About Glenn Gifford
Glenn Gifford has worked for the Niagara Catholic District School Board for over 28 years. Currently, he is the Principal of Saint Michael Catholic High School in Niagara Falls Ontario. Mr. Gifford began his career as a Long Term occasional teacher before settling in at Lakeshore Catholic High School in Port Colborne.
While at Lakeshore Catholic Mr. Gifford taught English, History and World Religions. He was also the head football coach of their Junior Football team for 14 years. Eventually, Administration called to him and he decided to finish the second half of his career as a high school administrator.
He has had stops as a Vice Principal or Principal at Denis Morris Catholic High School, Lakeshore Catholic High School and Saint Michael Catholic High School. With enthusiasm Mr. Gifford wants you to be “ALL IN” for both your staff and students!!
Connect with Glenn: 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 (00:02):
Glenn welcome to the high performing educator podcast. Huge pleasure to have you on the show here this morning. Please start by introducing yourself.
Glenn Gifford (00:10):
Okay. first off, thanks for having me, Sam. My name’s Glenn Gifford. I am the principal of St. Michael Catholic high school, in Niagara falls, Ontario. And yeah, thrilled to be here. Thanks for asking me. And I’ve been an educator now. It’s my 29th year. So one more year left after this and yeah, things have been going well. It’s different, but good. Yeah. So that’s for sure.
Sam Demma (00:35):
How did you figure out at a young age that you wanted to get into education? Did you know this since you were a kid or how did you stumble into this career?
Glenn Gifford (00:46):
Yeah, I stumbled. That’s a good word. Yeah, no, I didn’t. I mean, I had a good educational experience growing up. My dad was a teacher but when I went to university had had a good time at university and my grades were okay decent, but I, I thought it was gonna be a police officer and was, was ready to apply to the Ontario provincial police and figured that was the way I was gonna go. And I had a, a lab that I was asked to jump in and teach. I was a fourth year student and asked to help out for some first year students. And I went in and taught the lab. I think it was three weeks. I had to teach this lab and I had about well, my class kept growing in size, my lab.
Glenn Gifford (01:37):
And, and so the professor who came to me, remember his name is Dr. Rod priest. He came to me and said what are you doing after graduation? He said, I think I’m gonna be a cop. And he goes that would be a terrible mistake. And that was in fourth year university. And he said, have you given any thought to teaching? I was like, I, I hadn’t really but I liked it. It was fun in the three weeks limited time that I was doing it. And and so I applied to, to teachers college and and, and, and got in, and I hadn’t heard back from the police force. So I was like, I’ll do this. And nice. And the funny part is, is when I started teaching in Niagara cap, like I still remember the day I opened in my first check and I, I looked down at the bottom right hand corner.
Glenn Gifford (02:29):
And even then it wasn’t, it wasn’t a ton, but I mean, I was a student, so I looked at the bottom right hand corner and I thought somebody made a mistake because I had so much fun. I was like, they’re paying me this to do this. Like, this is, this is great. And I literally didn’t spend any of that money, Sam for, oh, probably about four months, because I thought like the, you know, somebody was gonna show up and say it would’ve made a terrible error who overpaid you. And I was waiting for like the Niagara police to come. And so I finally called the board and I said to them like yeah, this is Glen calling. I was at the time I was at Notre Dame Wellon and I said, and I just wanted to ask a question about my check and they’re like, yeah, sorry, Mr.
Glenn Gifford (03:08):
Gifford, we didn’t. And I’m like, oh, here comes like we didn’t we didn’t give you all your credit for your supply dates. We’re sorry. We’ll send you a retro check. And I was, oh my God. Then I realized, I was like, this is great. And that was truly what so thanks to my to my university professor for planning a seed that really got me to education. Then I realized, oh my God, I love doing this. And, and I’m, I’m paid at the time, you know? Yeah. I’m going from a starving student. I was like, oh my God, I get paid this to do this job. And to me, it, it just, it’s never seemed like work since then. So it’s always been just a, just a thrill to do it. And yeah, it, so the, I guess the, the thing to grab from that is you never know where, where it’s gonna come from, you know, somebody planning a seed that’s gonna grow into. So thing that, I mean, look, 15 years teaching and then five years as a vice principal and 10 years as a principal. And yeah. All from a, just a random comment from a, a university professor. So it was, I didn’t wanna start out as a teacher, but no regrets.
