Paola Di Fonzo (12:33):
Well, that’s what someone says to me. They’re like, wow, you get to meditate for two hours every morning. And I’m like, you know what? I’m not really meditating. Like I’m guiding them in it. So I’m so like, okay, what’s next? And I’m in my head. So I’m really not relaxed when I do it. But but I hope they are. That’s the whole point.


Sam Demma (12:49):
That’s awesome. That’s so cool. Is there any common questions that come up that you use as prompts to have them reflect during that stuff?


Paola Di Fonzo (12:57):
Great question. It the whole time is really just them listening to their bodies and their minds. So I say to them, I always give them this. Disclaimer. I say, no matter what I demonstrate up here, whether it’s a type of breathing exercise or it’s a stretch that we’re doing, or, you know, I encourage you to lie down for the meditate, no matter what I demonstrate or model at the front of the space, if your body or your mind is saying, I’m not into that today, I don’t really want to, or I don’t feel comfortable or it hurts, listen to your body and give yourself the freedom to adjust, modify, or sit that one out and, and give yourself what you need. And that’s really, the only prompt for the morning is I just want you to learn to listen to yourself. And that’s not just for that hour.


Paola Di Fonzo (13:38):
It’s hopefully a skill that you take with you for the rest of your life. Like, I’m learning that I’m getting to the end of my twenties now, but like spend a lot of time listening to so many other things. So many other voices, so many other opinions, so many other, you know, expectations and, you know, social media is a whole other thing, but we don’t listen to what we need sometimes. Right. And so that’s really what I, I ground the whole exercise in learn to listen to yourself. Do you need to practice this breathing? Probably like, we, we all need some deep breaths every so often, but give yourself what you need. And I think that’s, I think that’s the message that we need right now as we transition back to school and figure it all out. Yeah.


Sam Demma (14:22):
So true. And sometimes an educator just needs a reminder that the work they’re doing is really important and it has a huge impact. It makes a huge difference. A lot of the educators that I’ve spoken to tell me that they have a file on their desk, they call it different name, but sometimes it’s called the bad day file. And it’s filled with all the notes that students sent them over the years or have written to them. And I’m curious to know, if you have a story of a student who has you have witnessed become, you know, become transformed into a, into a better version of themselves and maybe had a big breakthrough through school because of the work that you do and that your school does. And the reason I’m asking you to share is because another educator might be listening is a little burnt out, is forgetting why they got into education. and the impact you have, you can have in this, in this, in this work is tremendous. And you can change the student’s name if it’s a very personal story. But when I ask you that, is there any student or story that comes to mind?


Paola Di Fonzo (15:26):
There’s there’s names bouncing around in my head. But I’ll say this one thing about the work we do as chaplains and educators, and is we plant a lot of seeds. Mm. And sometimes we don’t get to see the fruit. Mm. Right. And so, like, I’m sure maybe some educators out there are like, I can’t even think of a name of a person who I’ve seen change because of my influence. And that can be so disheartening and you lose motivation, you lose hope. But something I was always told in this role was you just plant the seed. Right. And that might bloom in an hour, a day, five years three decades, who knows. Right. But it doesn’t mean that your impact wasn’t wasn’t relevant, wasn’t important. You plant the seeds and, and it’ll be watered, you know, and, and you might not see the fruits of it, but it doesn’t mean that you’re, that you’re any less effective as an educator, as a chaplain.


Paola Di Fonzo (16:30):
So that’s something I hold onto. Like, can you a specific example of students who, you know, their lives are transformed cuz of my influence? I don’t know. Like, I don’t know. I don’t, I don’t even think that way sometimes. Like I don’t, I just hope that God’s doing something in their heart. Right. And I’m just here going, God loves you, you know? Right. In my role as chaplain, it’s very faith focused. So I just, I just plant that seed and I hope that it’s being watered down the road, but I love that. That’s that’s I think how I would respond to that.


Sam Demma (16:59):
Okay, cool. I love that. That’s a great, that’s a great way to look at it. And planting the seed is just as important as re you know, sewing the fruit. In fact, you can’t have one without the other. So I think that’s a brilliant way to look at it. Amazing. And if there’s an educator listening, who’s in their first year of teaching and they’re like, what the heck did I sign up for? This is very different than what I expected it to be. You know, what advice would you have for them? Think back to when you just got into teaching what advice do you wish you had someone tell you, or maybe they did tell you it and you think it’d be wise to share it with someone listening. Who’s also getting into this role,


Paola Di Fonzo (17:36):
Give it time, give it time. Like in the first I’m still so new at this. So I like, I feel kind of silly giving, sharing some wisdom, but if there was anything, like if there is anything I could have heard in the first few years of this kind of work, it’s, it’s gonna feel like a whirlwind of emotion and chaos in the beginning, and you’re gonna be so busy and tired and maybe unmotivated. Can you hear that? That’s okay. It’s okay. Oh, they’re even calling me. Perfect. So , we’ll wrap up here. Iming. No problem. No, it’s no, it’s not a big deal. I think it could be easy to quit the game because you’re so tired and you’re like, I don’t want this. I didn’t sign up for being this overworked and maybe feeling unmotivated because you’re not again, seeing those fruits from the seeds that you’re planting.


Paola Di Fonzo (18:35):
And it could be really easy to walk away, but over the years, as you, you know, you grow and you, you develop as a person. And as an educator and as a chaplain and whatever it is it gets easier and you start to maybe see those fruits and to just trust that you have gifts to offer, like we all do. Every single person on this planet is put here for a reason. And we have something to offer the world. It’s just discovering what that is. What are our gifts? What are our desires and how can we give that to the world? And we all, we all have that purpose. So that’s what I would say.


Sam Demma (19:09):
And if there’s, someone who wants to reach out and bounce ideas around or have a conversation, like I mentioned earlier, what would be the best way for someone to get in touch with you?


Paola Di Fonzo (19:18):
They can certainly reach out through my board email. Okay. So I don’t know if you wanna put that into the description or anything, but it’s paola.fraietta@dcdsb.ca.


Sam Demma (19:32):
All right. Perfect, Paola, thank you so much for taking some time to come on the show here and chat. I really appreciate it.


Paola Di Fonzo (19:37):
Thanks Sam. It was my pleasure.


Sam Demma (19:39):
And there you have it. Another amazing guest, an amazing interview on the High Performing Educator podcast. As always, if you enjoy these episodes, please consider leaving a rating and review so other educators like yourself can find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show. If you wanna meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and signing up to join the exclusive network, you’ll have access to networking events throughout 2021 and other special opportunities. And I promise, I will not fill your inbox. Talk to you soon. I’ll see you on the next episode.

Join the Educator Network & Connect with Paola Di Fonzo

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.

December 24, 2021 by Student Success Teachers Teaching Tips 0

Nicole Haire – BC Program Head Hayat Universal School Qatar

Nicole Haire - BC Program Head Hayat Universal School Qatar
About Nicole Haire

Nicole Haire (@NicoleHaire) is a powerhouse educator.  She worked in Canada for most of her career, but for the past five years in Qatar as the BC Program Head at the Hayat Universal School.  She has hosted the Canadian Student Leadership Conference and is a nerd for self-development books and literature.  Enjoy this interview.

Connect with Nicole: Email | Instagram | Linkedin | Twitter

Listen Now

Listen to the episode now on Apple Podcasts, Spotify, or on your favourite podcast platform.

Resources Mentioned

Hayat Universal School Qatar Website

Canadian Student Leadership Conference (CSLC)

Activities that Teach

University of Toronto Education Programs

The Transcript

**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):
Do you want access to all the past guests on this show? Do you want to network with like-minded individuals and meet other high performing educators from around the world? If so, go to www.highperformingeducator.com. Sign up to join the exclusive network and you’ll get access to live virtual networking events and other special opportunities that will come out throughout 2021. I promise you I will not fill your inbox. you might get one email a month. If that sounds interesting, go to www.highperformingeducator.com. Welcome back to another episode of the high performing educator podcast. This is your host and youth speaker Sam Demma. Today’s guest is someone with an insane amount of energy. She geeks out on self-improvement books, just as much as I do. And she’s someone that knows everybody in this space of student leadership and, and student advisory. Nicole Haire is the British Columbia, the B C head of all the grade 8-12 students at Hyatt Universal School (HUBS), which is in Qatar.


Sam Demma (01:10):
She’s been in Qatar, I believe for the past five years and she’s doing amazing work, like absolutely phenomenal work. Previously, she’s hosted a CSLC, the Canadian student leadership conference at a school. She’s, she’s been around. She knows everyone in this industry. She’s someone that you should know if you don’t and she’s someone that has a lot of wisdom to share. I hope you enjoy today’s episode. Nicole, thank you so much for coming on the high performing educator podcast. It’s a huge pleasure to have you on this show. Why don’t you start by telling everyone on listening, where you’re tuning in from and how you got into the work that you’re doing with young people today?


Nicole Haire (01:49):
Well, thank you, Sam. What a privilege to be with you. I’m tuning in from Doha, QAR in the middle east, which about six years ago, I had no idea that that was a place or where it was, but it’s attached to Saudi Arabia right next to the United Arab Emirates near a lot of people know Dubai, but Doha is a city of about 3 million people and it’s beautiful here. We’re actually hosting. We, we, because I live here now are hosting FIFA in 2022. So the whole place is under construction. There’s this go bigger, go home in Doha. So I work at a, a BC offshore school. I was a Principal in prince Edward island for Ooh, a lot of years, 25, 26 years. Single mom with three kids in University and I felt like I needed a challenge and an adventure and this opportunity fell into my lap and


Nicole Haire (02:45):
I decided to take a leap of faith and come to the sandbox. And I came for two years. And after a year and a half, when I had to make the decision, whether I would go back to Canada just yet, I wasn’t finished learning what I need to learn here so it’s been quite an adventure. I’ve done lots of traveling, but my students, my, my teachers are from mostly Canada, but also UK, South Africa. So lots of diversity and the students themselves are 98% Qatari nationals, which is unusual for an international school here. Usually they’re mixed, but our school is mostly kids from here. So it’s, I’ve learned so much and not really speaking fluent Arabic yet, but , I, I know the, I know the school where’s like Halas, like that’s enough and yallah get going. You’re late. They’re like, oh, Miss.Nicole, you speak Arabic. No, no, I just school, I speak


Sam Demma (03:40):
School. that’s so awesome. Tell me more about how this opportunity fell in your lap. I think, you know, especially in student leadership, we can talk about seizing opportunities, but the opportunities typically come when the students ready or prepared to take advantage of them. And I, I want a little more context on how this fell into your lap.


