About Martin Tshibwabwa
Martin is the resource teacher at École secondaire Notre Dame in Woodstock. He is extremely passionate about special education, student success and gardening. If you get a chance to speak with him, definitely ask him about the peppers he’s growing 🙂
In this episode, Martin shares a little bit about his own journey into education and why he walked away from a career in medicine to do what he is doing today.
Connect with Martin: Email
**Please note that all of our transcriptions come from rev.com and are 80% accurate. We’re grateful for the robots that make this possible and realize that it’s not a perfect process.
Sam Demma (00:00):
Welcome back to another episode of the High Performing Educator podcast. This is your host and youth speaker, Sam Demma. Today’s guest on the podcast is Martin Tshibwabwa . Martin is the, he’s a grade 9-12 resource teacher for École Secondaire Notre Dame, a secondary school named Notre Dame in Woodstock, Ontario. He speaks French as well. I met Martin after he reached out to do a SHSM (specialist high skills major) presentation for a group of students at his high school.
Sam Demma (01:09):
And since then we’ve worked together twice, but we’ve had many of conversations about his farm, about his his upbringing in a different country, about him studying medicine and walking away from medicine. And you’ll hear a lot about a bunch of those things in today’s podcast interview; but all in all, Martin is a very heart centered educator. He’s someone who really cares about his work and the students he’s working with. And I know you’ll feel that in today’s conversation. Enjoy it, and I will see you on the other side. Martin, thank you so much for coming on the High Performing Educator podcast. First of all, huge pleasure to have you on the show. Thank you so much for taking the time to chat with me today. Why don’t you start by introducing yourself and sharing a little bit behind why you’re so passionate about the work you do with young people today.
Martin Tshibwabwa (01:54):
Perfect. Thank you for having me here on the show, Sam Demma. I appreciate the time and the opportunity to be on the platform. So a little bit about myself, a little history about my journey to education is first of all, I just have under seven years in the education field. And for me, learning and teaching is about inspiring the next generation. Passing on what I’ve learned, and passing it on to the next generation for them to take my craft and knowledge and build something out of it. Doesn’t replicate the exact same way, but they can inspire themselves from me, or surrounding staff members around me, and take that as a measuring stick to help them guide them through the education path. And prior to coming to education, actually my first role path to a profession was medical school.
Martin Tshibwabwa (02:47):
So I did two years of medical school down in the Caribbean, in the Antigo. So I did two years there and my second year out of burnout and I decided to a time out, come back home and reset the batteries. And during that time, when I was at home, it was a four month break, but that four month felt long, cuz I wasn’t doing nothing. I really told myself, you want mind, you go home. You shut down. Don’t think about nothing. So while I was at home, I became bored and I started looking at what are other options that I out there because while in undergrad, my mind was so settle med school. I had attention to other areas. So while at home, during those four months, I looked at different areas and education came about and I looked into it. I said, you know what?
Martin Tshibwabwa (03:33):
It was in December of 20 12th. I said, I’m gonna apply. I had missed. But I said, I’m going to apply. As I shot in the dark and I applied for September, 2014, I told myself, I get in, I’m returning. I’m gonna go to education and I’m not gonna go back to med school. I’m gonna take a break from med school. And then if I have education down, I’ll probably be considered med school. So I went to education. I got in for September surprising. So I put in my time in the education program, I did the practicums and I loved it. Cuz when I went to Medco, I actually wanted to become a pediatrician. Hmm. So when I finished my first term of teachers college, I told ’em you can place me anywhere for a practicum from kindergarten old, grade 12. I don’t mind. Surprisingly, the first posting that comes up to me is kindergarten.
Martin Tshibwabwa (04:28):
It works out well, cause I always wanted to be a pre yeah. So I went in there, took it. It was, it was a big challenge. Like I, I really respect teachers that teach kindergarten because we, we tend to overlook it. We think that it’s more play. They’re not learning. But one thing I’ve noticed is actually even us, we learn by play career plays different. For example, we have group work, which is still a kind of play, but there’s a theory behind it. And when you compare to kindergarten, yeah, there’s a different, there’s different type of learning centers, but yeah, the kids are learning through play. For example, the learning, how to share without knowing that they’re actually learning something life skill. And that’s pretty much my journey. So once I was in after completing my degree in education, I look back at the scale.