Sam Demma (04:16):
And tell us, tell me about what that journey looks looked like of, through the different roles and schools that you’d worked that you’ve worked at.
Glenn Gifford (04:25)
Yeah. When I first started, I was working at a, a program called the ACE program. And so it was really it wasn’t really, it was teaching, but it was with students who were struggling academically struggling with the whole concept of school. So what we did was we had ’em in class for a couple of weeks, and then we would have them at a co-op placement for a couple of weeks. And again, it was a lot of times for students, it wasn’t special education, but it was specialized education. And it was for kids who were struggling. And I think I had the personality where I could, I could kind of reach those kids and try to keep those kids in engaged in getting credits and maybe hopefully finding some type of career that they were interested in. A lot of them had had a lot of difficulty.
Glenn Gifford (05:11):
So that is a great way to start your career with regards to classroom management, with regards to all the, all the different things that come up in a, in a teacher’s career to start there with some pretty difficult kids. And I did that for about a year and a half and that worked out well. I think that laid a good foundation. Then I did some long term teaching for about a year. And then then, then received my full-time contract, where I was a teacher and, and football coach at lake shore Catholic high school in port Colburn. Nice. For, for teen years. And then and then again, just like I, I said with my professor, I had a, a principal who tapped me and a couple other colleagues on the shoulder and said, have you ever thought about administration and much, like when someone said, have you ever thought about teaching?
Glenn Gifford (05:56):
I was like, no, I haven’t thought about administration at all 14 years in in, and he said you should you’re you’re, I think you’ve got the I think you have what it takes you, you, I think people would follow you and I think you could lead. And really, again, just all the, all the planting that needed to happen there. And I looked at my friend and, and I said Brad, do you wanna do this? And he said, yeah, let’s go. And within six months we had all of our, our credits and our additional qualifications and, and and went from there then placed principal for five years, and then morphed back into a principal at league shore Catholic after five years of being a vice principal. So yeah, I’ve kind of, I’m pleased with it. I’m pleased that I spent enough time in the classroom that I wasn’t one of these people who just decided to when they enter teaching have decided that they’re going to be the superintendent of education and really don’t earn their stripes.
Glenn Gifford (06:59):
I guess, if you will, as teachers, I, I would like to think that after my 30 year career that most will remember me as a, as a teacher first and foremost, and then administration was Hey, you get to have your whole school as your classroom which is another, and they’re different jobs. Let’s face it, there completely different jobs. Like you would not believe so, you know, teachers that, you know, that’s rewarding and, and fantastic, and very difficult right now with COVID. But an administration is just wow. I just remember my time as a vice principal. I just, those people, those men and women they’re warriors. Yeah. It is so difficult. And then principal is a whole different ball game, as far as difficulty goes. And so many things come across your, your plate. You wouldn’t even believe things. I didn’t even realize when I was a teacher that were going on in a school, oh my God, that’s happening like it in 14 years, I had no idea this was going on. But as a principal, you see it all so different jobs, a hundred percent but no less rewarding.
Sam Demma (08:04):
I had another, another guest tell me the best principles are those that love teaching and didn’t want to leave their teaching job. And the, you know, if they were asked to teach tomorrow would do it gladly. And the best superintendents are the principles that never will wanted to leave being a principal and would become a principal again tomorrow if fast. And that mindset and mentality really reminded me of what you were just saying. Like, you really gotta love the work you’re doing.