Nicole Haire (03:58):
That is so so true and it’s, it’s not that I hadn’t had, you know, little voices talking to me prior to that, but I wasn’t, I wasn’t ready to listen. And to be honest, as a single mom, I was working three jobs. I was a principal for all week long. I was a waitress on the weekends. I was teaching at the university and I was just going solid I all the time. I was also heavily involved with student leadership at my school and at the national level. And I just, I, I was passing myself on the highway. I was just running, running, running all the time. And one night I was driving home from the restaurant where I was waitressing at like two in the morning, cuz we, we closed late and I fell asleep at the wheel and I went off the, to the side of the road.


Nicole Haire (04:43):
I fell asleep and I almost hit a post wow. In a country road in prince Edward island. And I went home and I, I just thought I I’m out of control. Like I, I have to get a handle on this. And, and to be honest, I know everyone has different faith, but I wasn’t in a faithful place at the time. And I just said, I prayed. And I said, you gotta show me the way. And I put my name into a search agency and I had an opportunity to go to Toronto to a job fair. And I met the people from my school and because I had this leadership background and because they were building a high school and they wanted somebody experience with that, they offered me a job within like two months. My household, I had a job in Qatar.


Nicole Haire (05:27):
Nobody knew where Qatar was including me. I blindly went and everything inside of me just told me it was the right move and I needed to take the risk. I needed to take a leap of faith and I did. And it has just been in the best decision I’ve ever made in my life and, and was a one time in my life where I truly knew what I was doing was exactly right. So I think going with your, your gut instinct, whether you call it your gut instinct, your gut instinct, like I think we know when we’re doing the right thing for us mm-hmm and just to get over the fear is the biggest thing like to take, to take that leap of faith means to put the fear aside and just, and just trust and, and go for it. And that was what I did and it’s been the best. So,


Sam Demma (06:10):
Wow. That’s such an amazing story. You see, if I ask a simple question, we get a whole nother layer. So the decision and the move, and I absolutely love that. That’s that’s, that’s the truth. Yeah. I love it. And you know, you mentioned earlier that you were you’re super involved in student leadership. Mm-Hmm how has that translated into your role now in Qatar? Are you still striving to do things on campus? And where did that passion stem from to get involved in student leadership and be the president of C S a and, and really champion the leadership activities in Canada?


Nicole Haire (06:46):
Wow. Well, I, well, I laugh cuz I always say I’m a Leo , that’s part of my problem. nice. Yeah. Born in July, but also just as a, as a child growing up, like I, we can all trace our leadership roots back, you know, and I was the girl guide and in girl guides, I had leaders who saw the potential in me and I wasn’t right away a leader. You know, I had, I had adults in my life, take me aside and say, I think you have this skill. I think, I think we’re gonna put you in a position to practice. And they corrected me and they guided me guide ha ha girl guides. But you know, I got to, when I got into school, I was just always a, a person who was an extrovert and wanted to, I wanted to be happy and I wanted school to be happy.


Nicole Haire (07:30):
And so I was in student council and I, I did all those things. And then as a teacher, I think you, you kind of paid the, you know, so people did that for me. So I started being a student council advisor at my school in Toronto where I started my career. And then again, when I moved back to prince Edward island and then one day a friend of mine said, we’re going to take some kids to the Canadian student leadership conference. It’s in Sacville Nova Scotia, 2001 let’s just go. And I’m just, I think that’s part of my personality is I’m usually the one that jumps on the bus and says, where are we going? You know, it’s kinda like get on a plane to Qatar. Where am I going? You know? And I, I just always, I like that adventure and that, that sense of fun.


Nicole Haire (08:14):
And so we took kids to see SLC 2001 in the Sacville and it was right after nine 11, it was the whole thing was just serendipitous. But we got there and we had no idea. We got off the bus and everyone was screaming and our kids were just like, Deering the headlights. Like, what is this place? And by, by the middle of that conference oh no, actually it was the first night when they say, you know, soon. So see whatever first year and you know, Yorkton, Saskatchewan and the Saskatchewan kid scream. So I’m saying to prince Edward island, get ready, get ready. We’re gonna, they’re gonna say PEI and we’re gonna scream. And they didn’t say PEI. They said every province except PEI. So I turned to Dave Conlin and I said, why didn’t they say PEI? And he said, PEI is the only province that hasn’t hosted.


Nicole Haire (09:03):
And I said, well, that’s unacceptable. We’re gonna host. So in 2008, they put me in the board and I was a director for PEI and in 2008, my, my school hosted the first CSLC in, in, in prince Rhode Island. Nice. And it was fabulous. And just, just memory will never forget. And a team building experience as a school that will never forget. Because when you have to bring a thousand people from across Canada to your school for five days, the best part was the ability because my mother in charge of billing with a friend of mine and, you know, a small town Summerside PEs 15,000 people, we had 45 extra families that didn’t get to host billets because everybody wanted to be part of it. And it was such a, yeah, it was such a feel good week. And so that, that kind of thing, like just seeing of people benefit from you know, just seeing them become leaders.


Nicole Haire (10:00):
I think that that’s why I love being a principal. It’s, it’s not about me being the leader. It’s, it’s finding leadership in my staff and empowering them and kind of working yourself out of a job. The best thing you can do as a leader is work yourself out of a job because every, everybody around you is, is doing their part and, and their body in, you know, so I think they’re all kind of different transferable skills. Some of the things I did in grow guides, I used in my school in, in Qatar, but when I got here, the school was not a high school and the oldest grade was grade nine. Mm. Were gender segregated as our community here is Muslim. And the boys and girls after grade from grade four on, they separate into boys classes and girls classes. So I came in kind of naive to that whole culture and religious tradition.


Nicole Haire (10:51):
And, and I decided I would bring the boys and girls together to train for student leadership my a first month here. And they tried it and then they both came, both sides, came to me and said, please, please don’t do that to us again. That’s not how we do things. and I realized that I, it was a good lesson for me because rather than coming into a place and imposing my view of what I thought things should be. I had to come in and, and be quiet and observe and be respectful and get feedback and find other ways to do some of the things that I wanted to do. So one one thing we’ve done when I was in my school in PEI, we dismantled student council because we found the same 20 kids were doing everything. They were, they were fundraising, they were spiriting.


Nicole Haire (11:40):
They were, you know, doing everything and exhausted. And about three teachers as their advisors were also exhausted. And student council runs from August to July. I don’t care what anybody says. It might take a couple of weeks off in July, but you’re all the time. So we dismantled our student council into into councils, like the ministry here, here. I did it. I brought the idea here and our students do it here as well. So here we have the ministry of sport. Nice. The ministry of the interior is the got government ministry of activities is student activities, ministry of finance. They all wanna be in that ministry of global citizenship because here in Qatar, they have ministries and ministry of the interior is actually the government. And we had just a boom of kids because some people do wanna be just finance. They don’t wanna rah and cheer and march in the parade, or do philanthropic things.


Nicole Haire (12:37):
They just want to count the money. And they wanna put that on their CV as going to university to study accounting say, and some kids are spear kids, and some kids are philanthropists and some kids are sport kids. And so each ministry has a mandate and we had 20 plus teachers involved and about 200 kids. And they had never had student leadership at the school because the school was never a high school. So they decided to, we didn’t have recycling in Qatar when I got here and our kids by their initiative came up with the reusable, like the wa water bottle stations. And they did a whole proposal and got the school to put in the water fountains so that the kids can use wow. And they banned, they banned plastic water bottles from the school. Nice. Like, and so kids are kids, you know, and that’s, that’s what I found when I came here, I was like, okay. So they may dress differently. They may have a religion. And that’s different than mine, which is often more, more like it than different from it. As we have more conversation with one another, but just kids or kids and they still love to lead and they want to have great schools and they’re excited about life and they care about this planet and they care about one another. And I just, potato potato, I just felt like I was home when I got here. You know? So I, I stayed because of the kids. Yeah.


Sam Demma (14:03):
That’s so cool. Mm-Hmm you mentioned over 20 teachers help with it and have participated. There’s other people I’ve spoken to on the podcast and outside of the podcast who sometimes tell me that these positions of student leadership or student council sometimes go vacant, cuz someone doesn’t wanna step up. How were you able to get 20 teachers interested, involved, and excited to help with this work?


Nicole Haire (14:29):
I think you have to be contagious. And I’m not saying that the people that struggle to get help are not contagious because I think people are exhausted right now. Mm-Hmm , especially in this time, like we haven’t launched our student ministry because everybody’s online and now we’re starting to, we’ve all got our legs under us. And it’s like, okay, let’s get student assemblies running virtually let’s, you know, there’s ways around a mountain, but you have to have energy to create energy. And when you’re running on low with your battery and everybody’s just in survival mode, because there’s so much new learning and teachers are learning technology while they’re trying to deliver curriculum and they’re trying to, you know, sleep. And it’s been D to try to do the proactive things, but it’s kind of like when you’re tired and you don’t exercise because you’re tired and then you eat potato chips because you’re tired.


Nicole Haire (15:21):
And then you exercise cause you’re tired. And it’s like a, a vortex of doom. I find that if you do the push and you get people rolling, the energy feeds the energy. And I think we, we were, it’s new also. There’s a little bit of a novelty attached to it here because we haven’t done it before. So people jumped in and were, were willing to get involved. And maybe I think in some schools, traditionally at home, the one person would be kind of tagged as you’re student advise, you know, the student council advisor and, and you’re stuck. It’s like a life sentence. And and other people might think, oh, that’s what they do. And there’s no room for me. And what I’ve always found with leadership is you have to sometimes ask, if you put out a, an email and say, anybody wanna be involved, you’re not going, you’re gonna get of crickets.


Nicole Haire (16:12):
Nobody’s gonna answer that. But when I’ve walked up to specific people and said, I’m just gonna tell you what I see in you. I see this, you know, trade in you. I think you have a lot to offer. Would you be interested? People are usually like really you see that in me because quite often they don’t see it in themselves and they would kind of like to, but they don’t really see themselves that way. And once they’re invited and once they get a chance to get their feet into it and, and the kids are, the kids are the energy. I mean, you can’t be in student leadership and not stay young for the rest of your life. You know, you go, you go to those leadership conferences and you just come back. Like the world is, is perfect. You know, you only took three kids with you and there’s always the crash, the crash that comes with, they go back to school and they’re like, ha, then the whole school’s like, , it’s always a bit of a downer. But then they, then they bounce back and they do great things. And it’s the same way that I think kids get other kids involved. It’s what adults do with adults, you know? And, and half the time it just takes an invitation.


