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Karl Fernandes – Teacher, Coach, Writer, Guest Speaker and Life Long Learner

Karl Fernandes – Teacher, Coach, Writer, Guest Speaker and Life Long Learner
About Karl Fernandes

Teacher, coach, writer, guest speaker, life long learner: Karl Fernandes wears many hats as an educator. Blessed beyond measure in his career, Karl has taught in each academic division for the Toronto Catholic District School Board. Karl believes strongly in experiential learning and has an extensive history of engaging his students in local and international service projects. He is actively involved in mental health and natural health initiatives and has worked with numerous organizations to develop well-being resources for students and teachers.

Karl has also instructed at the post-secondary level, and currently serves as a course instructor and professional development facilitator at the provincial level for the Ontario English Catholic Teachers’ Association. He has presented to OCTs and teacher candidates at conferences and workshops across Ontario.

Connect with Karl: Email | LinkedIn

Listen Now

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

Resources Mentioned

Toronto Catholic District School Board

Ontario English Catholic Teachers’ Association

The Transcript

**Please note that all of our transcriptions come from rev.com and are 80% accurate. We’re grateful for the robots that make this possible and realize that it’s not a perfect process.

Sam Demma (00:01):

Welcome back to another episode of the High Performing Educator podcast. This is your host and youth speaker, Sam Demma. Today’s special guest is Karl Fernandeas. Karl is a teacher, coach, writer, guest speaker, and lifelong learner. He wears many hats as an educator. Blessed beyond measure in his career, Karl has taught in each academic division for the Toronto Catholic District School Board. Karl believes strongly in experiential learning and has an extensive history of engaging his students in local and international service projects. He’s actively involved in mental health and natural health initiatives, and has worked with numerous organizations to develop wellbeing resources for students and teachers. I’m so grateful that a past guest that we had on the show, John Laenaris, introduced me to Karl. Karl has also instructed at the post-secondary level and currently serves as a course instructor and professional development facilitator at the provincial level for the Ontario English Catholic Teachers’ Association.

Karl Fernandeas (01:02):

He has presented to OCTs and teacher candidates at conferences and workshops across Ontario. I hope you enjoy this insightful conversation with my friend Karl, and I will see you on the other side. Welcome back to another episode of the High Performing Educator Podcast. This is your host and youth speaker, Sam Demma. Today, we have a very special guest. We connected a few times before this podcast, and I’m so excited to finally have him on the show. Karl Fernandez. Karl, please start by introducing yourself so everyone listening knows a little bit about who you are and what it is that you do.

Karl Fernandeas  (01:39):

Thanks, Sam. It’s my pleasure to be here with you this afternoon and to share a bit of my background. I guess I describe myself as both an educator and a lifelong learner. I am a teacher with Toronto Catholic, and I’ve taught in different communities in the city for years. All the grades, like from the little ones right up through high school, and I’ve also had the opportunity in recent years to teach post-secondary and to work with teacher candidates, and now I also work with the, at the provincial level level with the Catholic Teachers Association. And I’m doing a lot with teacher training there. It’s just a terrific way to continue my own learning. Like I said, lifelong learning is, it’s, it’s real.

Sam Demma (02:19):

Where did this passion for lifelong learning develop or stem from?

Karl Fernandeas (02:25):

<laugh>? You know what? I think it, it, it comes just from realization that you, there’s so much you don’t know. Hmm. And, you know, your mistakes inform you. So you, it’s tough because, you know, it’s your pride sometimes, but then you have to recognize well about all the things you maybe didn’t think of or didn’t know. And so it’s, it’s something you learn along as you go along the way. It’s really about the questions you asked, right? That’s what leads to better understanding and better thinking. So that’s something that comes from your work with students. But I think it also comes from just being intentional about how you live your life and how you have your interactions and your experiences. And if you allow yourself some space to be still and not to feel like it’s always about, like you have to look ahead, but sometimes you need to look back.

Karl Fernandeas (03:18):

You need to be right here, and then you get a better perception and perspective on things. So I think that’s something life’s taught me a bit. And I don’t think you start off recognizing your lifelong learner, but it’s just that we’re all on this journey, you know, to try and make meaning of this time we have. And I think that’s where I started recognizing. I, I went back to grad school years after I’d got my teaching certification and all that. And I was, I was probably the most excited person in, in the rooms at times because I knew I was doing it because I just wanted to continue my education. It wasn’t about I need this to get that. And I did meet some people that were doing that and, and that’s fine. But I felt that for me it was more about, let me take this at this stage of my life.

Karl Fernandeas (04:05):

And I didn’t wanna be thinking, oh I could have done it. I just decided not to. I, I knew it mattered to me. So I had a great support network. And in the end, I think it kind of reinforced at that stage in my life, a lot of things that you know, I was intuitively leading towards, you know, the idea of how knowledge is. It’s a reward in and of itself, right? To, to work through a problem, to think about different perspectives, to gain a better understanding, to hear someone else’s point of view. All those things are part of just being willing to learn. And hey, you know, we learn things when we get in the kitchen. We learn things, you know, in so many different aspects of our lives that I think it’s there for everybody. Just, you know, and when you see other people that are inspired to go back and learn something or take a course on the side, you celebrate that. Cuz I just think it’s, it’s such a pathway to their thinking and, and maybe something that becomes a passion project or whatever. Right. So yeah, I see it as natural

Sam Demma (05:02):

Stillness is something that’s very familiar to you. You’ve written about it in a few online teacher articles and magazines. You mean it both in a physical sense of sitting down and not moving, but also in a, I guess a metaphorical sense of not living in the future, but living here and now. but let’s talk about it from a physical standpoint. I know that being still and meditating or finding that pause is something that you practice often. Why do you do that? And do you advise other educators to explore trying that themselves?

Karl Fernandeas (05:39):

Yeah, it, it’s something where you have to keep putting yourself in a position, you know, to, to learn and grow and to help your students do the same, right? So even pre pandemic this is something that, you know, the whole idea of mindfulness and meditation, we have to resist this thing that it’s the flavor of the day. Mm-hmm. <affirmative> as if it’s kind of like a trend or like a new way, right? Because it’s actually ancient in, its in, its in its wisdom and in its methods. So we, we need to sort of put that aside cuz that’s one of my, my cautions right now. I do a lot of real work in this area. And this has happened organically and authentically as someone that, you know, you have to be thinking about how you’re managing you know, your sense of wellbeing.

Karl Fernandeas (06:28):

If you’re gonna lead others, you know, you’re gonna lead your students. And, you know, equally important, you have to think about your students and recognize that if they’re not feeling well, if they’re not feeling good the math lesson doesn’t matter, right? So what can you do? Right? Of course, you wanna be a present and a welcoming figure, and you wanna create a classroom that’s inclusive and dynamic. And, and those things are things that we take pride in, right? And you build through the year, but then you have these other, you know, I don’t wanna, like, it’s sometimes we use an analogy of a toolbox, right? Mm-hmm. <affirmative>, and you pull things out and you know, you know what to use and all that. And I actually did a pilot, I was involved with a pilot project some years ago that involved bringing wellbeing practices to students.

Karl Fernandeas (07:11):

And you know, through that I had a chance, I had already was committed to a lot of these practices, including the idea of meditating. But to be able to have my, you know, guide my students through these and learn some new things because the people leading it were really top rates. So it gives you a chance just to expand again, to expand your learning. But I saw firsthand, you know, I mean, we, I, if you’ve created an environment that’s safe and welcoming, it’s amazing where students will, you know, where like, they’ll, they’ll come along, you know? So they were, I, I had a, a beautiful group of grade eights that year. A lot of ’em, huge kids, you know, athletes, scholars, the whole, the whole nine. But they didn’t hesitate, you know, if I said, look at, this is what I like to try.

Karl Fernandeas (07:54):

They, you know, they already, you had gained their trust and they, they, they also understood that you were putting them in a place where they had an opportunity to try something that could benefit them. It wasn’t something that would, was meant to make them feel self-conscious or, you know, put in a spot. So I, I witnessed it firsthand that they were willing to, to try these things. We did, you know, some of the elements of of breathing exercises and, and physical exercises that are connected to yoga that just would help them with their the relaxation and it, you know, then they’d write about it a bit and how they felt about it. So then you get that sense, and then you do other things, you know, that help them build a sense of community and their appreciation for each other in life.