Glenn Gifford (08:34):
A hundred percent. In fact, even now, like we’ll have teachers that are absent and I’ll look back, but my teachables English and social science and some world religions. And, and I’ll be like, oh, what classes, you know do we didn’t get a supply teacher? And they’ll be like, no, what class is it? Oh, it’s Mr. So-And-So an English teacher. Of course, I know what he teaches. And I would be like, well, I’ll do it. And I, and I, I just run in and do it. And because it was fun and I, I loved it and enjoyed it. And it gets the students to see you in a, in a different light, really, you know, some something in class as opposed to well, I, I see kids every day and I probably come up in one of these questions, but like, my things as principal is, I mean, you’ve gotta be invested into what you’re doing.
Glenn Gifford (09:21):
And I always use the analogy with my staff. I was like I look at a bacon and eggs breakfast. Let’s just look at it that way, the chicken participates, because the chicken donates the egg, but the pig, well, the pigs committed, right. Because the pig gives us life for the, for the meal. Right. So I ask my staff, I’m like, I need you all to be pigs for these kids. I need you to give it all. Yeah. And, and, and give me everything we’ve got all in t-shirts that, you know, the staff wear when I, when I first got to St. Michael’s and so I want, I want the level of commitment to kid. So one of the things I do is it sounds so silly, but I do cafeteria do all the time. And a lot of times places you know, teachers do that, or other people do that.
Glenn Gifford (10:08):
I do it, my vice principals do it because I want to get to know, I, I hand out we have a school of over a thousand students. I hand out about 250 to two or 80 diplomas every year, not since COVID, but even, even with COVID, I wanna know every single one of those kids. And I wanna make the effort to get to know those kids by first name, which is hard right now, because they’re wearing masks. But so it is difficult now, but I go back to pre COVID. And my, my goal is to be committed enough to, I’m not gonna be at a school for four years, and there’s gonna be a student that’s walking across my stage. And I have no idea who this person is. Mm. You’re not committed if you’re not doing that. So, and, and there’s a variety of ways that you can do that.
Glenn Gifford (10:49):
I just my personality was such, that is such that I can just get out there and just walk up to a table full of kids and start talking to ’em and chirping ’em and, you know, shooting the breeze with them and having fun and asking ’em questions about, you know, dad texting and all these other things and making fun of their phones or lunches or whatever. And you just get to talk to ’em and then they, they get to know you in a, in a, in a different type of relationship. And and that that’s worth its waiting gold when you’re, when you’re trying to establish an effective school culture that, that has made all the difference. So
Sam Demma (11:21):
How do you build deep relationships with students in the school building? Obviously communication is one of the major ways. And thinking back to your time in the classroom maybe you can pull from some of your beliefs on relationship building. Like how do you think you established that, those relationships with students?
Glenn Gifford (11:39):
Well, I think you hit the nail on the head there, Sam. I, I think a lot of administrators spend too much time. And again, again, not like I have the blueprint here, but yeah, like there’s so much that happens in a day that you can get focused on. You know, and, and maybe this isn’t the greatest thing to say, but, you know you can get focused on curriculum or you can get focused on the OSSLT or EQ AO, or you can get focused on programs. And I just remember this people don’t remember what you say people remember how you made them feel. Mm. And so for me, getting to know kids and meeting them where they are, and maybe that’s where they are at the time is getting to my student council to engage kids on social media to do fun things at school.
Glenn Gifford (12:27):
It sounds so simple, but if school is fun and you do that, engage kids, the rest takes care of itself. And I know people sit there and say, what about the curriculum? The curriculum takes care of itself. Kids will learn, listen, right now, we’re, we’re facing the challenges we’re facing with COVID and learning gaps and all that other stuff is incredible. But if kids have fun and they like coming to school and they respect their teachers and their teachers treat them well, treat them with respect and actually care about their wellbeing so that they feel it, the rest is easy. And so I’ve, I’ve empowered my student council to go and don’t sit on the bench, get up and take a swing. Let’s try this. Let’s try, let’s engage here. We had a program not a program. We came up with something called super locker at my previous school, which was in another one of my colleagues Andrew Boone brought that to Notre Dame and holy cross.
