About Kevin Wendling
Kevin Wendling has been in education for well over 25 years and his diverse experiences working in different school boards, countries, and roles have given him the perspective needed to approach his work in a faith-based, holistic approach.
Kevin is a passionate and experienced school administrator in the elementary and secondary panels in private schools and publicly funded Catholic education system in Ontario, as well as an International School in South Korea.
**Please note that all of our transcriptions come from rev.com and are 80% accurate. We’re grateful for the robots that make this possible and realize that it’s not a perfect process.
Sam Demma (00:00):
Do you want access to all the past guests on this show? Do you want to network with like-minded individuals and meet other high-performing educators from around the world? If so, go to www.highperformingeducator.com. Sign up to join the exclusive network and you’ll get access to live virtual networking events and other special opportunities that will come out throughout 2021. I promise you I will not fill your inbox. You might get one email a month. If that sounds interesting. Go to www dot high-performing educator.com. Welcome back to another episode of the high performing educator podcast. This is your host and youth speaker Sam demo. Today’s guest is Kevin Wendling. Kevin has been in education for well over 25 years and his diverse experiences of working in different school boards, countries and roles have given him the perspective needed to approach his work in a faith-based holistic approach.
Sam Demma (01:00):
Kevin is passionate about influencing others in a positive way and getting through to students. He’s an experienced school administrator in the elementary and secondary panels and private schools and publicly funded Catholic educational system in Ontario, as well as an international school in South Korea. I hope you enjoy today’s interview and conversation with Kevin and I will see you on the other side, Kevin, welcome to the high-performing educator podcast. Huge pleasure to have you on the show here today. Start by introducing yourself and showing you a little bit, a little bit behind why you’re passionate about the work you do in education today.
Kevin Wendling (01:37):
Yeah. my name’s Kevin Wendling. I I work up here at Bishop bellow school and with the Northeastern Catholic district school board. I’ve been in education well over twenty-five years. And a majority of that has been as a principal vice principal or administrator. Part of my career has worked for different school boards. So I’ve worked some time in Niagara, ran Haldeman Norfolk, and actually worked overseas in Korea for three years at a national school. So I’ve had some very different and actually worked in the private schools as well, private school system. So in Ontario, so I’ve done a lot of different things. My, my passion is about educating kids and my passion is about being a leader and influencing others and all that really traces back to a faith based summer camp that I worked at when I was in high school and those opportunities, and then coming back and tutoring in high school really kind of set the stage for me to want to go into education. And actually I did some retreat work with Niagara Catholic district school board with grade sevens and eights. And that kind of put me on the path towards leadership or becoming a principal. And I’ve been actually a principal and vice-principal both elementary and secondary. So I’ve got lots of different perspectives and I’ve never, never met up an opportunity that didn’t help me. And I hopefully didn’t help the school that also helped the school community as well. So lots of lots of great things.
Sam Demma (03:06):
Can we go back to Korea for a second? Well, what brought you out there? What work were you doing there and what was the experience like living in a totally different culture?
Kevin Wendling (03:16):
Yeah, well my wife and I, we have, we have five children and basically my wife went to Europe one summer with some family and came back and we had a talk and she said, you know what? I have a degree in history, but I don’t understand the world. I don’t understand. I went to Europe, I went to Italy, I went to England and you know what what it says in the books. Isn’t, isn’t what it is out there. She goes, I really let’s try and do some international travel. Let’s try and maybe even do some international teaching and with a family of five, we were limited to where we could go. And so we ended up in Korea, we ended up a school that was a Christian based school that was just starting up. And so when we arrived, it was up to grade 10 and she taught middle school, you know, grade 6, 7, 8.