Sam Demma (17:19):
Yeah. I love, I love that. Cause I think it applies to inviting anyone to do anything. Especially if you appeal to people’s your belief in their people’s abilities, especially like you mentioned when they don’t see it in themselves. Yeah. Have


Nicole Haire (17:33):
You, and to off and offer them support, I think is the other big thing mm-hmm , you know, like to just say to somebody, okay, you’re gonna do student council and take off and leave them with that big piece of, you know, the work to do. I think the, the scaffolding is important too. It’s sort of like a coaching mentorship gradual release, you know, you walk with them for a while and then they take off and do wonderful things without you. And that’s what I mean by working yourself out of a job.


Sam Demma (17:58):
Yeah, no, I like that. And it’s passing the Baton on really. You’re just sure.


Nicole Haire (18:03):
And building capacity, building capacity is huge.


Sam Demma (18:06):
You know, it’s like the relay the 4, 4, 100, you don’t just slap the Baton in their hand and just stop. It’s like you guys both run together and you slap it and then you slow down and they speed up.


Nicole Haire (18:15):
That’s an excellent analogy.


Sam Demma (18:17):
For sure. Yeah. And you know, this work is very transformative and sometimes you don’t see the transformation that a student or a teacher might have when being invited into student leadership. But I’m certain that over the years you’ve seen students change and transform and incredible, you know, you might be listening right now thinking that, you know, this year is different and you’re burnt out and you know, an educator listening might think, you know, they might, they might be thinking, what the heck did I get into if this is their first year teaching Uhhuh yeah. And a story of transformation might just be the thing they need to hear to remind them that this is really important work. And if it’s a serious transformational story that comes to mind you can change the name for privacy reasons, but I’m curious that you have any stories of transformation that you think are worth sharing with other educators to inspire them and remind the, then why they started teaching


Nicole Haire (19:12):
For, for teachers transforming or students,


Sam Demma (19:15):
Maybe one of each .


Nicole Haire (19:17):
Okay. Well, I can, I can tell a story about a teacher that was a first year teacher, I won’t say in which country. But that person came in sort of dear in the headlights, very, very fresh, very green and in a very challenging, you know, situation and was sort of thinking that she had to have it all figured out. You know, there’s some sort of false sense of, I don’t know what they teach you in teachers college, that if you show any, any weakness or any need or you know, need for support in your first year that you’re not gonna get your contract, or I don’t know what, but I never in my life have seen anybody start something new and not need that support. So I just keep, always saying to people, it’s smart. People who ask for help, like, don’t, don’t just take it on and try to do it by yourself.


Nicole Haire (20:07):
Let us know. And finally, she came to me in tears one day and she was just like, it much, I can’t handle, I’m gonna quit. I’m done. And I, we just sat down, we had a coffee and I told her the things that I saw that were strong and the things that I was willing to help her with. And I went into her classroom and I, I was in her classroom once a day for maybe two weeks and eventually still started extracting myself and she left her school because she was going to further her education go do her masters. And when she left, she was probably one of the strongest young teachers that I had. And she wouldn’t have said that about herself in the first year. And I think, I think we need to be kind to ourselves. Like I always say this to my children when they start, you know, talking badly, I’m always like, no, no, don’t talk about my daughter that way.


Nicole Haire (21:00):
Or don’t talk, you know, don’t say those things about my daughter to yourself. And, and I’ll just say, you know, you should treat your yourself and give yourself the same advice and the same cut yourself the same slack that you would your best friend, because you need to be your best friend. I think the biggest piece for teachers is to find some allies like Steven Covey says, you know, access your allies. And we’re not, we we’re in a very isolating profession in the sense that we surrounded by people all day. We have 150 kids on our rosters, but we go into our little silos and quite often we work in isolation. There isn’t great time for collaboration, you know, to get together, to talk things out. And I think it’s really important to carve time outta your day, to sit in this staff room, but only sit next to positive people.


Nicole Haire (21:50):
I’m sorry, I I’m, I everybody’s valuable, but if I only have 10 minutes to sit in the staff room, I’m gonna sit by someone who’s gonna feed my soul, not suck me dry. You know? So you have to be very strategic about who you talk to. And not just because not just likeminded people. I, I’m not saying not to open your mind a different points of view or, but some people are, are just negative because they’re negative. And you know, you can say a prayer for them and wish them the best, but you don’t have to allow them to steal your joy. And I always say, nobody gets to rent space in your head without your permission. So, you know, everything that happens, I choose how I react to it. I choose whether or not it ruins my day. I everything’s on a Richter scale of one to 10.


Nicole Haire (22:35):
I ask myself, is this a two or a 10? Quite often, it’s a one mm-hmm and just get on with it. You know? So I think we have to be patient with ourselves that our career is it’s a marathon, not a sprint. And the teacher I am today was not the teacher. I was in my third year when I thought I knew everything. Mm-Hmm I was just smart enough to be dangerous. Mm-Hmm so I think, you know, it’s possible to, to learn and grow if you open your mind and your heart and you just be kind to others and to yourself as far as students to transforming, oh my God, like, that’s why I do the work I do. I it’s like caterpillars and butterflies. And, you know, I think the biggest thing that I see with the students, both here and at home is a generation of kids that have been protected from struggle or are afraid of struggle.


Nicole Haire (23:29):
And I always tell the story and I’m sure you’ve heard it of, you know, the moth and the cocoon and the little girl comes by and she sees this moth and it’s struggling. And she takes the screwdriver and pops it open and the moth falls out and dies. And when her grandfather says, you know, what did you do? She said, I tried to help him. And the grandfather said, you know what? It’s in the struggle that it learns how to fly. Mm. And you know, so I have a student right now, who’s struggling. And we zoom once a week for 45 minutes and he just wants to talk. He just wants to talk about the things that he thinks about. And, and I, I see his struggle, but it’s good struggle, you know? And, and I think we’re afraid of this struggle. We think I don’t wanna be sad.


Nicole Haire (24:13):
I don’t wanna be challenged. I don’t wanna be disappointed. I don’t want to grieve. I don’t want to feel these things, but it’s through working through the feelings of these things that we build our strength, so that the next thing that comes, we’re ready for it. And I’ve seen students that thought that they were, you know, victimized by everything, around them, terrible things in their lives and, and realized that inside of them was this strength and this, you know, capacity to be happy to, to move through things and around things. I always say there’s many ways around a mountain. Like you, we don’t just have to keep slamming into the mountain. Like we can go off road, we can blow it up. We can, dig a whole under it. We can, you know, there’s, there’s always a way through. But I think it’s okay to embrace the struggle. Like I, I, it’s not supposed to be easy all the time. There’s gonna be happy days and sad days. And, and when I see a, a student learn that lesson and, and just embrace their journey, that’s when I know they’re gonna be okay.


Sam Demma (25:21):
I love that. So that’s awesome. And you mentioned a lot of educators right now are working silos, and that’s the whole reason I started this, this project, this podcast, and the hope that I’m so happy to hear this. Yeah. And, you know, you shared so much great ideas and advice, even just the simple ministries idea of someone’s listening and wants to turn their student council into many governmental divide and conquer. Yeah. I think it’s a really unique idea.


Nicole Haire (25:49):
Yeah. And, and I think everybody’s willing, nobody really wants to take on except for crazy people. Like the people I know love want to say that they’re gonna take on the whole student council. I mean, that’s a big job and, and only crazy people like Dave Conlan and marking Lynn that, you know, those people do stuff with joy. But if you said to, like we did at home the lady that was usually used to counting the money for the student council is like, would you like to be the advisor for the finance council? She said, absolutely. I can do that. You know, and somebody else was like, well, I have an interest in sports. I have no interest in, you know, running student activities, but we could do Dodge ball at lunch and, and do healthy living stuff. And it’s like, but then those people became the advisor for that council.


Nicole Haire (26:39):
Mm. And all of a sudden I had all these leaders in my school and they weren’t leaders before they didn’t have the opportunity to practice being leaders. And they just had their little poss of people and they, you know, so each, each just to finish that, what that is each council here, we have ministries, we have prime ministers here, there, we had presidents. So funny, I’m in no sense with prime ministers and in Canada, I had presidents. But anyway, we had a president’s council here. It’s called the prime minister’s council. And so each it’s sort of the nights of the round table. So each council has a prime minister, has a leader. And it’s chosen by the people who work with him and her. And they come once a month around the table. So this is how it would work. There would be like a, a student activity week coming up like Qatar national week, we celebrate the birth of Qatar.


Nicole Haire (27:34):
And the, the activities council would say, we wanna have like an activity every day. And the sports people would say, we’ll take one of the days. We’ll do Dodge ball teachers against do, okay. That’s done. The finance people will say, does anybody need to buy anything for this? You need supplies. You need money. They’ll do a proposal. And they’ll tell them how much money they can have. The communications ministry will say, do you need like announcements, posters? What are we gonna do with that piece? And the global citizenship kids say, you know, we should have a food drive. And at our school be like, we have a dance and everybody brings food and we do something and, you know, hunger for whatever. And it just, they just collaborate. Mm-Hmm , and it’s like a, it’s like a network and it’s so cool. And they support one another and they all have a different piece, but together they’re a whole student body ministry of the interior is the voice of the school, the elected council that deals with policy and meets with the PRI meets with the principal once a month to talk about student issues.


Nicole Haire (28:34):
And they’re the student voice. So if something happens at the school, it’s the prime minister of the interior who speaks on behalf of the students because he’s elected by the students or she is.


Sam Demma (28:44):
That’s so awesome. I love that. Yeah. Very cool. It’s like a mini society in the school. Yeah.


Nicole Haire (28:50):
It’s and, and everybody’s invested, right? So the more kids who are involved, the more it’s just like everything. Like, if you wanna do something, you say, you have to do this. I may or may not. Mm-Hmm , but if you get me involved and I’m part of co-creating what’s happening, and I have invested interest in it, when an activity happens, our kids are like, get involved because this is something that I’m passionate about and I’m excited about, and, and it’s contagious. It just, yeah. And you, you start with things that kids are interested in and over time they just, they start to realize it’s the culture of their school. And that’s what they want. A, a good school culture.