Glenn Gifford (13:29):
And, and I had it at lake shore Catholic, and now it’s St Michael’s and you know, the student of the month that it gets this giant locker, it’s all decorated in doc. And, you know, we just, and we just, our, our social media pages are, are fun and interactive. And and it, it, it, it just is something where you’re trying to create a culture of things like color wars and a lot of different things that you can do to engage students, even during COVID like you, we were doing just silly things. You know, just to keep, try to keep school fun because let’s face it for the last two years. It hasn’t been, it’s been awful. And so to try to do things at distance, to try to keep things fun when, when you have a culture that’s working in a building and you can come up with some creative ideas to do that, all the other stuff. And I’m even talking about student achievement, all of those things will fall in mind.
Sam Demma (14:21):
Mm. I couldn’t agree more. I think back to my own high school experience. And when I was excited to show up to class, I actively participated when I was excited to show up to fourth period world issues with Mr. Loud foot. This is one educator who totally changed my life. I would take notes on everything this guy said, not because we had to, but because I was so I was so invested and engaged in the class because he was invested and engaged in all of us individually and as a, a whole class. He
Glenn Gifford (14:53):
Got, and there’s that where you use Sam, right? You just use that word invested that came through loud and clear with that teacher that you had. And look what you’re doing now. Like you’re running podcasts for educational leadership. Like, I mean, so it clearly had a huge impact. So that’s one I told, you know, my staff and I say my staff, but the staff, cuz they’re not mine. Just like kids, you, you rent ’em, you don’t own ’em right. So the is just be invested and that needs to come across. And all the studies show for all of my left brain, people who want to quote studies and statistics, you know, that all the studies show that it it’s the people that are truly invested and truly care about people with. And I’m talking all people in your building, I’m talking about your teachers, your, your, your students, most importantly your, your cleaners, your caretakers, your EA, your, your cafeteria people when they know, and they all feel that they belong and that they’re going to be listened to.
Glenn Gifford (15:47):
And that the people that are around them care about them. The rest is easy. The literally the rest will take care of itself. So that’s, that’s my main focus as, as an educational leader right now is to, is to, is to try to make people not again, I don’t know if I can motivate anyone, but hopefully inspire people to motivate themselves. Yeah. To be invested as best they can. Everybody’s not a cheerleader. I am. That’s I know that’s, that’s my role at this school. I’m, I’m kind of like at my school is, is I’m the cheerleader, I’m this. And I have some vice principals who are fantastic at logistics, which is great because I’m not. And I have the prudent humility to understand that that’s not my, you know, wheelhouse, but we have some people that can help out. So together at all, pretty smooth, but big ideas and trying great things and, and, and engaging people and kids that that’s.
Glenn Gifford (16:40):
So there’s probably administrators out there. Like, that’s not me. I can’t do that. I’m not on social media. No, but, but somebody is, you know, like I, I always use this one, you know, that the only time I’m the smartest person in the room, Sam is when I’m by myself. Yeah. Otherwise you gotta lean on your people and their skillsets. And there are some people who are like, you know, mathematics, isn’t fun. And I can, yeah. But just, if the kids know you’re invested and you care about them and their wellbeing, the math just teach ’em the math and they’ll, they’ll understand and they’ll get it. So, but they just have to know that from you. We don’t have the little kids, we don’t sit there and criticize kids, you know, and I’m not saying kid gloves, but I’m just saying, let them know you care.
Glenn Gifford (17:21):
And, and the rest will take care of it and then rely on your people that you have around you. Because again, everybody has gifts and talents that I guess the question is, are you, are you using now, are you using people to the, the, the, the peak of their talent? And are you getting the most out of them? And you have to figure out what, like I said, I have some vice principals who are so technically savvy. It’s incredible. I’ll come up with an idea to say, Hey, can we live Simon cast the announcements during COVID so that we can do, you know, hi, it’s Mr. Gifford here. And, and can we set up a link and do this and share this on the Google meet and blah, blah, blah. And they’re just ideas. Yeah. But I can’t do it, Sam. I can’t do it. But, you know, I have VPs who can I have, you know, teachers and tech teachers who are like, yeah, well, you have to do this. And then I lose them because they’re speaking some different language, some technic I don’t understand, but I’ll show up like this and click on a link and, and, you know, and go to town. So, you know, I think people need to really access the resources they have in front of ’em that way.