Kevin Wendling (04:01):
I taught high school, actually. I had just done been involved with six years of being an elementary principal. And we took a leave of absence from our jobs in Ontario and went there and basically within a year they needed a high school principal and I became the high school principal and saw the first graduation class. It was an IB school. So that was whoa, like the training involved with that, the, the expectations, the high expectations and some of the, you know, the, the best five teachers I worked with, I would say two or three of them were there. It was great. It was a lot of collaboration, a lot of working together, but we really went for our kids too. So our kids could get a different idea of a culture. So my middle daughter played hockey in Korea. If you can imagine that.
Kevin Wendling (04:48):
So my daughters, all five of my daughters actually danced ballet and all of that. So they really got a chance to see the culture. And they actually learned a lot of Korean, which is, I’ve been told one of the most difficult languages to learn you. Also, we also got to travel, do I be training? We had the opportunity to travel and whenever we traveled, we took the kids with us. So we actually, we went to the Philippines, we went to India, we went to China, a number of times to sight Penn for us, like a summer vacation in the Marguerite in the, you know, that part of us at the time. So we got a chance to kind of see everything. And we did that for three years. And after three years we had a choice. We continue to do this for the rest of our careers, or we come back to Canada to Ontario.
Kevin Wendling (05:33):
And we just decided to come back to Ontario. And it was fantastic opportunity as a principal. I probably gained more than anybody and experience just because of the way I was treated as a principal, some of the experiences I’ve had just phenomenal and really a very, very, the big difference I would say is that the committed people, when you go overseas, your committed, you are there, you know, it’s like Balboa, you burnt the ships you’re there. The people are very committed and actually their families are too. So we saw a lot of families and a lot of, you know, younger families with kids like us at the time. And we just had a great time. It was a fantastic experience and we’ve kept some of those friendships going even after we left. So really good.
Sam Demma (06:20):
Awesome. I love the balboa reference where you put logs on your back and do lunges in the backyard.
Kevin Wendling (06:27):
Sam Demma (06:27):
Where did you, so, okay. Let’s go back now to the faith based summer camp. What was that camp and what about that experience encourage you to get into education?
Kevin Wendling (06:41):
It just, it totally blew my mind in terms of what I saw to that point in my life. Like I would, I was, I was in a really good high school, but it was one of my teachers at the high school who introduced it to me. And what he introduced me to was just a different way of leadership, a different way of, of looking after kids. You know, I, I ended up you know, looking after kids around nine, 10 years old. But then later on did trips to Algonquin park, canoeing and hiking with kids like 12, 13, 14 years old, it just was a true community feeling and true your ship in action. Like you had to be a leader, you had to go out and like leadership. Isn’t about stuff in that as, you know, stuff in textbooks it’s about going out and being a leader, that’s the best quote I ever heard is leaders lead.
Kevin Wendling (07:32):
And so you, you had that opportunity to go out and to be that leader for each other. And also the faith aspect was the fact that it was a, it was run by the bazillion fathers out of Toronto. And they really I learned a lot about spirituality from them and from the preset where there, it actually later went on. When I finished university, I actually was the first lay chaplain at the ethical camp for two years and was on the advisory board and did some other things with the camp. It ended up it’s doesn’t exist anymore. It kind of gave way to times and to things and to money and all kinds of stuff. And but that opportunity for me was just phenomenal. It really was part of my formation to become a teacher. And what it taught me is it gave me the confidence saying, you know, I want to be a teacher.
Kevin Wendling (08:21):
And in fact, one person I met there led them to the program. I went at the university of Waterloo math teaching option program. And it was someone who I met there that introduced it to me, but it was just later when I had a teacher who influenced me to go there, I said, is it, you knew exactly the influence is going to have on me. You knew exactly I belonged here. And you said, yes. And that’s why you need to be here. And that it was just that, that tale of teachers having influence and affecting the kids and affecting their students and making it a, a, a great place for them to become the leaders and the people that need to be.
Sam Demma (08:55):
I love that. And like you mentioned or alluded to like, now’s a different time, right? Like COVID is changing things you were telling me before we hit record that uncertainty is a common feeling amongst school staff, probably all around the world. What are some of the challenges that are going through your mind, your staff’s mind, and, you know, how are you all grouping together as a strong team to try and figure things out?
