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 to the episode now on Apple Podcasts, Spotify, or on your favourite podcast platform.
Cardinal Ambrozic Catholic Secondary School Website
Equity Studies at York University
**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.
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