Sam Demma (18:22):
Yeah. You know, it’s funny. I started thinking about my experience as a soccer player, the first five or six years, my coach put me in centerback. And towards the end of my career, I, he moved me to center mid and it was like a totally different change. And it felt like I was supposed to be in that position for my whole life. But I was always placed in center back.
Glenn Gifford (18:43):
And I think, were you reluctant to go there? Like when he first moved you, were you like.
Sam Demma (18:47):
Yeah, slightly, slightly, because it was, so it was so fresh and new. But afterwards I realized that the skillset that I had and the way the ball passing and certain skills that I had were very suitable for a center, mid position. And I actually ended up loving it even more than I did center back.
Glenn Gifford (19:04):
You know what, that’s, that’s a perfect example. And I, here’s the example. I can give you an education teachers. A lot of times, administrators they get into this, well, that’s my class like I’m the grade 12 law teacher here, or I teach grade 12 university level biology, and this is my class. And I had a lovely teacher one time when I was a program chair who was teaching grade 12 and and, and doing a fine job, no question about it, but I just saw her skillset. And I just, the next year I, I moved her into grade nine courses and I cannot get over. I cannot tell you Sam, how upset she was at me for moving her out of her courses. And I’m like, wow, technically they’re not your courses, but let me tell you why I put you in this course, because I think your skillset is going to be ideal for this and kicking and screaming to the point where, you know, I’m not talking to him.
Glenn Gifford (20:04):
And at the end of the first semester, she came and thanked me because it was the most rewarding change that she had ever had in her career. So, but it’s not just teachers. Most people are very apprehensive to change. Yeah. And because they’re used to things we’re built for comfort, we, nobody likes to take a step outside their comfort zone and, and try something new. Like the I will, or I’ll just, you know, when you’re working on something, anything that requires that kind of discipline we’re, we’re not built, honestly, we’re not built for that. And, and teachers are, and administrators have it. We’re creatures of habit. We do things out of habit. And then when something disrupts that, you know, it’s hard. So when they ask you, when you were asked to do something at first, you know, I didn’t like that.
Glenn Gifford (20:48):
But you say it turned out to be, you know, a great thing. Some of the greatest things you’ve ever accomplished, weren’t easy. Right? And when you look, when you get to my age, you’re gonna be like anything worth anything that you’ve ever accomplished in your life required, some suffering and some discipline and, and, you know, not the easy, you know, unless you won the lottery or something, you know, most of the things you had to work for. And, and so I think that’s, that’s a great example and getting people outta their comfort zone and and, and, and pushing ’em to greater things is, is good. Hopefully you can convince them that it’s, it’s a good idea, especially when you’re, when you’re talking to teachers who may or may not, I’ve been teaching you know, the same course for 14 years. Yeah. And, you know, that becomes hard, but most of the time I I’ve had a lot of success with, with anything like that, that, that people at least are, are ready to move forward.
Sam Demma (21:41):
Education is like gardening, you plant seeds, like you mentioned earlier, your professor planted in, and sometimes you’re lucky enough to see them blossom. Sometimes they don’t pop out of the ground 15 years down the road. And they, you know, sometimes come back and they’ll tell you, you know, how big of a difference or an impact you made. What are, you know, one or two of the stories that come to mind when you think about seeds that have been planted in your school community, maybe by teachers, by yourself that you’ve been lucky enough to see blossom. And if it’s a, a serious story, you can change the, the student’s names, but do any, any stories come to mind?