Kevin Wendling (09:18):
The number one is, is as much as we’re a school and we’re about learning, it’s the number one thing has to be about safety has to be about the kids being safe and, and the kids making sure that they’re not getting sick. So we were elementary. So majority of our kids, you know, really great, six down to kindergarten, haven’t been vaccinated. And so they’re very susceptible, especially with the Delta virus right now and how much it can affect kids. We want to make sure they’re safe, you know? So it’s making sure we’re masking making sure we’re sanitizing, our hands, social distancing, all the things you hear. We, we we’re teaching that each and every day to the kids and just reminding them of it. And yet throughout all that, we’re trying to learn and making sure that the learning is there for them and giving them the opportunities for them to learn.
Kevin Wendling (10:05):
And yet underlining all that is the uncertainty of, okay, could we shut down again? We shut down three times last year, we shut down once more than everybody else for an additional three weeks where we distributed the computers and they went out and and actually Lucy went through a time where it was really, we had a number of cases and it was surging. And people were really scared because it was like, oh no, is this really going to affect? And that’s been the case with all the flying communities, flying communities up the coast of James bay actually had over 200 cases in jail. And that’s, and over half of those were, were kids under 18. And so, you know, we we’ve seen it. We, we lived the fear, we’ve seen it. And it’s like, are we going to get through this year? Are we going to have to pivot again?
Kevin Wendling (10:51):
And let’s face it, teachers teach and are trained to teach face to face. It’s, it’s all about, I want to be in front of those kids. I want to work with them. If there’s a problem, I go beside them. You can’t do that on a computer. Technology is fantastic. Technology is great, but for younger kids, it’s, it’s not the way to learn for them. You know, whether it’s the mental health aspect, whether it’s the learning aspect, you gotta remember too. When we, when we dove into this 18 months ago, teachers don’t normally take courses on distance education. Suddenly you had to, you had to be an expert, and that was hard on a lot of people. And, and then you come back and say, well, yeah, you gotta wear the proper PPE and things like that. And you just feel a little bit distanced, you know, naturally you figure in the kindergarten class, there’s a lot of hubs and a lot of, you know, hand on the shoulder and things like that.
Kevin Wendling (11:38):
And people feeling closest together, physically, you can’t do that. Now. You really have to, you know, keep that distance and, and make sure. And again, we, we don’t do that. We actually do that now to show we care in a different way, because we want them to get sick and we don’t want them to. So those are, those are some of the things you know, as a principal, I don’t think people realize that when there is a positive case in your school of probate and suddenly a class that should shut down, you’re working with the health unit. And there’s a lot of things that are going on behind the curtain to make sure things are okay and people are safe and, and yet confidentiality is making. So there’s so much of that stuff that people don’t don’t know. And they don’t need to know because it’s affecting them.
Kevin Wendling (12:19):
And then we get the other side where parents are frustrated. Parents are incredibly frustrated, they just want consistency. You know, just think if you’re a a single mom and you’ve got two kids and you’ve got a job and that stowing, and suddenly you get COVID or someone you work with gets COVID or, or where you work has suddenly shut down. And, you know, and then you get another job or you got two or three, and then you got your kids and suddenly there’s something at school. And now they’re, you know, you got a great to integrate for, and suddenly they have to do, you know, virtual education. How does that work? How do you maintain your job and do all that? And the government’s been great. Government has had programs and things to help, but, but that’s not what they expected. That’s not what’s best for everybody involved.
Kevin Wendling (13:01):
So it’s an, it’s an incredible challenge. I think we’ve learned a lot from it. I think we’ve learned a lot about education Ontario and the value of it and want to teach, but we also, we’re living through a very difficult time. It’s a time where there is a time in the end right now we see a lot of hope and we’re hoping that it’s going to get better and we see signs of it. But then as we go through this with the Delta variant, and then the next wave we, we wonder if this is going to be a big wave or is this going to be a small way? You know, you know, it’s like waiting on the dock, but you don’t know what’s going to hit you. Yeah.