Karl Fernandeas (08:37):

You do things like gratitude circles and it just, you know, builds. And so what was fascinating is from there you know, we, we changed grades and assignments as the years unfold. And I was in with a younger group of students who maybe were a bit more challenged by issues around self-regulation. And this was just pre pandemic. So we started on this journey too, in the fall. And at the beginning, I know for some of ’em, it was really challenging because, you know, I would try to create the right environment, you know, dim the lights, close the door and all that. But then, you know, meditation really teaches you, it’s just like life. Like it’s, you can’t write it up the way you want it to be an expected to happen. So I’d leave the door open a couple times. Someone would walk in already talking to me before they actually saw what was going on.

Karl Fernandeas (09:21):

And I just like, you know what, we’re present in this moment, so we’re just gonna stay with this. And it was something where I’ll catch up with that person later. But the priority right now is, you know, we’re gonna continue our breathing. And, you know, the thing I loved about ASAM is that was unfortunately the year where we had to transition to online learning. Mm-hmm. And these these habits that we had developed in person, we extended to our online sessions. And so we would have it as part of our, you know, I would always be throwing new things into the mix to keep the kids feeling connected and that, you know, that, that this matters. And that was one of the things we did. And it absolutely was a, a joyful thing. And I mean, it, it, it, the science is all there, but I can also speak to it from like, from the heart, from an emotional level, just to see your students to look up and see that they’re completely engaged in this.

Karl Fernandeas (10:13):

At the beginning you got the kids that are eyes open looking around, you know, <laugh> wanting to see if any of their friends are maybe looking around too. But, you know, little by little they kind of come to it. And it’s not for you to, to judge or to scold or whatever it is. You just keep the in imitation open. And it’s tough because our minds are just used to overprocessing and racing and, and jumping around and all that. So, you know, wanna go back to your original thought stillness, right? It just, it, it, it allows you to be just a little more aware and when you’re done. ‘Cause the kids at the beginning thought maybe they’d get sleepy. And I said, it’s the opposite that happens, right? Like, you can talk to ’em a bit about the science of your alpha waves and just help them understand a bit that this actually benefits you. You become more alert and more present. So I, I would en I would encourage it. I, I would think, you know, you need to sort of find out a bit, especially if it’s not something you’ve done yourself. And you can always, there’s so many great resources online and apps and really legitimate websites, platforms that are developed by people that are in this field, so that if you wanna get started, there’s always a, a pathway for you.

Sam Demma (11:19):

It’s such a cool thing to hear about that you’re doing in a classroom with students. I’ve benefited greatly from meditation, from silence, from nature. And I think it’s just awesome to hear that you’re creating those spaces with young students. I didn’t stumble into that when I was in high school. I stumbled into it listening to podcasts, and I would’ve loved to have a teacher introduce me to those things at a younger age. You mentioned you create these safe spaces, and I’m curious to know, how do you think an educator creates a safe space? Like, how do you create a space where students feel like they can be themselves, feel like it’s okay to fail?

Karl Fernandeas (12:01):

Yeah, that’s important, isn’t it? Because if you don’t make it clear that we’re inherently gonna make our mistakes and we’re not always gonna have the result we want mm-hmm. <affirmative>, you’re creating a climate that isn’t really welcoming and isn’t really gonna, you know, reach the students. So I think, you know, it starts with just that idea that, you know, when you’re in education, you generally are guided by compassion and a and, and an interest in your students. And, and that comes out in many ways. Sometimes it’s just the being that stable, welcoming presence for them, because they may not have enough of that in their lives. And sometimes it’s just the, you know, the little conversations you can have if it’s in line or, you know, as you’re going out, extracurriculars, field trips, all that. I think what you’re trying to tell the student is that as much as their their homework, it sure it matters.

Karl Fernandeas (12:54):

And, you know, all these other things matter. It’s the person that matters the most. And kids have this innate ability to sense when they’re in the presence of someone that welcomes them and will, you know, kind of encourage them. So if, if, if you’re just worried about the rule or the, the way it’s done, you could lose sight of the bigger picture. Whereas here’s someone who’s not that different from us, right? Who’s maybe messed it up a bit today or maybe forgot the thing they should have brought. And maybe, yeah, it is the third time, and that could be trying, but if the child understands that what you’re trying to address is the the actual action of the behavior, not the person, you know, there’s the real opportunity for them to, to reflect and, and children of all ages, like they, they, they, they can come to this place, right?

Karl Fernandeas (13:46):

One of the fascinating things that you often, that, that I find I, I enjoy doing with students is when it comes to evaluating a piece of work ask them to evaluate themselves, including with the grade, it’s amazing how hard they’ll be on themselves. Mm-hmm. Right Now you get the occasional kid that’s gonna give themselves the flying a plus <laugh>, but, and you know, that’s all good. But you know, when you, when you’re, when you ask them a little further, they’ll, they’ll come down from that too. But so many, I mean, that’s our human nature, right? And I think there are all these studies out there that talk about how many negative comments we tend to absorb in the course of a day. And even the talk we do with ourselves tends to be a little bit more critical. And so I think as a teacher, you’ve gotta check that sometimes, you know, and you’ve gotta remind yourself that, you know, you can put a lot of positive energy.

Karl Fernandeas (14:32):

You don’t have to be like singing songs and clapping hands and all that to show that you’re happy, right? Yeah. Sometimes it’s this calm and peaceful environment you create. I mean, gosh, remember with my younger students years ago, I’d played classical music while we were working, and that was one of those years of the E Q AO tests where, you know, scores were like such a big concern and the province and all that. And you know, when your students are asking, can they have, can they listen to Mozart while they’re doing their math work or whatever, I mean, something’s happened, right? And it’s not always classical, but it’s just the fact that we can go there. And so you can just create these little dynamics and you also instill trust, right? So for me, like there are a lot of policies without getting too much into teacher speak, you know, the idea of needing to use the bathroom or get a drink.

Karl Fernandeas (15:15):

Like that’s, to me, that’s, it’s automatic, but the only condition I place on that is you’re not going for walks around the school, right? Like, there are things you can do in the classroom if you need to get up, and you have to know when you’re, you know, you need to leave. But if I’m if I’m teaching a split grade, let’s say, and I’m teaching the other side, my students that are currently in independent work, they understand like they’re allowed to get up and go, but it’s a trust thing. If even once I find they’re roaming around or they’re, you know, there’s something that’s, you know, a bit of a disappointing choice they’ve made, they have to answer for it. So, you know, I think when you put all these things in place, it’s for everybody. It’s not just for the student that’s easy to trust.

Karl Fernandeas (15:53):

Hmm. Right? It has to be for an invitation for all of them to reach a standard. And I think putting expectations forward, I, I’ve, I’ve talked to people over the years to try and understand this better, and I, I really feel it’s true because sometimes you have a group where you recognize they’re struggling, you know, maybe they’re struggling with expectations or with their academics or whatever. And the question is, well, do you lower the standard and just, you know, make sure everyone can jump right over the fence and get these high grades that may be inflated or whatever. Or are there other ways that you need to think about this? How do we, how kind of scaffold it so that they can, you know, see progress and start reaching. And I tend to prefer that. So I think when students are in a room where they understand their expectations, but there’s also, you know, acceptance and forgiveness and understanding all these things that kind of come part of saying, Hey, we’re all human. So I like that you mentioned failure, because if we’re afraid of it, there’s all this stuff about fear failure. And I think you’ve worked in that space as well about encouraging people to overcome that. It, it, it’s important because then we shift our mindset. There’s a whole thinking around the growth mindset, and that can only come if we see these things that don’t work out as opportunities as opposed to complete failures. Right.

Sam Demma (17:05):

I, I couldn’t agree more. I love that you mentioned this idea that you’re not addressing the person you’re addressing the action or the behavior. And that was a big thing for me as a student because I attached my self worth to my success as an athlete. And I thought subconsciously, if Sam wasn’t seen as a great soccer player, he’d be worth nothing as a person. Whereas in reality, soccer was just a game I chose to play outside of Sam Demma human being. and when I was able to identify that it was a lot easier to overcome the challenges, the mental barriers that I had to moving on and starting something new and continuing to build my life mm-hmm. <affirmative>. And I feel like you kind of addressing students by saying, you chose to make this choice. that doesn’t, that’s not necessarily a great reflection of you as a human being. It’s just a choice you made. I’m not addressing you. I’m addressing the choice. Let’s talk about the choice together, not you as a person. I think that’s a great way to have difficult conversations and it’s a lot more disarming. so yeah, I thought that was really, that was really great distinction and I appreciate you making it. Did you know when you were a student walking the hallways of the schools you attended that you wanted to work in education as a teacher?