Sam Demma (29:29):
Nice. Yeah. And for all the keen educators listening, the keeners, I know you mentioned Steven Covey, I’m curious to know what are some books or resources that you’ve really enjoyed that have helped with your own personal development that you think another educator might, might fancy , you


Nicole Haire (29:46):
Know, I, well, and to be honest, I’ve read all the, you know, the Gladwell and all these types of books. But for me, the, the books that I have used, and I’m not doing this as a pitch to make money for anybody, but the Canadian student leader association has resources. Dave Conlin has been overseeing that they have books that I’ve used in my classroom called ones called activities that teach. And what I loved about them was we would have fun day Fridays, and you would just open the book and it would be like an activity. It tells you how many minutes it’s gonna take, what you’re materials are, how to run it, what the debrief questions are. My kids used to just my students, like when I was a teacher, they’d be like, is that fun day, Friday? , you know, like we would always do these leadership activities.


Nicole Haire (30:32):
And then we had climate days at school where we brought together a hundred kids and did sort of breaking down the walls, kind of fill void style stuff. Which completely completely changed the culture of our school, getting kids, talking to kids, they didn’t usually talk to. And just understanding that everybody has a story and it’s hard to hate someone whose story, you know, and you know, so that wealth of resources, I took those books. And when I got over here, I couldn’t carry them all. Also then I ordered them and Dave shipped them over and we’ve been using them here, spirit activities and just, you know, kind of fundamental values type leadership activities that are fun. But at the end of it, you go, whoa, I didn’t know. I just learned something. You know, kids, kids are having fun. They don’t know what’s happening until you hit them with the message. And then they never forget it. It’s, it’s sneaky, sneak attack


Sam Demma (31:27):
but it works,


Nicole Haire (31:29):
But it works. And those resources are fabulous. I’ll, I’ll be honest. I’ve used those the most.


Sam Demma (31:34):
Okay, awesome. I’ll make sure to link those in the show notes as well. And if anyone wants to get outta their silo and visit another farm, maybe talk to you a little bit and connect and have a conversation.


Nicole Haire (31:45):
Yes, absolutely. And I mean, we zoom like to me, we are, we’re blessed in a way this whole COVID thing has been, you can look at it one of two ways you can look at it as the, you know, the disaster that everybody talks about. Well, I wish it would get back to normal. I hope it never goes back to normal. I hope we go back to what we were before, because I think this COVID this big stop and think that we have had where it’s like everybody go to your room and stop and think . Yeah. Seriously, it gives, it’s given us an opportunity to reflect on what’s important in our lives about our own personal health and wellbeing. About, you know, I, in the COVID time where we were completely online, I started walking again. I started eating healthy. I was sleeping more there, you know, it was different stress, but there were other stresses that weren’t there anymore.


Nicole Haire (32:39):
My kids and I started zooming every Sunday. Nice. And I’ve been here for five years. We had never zoomed all of us together. Now we have religiously every Sunday, got it. We have family time and we zoom them to catch up my sisters. So we are in silos, but we’re in silos by choice. There’s there no excuse for us to be in silos. And I would love to talk to anybody that wants to talk. So, you know, I’m, I’m a few hours ahead of you right now. It’s almost 11, o’clock my time. But we, we seem to be able to make connections. And I, I keep in touch all the time through zoom and WhatsApp and we’ve, we’ve got all this technology and it’s like nuclear energy. It can be a weapon or a tool. And if we start using, I think the tools at our fingertips to stay connected instead of to keep us separate we have a hope of , you know, it’s like everybody together.


Nicole Haire (33:35):
I always say to my team at school sticks in a bundle or unbreakable, it’s like a Kenyon proverb. It’s like, you can’t break a bundle of sticks. You can break individual sticks, but you can’t break as if we’re a bundle. And I see it over and over every time someone’s, we keep in touch with each other, we’re checking in, you know, there’s perpetual chocolate in my office. People have places that they can go one other person a day just to check you in on you and say, they see you. I think having mentors is very important. And just, just to say hi, just to know that, you know, if I didn’t show up today, somebody would call my house and see where I was. you know, so it’s, that’s awesome. It’s about relationships. I think that’s, if we have those relationships, we have, we have hope.


Sam Demma (34:19):
That’s awesome. I, and if someone does wanna reach you and build a relationship what would be the best way for them to do so? Is there an email that’s best or?


Nicole Haire (34:27):
Or, yeah, sure. Yeah. I it’s it’s easy for me. It’s hairenicole2@gmail.com and it’s H A I R E like hair on your head with an E, but yeah, they can just email me and then if they wanna chat further, we can and chat or share resources or share stories, whatever. But I think I think people should, I mean, I’m not saying don’t contact me, but I think people haven’t even tapped into the resources that are right beside them. Yeah. The teacher next door. I always, in my notes, I give a challenge each week to my staff and a quote of the week and the challenge this week was go find somebody, spend 10 minutes with them and ask them how they are. And just reach out to that teacher next door. And we don’t know what they’re going through, you know, and, and you’d be surprised sometimes you have things in common with people that you think you don’t. Take 10 minutes to talk. Yeah.


Sam Demma (35:22):
Love that. That’s awesome. Well, thank you, Nicole so much for coming on here. So much positive energy, and I know everyone listening can feel it as well. I really do appreciate it, and I wish you all the best and I’ll, I’ll definitely keep in touch. And I, you know, one day maybe I can come to Qatar and say, hello.


Nicole Haire (35:38):
But I would, I would pay to work with you, Sam. I’m really, I have to say that when I meet young people, that just, you can, when you say you see potential, I’m just sitting here going, I’m gonna keep track of Sam, cause someday I’m gonna say I talked to him in 2020, but I think you’re a phenomenal person and congratulations for the work you’re doing. Thank you. I appreciate it. You’re most welcome.


Sam Demma (36:02):
I’ll talk soon, Nicole. Okay. And there you have it. Another amazing guest, an amazing interview on the high performing educator podcast. As always, if you enjoy these episodes, please consider leaving a rating and review so other educators like yourself can find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show. If you wanna meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and signing up to join the exclusive network. You’ll have access to networking events throughout 2021 and other special opportunities. And I promise I will not fill your inbox. Talk to you soon. I’ll see you on the next episode.

Join the Educator Network & Connect with Nichole Haire

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.

December 22, 2021 by Principals Student Activity Director Student Leadership Student Success Teachers Teaching Tips 0

Sara Daddario – English Teacher and Director of Student Activities at Kennedy High School

Sara Daddario - English Teacher and Director of Student Activities at Kennedy High School
About Sara Daddario

Sara Daddario is a teacher in Southern California who believes that all students can achieve if they know that they are seen, supported, and have a voice. She has been working with teens for 15 years teaching resilience, success maintenance and integrity through the subjects of English and Student Leadership. 

When she was little she told her parents she wanted to be a Jedi when she grew up, and figures that teaching is just about as close as you can get to that.

The Force is strong with her. 

Connect with Sara: Email | Linkedin

Listen Now

Listen to the episode now on Apple Podcasts, Spotify, or on your favourite podcast platform.

Resources Mentioned

Dr. Ellen Caldwell (Sara’s University Professor)

Anaheim Union High School District

TikTok Challenges

“These Kids are Killing me” (Tumblr) Blog

The Transcript

**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. Today’s guest is Sara Daddario. Sara is a teacher in Southern California who believes that all students can achieve if they know that they are seen, supported and have a voice. She has been working with teens for 15 years, teaching resilience, success maintenance, and integrity through the subjects of English and student leadership. When she was little, she told her parents, she wanted to be a Jedi when she grew up and figures that teaching is just about as close as you can get to that. The force is strong with her. I hope you enjoy this conversation with Sara and I will see you on the other side.


Sam Demma (00:47):
Sara. Welcome to the high-performing educator podcast. Huge pleasure to have you on the show here today. Why don’t you start by introducing yourself to some of the educators that are tuning in?


Sara Daddario (00:56):
Okay. Hi my name is Sara Daddario. I have been an English teacher and activity director for 14 years in Southern California. And I’ve, I think in those capacities, I’ve taught every grade level between seven and 11, for some reason, 12th grade still evades me. I get to teach seniors in my leadership class, but they won’t give me a senior English class. But you know, careers are long stuff. We’ll get there eventually. I’m sure.


Sam Demma (01:25):
That’s awesome. And did you know growing up from a young age that you wanted to become a teacher?


Sara Daddario (01:31):
No. and if you had told me at any age that I was gonna be a teacher, I would’ve told you, you were insane. I probably would’ve screamed profanity at you and laughed in your face. It was something that I came to way later in life and I’m, I’m so glad I think as a teacher, you really have to know who you are to be effective. And I think that not knowing that this was what I wanted to do, kind of gave me time to figure out who I was and the world, and I didn’t come to teach until I was almost 30. And I’m so glad because I had so much life experience to bring in with me.


Sam Demma (02:11):
How did you come to teach? What does, what did the journey look like?


Sara Daddario (02:17):
Okay. So when I started college straight out of high school, I’m first generation college graduate in my family. And the only reason I really signed up for college was because my friends and I found out we could get out of our senior econ class. If we went on the field trip to the junior college and while we were there, they immediately registered us. So really it was a, a planned, a ditch class that , but I I’m a musician, I’ve been a musician my whole life. So I a was like, oh, I’ll be a music major. And then I always kind of kept an English class in my back pocket and was like, oh, I took, you know, 12 music classes, but, and this one English class, cuz it’s easy for me. And I sort of kept going down that path and I realized sort of at the end, when it was time to transfer to a university like, oh, I don’t actually enjoy the study of music, but I really like English at the same time.


Sara Daddario (03:09):
I don’t know what I thought I was gonna do with it. And I was just like, I’m transferring as an English major. Still didn’t have a plan to be a teacher, but was doing a lot of volunt with teenagers. And it was funny. I went to the, I went to the university guidance counselor and was like, I don’t know what to do with my life. Like, I’m gonna get a degree in English. I don’t know, law writing. And she’s like, you have years of volunteer experience with teenagers, have you considered teaching? And I was like, oh, that’s a thing I should maybe think about and there was no going back for me. It was obviously the right path. The second I started doing it and started doing my pre-service hours in my credential program, I was like, oh, this is what I wanna do. And I tell my students, like when you’re doing the thing that you’re meant to do that saying like, you never feel do what you love and you’ll never work a day. And you, if like I get up at five o’clock every day, it has to be something I love to get up at five mm-hmm. like, I like sleep a lot, but I like teaching more. So that’s how I got here.