Glenn Gifford (22:22):
Well, I always look at it as, as something like that as individual students. Right. I, I like, like you said, the flower rarely seeds the seed. So there are times when, you know, and this is, I really wish that kids when I call ’em kids, but young adults now, when, if they have a run back into their teachers, you know, have those conversations, cuz it’s so important. You mentioned the one teacher year that you had Mr. Long, long fellow.
Sam Demma (22:51):
Glenn Gifford (22:53):
Loudfoot. Okay. Loud foot. Nice. Even perfect. What a great, what a great handle, what a great handle, but Mr. Loud foot, like what an impact he had on you and, and, and every, every student can remember. Some of those, I I’ve been fortunate enough that I’ve had a few a few students that, you know, have, have been, have come back and, and, and said things to me and, and have told me, you know, what an impact that, that, that I’ve had on them. And and I say programs, programs, it would either be as a football coach or, or, but I, you know, going back to what I was saying, initially, Sam not so much programs is people coming back to you and saying, oh, Mr. Gifford, you know, I loved your class, you know? And I think you made me feel you know so, so like your class was funny and you made me feel like I loved learning and, and those type of cor those type of comments.
Glenn Gifford (23:47):
And so that’s the thing I’m going for as an administrator now, too, is to, you want them to feel something, not remember what you say, no, one’s gonna remember, you know, you know, how would you do right now, Sam on a, on a, on a great 11 biology test? Like you, you you’d fail it horribly, right? Yeah. As would I okay. As would, so, because I don’t remember. I have, I don’t, I haven’t taken that for 30 years, 40 years. So you know, the more the story there is, what, what the, the, I guess the edification that I get is, is kids going back and reflecting on their experience in the classroom or on, on the football field? You know, I have former student says to me, one time he calls me up and I don’t mind name dropping it’s Mattie Matheson.
Glenn Gifford (24:30):
He’s a celebrity chef. And he’s got his own TV shows and, and he’s hugely successful. And I’m so proud of him. He’ll you know, text me like on Christmas morning to go get a coffee, like just crazy. But when he says, oh, Mr. Gifford, will you be on my TV show? You know, or when another student says, Hey, Mr. Gifford, will you be on my podcast? You know? And, and it’s all, you know, just because of the relationships that you’ve made, right. Not the, oh my God, that class was great because of all the knowledge, you know, it was the, the relationship that you forged with, with those kids and, and, and had left an impact on them. And I think that’s, that’s, what’s important. And then now, now, as an administrator, you that’s, those were classroom moments, right? As an administrator, it’s harder, you know, you just wanna make sure that your school culture is such, that kids have a good time at school and are having fun and and are enjoying themselves.
Glenn Gifford (25:26):
School is a, you know, things that are important now for kids, school is a safe place. School is a place where you, can you, you address you address any kind of bullying that might happen, or you address some of the things that, you know, what do kids really need. And you look now, and there’s a, there’s a lot of needs now with COVID that kids, you know, they’re, they’re our emotional needs and their, their social needs have not been met for a few years. So, you know, we, we’ve got a, we’ve got a tall task and education ahead of us for the next couple of years, as we hopefully wind down through this pandemic taking care of kids, not only the learning gaps that they have for the last two years. I mean, you know what I mean, by a learning gap, right?
Glenn Gifford (26:06):
There’s kids that left the pandemic in March and we’re taking in a semester at high school, we’re taking mathematics. And then it was all basically online for grade 10 and now grade 11, it’s been in a, and so everybody’s sitting there going these, these kids, like, and it’s not the kids’ fault, and it’s not the teacher’s fault. Just this kid’s been outta school for two years, or he is been dropping in and doing a quad master or not bill Meer or online and synchronous and asynchronous and all these different terms. And at the end of the day, there’s huge gaps, learning gaps. There’s going to be maturity gaps. Oh my God, you know, you got, you got grade twelves. And you’re like, these guys aren’t in grade 12, but but they’re, you know, we have to work at it and we have to get through it. And, and if they feel like they’re, they’re respected and loved and wanted and, and respected in their building, the rest will take care of itself.