Karl Fernandeas (18:22):

<laugh>? Absolutely not. No <laugh>, I didn’t see it. I, I, I knew, I guess there were probably, it’s, it’s, you know, life is such a mystery, right? Like, where we go and the people we come across and all the things that we’re gonna do, it’s, it’s, you gotta love that, that it’s so unscripted. But I know some people say that they, they figured it out. They knew from time. And I, I just wasn’t in that camp. I, I think the things that probably I could occlude into us, I, I enjoyed presenting and I was pretty good at explaining things to my classmates. if, you know, we were working out certain problems, not in all subjects and not in everything, but, you know, oftentimes I could, could lend a bit that way. And I did get a chance to work with youth a co I took, you know, I was always, you know, on the move picking up a job wherever I could, you know, growing up just to sort of, you know, take care of things and, you know, self put myself through university, the whole nine.

Karl Fernandeas (19:14):

So I had to I just, and I also wanted to try everything, you know, I thought, hey, life is about this. It’s not just, you know, one thin line to walk. So I did get a chance to work with students a couple times, including at a sports camp actually. And you know, that was an absolute blast. You know, I just found how much I loved being in that space and you know, all the things that come with it. Cuz when you’re with them all day, it’s a little bit like school, right? Except it’s all about sports, <laugh>, this whole, whole whole you have to learn a lot about your, I mean, know we, we refer to as classroom management, but people misunderstand that thinking. It’s about like managing kids and rules and expectations and it’s really about creating environment, you know?

Karl Fernandeas (19:54):

So anyways, I think those things helped inform me, but really and truly, I didn’t sort of listen to that voice properly until I was into my university years. And it wasn’t a sort of a fallback or something. It was literally like, well, which path am I gonna take now? I was really interested in international relations and I had done some you know, like a number of studies and things and I was feeling strongly drawn to that, you know, cause I had an interest in politics and, and, and global issues environment. And so I felt that there was something there that was really calling me. And then there was this thing about, boy, you get to do so many amazing things in, in school and I wasn’t the model that you’d expect to become the teacher, you know? So it was something I had to reflect on a bit.

Karl Fernandeas (20:43):

But I realized that, you know, there were certain things that were aligning for me that suggested, you know, even when I’d be in university and I was presenting or I was doing other things, I thought there that space is, is, is fascinating, so I should stay open to it. And then I kind of was, I I I was doing the two degrees concurrently, so I was pursuing my international relations and I was pursuing my work through teachers college. And I think if I was gonna be quite honest with myself, my international relations work was, was really lighting up. I was loving it. And I felt like, you know, my mind was alive and sometimes in, in, in teachers programs, I was a little bit more, you know, we’d be having debates about phonics and I wasn’t particularly excited <laugh> about stuff like that sometimes.

Karl Fernandeas (21:27):

So I wondered, you know, even as I was going through it, I didn’t know where I was gonna land. But I kind of ended up lending both because I did some international development projects as a volunteer. And that took me into countries in the developing world where I really got to, you know, do the work and meet people and see things and, and, and reflect on them. And what it’s done is it’s kind of informed my practice because one of the things that I am, I’m homely proud of as an educator is that I’ve connected my students to service projects throughout the years mm-hmm. <affirmative>. And, you know, it, it is a bit of a leap. You don’t, it’s not a scripted thing. You figure out, okay, what are we gonna do about this situation? Or how can we get involved? And, and then you have to just have the courage to say, well, may not be perfect, but let’s, let’s put this together.

Karl Fernandeas (22:11):

And, you know, so I think in a way, now that I look back at it, all the pieces were there for me. I just didn’t know, you know, what the puzzle was supposed to look like. And in a, in a unique way, I’ve kind of blended these different parts of who I am. So environmental work and international work and, and, and social justice work have all kind of combined. And of course I love the material I get to teach, but you know, your, your, your teaching extends so far beyond the lesson, right? And ideally you’re connecting students to the world in whatever form, and you take kids outside and they just, they just, they’re overjoyed. It’s like, wow, we get to go and do something. Right? So you don’t want to just think of it as a static, you gotta check off. Cuz that’s the thing. There’s this weight, you know, you gotta check off all these objectives and lessons and there’s so much more than that. So I guess that’s a wandering answer, but I guess that’s kind of reflective of my path in education. I don’t think it was something I, I recognized until it just aligned and I realized, yeah, this is, this is right for me.

Sam Demma (23:15):

I’ve had a diverse representation of answers when it came to this question. Some being, I used to play school with my, with my family members growing up and acted like I was the teacher to, I totally just fell into it randomly to, I like an answer like you shared. I liked certain aspects of education like presenting and realized I was passionate about it and, you know, during my university degree got into it. So I think it’s cool to hear that everyone has a very different journey to education because someone might feel overwhelmed or like they missed the boat if they’re a little bit later in their education and have started pursuing something differently. So thank you for sharing that. Your path was a little bit different. Steve Jobs always says you can’t connect. Well, he did say you can’t connect the dots looking forwards. You can only connect them looking backwards. So you have to trust that at some point in your future, the dots will connect. And it’s a part of his commencement speech and it gives me the goosebumps whenever I’m really discerning a tough decision. And I try and remind myself that, ah, this seems very challenging right now, but I’m sure a year from now looking back, it will all make sense even if I can’t make sense of it in the moment. And that kind of sounds like your journey to getting into education <laugh>. So

Karl Fernandeas (24:33):

Yeah. Yeah,

Sam Demma (24:34):

Yeah. Yeah. I appreciate you sharing that. At what point in your educational journey did you start presenting to other teachers and educators? it sounds like you always had a passion for presenting.

Karl Fernandeas (24:47):

I think it’s more I was, you know, willing to step forward. I think that’s part of where you, you try to lead in whatever way you can. Cuz in the end, you know, in a school, you’re part of a community and you, you want to contribute in a meaningful way. And it’s tricky because, you know, it’s, it’s one of the tensions that sometimes can exist in schools where you can feel that things are being pulled in all kind of different directions. And so my initiative isn’t more important than another initiative, but perhaps, you know, it’s been in place, it’s been formed and it’s ready to be rolled out and then along comes something else. And sometimes you have to just, you know, move with it. So I say that because I guess sometimes it’s just you’re, you’re asked to do it.

Karl Fernandeas (25:34):

I remember years ago, I have to think about this really, but I, I think in one of my first couple years of teaching I was asked to, it was more like, oh, just, I was the new guy, right? So I was like a year or two in, and we, we were at some kind of event and I think I was supposed to either do the welcome or the thank you to somebody and I was just, it was literally like, Hey, can you do this in two minutes, <laugh>? Yeah. So I thought, sure, you know, but it wasn’t exactly something that I knew. It was more like, well, we need someone to do it, let’s ask you kind of thing. And, which was fine. I but I was also, you know, asked by people that were friendly enough that I thought, sure, if I can help out I will.

Karl Fernandeas (26:13):

But I remember after that some people came after me and says like, wow, do you do that stuff all the time? Like, no, I just did that cuz you asked me to. But I think, you know, ultimately what it is Sam, is that if you, if, if you’re trying to be purposeful, and I, I think thoughtful about things and that doesn’t mean you’re, it’s rehearsed and you’ve got it all right. But just you think about it, I think that just lends for more opportunities. But the rest of this is unfolded over time. Like sometimes it was school events where, you know, we’d put on, we’d put on some amazing presentations for parents, you know, where the students were, obviously the, the, the, the focus Nice. But you’d need to have it stitched together. And sometimes it was coming together, so, you know, last minute and like with different pieces, like, I’d be working, I, I also work with music in the school, so with one, some of my partners are like, okay, so which one we’re doing next?

Karl Fernandeas (27:06):

And all that stuff. And then it would just, you know, I would, I would always wanna give students the mic wherever it’s possible, but where the, where situations are unfolding and it’s not maybe you know, like people can rehearse. That’s possible. Yeah. Yeah. And then, you know, sometimes it’s just like, Hey, this is just live to, so you’ve gotta be ready. Yeah, I’ll take it at those stages. And you know, when you have graduation ceremonies and stuff, one of the things that I felt was so important was to address the grads as a teacher and just thank them and wish them the best. And you try to do it in a poignant, meaningful way because, you know, not all of them gonna get called up for these awards and things like that. And I always think about those other kids that, you know, this is a big piece of their life, you know, this is the foundational piece, and they need to know that they mattered and this whole journey mattered.