Martin Tshibwabwa (05:16):
Is it worth going back to, to med school or did I continue education? I evaluated the two and I told myself, you know what, going back, it’s true. My passion was med school, but this new passion has become my new career plan. So I told myself, you know what, plan B actually better the plan a and I stuck it out and up to now, I’m still in contact with guys and girls that I was in med school with. And I spoke with them the upon graduation. So let’s say two years after I left the island of vent, a few of my folks that I spoke to, they actually told me all money. You actually did a good decision to lead med school and go to teachers college because we’re still a here grinding in your career. Mm, same time I was happy for them because they toughed it out for the ups and downs in med school. And they’re still going. And every time that we sit back and we look back and we talk to each other, we’re both, we’re all always happy for each other. Although I was able to start my career world ahead of them, they started late. Although they still trenches. Yeah. Now playing the encouraging role when I’m telling you guys keep going, keep going. So it’s pretty good.
Sam Demma (06:22):
That’s awesome. I, I re resonate with you on such a deep level because what I’m living right now is my plan B. I thought amazing. Sam’s gonna be a professional soccer player. And that was the thing until the injuries came. And I kind of like, you went on this discovery of a journey, try and figure out, you know, what the heck is Sam gonna give a value to the world? And yes, now I think I’m living that out through the work I do with, with students and young people. I’m curious, where was home for you? Was the, was Antigua home or did you just decide to do your, your work there?
Martin Tshibwabwa (06:55):
So my parents are from the Dr. Democratic Republic of Congo, nice
Martin Tshibwabwa (07:00):
Myself. I was born in Zambia and as Zambia, my parents moved to Canada or went to Europe and Canada. And ever since we moved to Canada, home has been Hamilton comes in home for me. And now I recently relocated back. I live in Branford. So Branford is my new home and way Howt came about was in my third of undergrad, I applied for med school in Canada. I applied at mass university where I did my undergrad nothing on Ontario, school of medicine and then bury and also U of T. And I told myself, switch out in the dark. If I don’t get in, I’m gonna go to on the islands. Nice. I didn’t get into Canada. Then I looked on the map at different schools. I evaluated the pros and cons. And the reason why I picked Antigo was because it was a direct flight versus flight. So that was the reason why I ended up in Antigua. And honestly, I spent two years there in I only have good things to say about the islands, honestly, of course there’s ups and downs, but everywhere you go as a foreigner, you gotta face those obstacles, which is part of the journey
Martin Tshibwabwa (08:07):
That you embrace it.
Sam Demma (08:08):
Yeah, that’s awesome. And right before we started recording today, you, you told me that you spend your summers farming, where did your love and passion for farming come from and how does this play into the picture?
Martin Tshibwabwa (08:20):
Once again? So being in Antigua, everything’s important from Miami, from the United States or to the island. So produce fruits are expensive. If you want to live, like we live here in Canada or in the United States, you gotta go on the height and for marketplace, like if you wanna live as a local, you go to the market, you get your goods. Then what I noticed was one of the stands where I used to go all the time was actually a couple. So the wife worked at the market and the husband worked on the field. He’d bring the goods all the time and I’m regular there. So she told me if you ever want a deal on produce, come help us on the farms. And I said, Hey, sure. On my days off I can come. I usually took Sundays off from studying. So studying over there is usually a beach day. It was early Sunday morning. I go would help out of the farm. And then while being there, it became therapeutic because I did enjoy gardening, but I didn’t take it as seriously as like I wouldn’t put the entire day’s worth of gardening. Got
Sam Demma (09:27):
Martin Tshibwabwa (09:28):
Being over there on the island and working on the garden, seeing what goes into the labor. And that goes into the dedication and the discipline. I had a big admiration for it. So what happened is in returned instead of buying produce, my labor was giving me free produce. I didn’t have to buy no more produce. I see.
Sam Demma (09:51):
Martin Tshibwabwa (09:52):
Then when I shut down on the island, when I came back home, I have access to a garden community garden. So I got involved into it. And what I was doing is I was growing these vegetables that we don’t find in Canada. For example, the scotch buned hot pepper. It’s pretty much a delicacy in every Caribbean dish, especially vegans like it’s the too hot pepper. It has a strong aura, which if you put it in a stew, your whole house will smell like it.
Sam Demma (10:24):
Martin Tshibwabwa (10:25):
I was lucky enough that when I was in anti brought back, some of those seeds seeds are authentic. They’re not something that’ll tell you SCO button, but then when you grow, you realize that the, so I was growing it when I first got, when I first finished teacher’s college, my first year of the teacher’s college, I had a summer off. So that’s what I started doing. And a few of my friends came over and then they realized that the scent in my food was different. Told them no, I grow my own peppers. And Hey, mark, we buy some off from there. They’re the ones that actually encouraged me to get into bigger, large a larger plot. So I spoke to a farmer here in town, in flame, bro. And they allowed me to get some space. So I’m leasing space right now. That’s what I do during the summer. Just growing D crops that I brought back the seed from the Caribbean.