Sam Demma (04:08):
That’s that’s so cool. And do you still set aside time to explore your musical passions?


Sara Daddario (04:15):
Oh yeah, I do. Like just like hop. I mean really mostly at this point it’s probably far too many concerts on school nights that I, you know, shouldn’t be doing, but absolutely. You know, wh when there’s time, those are things that we love to do.


Sam Demma (04:30):
That’s awesome. And so aside from your guidance counselor, who seems like they really pushed you in this direction, or at least opened up your mindset to this op this option, did you have other teachers or people in your life that after you started talking about teaching kind of nudged you in that direction and what did they do for you?


Sara Daddario (04:47):
I have some teachers that that I a hundred percent credit for me being here and they’re they’ve happened at all times in my life. So I remember my 11th grade English teacher, Irene Matthews, who is now my neighbor, she’s long retired and she lives down the street for me. Nice. I see ire her out, doing her walk every day but she was the first teacher that I had that actually told me I was kind of a rotten kid. I was really in trouble a lot. I was not motivated. I was motivated by social things and not my school things. And she was the first teacher that said, Hey, you’re pretty good at writing. And you have a really good kind of grasp of reading. I think this class is something you can enjoy. And so from that moment, I sort of someone recognized that I was more than just a body in a chair and I had become like, oh, I have a gift for this.


Sara Daddario (05:40):
I should start trying and put an effort. And college is an English major. I had a professor who passed away a few years ago Dr. Ellen Caldwell. And she was just a teacher that I, if I ever could describe what I try to embody in the classroom. It’s this woman, it’s like an absolute acceptance of meeting your students where, where they’re at, but holding them to such a high standard and believing that they can get there no matter like it, with the right supports they can get there. And I didn’t even know when she was my professor that I wanted to be a teacher, but when I kind of decided I was gonna go into a credential program, I approached her about writing my my recommendation letters. And she said, this is absolutely the thing you should be doing. You were born for this, you’re helping other people in class.


Sara Daddario (06:30):
Like this is your path. And I was like, it is okay. And then just, I got so, so lucky at the beginning of my career. A and I don’t know, and some of these are people I still work with today cuz I still work in the same district I was hired into eventually. I mean, initially there was a lady that worked on the teaching staff, at least Bikeman at my school, first school I hired into and she I’d like teacher burnout is real because you’re new and because you’re good, they’re gonna ask you to do 500 things. I’m gonna protect you for your first two years and not get you on committees and I’m gonna get your feet under you. The person who was the district curriculum specialist was my mentor. I had administrators that were super encouraging and really fostered kind of personal connection with your colleagues and your students.


Sara Daddario (07:22):
And it’s almost, education’s kind of gone away from that kind of mentoring. In the last, I would say probably six or seven years, but having that foundation has allowed me to see like I should be that for other people. So I’m always reaching out to new teachers and giving them PEPs. And I know don’t wanna commit to being on this committee. But they’re the people that really kept me in it and having other teachers that I was colleagues with to look up to that I could just wander into their classroom and just observe and come away better is the best gift I have been given in my career. So I really think I was super lucky to just have all these amazing people that fall in my path.


Sam Demma (08:02):
That sounds like the perfect scenario, you know, like kinda it yeah. Like having great veteran teachers, having awesome mentors that walk up to you and are like, I’m about to protect you for these first two years. Like that’s, that’s like a gaurdian angel kind of thing, you know? Yeah. So you say that things have kind of shifted away from that in the past six, seven years. What, what do you mean by that?


Sara Daddario (08:27):
I think I see a lot of kind of trends in education. You know, I, I came into my career at the end of the nickel bee era when standardized testing was everything. Mm. And now we still have standardized testing, although it happens less frequently. And their kind of high stake testing happened fewer times in a student’s career. But, but definitely like there’s a lot of demand on a teacher now to perform more, to do more that teachers are not doing enough. And it’s funny, I think during COVID I don’t think there’s a teacher on the planet that felt like they were doing enough when we were all home because there’s nothing you can like there was, we could do. And we knew where those shortcomings were and we knew that those need and need conversations in the classroom with students that motivate them every day is the thing that keeps us go, keeps us going.


Sara Daddario (09:25):
But everyone is looking for like right now in education, there’s such a push for two things that I see. One and like student mental health supports, which is huge. Like students are screaming for it. Districts like mine are pretty progressive about getting students the support that they need and having recess resources for them. But but there are some that are just like it’s a family problem. That’s not our problem. And teachers who are struggling to help students kind of get to a point where they feel like they can seek out those supports or where their classrooms are safe spaces, where they can say this is happening in my life and it’s not okay. So that is a huge, it’s a huge thing that impacts us because whether a teacher is willing to accept the responsibility or not for a, a child’s wellbeing, that responsibility is still there.


Sara Daddario (10:19):
And especially for the, you know, at whatever your site is 54 minutes that you have them in the room, you have a responsibility to that child, whether you’re willing to accept it or not. Mm. And when you are a teacher who students share their stories with and share your lives with that becomes exhausting and crippling because there’s, your hands are tied so much. Yeah. but the other is the push for students to really, I mean, I teach high school and I see more and more now for students to sort of bridge that gap between high school and their adult life and make those transitions so much earlier. My district has many partnerships with like we have one with Google, we have one with Tesla and we have these pathways for students to, which are amazing opportunities. The campus I work, I work on has an artificial intelligence program that is, can make a pathway into a career and artificial intelligence.


Sara Daddario (11:15):
But when there’s that kind of pro pressure there’s, there also comes from the students. They don’t get that opportunity to be a kid and to just be a kid sitting in the stands at a football game with their friends on a Friday night. And so finding a way to bridge those gaps between the demands of sort of the world and the requests of the future on these students, and then allow them that last little bit of their adolescence that they get is, is a thing that’s really hard on us. I sit in my leadership class and I talk to them about, I have kids in here that are melting down because they, they don’t know what they wanna do for the next 60 years at 17. And they feel like their entire life is a failure because they don’t have that figured out and having the tools to have those conversations is hard. And that’s definitely a huge change from when I started my career and students were like, yep. Gonna go to college, I’ll figure it out. Like, and now they’re just live.


Sam Demma (12:13):
Yeah. You’re speaking to my younger self. I’m only 22, but I at 13 moved to a different country to pursue a dream and a goal. And then at 17 took a fifth year of high school and stayed back and then took a gap year and then went to university and then dropped outta university. Like I thought I was making your path. Yeah. I thought I was making all the wrong choices. Right. I think those conversations are so important. How do you, how do you think you’ve effectively tried to navigate those conversations so far in your classrooms? Like how do you have those discussions?


Sara Daddario (12:40):
I have an analogy I use with my kids all the time and, and they’re hysterical. I say, there’s a party on Friday night. How can you get there? And they’ll shout out a million answers. Like I’ll take the bus, I’ll walk, I’ll ride a skateboard, I’ll have a friend, I’ll call an Uber. And they come up with a, like, I love, I love the ones that are like, I’m gonna ask the pizza delivery guy to pick me up on his way, or I’m gonna hire sled dogs. Yeah. And I say, okay, all these ways that you get to the party, do they take the same amount of time? And they say no. And I said, right, it’s the same with college and the rest of your life. You’re on your own timeline. And you’re on own path. How you get there is doesn’t matter.


Sara Daddario (13:17):
Doesn’t matter how long it takes. You doesn’t matter how you get there. What matters is that at the end of the day, you’re happy with the choices you made and you get somewhere. And I think being a person who really struggled kind of just out of high school to know what I wanted to do, and everybody just kind of said, figure it out. I didn’t have mentors or th or people like that. But a, and being able to say to them, like I didn’t become a teacher until I was almost 30. Like, and I’m glad because I needed to figure out that that was the right thing for me is a, is an easy into for the kid. Who’s like all my friends, sorry, lunch, just standard. So that’s the bill. you know, all my friends know where they’re going and I have no idea what I’m going, what I wanna do with my life. And I tell them, you know, you’re gonna get to college and all your friends are going to realize that a business major, wasn’t what they really wanted to do. And they’re gonna change their major and start from scratch, or they’re gonna figure out that college wasn’t for them. And there were these other options, or they’re gonna find something that makes them amazingly happy and they’re gonna get out of their bus and they’re gonna hop in a car and go to their party. And it just matters that they get there.


Sam Demma (14:23):
I love that. That’s such a cool analogy. Did you hear that somewhere or did you just kind of come up with it?


Sara Daddario (14:29):
No it was just lots of years of talking to students.

Sara Daddario (14:33):
There you go. That’s Sara’s wisdom. There’s a lot of ways to get to the party. Just get there.


Sam Demma (14:38):
Did you have to navigate that as a child? Did you know, did you have no way to the party and you just started calling the pizza person?


Sara Daddario (14:45):
Kinda I was a child that grew up with a pretty significant amount of trauma. I have my mom was a single mom. I have, fortunately, I have four parents, which is great. You know, my parents divorced and remarried, but when I was in high school and I was navigating that they were sort of sorting out their own lives. As adults now, it has been nothing but character building. Like I said, I have the great, the best relationship with all of my parents, but at the time I grew up in a different time and, you know, parents weren’t as focused on their kids in the eighties and the early nineties as they are now. So I didn’t really have anybody to help me figure that out. I had a counselor in high school who, this is maybe my favorite, favorite thing about career.


Sara Daddario (15:31):
I should have mentioned her as a mentor earlier, but she was a brand new counselor, my senior year of high school. And I got myself into a situation in high school where they weren’t entirely sure I was going to finish. And thankfully I overcame the, the struggle that I was going through and finished very high in my class did very well, but that counselor kind of never gave up on me and said, you know, you’re, where are you gonna go to college? You gotta go to college. What’s your plan? And I was like, I don’t know, I’ll go on the field trip. You know, like I mentioned, and then it was about my third year of teaching because in education there’s always budget cuts and shuffling. And I got moved to a, a junior high site and it was that same counselor.


Sara Daddario (16:12):
It was for last year of her career as a counselor. And I got to be her colleague. Wow. and so she really like made such a huge impact and, and you got, I got to kind of see the scope of her life and what I was doing, but she was that person for me that said like, you know, she was the one with the pep talk that said, and I, of course at 17 was like, okay, lady, whatever. . But to be able to kind of reconnect with her as an adult and look her in the face and say, no, I’m here because of you and your life has your career has directly affected mine. And now here we are together is a pretty cool thing.