Karl Fernandeas (27:47):

And it’s not about, well, you know, who got the whatever award. So I kind of, I guess more and more would step forward in those lights. And then as you unfold in your career, you think again about what matters and where you can contribute. And part of that’s also finding the things that you are passionate about and that you know, where you can authentically discuss. Because if it’s something that, like, I, I can, I, I really enjoy teaching math and language and all that, but I, I don’t think I could get really jazzed up to do a presentation on some of that. I can help, you know, and, and, and learn with others and all that. That’s all good. But if I get to talk about, you know, mental wellbeing, if I get to talk about the environment or social justice or classroom management, I’m all in.

Karl Fernandeas (28:32):

You know. So I think when I, when I went back to grad school, that kind of unfolded a series of interesting pathways where it went from being in class to, you know, I met someone who worked in I think it was the international education department there. And then I got a call from students asking, could I present at a conference? And then I said, sure. And so I did that. This is for university students. And then from there I was asked to teach a, a certificate course. And then, you know, it just one thing, I guess in the end, you get an opportunity and then it’s what do you do with that opportunity? And, you know, in, in recent years, I’ve been really enjoying my work with the Ontario English Catholic Teachers Association. You know, it’s the provincial level for Catholic teachers in the pro in, in Ontario.

Karl Fernandeas (29:13):

I see. And the, the professional development work they do is just fantastic. So, you know, when I came into this some years ago, you just apply and you know, at the beginning you’re in with a lot of really well established people. And so I was just like, I was, again, the new kid, so to speak, but I’m just happy to, you know, learn from others and talk. And then eventually you get tapped and I, I did a presentation and that led to something else. And then I think about within a year, I’m delivering the keynote at a, a conference for educators in Eastern Ontario. And I thought I was doing a workshop when I put my <laugh>, my, my work forward. And they said, no, it’s a keynote. And I was like, okay. And then I thought, well, that’s, that’s fine then, you know, I mean, I believe in what I was gonna talk about, and it was about a teacher’s journey and how we have to think about, you know, how we restore ourselves and how that in turn helps us to create these climates for our students.

Karl Fernandeas (30:02):

So I believed in what I was gonna talk about, but they did select it. And then from there, I guess it’s, it’s rolled on. So I, I’m, I’m very, very grateful that I’ve had these opportunities, but I also take each one as, you know, extremely important that it matters. And I, I value the time of my audiences. And oftentimes it’s the conversations you have after the session’s done where you feel so good because you’ve reached someone and they come up specifically to tell you that, or they want to talk more about your ideas. And I’m sure you’ve had plenty of those moments, cuz I know how inspiring your talks are, but this is what we try to do. It’s just about taking what we know and then maybe passing it forward or helping people move along. And then we reflect too. So no two presentations are the same mm-hmm. <affirmative>

Karl Fernandeas (30:44):

And each group, I’ve, I’ve spoken to teacher candidates, I’ve spoken to teacher groups, you know where they may be getting a PD session and I’ve done an online in person, it just, you know, you just, you just adapt to whatever the environment is and just try and figure out how can I contribute something here that’s, that’s meaningful. And what can you say, you feel so fortunate when you hear the feedback afterwards that people have benefited in some way. Right? But you don’t rest on that. You know probably, I suspect you have this too, as a presenter, you’re never satisfied. You keep thinking, oh, you know what, here’s a little something I wanna try and do a little differently for the next one. Or, this audience is a little different. I always wanna know a bit about my audience. I don’t wanna take anything for granted.

Karl Fernandeas (31:24):

So I’ll be doing a presentation this week to some teacher candidates, and I wanted to know a bit more. And it turns out they’re graduate students, so that means that they’ve had a little bit more time with their program, and perhaps they’re coming at this from different lenses. They wanna look at things at. So that’s important to me to consider when I do the presentation. So, you know, I think it’s opportunities they come and I think it’s just that slow patient work where you put yourself in a situation, but I was never the one to sort of say like, like it’s, it’s, how do I say? Like, I need to get to the front of the line. I think I’d rather be tapped on merit than sort of try too hard to say, you know, me. And now I think I feel, you know, that I, I have a, a lot that I can contribute. And so if I am asked, I, I like to say yes. And so I think that’s a lot about life too. You know, just try and say yes and then invite the opportunities to come.

Sam Demma (32:19):

That’s awesome. You mentioned teacher coming up to you afterwards and how they often tell you how it made them feel and they wanna talk about your ideas further or how it connected with them. And it made me think about success because oftentimes we, well, in the presentation world, you feel like your presentation was a success. When someone walks up to you and says, oh my goodness, Carl, that was amazing. It really connected. I have these new tools to bring into my school. And I’m curious to know how you define success as an educator, not as a presenter, but as an educator. And the reason I ask is because

Sam Demma (32:56):

I think a lot of educators wanna make a positive difference in the lives of the students in their classrooms or the teachers they’re leading. If they’re the principal or the principals, if they’re the superintendent, it, it all comes down to helping mm-hmm. <affirmative> and changing people. But sometimes after a presentation, people won’t walk up to you and tell you how great it was, even though it was, and they still have the connections, but maybe they didn’t feel confident enough to come and tell you, or you changed the student’s life, by the way you talked to them in class for a semester. But they tell you about it 20 years later. And you’re left wondering, well, did I make a difference? and Tom, I’m curious to know, like, how do you define success as an educator? So you don’t, you don’t mislead yourself to believe you’re not making a change or a difference in those moments where people don’t rush up and tell you.

Karl Fernandeas (33:51):

Yeah. That’s, that’s that’s a really thoughtful thing to, to ask. And I guess to reflect on, you know, that’s one of the dilemmas about being a teacher, right? Like every, most people think they’re doing it really well, and some people are very hard on themselves and maybe they are trying well, but they’re just, you know, presented with challenging circumstances. And, you know, we’re an egalitarian workforce in a way, right? A teacher is, you know, we’re presented with, you know, more or less the same conditions no matter where, I mean, there are variances of course, but by the nature of our employment, this is what it is. We’re not, you know, vice president of teaching and <laugh>, you know, like something like that, right? It’s just you, you, so what you try to do is, you know, learn to be effective, you know, learn to really succeed with your curriculum.

Karl Fernandeas (34:42):

Like you need to know your stuff. And on that, I’m, I’m, that’s where I’m uncompromising, you know, like, you can’t teach something you don’t understand and you know, so you have to put the time in to know your material, to understand, you know, the nuances of it, the, the, the traps that students will maybe get stuck with and all that you need to consider changing grades to sort of see how the building blocks form. Like, that’s one of the things I really loved about going down to primary after years up with the older students and just sort of seeing how things come together at that age. And then I was like, oh, you know, I remember sometimes when my intermediate students would struggle with a concept and I’d be working with them at that level trying to figure out how to plug in for them.

Karl Fernandeas (35:21):

And then what it probably turns out is this concept wasn’t fully grasped at a younger grade. They didn’t see it, and then they think they can’t do it. And then it just becomes something, whenever it comes up, it’s like, oh, not that like, you know, like, I’m not good at that. And so when you can sort of see it from all these different levels, you can plug in a little differently and you try to just reinforce it in a way that you hope they’ll carry enough forward, that they’ll feel, I can do this. You know, I’ve got this and that’s what you want to help them feel. But you’re right, it’s, success is abstract in a lot of ways. You know, it’s not performance based. It’s, it’s really a, an intuitive and a a reactive kind of thing, right? How do you feel when you walk out each day, right?

Karl Fernandeas (36:08):

Or when you walk in each day at the end of the year. To me that’s an emotional time, you know, like it really is, as much as your birthday and a calendar year are times to take stock and to think about things the end of a school year, oof. When you get to June, I mean, I love my break, but that’s a tough month because, you know, you’re all sensing it, right? It’s kind of like a, a joy and also the bittersweetness of knowing this is gonna end and the students feel it too, you know, no matter what grade they’re in, they recognize this comfort, this, this, these dynamics that are in the room, these jokes that you share, these little routines that you’ve created. So when a student walks up to you in the schoolyard and you know, are waiting till they get to be in your class again, you gotta take that and, you know, just sort of just feel that you reached, you know, yeah.