Sam Demma (11:16):
That’s awesome. That’s such a cool, yeah. It’s such a cool passion project to have.
Martin Tshibwabwa (11:20):
Yeah. So it’s amazing how things worked out. Like I was an anti for one thing, but then I picked up something else into farming. Then when I came back home, got into teaching, had the summers off. But during my summers off, I had this new passion that I do active, which is farming.
Sam Demma (11:35):
That’s awesome. Love it. And yes, I think what’s so cool about that is that you went to Antigua for one reason, which was education. And you came back with this hobby, which is now a part of your life every summer, and exactly, you know, sometimes we’re close minded and we don’t see these other opportunities or hobbies. But when we’re open-minded in every experience, we find these things that we, we might love and enjoy that we didn’t even expect would happen or, or we would develop. And now what’s your role today? So explain a little bit about what you do right now with your school. So tell, tell me a little bit about the journey about it went from kindergarten class to working in the role you’re in right now.
Martin Tshibwabwa (12:17):
Yeah, so kind as I said, now, I’m in I’m a high school teacher. I teach life skills nutrition, human development. And I’m also in, in charge of the specialist high skills major here. And we specialize in excuse me, I’m figuring French. We specialize in health and wellness. Nice. And as I did mention earlier, I am in a French high school. So when I first started was in kindergarten, I enjoyed it. And then my second intern, my second practicum was on the high school side. And once I got into high school, I loved it because I could be bolder with the students versus kindergarten. You can’t be bold, but you can’t be too bold on the kids either. So I found that I was having a challenge fighting in the middle between when you become bold and too bold for the kids.
Martin Tshibwabwa (13:09):
But when I high school, the switch was quick to be done. And one thing that I, I do find on the high school side is I’m able to create opportunities and experience for a life skills for the kids, by providing them life skills, help them character build through and Chisholm. It’s, I’m able to invite people like yourself, sorry, speakers like yourself. Like early, when we did in January, the students were able to speak to student that they could relate to. And speaking with you, you’re able to show students that, yes, you’re a public speaker, but there’s work that goes into it. Mm you’re. Able to show them the truth behind the grind. And that’s why I do admire a lot about the Chisholm program. Yes. As a teacher in front of the classroom, I can explain to them how it takes time to accomplish great things.
Martin Tshibwabwa (14:03):
Mention yourself a small, progressive step that bring you toward success. Yeah. When students can see that coming from somebody else outside from the education world, they see the truth beyond the grind is very appreciate. So being on the high school side, especially in grade 11 and grade 12, they had a crossroads where they don’t know where they want to go. And then that brings me back to my, where I was so centered on med school and focused on something else. And then being able to withdraw and shut down and gave opportunity to look at now with the program, bringing guests like yourself, it’s opening the eyes to students of what else is out there. Whereas they can also explore in order to be successful or whatever craft they want to take. And the other thing that I also do notices attitude. Attitude is important. Yes. You can have hard work. You can be dedicated, but if your attitude and approach is not right, you can achieve anything.
Sam Demma (15:04):
Yeah. I love that. And why are you personally so passionate about life skills? Like you could, you could be teaching farming, you know, like you could be teaching courses, anything. Why, why life skills?
Martin Tshibwabwa (15:17):
Well, life skills first would, it helps to build confidence. Mm. Have life skills. In my opinion, you cannot accomplish much. Cause life skills goes from just starting with body language, your body language, where you are, but on people, the way you have a conversation with people, if you do not express yourself properly. Yeah. For example, like there’s some kids especially when I start my first lesson, like to tell students to find five artifacts that represent themselves so I can get to know them and five things that mean something to the so five things or five artifacts. So I get to know who they are, where they come from. And the reason why I do that is just to create a sense of community. Just, just like yourself. I want to get to know you, you know, just a student in my classroom. I want, I want you to be a buddy of mine. But at the same time we still have that student teacher relationship.