Sam Demma (16:49):
And not only does those experiences occur with colleagues and teachers that taught you, but I’m assuming that now it also happens with you and your former students, right?


Sara Daddario (16:58):
Yes. Yeah. And you know what, thank God for social media, because I know we see so many negative things on social media, but I think we gotta, I I’m, I’m making an argument with my district right now that because of these TikTok challenges that are happening that are so negative , they’re like we wanna challenge kids to do a weekend on social media. And I’m like, why don’t we challenge ’em to do something positive with it instead. Yeah. But because of social media, I’m still connected to so many students that I’ve taught. I’ve been invited to their weddings, I’ve held their babies. And I don’t feel like I’ve been a teacher that long. I don’t feel that old, but I am. And so I’m waiting, I know some time in the next few years I’ll get the first, oh, you were my mom’s teacher. And that I hear about that from colleagues and that’s what I’m waiting for. So


Sam Demma (17:42):
That’s so awesome. Yeah, that sounds great. And I’ve talked to other educators and they’ve told me they have a, a rainy day file on their desk where they keep all the thank you notes from past kids. Is that true?


Sara Daddario (17:52):
Yes, that’s true. I had a really, really great administrator my first year teaching, who said, keep an envelope in your desk, put all that stuff in there. And if a couple years goes by and you haven’t put anything in the envelope, maybe think about retiring. So we all have it. And we all, it’s great. Sometimes you pull out and you have a good cry and sometimes you pull it out and you go, I have no idea who this kid is anymore, but all right. I thought I made an impact. sometimes you pull it out. And, and the ones that I love the most are the ones with the kid that is the biggest pain in the butt. That is never absent. That is the reason you grind your teeth at night. You know, the one that makes you question every choice you’ve ever had, and that you would never name your child. That, because that name is forever ruined because of this child. I have notes from those kids. Yeah. And those are the things, or I have work from those kids, cuz that’s a good reminder. Like if I could got, if I could get that student to be successful, then I need to keep doing this.


Sam Demma (18:50):
Amazing. And you know, because there’s a lot of negativity going on right now in the world. I’m curious to know if one of those stories of transformation kind of sticks out in your mind. Maybe there’s one kid you can remember or think of and something that happened. And if it’s a very serious story as well, you can change their name. You know, we can call them Bob or something, but curious.


Sara Daddario (19:10):
Yeah. There’s tons of them. Oh my gosh. I have so many I think, okay. So I, I don’t wanna get political in this, but I always, when my students are frustrated with something, like my district has a very strict dress code policy that the students can argue is gender bias. I, I kind of take a, you can complain about it or you can do something about it. Mm. So I had this student, he was a freshman. I had him about six years ago. I’m going to change his name to Michael. Nice. And we’re gonna refer to the student as Michael. So he’s graduated now and gone on with his life. But when I had this student as a freshman, he was really impossible to connect with. And that’s the thing that I strive to do in my classroom. I tell my students on the first day, I, if you don’t like English, that’s okay.


Sara Daddario (20:06):
Like if you hate reading, if you’ve been fake reading your whole life, or if you have never written a paper, if you are very familiar with the spark notes website for every assignment you’ve ever been given that’s okay. But you’re gonna know in this room that someone sees you and knows what you’re doing and is connected with you. And no matter what I did, I could not connect with this student. And the behaviors were escalating and we did data dives into family history. We had meetings and, and meetings and I couldn’t connect with the student no matter what I did. And then the election happened the first election when president Trump was elected to office and the next day this student came in and was visibly shaken up. And I said, I said, just off the cuff, like, Hey Michael, I know you don’t trust me, but will, you know, if you wanna talk about something I’m here for you.


Sara Daddario (20:59):
I know I’m not the person you connect with, but talk to someone. And he held back after class and it was because my class was right before lunch for him. And if a student wants to stay in at lunch, like of their own free will is pretty serious because nothing is going to make a high school child miss lunch. So he said, can I talk to you? And I was like, sure. And I sat down and he said, you know, I feel lost right now. I feel scared. I feel afraid, but I feel like I have to do something about it. This student then became the biggest proponent of student voter registration, student education. He’d be out there at lunch, telling people I don’t care who you vote for. I don’t care where your politics are. I don’t care if you agree with me, if you wanna sit down and talk about it, we can talk about it.


Sara Daddario (21:41):
But I care that you do something because not enough people are doing something and to get to see that student really struggle and then take action and become like this amazing student who was participating in youth in government day for the local city. And has gone on to study politics in college because this was a moment. And all I did, he did not wanna connect with me at all. But when he was, he knew my room was a safe space and I would guide him to help take the action he needed and he took it. And that, that is one of the biggest things for me, because it’s so affected his life. I have students that have come out in my class with, you know, and, and students have changed their gender identity. Students who have been the Vic victims of bullying have confronted their bullies in my classroom and to watch them become whole and go out and live these amazing lives. And knowing that my room was the safe space, where that happened is absolutely the reason to show up every day.


Sam Demma (22:44):
How is that safe space created? I’m like, I would assume that every educator listening is like, I want my kids to know that they can come to me when they’re scared. You know, what, what do you think allows your students to have that level of trust with you?


Sara Daddario (22:56):
Okay. So I think it’s a bunch of things. I believe really strongly in the say, do ratio. And so when I go over that with my students, and that’s what percentage of what you say you’re going to do, do you actually do? And I live that every day with my students. If I say, I’m going to come find you in another class to check up, to see you’re okay, I’m gonna do that. I’m a child of divorce and thank God. My dad said repeatedly as a kid, like to us, when we were kids, if I say, I’m gonna be there, I’m gonna be there. And that was a value that, that was kind of instilled in us. You’re worth is the most important thing that you have, and it reflects your character. Two, the other one comes from my mom and my mom, my mom, when she, she, my mom passed away a few years ago, but she was a lady who her entire philosophy in life was you love people as hard as you can.


Sara Daddario (23:49):
And when they are difficult and they push you away, you love them harder. whether you like it or not. And if you are struggling with loving somebody, then that’s your problem and you need to get better at it. so I think that’s another thing that I really kind of use with my students. They are loved and accepted in my classroom. It doesn’t matter how awful they are that day. And certainly we have those days. But they know when they come back in the next day, they get a fresh start every day. So keeping your word, creating a space where a student knows they’re seen and valued and safe and creating a space, a community where they really know each other. Hmm. I utilize social contracts in my classroom. So my students, my students create the environment they want to be in.


Sara Daddario (24:32):
Which if I, I, it’s funny, I’m in my boardroom and there’s two doors and the, this quote is on one, but the social contracts on the other one, and I can’t like turn for you to see it. That’s okay. They come up with the most amazing things and they sit in groups and they have discuss about what do we want this room to be like for us? So they create their own environment. And all I do is I hold them to it. And I say, no, we said, we were gonna do this. Are we doing that? And do we need to change that? So giving student voice in your classroom, giving them choice and supporting them unconditionally, knowing that they’re not gonna hold a grudge with them is kind of the best way to create that space and giving them a fresh start every time they need it. I don’t know what I’m doing every day. I can’t imagine a 14 year old knows or is in control of their emotions every day. Yeah. Oh, and I teach , I should tell you this. I teach freshman English, but I teach it to RSP students in English learners. So I have the toughest population on our campus at the you age. Like, and I I’m their favorite class. Like, so if I can do it, anybody can do it. yeah.


Sam Demma (25:33):
I love that. That’s so cool. That’s such like a, and you probably feel so fulfilled cuz you’re doing such meaningful work, you know, every educator should.


Sara Daddario (25:41):
Feel fulfilled. I feel tired.


Sam Demma (25:44):
Yeah,

Sara Daddario (25:46):
But I feel


Sam Demma (25:48):
Well, maybe you gotta stop doing those after-school concerts, Sara. Totally joking. But oh, this has been awesome. If you could go back in time and give your first year yourself in education as a teacher, one or two pieces of advice, knowing what you know now, what would you tell your younger self?


Sara Daddario (26:07):
Get involved with something you love on campus? I work with the student leadership program and I, my third year teaching another amazing teacher mentor, Alan Carter said, Hey, I want you to come advise this class, cuz I think it’s the right fit for you. And I’ve been working in student activities ever since because that, for me, I love teaching all students, but getting out of bed and making an impact to my campus through my student activities program is the reason I get outta bed, my leadership kids like that time that we’re spending, setting up an assembly or a rally building balloons. And I get to watch them kind of put on this creative, amazing event and they’re goofy and they’re silly with each other. Like I live for that. Yeah. Because I get to see their work pay off. And if I would’ve, it’s not something I would’ve ever thought of being involved in.


Sara Daddario (26:58):
If this other person didn’t say you need to have something in your day, besides teaching, besides grading, besides parent phone calls, like find something you love, even if it’s advising a club, that’s one of your hobbies. Something that you have in common with students, find a way to put that in your Workday because that’s your break. That’s your Oasis in the middle of the day. And then the only other piece of advice I would give is remember that parents so rarely hear positive things about their kids, especially the really difficult kids and try and find something positive to share with their families because they wanna hear good news sometimes too.


Sam Demma (27:36):
Love that. That’s such a good piece of, I actually never heard the second one before on the show, so that’s awesome. that was fresh. Well, nice. There you go. If someone wants to reach out to you ask a question or just get in touch and it’s another educator listening, what would be the best way for them to do so?


Sara Daddario (27:51):
Email (daddario_s@auhsd.us) and I will make sure that you have my email so that you can attach it somewhere. Cuz my last name is very long and complicated it Italian’s gotta love. Yeah. So but email’s the best way to get to me and it may take me a couple of days to get to you because I’m an activities director and we’re in homecoming season. So the emails are long. But I will, I will answer your question. I’ll try to help. I also write a teacher blog on Tumblr. If you’re on Tumblr, the last social like Tumblr will be the last social media standing after everyone dies. So find “these kids are killing me” is the name of my tum bug. So you’re welcome to come to find me there and we can talk about PD.


Sam Demma (28:36):
That’s awesome. Sara, thank you so much. I know no one can see the video, but I’m surprised you didn’t use your hands like this the whole time.


Sara Daddario (28:43):
I’m keeping ’em below the screen.


Sam Demma (28:46):
That’s awesome. But thank you so much. This has been great. Keep up the awesome work and we’ll talk soon.


Sara Daddario (28:52):
Thank you.