Sam Demma (13:35):
Yeah. So true. And do you think that there are things that will forever be changed? Not in terms of like PPE, but the disruption of COVID-19 may have also caused lots of reflection. Could we be doing things differently? Is there, is there anything to take away from this? Do you think there is anything that came out of it that was like, this is interesting. Might be something that we continue to do or revisit or, or look at as an opportunity?
Kevin Wendling (14:00):
I think every procedure, I think every procedure that, that we have at schools has had to be looked at from a, from a safety, a health and safety and you know, immunology, you know, like the whole science behind it, you know, let’s put in once things like that. And some teachers have found, there are some things that are better, you know, in procedures and how things go. And there’s things, maybe not like, for example, something they push for years is literally literally sludge. So in other words, you know, you come to school, whatever’s in your bag, you put back in and you take home and you throw it out at home. We’ve had to do that because of COVID. And actually, you know what, that’s something that environmentalist I’ve been saying for a while. Cause if you’re throwing out the garbage as a parent, maybe you’re going to pack the lunch in a different way.
Kevin Wendling (14:44):
Maybe you’re going to do things in a different way. So that’s, that’s just like one example of how, you know, things have changed. We also aren’t as supposed to accept lunches, you know, last year in particular through the day, like, because you’re not supposed to have parents come to the school. You know, so basically, you know, parents make sure the lunches packed. What’s sad though, is you’ve seen a lot of these pre-packaged lunches. Well now, because like, for example, like our school at one time allowed microwaves to warm up the meal, we, we can’t allow that right now. We can’t have microwave salon. You know, that may change soon, but, but right now that’s our policy and that, that was direction from last year. So there’s, there’s a lot of little things here and there. I, I, you know, the other is, I think you’re going to see the whole virtual school thing stay.
Kevin Wendling (15:32):
I think some parents like that. And again, what, what would be interesting to know what the reasons were because we’re really not asking the reasons, I think the other thing, the importance of mental health and you know, the whole idea of mental health and that awareness has become paramount. When it first came out, we saw it as important. We now are really seeing important. We’re seeing probably one of the things I really noticed up here when we had the vaccine clinics in June for 12, between the 12 and 18 year olds, you would think, okay, 12, 18 year olds. Some of these kids are just going to come on their own. You know, the parents will just say, just go and whatever, every student who got vaccinated that I saw in the clinic, I was in for the day to kind of help out.
Kevin Wendling (16:16):
And again, we were coming in to help because it helped you and ask, we need some people just to be positive support, but every one of those kids had a parent with them. And like even a 17 year old had a parent with them. And I would say some of these kids had their hoodies up over their head, kind of, kind of being really anxious. They were scared about the shot. They were scared about things because again, a lot of that’s out in the media and you know, there’s some positive stories and there’s not so positive stories. And again, they were worried about that. And again, to the point where I was doing like check-ins with kids every so often, and I knew some kids were just nervous because they didn’t know me cause there’s there’s schools that, that were being served by that clinic at the hockey arena.
Kevin Wendling (16:58):
And I actually knew that. So I would just go over and said, look, you don’t know me, but I got to make sure you’re okay. Just give me a thumbs up if I come by and give you a thumbs up. Just, just so I know you’re okay. Because if, if they got sick, if they had a reaction, I had to make sure of that. So it was interesting that way, there was a lot of things. I think we’re learning along the way with, with other things and other aspects, I think we’re learning about ourselves as a culture. You know, we have some people who don’t necessarily believe in vaccines, but yet we’re all supposed to believe in public health and make sure everyone’s safe. So I think there’s a, a push and a pull there. And I think some of it is very regional.