Sam Demma (16:09):
Martin Tshibwabwa (16:10):
I wanna show them that I’m a co-owner with you. Yes. I’m your teacher, but I’m a co-owner with you. And it goes back and gets my point of attitude because I, I see a lot of students when you talk to them, they don’t have respect for authority. And that’s why I show them that life skill comes in. For example, I also remind, although my colleagues, especially teachers that enter and tell ’em one thing to realize, first, when you do talk to students is you don’t know what the kid went through the morning when they woke up. Mm. You might see some students that don’t respect authority, but you don’t know maybe the way you, you elevated your tone or might of them suddenly happened back home. So one thing I try to explain to other professors, I mean, other teachers and remind myself also when it comes to life skills is to approach students from a calm tone. Yes, we want authority, but we have to remind them, I understand that something might be going on. But one thing that I wanna do is to IM empower you. And by IM empowering you, I want to teach your life skills and also put character build in you.
Sam Demma (17:21):
I love it. And something that goes hand in hand with teaching a subject like life skills and sharing these things with young people is growth and transformation. And right now there might be an listening. You might be listening right now you know, addressing the listener. They might be listening right now thinking, I don’t know if I’m gonna teach next year. Like this, this new virtual reality is, is difficult and it’s different and I’m not sure about it. Can you share a story of student transformation that you have seen? That’s been really impactful and it could be a student that was in your class or a student that you know of. And if it’s a very serious story with tons of adversity you can change the student’s name. So it remains, it remains totally private.
Martin Tshibwabwa (18:06):
Sure. Well, it’s, especially at the beginning of the pandemic when we had to T into e-learning yep. A challenge for everybody. I bet within yourself as a speaker virtual was it brought it on ups and downs, but that’s where you you really go back to the drawing board. You review the board drawing board and you see what adjustments can be done. You execute new task and new challenges. So to my other fellow teachers that are listening, what I would do is what I did personally was I told the students right away, Hey guys, you know what? This is new territory for me. I have no clue what’s going on. If some of you have skills, when it comes to manipulating computer software, let me know. So them that, Hey, I am human. I don’t know either. And you’ll see. It’s like, so they’re shocked. Another thing that I enjoy doing too, is when I tell ’em, I don’t know, I show them, teach me, show me how to show me how it’s done, what I’m showing them that, Hey, I’m becoming with you something as well. And another success story that I have with my students, what I did in the course in the human development was
Sam Demma (19:19):
I have to interrupt you for one second. No worries. Hold that thought. When you said, teach me. I think it’s the most, I think those are the two most powerful words you can ever use because when you, someone, and you say, teach me, you’re humbling yourself. Right? And, and you’re showing them like, you have some information that may be superior to what I have, and I would love to learn from you. And, and that gives a young person, empowers them to, to want to learn deeper, to share those things with you. And I just wanted to highlight that because I think, you know that sometimes the teacher learns just as much or even more than the student. And exactly. I just, I wanted to share that, but continue what’s that second example.
Martin Tshibwabwa (20:00):
Exactly. And so the other example I was gonna bring up to you is when we started e-learning, a lot of them were not turning on their cameras, and I never told them once to turn on their cameras. But then when I started to show them, I was getting more comfortable with the platform and I was showing them that, Hey, I understand that your priorities right now, being able to be virtual gives you priorities to go to work. I don’t mind, but as long as you logged on, have no problems. So I had some students who would start taking their during works hours. Mm. I never questioned them. But one thing that I always did with my students was I asked them at the end of every lesson, what can I do better? Mm. And when I asked them that they all say, no, you’re a great teacher. I’m like, okay, I’m a great teacher, but what can I improve better in my lesson? How can I address the topics better? And I find that asking them that feedback, it catches them off guard and they, they get more involved in the topic.
Sam Demma (21:00):
Martin Tshibwabwa (21:01):
Teach, asking them to teach me something and asking them for feedback versus giving them feedback all the time or after a test. What I can, after reviewing a test of answers with them, I ask them were the questions fair? Did you find any trick questions? If those tricks, tell me, what do I have to change? Or just, and you can just see, like the light bulb just lights up, like, whoa, what’s going on here? Like this doesn’t usually happen. You
Sam Demma (21:27):
Mm. That’s such a, that’s such an important that’s such an important question to ask. I remember being in high school and sometimes getting some tests and getting questions and thinking we never, like, we never even talked about this. We didn’t learn about it. Like, how am I supposed to answer this? And, you know, most of the times we bring it up to our teacher, but it’s, it’s past the, to test now and he’d say, oh, well, you know, we covered that. And you know, that goes to show that, you know, the, the teacher and, and some of those experiences, you know, didn’t prioritize the learning of the student. They just prioritized the questions on the test. And so I think that practice of, of asking you know, for feedback, but also were there any trick questions? It allows you as an educator to ask yourself, how can I improve the teaching aspects of this, this specific topic. So it lands next time and they’re, they feel more capable to answer those questions. Exactly. That’s such a good philosophy. I love that. And did you develop these kind of concepts yourself, or you inspired by other educators? Where did your philosophies on doing these things come from?