Karl Fernandeas (37:00):

That, that, that, that, that mattered there. And when they remind you, even if it’s repeatedly, do you remember when we did whatever it is mm-hmm. <affirmative> and including the online piece, right? Like, I’ve got students that talk about that. We used to go on these walks into the forest cuz we couldn’t really go very far. <laugh> you know, everything was for prohibited, so, yeah. You know, so it’s like, okay, so I’d make up reasons to take the students out and do science, you know, in front of the school. Like, Hey, we’re gonna look at these trees and we’re gonna look at whatever it is and just let’s get outside. Right? And so we’d go to the forest for these walks and then when we went online in whatever that was, January of that year, I told them, listen I, I searched this up when I found these online like ritual nature walks where someone go put, I guess puts a GoPro on and then goes for it and then you can walk along with them in a sense, right?

Karl Fernandeas (37:45):

So I asked my students, would you like to try this cuz there’s some amazing places to go. And they were so enthused about it. And then of course, being these enthusiastic kids, it happened to be the first one I showed them as a winter walk in this forest, and they’re convinced it’s our forest. I’m like, that’s not our forest. Like there’s, there’s <laugh>, there’s almost a river running through it, right? <laugh> then, then they’re convinced it’s me. And like I went out there that morning, like I’m in my kitchen, like <laugh>. So, but you laugh about it together, right? And so I think if I know that those little things mattered, then you feel a sense of, okay, so when I, when when fully grown adults who were my former students, reach out, reach back need to come in and just wanna be in, you know, in your company, how can you not just be overwhelmed with gratitude that like, you know, they don’t have to, right?

Karl Fernandeas (38:36):

Like they can be well on their way in this world, they can think back or not. And you can’t measure that. You can’t know, right? The, the test of time is what it is that you just have to trust that you’ve done what you can. And if you’re sincere as a teacher, you do your best and you also recognize that you, you weren’t perfect, you know, you did make mistakes and you hope that there weren’t ones that, you know, maybe you can’t get it back. So you just hope that, you know, they, they don’t take the wrong thing from you. But there’s that old expression I won’t say it properly, but it’s, you know, people may forget what you did and you know all that, but they’ll never forget how you made them feel. And so I think, you know, I, I’ve, for whatever it’s worth, like I’ve been invited to former student’s weddings and you know, like now some of ’em are playing in bands like, sir, you gotta come hear me play.

Karl Fernandeas (39:19):

And I’m like, sure. You know? So I think those are the, those are some of the markers, right? And I think you, you know, when you get to talk about, they come back and they want to talk about how we won the football championship or the soccer championship way back or you did house league with them. And for some kids, like you see them score their first goal, right? <laugh> because they haven’t really played a much outside of the opportunity to have a House league or something like that. So I think if you were to somehow find a way to quantify all that and put it together, that’s probably a bit about what success would feel like. But ultimately I think you, you know, in your heart, if you’re, if you’re, if you’re being guided by principals and if you don’t stop seeing the students, you know, in front of you is who matters. I think that’s where you can sort of, you know, feel really good. Cuz I really appreciate all the other things I get to do, but none of that would matter very much if I was shorting it out on the, in the classroom side, right? Mm-hmm.

Sam Demma (40:18):

<affirmative>, I love that. Thanks for sharing. this has been a very insightful conversation. It’s already been almost 50 minutes. Before we wrap it up, I got some random rapid fire questions for you. Are you ready?

Karl Fernandeas (40:31):

Oh, let me try. Okay.

Sam Demma (40:32):

What’s your favorite sport?

Karl Fernandeas (40:34):

Ooh, gotta be soccer.

Sam Demma (40:36):

What’s the last song you listen to?

Karl Fernandeas (40:39):

Ooh, probably whatever. My son’s made me listen to <laugh>. He’s always putting earbuds in my ear and say, dad, check this out. So

Sam Demma (40:46):

<laugh>. That’s awesome. That’s awesome. what was the first grade that you taught?

Karl Fernandeas (40:55):

As a professional? It would’ve been grade seven.

Sam Demma (40:58):

Nice. who are you cheering for for the World Cup?

Karl Fernandeas (41:04):

Sam, now I I, I gotta be careful with this one, right? Because I don’t know who you’re back in, but I’ll tell you what I mean, Canada was, I was so hopeful for them, you know, I went down and get a chance to watch them play at BMO last year before like everyone was in on the bandwagon and it was just a special night watching these guys just light it up. And so I, I think, you know, they, the moment may have been a bit much, I felt they had a really great opportunity in that first match and it just got away. And then from there you’re looking uphill, right? Like, you know, the math of World Cup, if you get the first one, you’re in a good spot. If you get a tie or a draw, you still are in the conversation, you lose and suddenly the pressure’s on, right?

Karl Fernandeas (41:40):

And they didn’t go from a difficulty easy, right? They went from difficult to more difficult <laugh>. So I think that was regrettable and I, it did kind of feel in the end they didn’t have their best showing. They didn’t look, they were kind of exposed at times. So that was tough because I was all up on Team Canada. I was ready to, I wanted for this city too. I really think I’ve said this to a few friends and family members, but I think what Toronto needs to see happen, they needed to see can’s team go for it, you know, have a little bit of a run and get excited about that. I think the city would’ve just been, you know, would’ve let it up. Yeah, exactly. And if, if this, you know, this beloved Toronto Maple Leafs team of ours ever <laugh> succeeds here. I’m telling you it’s gonna be unreal.

Karl Fernandeas (42:23):

So I hope, but to answer your question honestly, I think the Final eight are really like, there are some powerhouse teams there. I would put in the top tier, I’ve gotta believe the way Brazil and France are playing. They’re the class of the, the tournament and right underneath that you’ve got a solid group of about three teams. And there, there are very few that I’d say, I don’t wanna say the wrong team and maybe have someone say wait, <laugh>, but there are a couple that I think are probably longer shots to, you know, get to the semis. But how about I gotta ask you too then, like who are you looking at?

Sam Demma (42:51):

You, you just never know. Right? Okay.

Karl Fernandeas (42:54):

My, that’s safe. <laugh>,

Sam Demma (42:55):

My, my team was definitely, I was training for Canada. I didn’t yeah, think they were gonna win the World Cup, but I wanted to see them win some games. Yeah. next would’ve been Italy, but they’re not in it and Greek, which are both of my half, half and half my ethnicities and neither of them are in it. So <laugh> yeah, those are cut short. So now I’m just watching for the beautiful game, but I’m not exactly really cheering on anyone and it sounds like you’re in the same boat. So that’s I, I like you said, you know, you appreciate it. It is such a beautiful game and if you’ve, if you played it as you have it, you know your level and you just, you, you can appreciate it, you know, it is, it is such an intricate sport and all the little skills that go into the buildup, that’s what, you know, just makes it so special. Cuz you know, you can watch a basketball game and there can be 200 points scored <laugh>, you know, easily between the two teams and, you know, with soccer they can, they can 120 minutes and Yeah, exactly. Right. And yet the drama and the tension and all that is so, you know, so strong that if you, you have to just sort of appreciate it for, you know, it’s all the, all the things and make it up. So yeah, I’m, I’m all in for good soccer.

Sam Demma (44:03):

Last question for you.

Karl Fernandeas (44:04):

Sure.

Sam Demma (44:06):

Educators tuning in, listening, if they wanna reach out to you, ask you a question, what would be the best way for them to get ahold of you or ask, ask a question?

Karl Fernandeas (44:16):

Fair. Let me think. I guess if they’re, if they’re with the any Catholic school board, you can reach me through OECTA because I am part of the professional development network. I’m also with Toronto Catholic, so all teachers know how teacher email works, where, where it’s your name and then the name of the board. So there’s there. I’m really light on the social stamp to be honest. I think it’s one of those things that, it just didn’t really connect for me very much and I just felt that I’m, I’m happier in person and all the opportunities I could ask for have so many have come my way but a couple years ago I was encouraged to start a a LinkedIn profile. So I, it’s lightly used, but it’s there too if anyone, you know, needed to reach me that way too.

Sam Demma (44:55):

Awesome. Karl, thank you so much for taking the time to come on the show. It’s been a pleasure chatting with you. I hope we can do a part two maybe a year from now when we all have different, different perspectives and are on different parts of our journey. Enjoy the indoor workouts as it gets cold, and I look, look forward to staying in touch.

Karl Fernandeas (45:15):

Sam, I’ve gotta thank you not only for the opportunity of being so great as a host and guiding this, but I think, you know, the work that you’re doing for young people and also just to recognize teachers because, you know, we’re, we’re in a really unique stage right now. You know, in society and there, there, there is a lot of frustration and, and, and, and everything else, and we see it at ground level, you know, with in schools. So for you to actually make a point of giving teachers a chance to talk about, you know, what we love doing and all that, that’s that’s a rare opportunity and it’s, it’s greatly appreciated. So I hope as well for you that, you know, your path continues to lead to all these really meaningful projects and so it’s appreciated.