Sam Demma (28:53):
And there you have it. Another amazing guest, an amazing interview on the high performing educator podcast. As always, if you enjoy these episodes, please consider leaving a rating and review. So other educators yourself can find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show. If you wanna meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and signing up to join the exclusive network. You’ll have access to networking events throughout 2 20 21 and other special opportunities. And I promise I will not fill your inbox. Talk to you soon. I’ll see you on the next episode.

Join the Educator Network & Connect with Sara

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.

December 22, 2021 by Experiential Learning Student Activity Director Student Leadership Student Success Teachers 0

Scott Mclnnis – Leadership Teacher and Teacher Librarian at Selkirk Secondary School

Scott Mclnnis - Leadership Teacher and Teacher Librarian at Selkirk Secondary School
About Scott Mclnnis

Scott Mclnnis is the Leadership Teacher and Teacher Librarian at Selkirk Secondary School.  Scott is passionate about helping students appreciate the fulfillment in helping themselves and their community at large.  When Scott is not in the classroom you can find him outdoors, moving his body and doing something physical.  

Connect with Scott: Email

Listen Now

Listen to the episode now on Apple Podcasts, Spotify, or on your favourite podcast platform.

Resources Mentioned

Selkirk Secondary School

Adam Grant (Author and Thinker)

The Transcript

**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. Today’s guest is Scott Mclnnis. Scott is the leadership and teacher librarian at Selkirk Secondary School. He is passionate about helping students appreciate the fulfillment in helping themselves and their community. Scott reached out about doing some programs with his leadership class and school community. We built a great relationship and it was an honor and a privilege to interview him today on the podcast. I hope you enjoy our conversation. Scott, welcome to the high performing educator. Huge pleasure to have you on the show here today. Why don’t you start by introducing yourself for the educators who are tuning in?


Scott Mclnnis (00:50):
Sure. Sam, thanks again for the invitation thrilled to be here. I, have enjoyed meeting you and having discussions about what you do for kids in schools and yeah, just thrilled to little bit more about with you about that today. So yeah, my name is Scott Mclnnis. I teach at Selkirk secondary school in Kimberly, British Columbia. I teach at grade 10, 11 and 12 combined leadership class. And I’m also the teacher librarian here. So I deal a lot with grade 12 careers, getting them prepped for university academic study blocks independent study courses, things like that. So a bit of a mixed bag. Yeah.


Sam Demma (01:30):
And what, what got you into education? Tell me a little bit more about your own childhood growing up, going to school and what led you down this path?


Scott Mclnnis (01:38):
Sure. Sure. it’s probably my earliest memory of being drawn into education was I, I I got involved in ski instructing when I, when I was living in my hometown in Ontario, just outside of Peterborough. And I remember I was, I was 15 years old and, and after getting my, my level one certification, they kind of thrown me to the Wolf, the, with sort of 15 or 16, four year old kids. And, you know, having just to come up with personal strategies of how to manage those kids, keep them busy, keep them safe, all that stuff. I, I just, I realized that, you know, not only that we could, we could also have a great time. I just, I, I kind of knew back then that I had a bit of a knack perhaps for with, with kids specifically.


Scott Mclnnis (02:29):
I, you know, after that, I, I, you know, admittedly was kind of a lost late teen and early 20 person. I went to university hoping to become a, an airline pilot but you know con enough nine 11 happened kind of the first week of, of my schooling. And so I went, you know, a couple years at university, not really knowing what I wanna do, studying history and other humanities courses that I was interested in and yeah, finished my degree. I had all my roommates and my friends were enrolled in an education program at that time. So they were kind of, they had their plans set and were moving forward to becoming teachers where I really didn’t have a plan. You know, I, I finished my undergraduate degree at ni university in north bay, Ontario. I, and I, I worked for a little bit kind of, kind of worked you know, more in the trades just kind of as a laborer and, and, and sort of just, you know, passing time, I guess, so to speak, trying to figure out where my niche was in life.


Scott Mclnnis (03:33):
And then I, I took an opportunity and kind of through caution the wind and, and decided to go to South Korea to teach English. I had a couple of friends over in Asia that were teaching and said, it was a great time. It was, you know, adventurous, you made good money. So I thought, you know I’ll give it a try. And I went over there working in an elementary school. They had a big influx at the time the government of South Korea was implementing having a native speaker and every public in the country. So yeah, I took a full advantage of that and just had a wonderful experience. You know, some of the best memories of my life are, are over in South Korea. I stayed there for two years. Really got my feet wet as an educator.


Scott Mclnnis (04:14):
Yeah. I came back, took my education degree again at Ning. And following that, I, I moved from Ontario here to British Columbia, again, sort of the same idea, sort of following a, a job opportunity at a small independent school here in Kimberly where I was teaching music and general studies to sort of kindergarten to grade six. An opportunity came shortly thereafter to become an administrator. So I was principal to school know by the time I was in my early thirties there which was again an incredible experience as an educator. And then I just decided to you know, sort of spread my wings a little bit and ventured into the public system where I became high school educator. So you know, at the secondary level, I’ve only been here for sort of three, four years, but I really love the love, the experience. I feel like it’s a different kind of energy. I didn’t have so much Gusto, I suppose, for you know, putting on snow pants and tightening boots and things as I did for sort of the intellectual challenges that, that high school afforded. I just, I just found it was sort of a change for me personally, that I needed. So yeah, I’m really happy. I made that choice. And here we are today.


Sam Demma (05:22):
Do you remember any of the, the Korean you learned while you were there?


Scott Mclnnis (05:25):
You know what, that’s such a good question. And there’s a, a great gentleman here. That’s a business owner in Kimberly that’s Korean, and I’ve been trying to speak a little bit more with him, cuz it was, you know, this is 12 years ago and I can still read and write, okay. It’s a very, it’s a kind of language that makes a lot a sense to read and write it. It’s very fanatic. But my speaking, I did admittedly kind of lose it and I’ve, I’ve been trying to practice with this gentleman, just gentleman young which has been a ton of fun. He, he get a, he gets a kick outta me, so yeah, trying to, trying to get back into it cause I really, I really don’t wanna abandon it. Totally. So no, that’s been a fun process as well. That’s awesome.


Sam Demma (06:04):
That’s so cool. Yeah. And you’ve, you’ve done so many different roles in schools, you know, not only different roles, but different locations, Ontario, BC, Korea. What do you enjoy the most about the teaching profession? Like what keeps you hopeful and motivated and inspired to show up every day and continue doing what you’re doing?


Scott Mclnnis (06:24):
You know what, I, that’s such a great question. I ask myself that a lot and I think it changes you know, it has evolved as I’ve become you know developed my career I suppose, but you know, now it’s definitely trying to help kids to make a difference and to, to, you know, set kids, especially kids that are vulnerable onto the right path in life and, and trying not to have them slip under the cracks a little bit. You know, that’s, that’s how I spend the majority of my time is going into my way to make sure that you know, I know that those kids have a tough home life or you know, they just have had bad breaks in life or they don’t have all the opportunities that most of the other kids have. I try to put forth as much energy as I can into helping them succeed.


Scott Mclnnis (07:12):
And for me that that’s the ultimate passion and enjoyment I get is, is helping other people you know, before I think it was, you know, as a younger man in my late twenties, it was more, you know, setting myself up for a career, maybe making money, buying a house. It was, it was more personal development in my, you know, just sort of setting myself up in general life where now is it’s, it’s all about the enjoyment of helping others. That’s where I find, you know, the meaning and passion of the whole thing. And I hope that continues until the, the day I retire.


Sam Demma (07:44):
Yeah, that’s awesome. And that kind of makes sense as to why you teach leadership as well. Right.


Scott Mclnnis (07:49):
It does. Yeah, it does. And it’s, you know, in the leadership class, there’s, it’s a mixed bag of everybody. You know I do get a lot of vulnerable of students in there that try to learn maybe some, some life skills. So it’s, it’s really important to me that they they’re heard and they’re given some opportunity to get out in the community, do some good things, cuz then they can also hear that passion that I’m talking about. Right. Helping other people they, they feel that sense of pride too. So, yeah.


Sam Demma (08:17):
And when did you start teaching leadership in your career journey and what actually kind of pushed you in that direction to take it on?


Scott Mclnnis (08:25):
Sure. Yeah. It, it wasn’t so much of a I guess a choice per se. It was part of the contract that I accepted here at SU secondary. Yes. And I just, I just found, it was one of those things that was meant to be when I got here. It was the vice principal at the time was teaching. There was only seven or eight kids and we were working outta the library. There, it was a new program at the, at the high school here. So there wasn’t, we were still developing the structure and the curriculum and all that stuff and I’ve, I’ve taken it and run with it. And now we’re, you know, full at 30 kids with a waiting list, full semesters and it’s, it’s really taken off. So yeah, I’ve, I’ve only been doing it now. This would be my fourth year with a co every year’s changed, especially because of COVID, it’s been kind of, you know, retooling how I do things, but I think it’s been great for me and, and, and for the kids to have, you know, some of them in grade 12, it’s their third time taking leadership and to, to try and develop a course that meets everybody’s needs, whether it’s your first time or your third time, I think has been a great challenge for me.


Scott Mclnnis (09:24):
So, yeah,


Sam Demma (09:26):
That’s awesome. And this will sound like a silly question but I think it’s important to ask, you know, for other educators listening, who don’t maybe even have a leadership class in the, or school or mm-hmm, have never been involved in leadership activities. Why do you think leadership is important? Like why do you think the class and the curriculum is important for the students that sit in your, in your class?


Scott Mclnnis (09:45):
Such a, a great question, Sam, and I think, you know, it’s not a program that’s offered at every school. I know in our district locally here, I’m the only one really that does it at this high school because it is, it is pretty demanding. So it’s, you know from a teacher’s perspective, there’s a lot of out of the timetable stuff that’s required. So I think it’s extremely important because it, I get kids out in the community sort of their, their summative project, so to speak their, their final exam is a community action project, or they’ll go out in small groups and, and, and have a a can drive for the food bank or they’ll volunteer at the youth center, or they will support the junior hockey team during home games, or just all these little different pieces that actually, you know, when we look at the, excuse me, some of the leadership theory that we learned throughout the semester, they really get to, to get their hands dirty and, and explore some of that in more detail.