Kevin Wendling (17:36):
And that being said, you know, we great example, like I mentioned before, we had a community up here. We had access to the vaccine in February, March this year, all the communities did. And yet we still had a community that skyrocketed and 200 cases like that. Like it, it didn’t take long. This virus really can move quickly, especially with the Delta by period. So it’s actually up here in the whole Timmins area. There were a number of cases where if you remember some people don’t that in June, the rest of the province could have opened open up the government. We would have shut down. We would have no. Cause we had, we were searching in cases. It was unbelievable in the, in, in the Timmins and the porcupine health unit area, how bad it was.
Sam Demma (18:20):
Wow. Yeah, it’s a, it’s such a interesting time and just put it like that. And fingers crossed that things also started to clear up in all schools, across the country, across the world when it comes to making connections with students, you know, you talked about walking up to the ones in the clinic and giving them thumbs up, which is awesome during a time of stress putting the hat on, like we’re back in a regular school you sound like you’ve done so many different roles in education. What have you found is the most effective ways to build trust and a relationship with a student in a class or in a school?
Kevin Wendling (18:56):
Starts with a smile and a kind word asking them their name. Because again, you know, and again, I’m, I’m, I pride myself on knowing names for a good part of my career and that when I went overseas, it’s like, okay, I’m struggling with this. It’s, it’s just being very genuine and honest and caring about the person before you can make any relationship. You’ve got to show that, that empathy and compassionate, caring, showing you care about that person and you take the time to talk to them and get to know them that that’s where it starts. And then the relationships build from there. And again, it’s, it sounds simple. It’s not because you have to have a big heart and you have to go out and that’s how that’s again, that’s how the relationship starts. And again, we’re, we’re in a place right now in Lucy where, you know, over 90, approximately 95 or high 90% of people here are indigenous background.
Kevin Wendling (19:49):
And I’m not of indigenous background. I so guess what, I’m maybe someone that I will be trusted right away, especially with everything going on right now with, with the residential schools. And, you know, there wasn’t one in Mussolini, but there’s been a few of, there were a few off the coast that were closed down. And so whenever they kind of happened in the spring with regard to residential schools and that issue came up, that hit us hard too, even though we were, we were virtual at the time. So we had been in front of the school and we actually had parents and grandparents who were survivors of the residential schools actually have a teacher on staff, survival, potential schools. So, so again, when, when you talk about making those connections and making those things, you have to see where that person is as well.
Kevin Wendling (20:32):
And you have to come in. And I think the other thing too, being up here has kind of confirmed that, but even overseas and anywhere, it’s like, are you going to be here tomorrow? Are you going to be here to continue this relationship with me? Or are you going to pack it up and leave suddenly that’s important as well. People need to feel that basis that you’re at, you’re here for the long haul and that you’re here to help them and that you want to help them, you know, and, and that’s, that’s really key. And I, you know, normally you would say maybe that’s just for elementary kids, but I think that’s also secondary now too. I think the secondary kids, especially with this, I’ve been hard hit and the anxiety and things that they face is quite big.
Sam Demma (21:08):
Teaching is such a giving vocation, giving, calling. You’re not only giving students information, but sometimes they’re also like a coach and a mentor. Even if you’re not coaching a sport, you know, you kind of give students a shoulder to lean on. Sometimes if they need to talk to you about something that’s uncomfortable, what’s your experience been like with boundaries, you know, separating work from life and making sure that although you’re consistently able to give you’re also filling up your own cup and making sure you’re not burning out, especially during a time where you might be staring at a screen for seven hours a day and, you know, answering phone calls twenty four seven.
Kevin Wendling (21:43):
Yeah. I, you know, because my very first school I was principal at was in my hometown. You know, it was in port Colborne Ontario and, you know, so I would go out with my kids for activities and sports and I would see other kids around and, and you know what, they, they knew the boundary. They knew that I was Mr. Wellman. They knew that I would say hi to them, but they also respected the fact that from their parents, from their upbringing to kind of have that, that boundary there, however, my life has always intermixed. You know, I’ve, I’ve actually coached my kids and coached a lot of sports. Even the whole morning. I coached Shane love volleyball, and then did a lot of volleyball coaching and at the travel team level and, and various levels all the way up to UAA team.