Sam Demma (26:56):
If you could take all the experience you’ve had in education, bundle it up into, you know, a little ball, which is almost impossible. Go with that ball back into your first class you ever taught in and hand it to your younger self and say, Glen, this is what you needed to hear. What pieces of advice would you have shared with your younger self? And I know obviously building relationships and being invested is two of the, that we’ve really touched on this whole interview, which is awesome. What else would you have told you younger yourself that you wish you heard when you first started?
Glenn Gifford (27:30):
I, that you don’t know everything yeah. That you need to have the humility to realize that, that, again, like, I, I, I didn’t start saying things like I you know, I’m the smartest person in the room when I’m by myself. I, when I was 21, you know, or 22, I kind of I’ll do it this way, because this is the way it is, you know, as, as you age. And I know everything just ask me and you know, as you age, you, you realize that, or, or different ways of doing things, or, you know, just because I had a certain personality and certain brain style, right. That, that, you know, I’m, I’m more balanced brain. I can see left and right. You know, I can see both sides and I’d see other people approaching something in a different manner. And I would be like, that’s dumb.
Glenn Gifford (28:15):
And now I look at it and I’m like, Jesus buddy, you really didn’t know much there. You, you were kind of fine by the seat of your pants and you, you probably should have been a little bit more yeah, probably would’ve been a better teacher if you were a better listener. Mm. And, and I think that’s I, I learned that probably about when I was 14 years in the classroom and probably about year seven or eight, where I just kind of really had a couple of colleagues who were, who were special teachers. And I thought to, and, and I thought I was, but then I looked at how these, these guys and girls were doing it. And I was like, man, the, like, it’s not all about me getting up there and entertaining people and making kids laugh. Like, I really gotta leave them with something other than a magical 60 minute experience with Mr.
Glenn Gifford (29:04):
Gifford every day I need, I need to leave them with you. You know, I gotta get to the, the business of education. And even my assignments, like, I mean, are you doing the same thing again? Like, are you really gonna pull this assignment out again? Like, you know, everybody knows that this is coming. And, you know, I had a colleague say to me one time, why don’t you, why don’t you look at it and do this and have the kids do? And I was like, oh my God, brilliant. But, you know, I wasn’t thinking of it because I wasn’t thinking of it. So I needed somebody else to kind of shine the light. So what I would say to younger Glenn Gifford would be listen, buddy, you can, you can even have a bigger impact if you start to listen to people as opposed to just listening to yourself.
Sam Demma (29:49):
Yeah. I love that. That’s a phenomenal piece of advice. And I think it’s, it’s a human thing. It’s not a teacher thing. I think that’s advice that we could all take yeah.
Glenn Gifford (29:59):
A hundred percent. And sometimes it’s an age thing right. Where you just think, ah, you know, everything when you’re young. And, and I remember one time, one of my grad speeches, I said to, it was funny because I just said to graduates, I just said, you know, you know, very little, you think, you know, but, but you don’t, you hear all the parents laughing because they’re like, yes, they know nothing. And they do, they know lots and you should listen to them as well. But you, you really, again, so I, I would say to myself, if I had to go back and visit young Glen, the teacher is you have two ears in one mouth. So you sort listen twice as much as you talk.
Sam Demma (30:36):
Love that. Glenn, if someone’s tuning in, wants to reach out to you, ask a question or just have a convers what would be the best way for them to get in touch?
Glenn Gifford (30:46):
They could contact me via email which is email@example.com, or they can call St. Michael Catholic high school. And and I’m not hard to find so St. Michael Catholic high school and that Niagara falls Ontario, or through the board website through the school website they can reach out and all the messages go to me.
Sam Demma (31:13):
Awesome. Thank you, Glen. Thank you so much for coming on the podcast. This has been a pleasure and a really fun time. Keep up the great work and we will talk soon.
Glenn Gifford (31:24):
Yeah, Sam, appreciate it. Thanks very much. I appreciate that you doing this.
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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.