Martin Tshibwabwa (22:29):
Honestly, I was inspired just from as you said, being a student in the classroom and just, it seems like it’s just a one way conversation where the teacher is in the magistrate position. Yeah. Bring information to you and you almost feel like you’re just a an empty vessel, just waiting to be filled.
Sam Demma (22:48):
Martin Tshibwabwa (22:48):
Information. And then that information get tested on the paper. And there’s no feedback from your part. You know what I mean? So it’s like, if that’s the case, just gimme something to memorize at the begin the semester and tell me I’m gonna quiz you on it. Versus when you get your, your, your your classroom or even your panel, even yourself, when you do a presentation, you like to get your crowd involved in the presentation. It’s not, you’re filling them with information. And then at the end, that’s it, that’s all questions answers, that’s it? That’s all. But no, when you get them involved, implicated, you’re building confidence in them and instilling them the fundamentals and also reinforcing confidence for them to just be more vocal versus being expecting.
Sam Demma (23:32):
Yeah, I agree. I totally agree. On the topic of, you know, educational education philosophies that you have and principles that you, you know, you live by, if you could give your younger self advice, meaning you could talk to year one, you know, the year, the first year that you started teaching, knowing what you know now, you know, and being a student for the past seven or eight years that you’ve been teaching, what advice would you give your younger self?
Martin Tshibwabwa (23:59):
Wow. I’d tell myself the younger self ask a lot of questions. Hmm. Just say, you don’t know. Don’t don’t improvise right away. Just say, Hey, you know what? I don’t know. I need help.
Sam Demma (24:15):
Martin Tshibwabwa (24:16):
And just to ask a question to be a sponge and to take in all information that you can, and when you know something share. Cause that’s one thing I did realize in educat. I always tell myself, I write a thesis today. My thesis type would be teachers who bully other teachers.
Sam Demma (24:32):
Martin Tshibwabwa (24:34):
Yes. We do point the student to point. We do point out fingers to the students a lot because we are around them a lot. But we tend to forget ourselves teachers as do feel. We bully ourselves a lot. For example, my first year for education, I could ask somebody for a resource asking a resource. You almost feel afraid because you don’t know what answers you’ll get. Some teachers will tell you. Yeah. You know what? I’ll email it to you later on you go check your email, but it’s still nothing. You check your email and hour later, still nothing. I’m just asking for help. For me. Anybody asks me for something I’m giving you. And I even tell that, Hey, if you can make it better, please do. And if you find to teach, please let me know. So that’s one thing I would tell my younger self. Don’t be afraid to say, you don’t know. Don’t be afraid to get your work criticized because critical thinking is important. If someone can be critical about your work, it shows that, Hey, you do have room to proving. You’re not just at a dead end, cuz if you just at a dead end, then why education’s about learning every day, constant marathon, it doesn’t stop. So that’s one thing I’ll talk myself. Don’t be afraid to ask, share, and be a sponge.
Sam Demma (25:45):
I just want to take a second to applaud and appreciate you for your open-minded philosophies. Like I think that these apply not only to education, but in any profession someone might be in and they’re beautiful things to impart in the minds of young people. The day you stop learning is the day you stop growing. And it, it’s also interesting that like ancient philosophers, like Socrates and stuff, they used to say things like I know that I know nothing. And you know, people who assume that they know everything, you know, eliminate themselves from new learning. And so I, I love these philosophies and thank you so much for sharing. If another educator is listening to this and wants to reach out to you and have a conversation, what would be the best way for them to do so?
Martin Tshibwabwa (26:32):
Email, I’m always on email. Email is the quickest way to get to me.
Sam Demma (26:36):
Perfect. Can you just spell it out for anyone who’s listening?
Martin Tshibwabwa (26:41):
So my email; I shall give my personal email. My personal email is firstname.lastname@example.org. So I repeat it again; that’s email@example.com.
Sam Demma (26:59):
Awesome. Martin, thank you so much for calling on the podcast here today. Really appreciate it and look forward to the next time we get to see each other on a zoom call.
Martin Tshibwabwa (27:07):
Definitely, I’m looking forward to it.
Sam Demma (27:10):
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; f you want 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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