Kevin Wendling (22:27):
So I had that experience as well, but it’s really about, you just naturally have to make, you know, those boundaries and just let people know that things are. And so when a student kind of crosses that boundary, like even as something as simple as, oh, I remember I was at one school was out for the buses and it’s, it’s a little joke when kindergartens grade ones learn that you have a first name, you know, it’s not Mr. It’s, you know, my first name’s Kevin. So they would come up to me and I remember them whispering and going, we don’t want your real name. And they go, yeah, it’s Mr. And they go, no, no, no, no. We know your real name. And I said, well, what do you think it is? And they go, well, we’re not supposed to say your real name because, you know, and they knew it wasn’t right.
Kevin Wendling (23:10):
I said, don’t just tell me. And they said, we think it’s Kevin. I said, it is, what should you call me that? And they said, no, you’re Mr. Lenley. But they think it’s funny because you’re human, it’s human side to you. And we’re like, when I show them pictures or they come to my office and they see pictures of my family. So it’s not, you know, boundaries are important for respect, but you gotta be careful that that boundary doesn’t dehumanize you as well. You’re, you’re very much you’re very much a human being and they know that. But when they realize that you have a family and you have a white friend that you have kids and they see those kids and they see pictures, or you’re out at a hockey game, you know, that’s the thing you don’t want to create the boundary where a kid comes up to you and says, hi, Mr.
Kevin Wendling (23:51):
Welling, how are you? And you just kind of push them off or shut them off. Some kids though, don’t want to come up to you and they see you. So you wave you wave. And that makes them realize that you’re a human being as well. But boundaries are incredibly important when you, when you talk about from a leadership standpoint that, you know, in terms of like your employees and people you work with and things like that. But in terms of kids, they actually know the boundaries and you may remind them of it, but you do so in a way that’s human and compassionate because that’s, that’s part of being a teacher. That actually to me is an incredible teachable moment because yeah, today, right now, some kids really, you know, some schools, you actually see people call them, you know, they I’d be called substitute Mr.
Kevin Wendling (24:31):
Kevin. And I’m like, oh, well, I don’t like, well, they can’t pronounce your last name. I said, you know what, I’d rather them not pronounce my name, last name properly and learn along the way saying, well, I can’t say your name. Cause it’s, it’s difficult for me to say and just rename you something, you know, your name is part of who you are and part of the respect that you got to give to others. So there’s that one to unpack that one. There’s a lot of stuff that when you talk about boundaries and you know, that, that can be incredibly tough, but in terms of kids and stuff, like, yeah, they need to know the boundaries, but they also need you. You can’t use that as a way of dehumanizing who you are. Yeah.
Sam Demma (25:08):
Also you put up a barrier that’s not necessary right there. It makes it even harder for them to reach out. I think our online that you’ve been teaching for 27 or 28 years now.
Kevin Wendling (25:18):
Yeah, yeah. Teaching and being involved with education. But considering I like tutored kids even back in high school. It’s it’s and I was a leader of a cup pack. You know, even before, like, it was funny, I’m brilliantly pack leader who worked with others that actually had to get a drive to the, to the, to the meetings cause time. So yeah. All the kids and working with kids for a really long time. Yeah. Probably, probably over 30 years, but professionally as a professional it’s I think it makes 27.
Sam Demma (25:49):
Okay, cool. And so it might be a tough question, but if you could take all the experience and wisdom that you have gained over the past 28 years and distill it into a couple of pieces of advice for your younger self, when you were just starting this work, like knowing what you know now, what would you share with your younger self?