Scott Mclnnis (10:40):
So yeah, for me, I think the importance of getting out there and, and understanding the importance of being involved in community is the biggest aspect of that course that I think kids can take away from it because it is a lifelong thing. You know, one, you, you understand that again, helping people in your community is an extremely valuable and important and fulfilling role that never leaves you. So I, I just think it’s really important for kids to learn that at a young age and hopefully they can pass that on to their families one day or in whatever other avenue they’re, they’re pursuing, because I do, I do know that they feel it important once they actually do it.


Sam Demma (11:19):
Yeah. And then it’s their job to make it cool. Right.


Scott Mclnnis (11:22):
Yeah,xactly. Everything in between is just about having some fun. Right. you know, just kind of the goal-setting piece and really understanding who they are as a person. I, I, I think, and, and, and, you know, definitely pushing people inside of their comfort zone. I get so many students in my classes who are like, I, you know, day one, they are just so nervous to get up in front of the other class and give a speech or a, a short presentation. And that’s, that’s pretty much all we do, you know, for our, our, our assignments in class is you teach kids about something that you’re passionate about or you know, we’ll look at some different examples of inspiring leadership from around the world. And, and so to see those kids that, that go from, you know, I can’t do this to, that’s not so bad. I can, now I can do this. Anytime I think is, is really cool for them to witness as well for their personal development.


Sam Demma (12:11):
Yeah. That’s so true. And I’m sure, or even you as a teacher probably had moments just like your students where you thought, holy crap, I don’t know if I can do that. And you probably had examples of other people, whether it’s mentors or, you know, veteran teachers, you know, kind of take you under your wing. And I’m curious to know if you had mentors along your educational journey. And if so, you know, do you remember some of their names and what they did for you that had an impact?


Scott Mclnnis (12:34):
I do. I actually, it’s funny cuz probably, I don’t know, a month and a half ago, I, I actually got in touch with one of my mentors. He was my high school PHED slash health education teacher and also my basketball coach. And I reached out to him, he’s still teaching at the high school I went to and he’s actually retiring this year. And just, just to get in touch with him again and, and just say, you know, hello, stop in how much I appreciated. You know, his, his passion spilling over into me. Like he taught he really more than anybody taught me how to be a man and how to be respond for my decisions and how to again, take responsibility over things. That for me, that’s the one that really stuck out early in my life. Again, I was, I was not the best student.


Scott Mclnnis (13:26):
You know, I wasn’t always doing the right thing or making the right choices. And he was one of those guys that just pulled me aside and said, smart enough, you got all the tools it’s time to use. ’em Like, you know enough’s enough kind of thing, but in a, in a very kind and gentle and, and supportive way. Mm. So yeah, Craig ne he’s, he’s the man out in Peterborough, Ontario at Thomas, a Stewart secondary he’s, he’s the guy that really sort of set me on a path for growing up more than anything else. But you know, as I got into the profession later when I started at again, the small independent school here in Kimberly, the founder, one of the founders at school Ursula, Solado, she, she was just so passionate about serving the community and serving kids that, that, that really just it, although maybe I didn’t realize it at the time, that’s also what I was all about.


Scott Mclnnis (14:19):
And I think she was just able to bring that outta me. She was so supportive, you know, there was times in my first you know, month as a teacher, I wanted to quit. I just found the planning so hard in the marking and was I doing the right thing, you know, having really tough days. And, and she was the one that was just like, yeah, just press on. Like, it gets easier every day. You’re in the right business. You’re good at what you do. And, and so, yeah, I’ll never forget her love and support especially early in my career. Sort of as a full-time educator, it was really, really important for me to have that. So yeah, those two for sure, really stick out in my mind and I’ll, I’ll never forget you know, the things they said and did for me along the way. Cause I, I wouldn’t be here if it wasn’t for them, for sure.


Sam Demma (15:06):
Shout out to Craig and Ursula yeah, you got it. That’s awesome. I think we also learn not only from other people, but from our own experiences. I think that’s one of the biggest Wells of learning we can pull from. And I’m curious to know what learnings you’ve had. Maybe there are some road bumps along your, you know, teaching journey or things that have happened in class or outside of class and you reflected on it and, and realized something that you might think could be beneficial to another educator.


Scott Mclnnis (15:34):
Yeah. I think, you know what it’s, especially when people are getting started you know, it’s, it can be, it can be a challenge in this business early on. I think it, you have to have the confidence in yourself to believe that you’ve made the right decision, you know, sort of for hopefully the rest of your career. Yeah. And I know like teachers have a, have quite a high burnout rate, but I think it’s, it’s that sticktuitiveness that you know, is, is extremely important for young educators. I know for me, it was, you know, I always had the message growing up, whether from my parents or from even the two mentors that I mentioned that, you know, what, when, when the tough, when the going gets cut, tough, the tough get going, sort of thing, you know, you can’t just fold and, and, and quit, cuz that’ll be your go to all the time when things get hard, you know, you have to face that and overcome challenges because you learn from it and you grow as a person that makes it tougher.


Scott Mclnnis (16:28):
And you know, I’ve had just lots of stories that like the at growing up where, you know, life wasn’t necessarily easy. But instead of just saying, you know, throwing my hands up saying I quit, it’s it’s press on. And I think, you know, even the decision to, to, you know, in my early twenties of packing up and going to, to South Korea, I mean that wasn’t, that wasn’t easy to, to be on your own and to haven’t make really, really hard to decisions on your own. You know, that’s what I try and, and instill upon the generation of kids these days is, you know, what, you have to try your best to have the good decisions, maybe outweigh the ones that you reflect on and think you had of, you know, you could have done better when it, when the times are tough. So yeah, I think, I think more than anything, it’s just, it’s just to be resilient, you know? And especially, I know it’s, I know kids have a tough time these days with, you know, a lot of different things that I know I didn’t necessarily have as an influence in my life. There’s a lot of different social pressures and anxieties and things out there. But I think if we can build resiliency in kids at an early age, then it’ll really help them moving forward.


Sam Demma (17:39):
So, awesome. I love that. And I couldn’t agree more, I think, yeah, COVID was a, an example of trying to build resiliency, right. We were all going through the same situation, definitely in different boats, as someone else told me, you know, some people had yachts and others had little dinky boats with no paddles. Right, totally. You know, the situation was similar. And the fact that we were all faced with a challenge and we had to figure out a way to overcome it. And I think that although it’s been so difficult for students, it’s actually building the resilience with than them. And I think it’ll make their futures a lot easier. for it. I think they’ll be a lot resilient, more resilient in their, in their future career choices and also their own other difficulties that might come up in their life. I’m curious to know if you could go back to year one and kind of impart some advice on, you know, year one, education, Scott what advice would you give you younger self?


Scott Mclnnis (18:31):
Oh boy, that’s a really good question. I think, I think to take advantage of opportunities that are, that are presented, you know and, and to give, to make sure that you’re doing self care, you know what I mean? Like, as, as a, and just to clarify, Sam, you’re asking as a first year educator, you’re asking what’s, what’s what I go back and tell myself. Yeah. So yeah,


Sam Demma (18:52):
First year, first couple years.


Scott Mclnnis (18:54):
Yeah, definitely. It’s number one is save all your stuff you don’t ever think that any resources that you’ll, you know, never use again, won’t be helpful cuz they are. And, and number two is just make sure that you have time for yourself, right? Like we, we always do talk about that, that you know, you can’t be at your best self unless you’re feeling, you know, the best that you can. Mm. And I think, again, it’s, it’s a tough job in the first couple of years, you have to make sure that you, you know, when it, the time rolls around that you put things away and go home and, and do something that you enjoy because again, it can be overwhelming at times and, and, and some of the demands can be quite the pressure cooker, but it’s, it’s, you know, for me, I, I don’t think I did a great job of that.


Scott Mclnnis (19:39):
And it was you know I think it did have some impacts just on, on, you know, personal relationships and maybe a little bit of my personal health, but you know, after hearing that from, from more seasoned educators, like, you know, it’s got you just, you gotta, you gotta shutter down man, and, and take some time and, and, you know, make sure you’re skiing on the weekends or, you know, whatever it is to, to take that time for yourself. Cause it clears your head and there’s, there’s, there’s, you know, no question about it, that it, it works. So I think if I could change something, it would just be that, you know, take a little more time for myself and, and things would’ve worked out just fine also, and not be so sort of stressed about doing the best job all the time. Cause there’s a lot of factors that are outta, outta your control as an educator as well. And no matter how well you plan for a day, it’s not gonna work the way you thought. So yeah, just make sure you’re at the top of your mental game, I think more than anything by pursuing your passions, for sure.


Sam Demma (20:32):
I love that. I think there was a quote I saw by Adam Grant and someone’s auto email responder that said play is not a, excuse me, , that’s cute. The auto responder said play is not something that should be an after the fact thing that you use when you have time play is actually something that exists. It should exist on your to-do list. And I’ve read that quote. And I was like, whoa, that’s so true because we actually put ourself into an amazing mental state when we are enjoying life and you’re gonna do better work when you’re enjoying things. right.


Scott Mclnnis (21:08):
Totally just, you know, I agree with you, Sam, not only should it be on your list, but it should be near the top. I mean, it’s, you know we are better when we’re, when we’re happy and when we’re, you know, fulfilled doing the things we want. So no question about that. Ah, I love


Sam Demma (21:22):
It. I love it. Scott, this has been a great conversation. If an educator’s listening feels a little inspired or wants to ask a question or figure out how they could grow just as nice a beard as yours although no one can see it right now. What would be the best way for an educator to get in touch with you and reach out?


Scott Mclnnis (21:37):
Yeah, sure. Email me anytime. My school email is Scott.McInnis@sd6.bc.ca. That’s my school email reach out. I’d love to hear from anybody, especially those teaching leadership, share some resources with you. Yeah, just have a general chat. It’d be always nice to, to develop those networks. So yeah, anytime.


Sam Demma (22:02):
Awesome. Scott, thank you so much. Great chatting with you on the show and keep up the great work.


Scott Mclnnis (22:07):
Appreciate it Sam. Thanks again for the chat.


Sam Demma (22:10):
And there you have it. Another amazing guest, an amazing interview on the high performing educator podcast. As always, if you enjoy these episodes, please consider leaving a rating and review. So other educators like yourself can find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show. If you wanna meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and signing up to join the exclusive network, you’ll have access to networking events throughout 2021 and other special opportunities. And I promise I will not fill your inbox. Talk to you soon. I’ll 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.

December 20, 2021 by Experiential Learning Student Leadership Student Success Teachers 0

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