Sam Demma (45:57):

Thanks, Karl. Appreciate it a lot. And again, we’ll, we’ll talk soon. Maybe I’ll bump into you in the forest <laugh>.

Karl Fernandeas (46:03):

Love, love it, love it. But we’ll both be still at that time anyways. Right. So <laugh>, thanks Sam, appreciate it.

Sam Demma (46:11):

I believe that educators deserve way more recognition, which is why I’ve created the High Performing Educator Awards. In 2022, 20 educator recipients will be shortlisted, each of whom will be featured in local press. invited to record an episode on the podcast, and spotlighted on our platform. In addition, the one handpicked winner will be presented with an engraved plaque by myself. I will fly to the winner’s city to present this to them and ask that they participate in a quick photo shoot and interview on location. The coolest part, nominations are open right now, and they close October 1st, 2022. So please take a moment to apply or nominate someone you know or work with that deserves this recognition. You can do so by going to www.highperformingeducator.com/award. We can never recognize educators enough.

Join the Educator Network & Connect with Karl Fernandes

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.

Hoi Leung – Principal of Pickering High School

Hoi Leung – Principal of Pickering High School
About Hoi Leung

Hoi Leung is the principal of Pickering High School in the Durham District School Board. He has been teaching for over 25 years and determined he wanted to work in education during his last year of University. While helping to tutor his friends at University, Hoi uncovered his passion for teaching, and the rest is history.

Connect with Hoi: Email

Listen Now

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

Resources Mentioned

Pickering High School

Durham District School Board

Science and Business – University of Waterloo

Faculty of Education – Queens University

The Transcript

**Please note that all of our transcriptions come from rev.com and are 80% accurate. We’re grateful for the robots that make this possible and realize that it’s not a perfect process.

Sam Demma (00:00):

Welcome back to another episode of the High Performing Educator podcast. This is your host and youth speaker, Sam Demma. Today’s special guest is Hoi Leung. Hoi is the Principal of Pickering High School in the Durham District School Board. He has been teaching for over 25 years and determined he wanted to work in education during his last year of University. He has a background in engineering before in his second year, switching into a slightly different career path which brought him to where he is today in education. It started while tutoring and helping to tutor his friends in University where Hoi uncovered his passion for teaching, and the rest became his history. I hope you enjoy this conversation with Hoi, and I will see you on the other side. Hoi, welcome to the High Performing Educator podcast. Pleasure to have you on the show here today. Please start by introducing yourself.

Hoi Leung (00:51):

Hi, my name is Hoi Leung. I am the Principal of Pickering High School in the Durham District School Board. I’ve been teaching for about 25 years, and yeah, that’s about, that’s about it.

Sam Demma (01:02):

When did you realize growing up as a student yourself, that education was the, the career for you, the thing you wanted to pursue?

Hoi Leung (01:10):

Well, actually I didn’t realize education as a career until going into my last year of university. So my university journey was actually, I started with engineering, mechanical engineering at Waterloo. And it didn’t really play out for me. I guess it didn’t like me as opposed to me not liking it. And I switched programs after second year into a program called Science of Business. And so when I was in science of business, I was, I guess trained to become a, either a laboratory manager or a pharmaceutical rep. And then going into my last year my friends asked me if I ever thought of teacher’s college, and I said, no, I didn’t. And then, so I looked into it and took a few courses and, and got into a program at Queens University. And then, and then the rest is history. I became a teacher.

Sam Demma (01:58):

Take me back to the moment you decided in fourth year university, this is something I wanna pursue wherever you at, at that stage in your life. what helped you make that decision? And then also what did the journey look like that brought you to where you are today?

Hoi Leung (02:14):

Yeah, so when I was in going to fourth year, I obviously I set switch programs already and and a lot of friends what was happening was I was helping a lot of friends out in terms of tutoring them in terms of the program that we’re in. And then I looked back into my in my childhood and what happened was, in high school I was actually tutoring a lot of friends in math and sciences and didn’t realize I was just pretty much doing what I was doing in, in in teaching. And so when somebody said to said to me, well, what, what about teachers college? I never thought about it as a profession. And and then went into it and just decided that’s where I was gonna go. And and ever since then I started coaching. I coach a lot of volleyball. I’ve been coaching volleyball since 1996. Oh, and and so coaching and teaching are pretty much the same, same type of style in terms of, of of a career.

Sam Demma (03:08):

Tell me about the similarities. When you think about coaching and you think about teaching, what are the similarities you draw from the two? And how has sport kind of impacted your educational journey as well?

Hoi Leung (03:20):

Well the similarities are actually very much the same. Not even similar, they’re the same. you know, you, you have to assess the students to see where they, they start from. I mean, so when I coach volleyball you know, everybody starts at a different level. it is just like in a classroom. There, there, there, there’s students that are, are high achievers students that are starting at a, at a beginning point. So when I, when I do practices, I have to obviously tailor to different entry points for everybody. So somebody to like may, may not even know how to handle volleyball versus somebody that knows how to handle volleyball. So I have to do the drills where everybody’s successful. And then of course from there we, we try to make everybody successful and not bored.

Hoi Leung (04:00):

And then always active. teaching’s pretty much the same. in terms of when I first started my career, I was in elementary school. now I’m in high school, but I, I’m one of the few teachers that have done elementary and high school. So I’ve taught both. And elementary school is I’d be honest, is a lot tougher because again, when the students are coming in, they’re all at different levels or different ranges. high school is a bit more I guess more I guess they’re more, they’re different levels in high school, you know, grade nine, there is a grade nine level, there’s a grade. Well, in elementary school there’s a, a varied level in terms of things. So, so elementary school, you, you have to, like I said do a diagnostic. I mean, I’m using terms obviously, sorry, but it’s, you kinda assess students where they are, and then hopefully you challenge the ones that are, that get it.

Hoi Leung (04:51):

And you, you, you help the ones that don’t get it and, and then get ’em to a medium point. A high school, a high school level is a bit easier because you, if you take grade nine math, you know, everybody, there’s a curriculum that everybody has to maintain in order to get a credit. So it’s credit based in high school while elementary school it isn’t credit based. So, so that’s the difference I find. And with coaching, it’s the same thing. You, you find you know, you’ve got house league volleyball, you got rep volleyball you’ve got club volleyball, you’ve got regional program, provincial program, university program. So, so I tailor, I guess my teaching, my coaching based on what level I’m, I’m I’m, I’m at. So I’ve I’ve done all that. I’ve, I’ve done university, I was a university level coach provincial level coach, regional level coach, club level coach. And even I, I even coach elementary school, which is kind of funny, <laugh>. So I’ve done the whole gamut from grade four to university level.

Sam Demma (05:43):

Did you also play volleyball growing up? Was that a sport that you loved or what got you into volleyball?

Hoi Leung (05:48):

Yes. so volleyball was one of the first sports that I played. so going way back I wasn’t born in Canada. I was born in Hong Kong. Okay. so I, I came to Canada in 1976. I was about six years old. And you know, back then, you know, my family was a typical immigrant family. my, my parents worked long hours, 12 hours a day. you know, I used to come home I used to call the latchkey kid if, if you, I don’t know if you know that term Sam, but it’s called Latch Key Kid, where we’d get a key, my brothers and I would go home on our own. And I mean, obviously back then it was accepted. Nowadays I’m, I’m sure you know, it’s not accepted in terms of having kids under 12, going home by themselves and starting all that.

Hoi Leung (06:29):

So, so I’m sure, I mean, you ask your parents, I don’t know what your background is, but I’m pretty sure it’s the same kind of routine. But so I was a latchkey kid. I used to come home and and my parents made sure that we came home right away. So so starting with sports I have to give credit to my older brother who, who did a lot of sports but wasn’t allowed to participate in any teams. Cause again, back in those days, you know the family rules where you come home right after school, you don’t, you don’t go, you don’t stick, stick around after school. So, so really, I had to, to figure out a way to, to join a team. And with my parents, I had to flip it where instead of telling them that I was trying to join a team, I had to tell them that the school had chosen me to be on this team <laugh>.