Kevin Wendling (26:10):
Be honest, be genuine and just love the kids. And, and as you teach them just help wherever they are just help them. And and everything else will work out. It’s really about loving kids. It’s really about teaching them for myself as a, you know, that’s for me just general that’s, that’s my 24 year old self, just starting to teach, you know, who was nervous about lesson plans and this and that. And it’s like, no, this, this will all work out. We’ll be okay. As a, as an administrator, as a principal. And I learned this very quickly. So I was lucky. It’s really about four things. You know, you want to create a school that, where kids learn, where kids feel safe and where kids wellness is looked after, but I would even say have fun. And from a face standpoint, you do all that, knowing that God is with you in that below of the holy spirit is with you.
Kevin Wendling (27:09):
And that, and that basically from a faith standpoint, that all those things have to come from a faith perspective as well. So those would be two piece of advice I’d give, give my younger self. And, and the other thing I would say is to do this job, it’s not just you, it’s also your spouse, it’s also your family. So, so my kids, you know, let’s face it a family with, with two teachers in it. There’s certain rules you learn and, you know, there’s certain things you learn and certain things you say and don’t say, and, and, but it must’ve worked because my oldest is going to be is a teacher and she’s just going into her second year. And I probably have at least two other teachers, I’ve got two who said, Nope, I’m not teaching, but yet I watch how they work and interact with others.
Kevin Wendling (27:54):
And there you’re just like teachers. They’re just like teacher. I have one daughter who’s probably going to go into the medical field and yet she could tutor and help kids read and do all that and analyze it better than almost any teacher. I know. And her biggest frustration was, I don’t understand why parents don’t help their kids. You know, like I don’t understand that. And she just sits back with that. But, but that’s the thing it’s, it’s, you know, it’s, it’s a whole, almost like a family thing. And again, if I look too, there’s no teachers, my family, but I look at my wife, her whole family is teachers. And one of the best teachers I know other than my wife has actually her mother who was awesome kindergarten teacher. And actually as a young principal, I would go to her for advice and say, look, you’re a veteran teacher.
Kevin Wendling (28:39):
What am I missing something here? What do you think? And she was, she was always awesome with the advice. So I guess that would be the other piece I would give is you’re not alone. You need to collaborate with others. You need to work with others. You need to, to know that you don’t know everything. And I’ve probably early on my career. I was a little stubborn that way. I figured I knew things, but man when I kind of let that down and work with others, it’s phenomenal how much others can build you up and teach you. If you have an open mind to that and going overseas taught you that as well. Oh my gosh. You want to change your life, go overseas for a year. It true. Like that’s an old saying that they say, but it truly makes a huge difference.
Sam Demma (29:21):
I love that. That’s awesome. Kevin, thank you so much for being generous with your time and sharing so many coolest stories and ideas and principles and your journeys traveling overseas, your journeys at summer camp. If there’s an educator listening right now who feels inspired or just wants to chat about something related to the podcast or anything they heard, what would be the way for them to reach out to you?
Kevin Wendling (29:43):
That’s the way we be at my address at the school on that. KWendling@ncdsb.on.ca. That’s, that’s probably the best way to do that. And I would, I would love to hear and if stories to share or people that, you know, along the way, like, Hey, let’s talk! I’d be more than open to those opportunities.
Sam Demma (30:09):
Awesome. Kevin, thank you so much for doing this. I appreciate your time and keep up the great work.
Kevin Wendling (30:15):
Thanks for having me on the show.
Sam Demma (30:17):
And there you have it, another amazing guest and 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 want to meet the guest on today’s episode, if you want to meet any of the guests that we have interviewed, consider going to www dot high-performing educator.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 feel your inbox. Talk to you soon. I’ll see you on the next episode.
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The High Performing Educator Podcast was brought to life during the outbreak of COVID-19 to provide you with inspirational stories and practical advice from your colleagues in education. By tuning in, you will hear the stories and ideas of the world’s brightest and most ambitious educators. You can expect interviews with Principals, Teachers, Guidance Counsellors, National Student Association, Directors and anybody that works with youth. You can find and listen to all the episodes for free here.