Hoi Leung (07:14):

So as soon as they were like, oh, well, the school chose to be on this team, then you better go and go for this team. Cause they don’t realize I had to volunteer to be chosen. But <laugh> was when I started in elementary school grade seven, eight. And then after that I played in high school and I played a lot in high school. And then and then during high school, I also played rugby. And so those were my, my two main sports was volleyball and rugby. And then when I went to Waterloo the joke I have is when I went to Waterloo, I was too small to play volleyball, but I was big enough to play varsity rugby. Ah. So I switched sports and I, and I played varsity rugby back in the early nineties when rugby wasn’t very popular. Now it’s now as popular as you know, a lot.

Hoi Leung (07:54):

But, so when I came outta university, I was a teacher. And and then back then in 95, 96, there was very little, very few jobs and we had to supply, and I started coaching volleyball and rugby at different schools. And and then then I went to a volleyball camp, started coaching there, and then pretty much it just went off from there from 96 onwards. And found early success in terms of coaching, club volleyball, you know, won won a national title then went on to provincial team won Canada Games went to University of Toronto, became assistant coach to Women’s Women’s Program, and won four Oua championships in a row as an assistant coach with that program. And then yeah, so that’s pretty much my journey with volleyball.

Sam Demma (08:39):

That’s amazing. And tell me more about the journey from where you started in education to where you are today. What are the different schools you worked in, school boards, positions? Give us a little insight into that journey as well.

Hoi Leung (08:52):

So I grew up in Toronto downtown Toronto, around Paper Danforth. So a lot of my friends were immigrants Greeks, Italians you name it. It was all a big mix back then. And so when I went to University, I went to a school called Danforth Tech, which is by Dan and Greenwood Avenue. So when I got outta university I decided to go to Durham believe it or not. so I went to Durham and started supplying there. And back in 95, 96 in Durham there was very, there was very little diversity in, in the, in the area. So I was one of the few teachers that were non-white. And, and it was a bit of a challenge for me. I mean, a lot of people, you know, you know, here, here I am, you know, my, my background is Chinese and they, they, you know, I, I was supplying down in South Oua, never seen a Chinese person before, kind of thing.

Hoi Leung (09:46):

It, it was kind rare. And so my journey was I started teaching there, supplying the people around me liked me. I started applying for jobs. unfortunately I wasn’t getting interviews, and I was getting very frustrated. And and I went back to my old high school, Danforth, and I was helping out coaching rugby there. And one of my coaches his name is John Juga. He, he said to me, have you ever thought of changing your name? And I thought to myself, I don’t understand what you mean by changing my name. I mean, it’s ho right? And they said, well, you know so my, my my, my teacher friend John Juga, his, his, he said, when he first started back in the eighties, his name was Giovanni, so his name was Giovanni. So he actually changed to John, and once he changed it to John, he started getting more interviews.

Hoi Leung (10:33):

So he said to me, have you ever thought of changing a name to like or adding a name like Henry or something like that? So instead of ho because unfortunately when people aren’t used to ethnic names, they, they look at the name Ho Liang, and they’re thinking, does, does he speak English? Does he not speak English? my my younger brother who’s born here, his name is Kevin Leon. So when you look at a resume you know, look at Hoy Young, Kevin Young, who would you, who would you interview, right? So, so he said that to me, and I said, you know, I, I thought to myself, no, I don’t wanna go down that road. So I, I stuck with, with Hoi Young, because I started supplying people obviously start to know who I was. And but unfortunately with, with, with teaching there is a lot of nepotism in teaching where, you know people, you know, hire their own cousins and their own siblings and all that kinda stuff.

Hoi Leung (11:22):

And with my background, my, you know, obviously my parents were, were blue, blue collar workers. They, they, they, we had no background. I have no friends or, or family that were teaching back then. So it took me quite a few, few years in order to get onto the board. And luckily what happened was you know, one of my principals, his name is Mel Barkwell, and he was a great guy. He took a chance on me and said, you know what, you know, he asked me what high school I looked up a resume. He goes, he goes for, yes. And he goes, goes, goes, you have two degrees. I go, go, yes. And he goes, wow, if you went to Dan for tech and you have two degrees, you can teach out here. No, no problem. Because cause he knew the school and he knew pretty tough school.

Hoi Leung (12:01):

And yeah. So that’s how I got started. And and then since then I was I went through the ranks and then, and then as I went through teaching, I I went to the board office as a, as a facilitator helping out other teachers in math programs. And then somebody asked, you know, are you, you have you looking into administration? I said, no, I haven’t. Didn’t they go, do you wanna try it? It was the same same principal that hired me Mel, he said to me you should look into it. So I went into it in 2008, became a vice principal. And even that journey was pretty tough because at that time, I was only, the only, I guess the only East Asian administrator in the board. Wow. For high school. actually, sorry, there was two others.

Hoi Leung (12:45):

There was Phil Massada and Keong Cho, there was three of us. but back in 2008, they, they talked about equity and, and they wanted to do a lot of equity hiring because the diversity became the board became more diverse. So I thought, okay, well, no problem. I should be at the cusp of it. And so 2008 I was a vice vice principal, and then after five years, I, I applied to be principalship in 2013. didn’t get on, you know, it wasn’t you know, wasn’t two disappointing. Cause my first try and I, I kept on trying and then, and then it became apparent that there was obviously a lot of political in, in any job. There’s a lot of politics involved. And and I didn’t get to become principal until 2019 when, I mean, 2019 that was when I put, was put on a short list. And then then I got, finally got placed at Pickton High School in thousand 20, 20 21. So it took me 13 years from VP to to principal, which is quite a long time because usually most people get, get on after five or six years. And and so I persevered, I got continued doing my job, and and now I’m the first and only Chinese high school principal in Durham District School Board. So that’s my

Hoi Leung (14:07):

<laugh>.

Sam Demma (14:08):

I, I’m, so, I’m so happy here that you didn’t use a different name. and I, I could only imagine how difficult it would’ve been when you were going through that situation, just personally thinking that you have to even change something about yourself to be accepted or given a better opportunity. And it’s so true that being a white person with a common name gives you this privilege or has in the past, and hopefully things are starting to change and shift with all the movements that are going on. but I’m so happy to hear that you didn’t change for anybody. And you, you remained who you were and pursued and are now here. And although it’s taken a long time, your, your, your story is hopefully one that’s gonna inspire more change and inspire other people to stand firm in who they are. thinking about diversity and inclusion and all the movements that are going on right now, how do you kind of see that changing the culture of the school you are in, or, you know, education as a whole? Are you, are you seeing a shift and what are your thoughts on

Hoi Leung (15:10):

Yeah, yeah, I do see a shift. I mean, the, the issue with education is once you get hired, pretty much, most teachers stay for about 30 years. So, so that’s why the change is very slow. So ah, I, I know as a principal, I am the position of hiring now. So I, I do recognize that when you’re looking at resumes, you’re looking at at different names and, and different backgrounds, and you’re looking at the resume. And I think when I first started teaching, a lot of people use the name as a, as a, as a, as a gatekeeper, the name, right? So, so for me, when I grew up, I grew up with a lot of people with different names in terms of Greek names, Italian names, you name it Indian names. So, so I look at resumes, the names don’t really scare me off.

Hoi Leung (15:56):

So, so I look at in fact, I just hired a teacher and and she went by the name of, of Jenna, which is kind of, so I looked at Jenna and I, and I try to look, and I looked at her I went to O C T, which is the Ontario College of Teachers, looked her up for qualifications just to double check, to verify. But her name wasn’t Jenna on the system, it was her name, the name was Janani. And I said to her, why did you put Jenna? And she goes, well, you know, people, you know, Janani. And so she pretty much, even to this day, I mean, she’s a young teacher probably around your age, she did the same thing. She, instead of janani, she, she changed the Jenna. I said, oh, no, just, just go by Janani.

Hoi Leung (16:32):

Don’t, don’t go by Jenna. I mean, this is, do that, right? And and I think it, it’s, it’s still pervasive where people are still doing that to try to Anglo size their names that were, were that were given to them. And but for me, like I said, when I look at resumes and so my hiring, I, I, I hired about 10 teachers last summer, and I would honestly say at least five of them with not more, were visible minorities. Mm. So, so the lens i I come with is, is different from from a, from a person that is not I guess that is, is considered white. Yeah. So my lens is different. So when I look at qualifications and names, the names don’t scare me or look at qualifications, look at background, and look at you know, where they taught, you know, that, that sort of thing. So, so I think with me in my position, I, I do have as a, as a duty bearer, I do have responsibilities in trying to diversify the teaching staff, because at, in high school, we do have a very diverse student population. And and so I can start off by hiring people that are more like the, the students. And, and I think students appreciate that.

Sam Demma (17:39):

Not to mention

Hoi Leung (17:40):

So does community too. Sorry.

Sam Demma (17:41):

Yeah. Not to mention the fact that you have a diverse staff gives you more diverse perspectives, makes the learning more rich for the students. Like you’re not just hearing one side of history, <laugh>. I think it’s so important that you have a diverse staff, not only for representation, but for authentic learning purposes. and I, it’s so cool to hear that you’re looking at it from that lens as well. I think it’s amazing. when you think about your journey throughout education, what are some resources that you personally found helpful? Maybe it’s people that have had a massive impact on you or books or courses or programs, things that maybe you experience that you think inform the beliefs you have around education and the way that you try and show up and teach and make a difference?

Hoi Leung (18:27):

I think the resources I have, and believe it or not, it’s, it’s interesting how some of the mentors I’ve had, and when I call them mentors, they’re, they’re, they’re older, obviously older educators, they were, they were actually older white men that you would think that were not as diverse in thinking, but they actually were. And I think, I think they were more instrumental because although they were older white men, they were actually more forward thinking than some, some teachers that are are, or some administrators that talk about you know, diversity and all these programs, they were actually doers as opposed to just talking about it. So for example you know, the, the principal that first hired me, Mel Barkwell, he hired a, a whole bunch of diverse staff just because he felt that’s the way he was going.

Hoi Leung (19:16):

And but when you look at him, you would think that he was some kind of, you know, old old hick kinda, kinda guy. But, but one mentor that that that, that spoke to me that was very clear was the fact that I think some, some people are going into, into the teaching profession as a job and not a career. And what I mean by a job, I mean, teaching is more than just, you know, just teaching. I mean he actually made it a situa, he actually called it a calling. And I, and when I said, of calling, what does that mean? He says, it’s almost like going into the priesthood. He goes, or, or the convent, right? Like, you know, when you go to the priesthood or the convent, it’s a calling. You don’t just go into it just because you know it’s a job, right?

Hoi Leung (19:58):

So he did say that teaching is, is like a calling where people coming into teaching should look into it like a, a as like more than just a job, a career. So, for example, social workers don’t go into it just like a job. Social workers care about the stu or care about the, the people they work for, and they try to help the society. And I think some teachers, not all, I mean, most teachers are, are great, let, lemme get through that. But some teachers come into it and I see that where they come in and it’s like nine to nine to five job. They don’t coach, they don’t do anything with the school, and they just kind of you know, they expect students to be perfectly sitting, still putting up their hand, yes, sir. No, sir. And they don’t realize that nowadays, as, as teachers, we are social workers, psychologists, psychiatrists we even considered medical staff because we have to, you know, help students with medication sometimes.

Hoi Leung (20:49):

And so there’s a lot more to the job than just teaching. And I think some, I, I think with, with that in mind, if people are going to teaching, they have to realize it’s just more than just trying to impart knowledge to students. It’s actually all those things because in the education Act, we are actually, it’s actually, there’s a line that says we’re, we’re considered local parentis, which means in Latin we act as parents. And so as teachers, we act as parents at the school in, in lieu of the parents. So, so that’s something that we have to keep in mind as teachers.

Sam Demma (21:22):

I love that. When, when you think about the, you know, the roles that you’ve played and all the experience you’ve gained from them, if you could bundle it all up, you know, go back in time, speak to ho in his first year of teaching, tap yourself on the shoulder and give yourself some advice. Knowing what you know now and with the experiences you have had, what would you have told your younger self that you thought would’ve been helpful to hear early on in your career? Or should I say calling

Hoi Leung (21:50):

<laugh>? Yeah, it’s a calling. I, I think, I mean, I think the advice I give to any teacher, including myself, would be to have open mindedness growth mindset, a growth mindset, meaning you know, that people are coming from, from different experiences, lived experiences. I mean, I mean, my lived experience, I, I, I guess, is different from somebody else’s, and we have to be be cognizant of that and be open-minded of that. when you come with open mind, I mean, I’ll be honest with you, when I first started teaching, I mean, I used to be the, the teacher that used to give zeros. You didn’t hand in stuff on time or, or late marks and all that kind. And as, as the years go by, I mean, you understand why, you know, some people are, are not handing in stuff or are not doing well, and you have to look into that and, and try to help those students.

Hoi Leung (22:36):

I mean, 90% of the students are gonna do well, regardless of what you do, doesn’t matter who’s in, it’s the 10% or, or five or 10% of the students that you need to work on. So as a teacher, if there’s 30 students in my class, you know, I do a lesson, you know, I mean, you know, 27, those kids will get it. It’s those three kids that you have to look at and try to help them directly to, to help them through. Because the other 27 don’t, they don’t really need your help. They’ll, they’ll do fine no matter what. And I think I think when I first started, I didn’t tell you this background. So when I first started, I taught for 10 years in a program called Section 19. section 19 is is a program. Every board has it.

Hoi Leung (23:14):

And what it is, is non-mainstream students. So for example, I taught group home kids, foster home kids, and young offenders. So tho that’s my first experience as, as a teacher. So, so so I know you’re from the Pickering area, so I used to teach a lot of students that were in group homes in the curriculum area, and my job was to reintegrate them back into the, into the mainstream system. So, so I think with that background, I, I was helping a lot of at risk students already. And when I talked I guess quote unquote regular students, it was easy. I mean, obviously when you teach at-risk students you know, and you teach ’em something teaching regular students is easy because, you know, the, the behaviors are, are not there anymore. Yeah. You know, they have good solid families, you know, family background supports and, and, and those things are easy.

Hoi Leung (24:00):

But you know, one of the, the things I, I tell students a lot when they’re when they’re struggling, I say, you know, education is something that can’t be taken away from you. So once you get that diploma, that degree, they can’t take that away from you no matter what you do. So, for example, a driver’s license, so you get a driver’s license, you don’t, you know, you do, you don’t do well, they’ll, they’ll take that away from you. You get caught for drunk driving in education, no matter what you do, you can’t, they can’t be taken away from you. I mean, not, not to say I want, I wanna tell people to do, do criminal acts, but you know, even if you do something criminal, yeah. I mean, you go to jail, you still have your education behind with you, right? They can’t take that degree away from you. So that’s something I always tell students. Once you get, once you earn that degree or the diploma nobody can take that away from you.

Sam Demma (24:46):

I love it. If someone is listening to this, wants to reach out, ask you a question, bounce an idea around, or was inspired in any way and just wants to send you a note, what would be the best way for them to get in touch with you?

Hoi Leung (24:59):

Oh, through the board. My email is hoi.leung@ddsb.ca, and you know, you can always find me at the board. I’m, like I said, I mean, I’m the <laugh>. I’m one of the few principals. There’s only 20 principals, so I, you can definitely find me at the board or google me. I’m, you google my name, I’m, I’m there for, for volleyball coaching and for, for Principal.

Sam Demma (25:26):

Awesome. Hoi, thank you so much for taking the time to do this. It means the world to me and lots of other people in education. Keep doing the great work you’re doing, and we’ll talk soon.

Hoi Leung (25:35):

Thank you.

Sam Demma (25:37):

I believe that educators deserve way more recognition, which is why I’ve created the High Performing Educator Awards. In 2022, 20 educator recipients will be shortlisted, each of whom will be featured in local press. invited to record an episode on the podcast, and spotlighted on our platform. In addition, the one handpicked winner will be presented with an engraved plaque by myself. I will fly to the winner’s city to present this to them and ask that they participate in a quick photo shoot and interview on location. The coolest part, nominations are open right now, and they close October 1st, 2022. So please take a moment to apply or nominate someone you know or work with that deserves this recognition. You can do so by going to www.highperformingeducator.com/award. We can never recognize educators enough.

Join the Educator Network & Connect with Hoi Leung

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.

Darrell Glenn – Head coach of the University of Prince Edward Men’s Varsity Basketball Team

Darrell Glenn - Head coach of the University of Prince Edward Men's Varsity Basketball Team
About Darrel Glenn

Darrell Glenn (@coachdglenn) is the head coach of the University of Prince Edward men’s varsity basketball team. He has coached basketball at various programs throughout Ontario and is currently in Prince Edward Island.

He was a high school teacher in Ontario for 17 years and taught various social science courses, and he spent the last 5 years teaching Phys Ed. Darrell feels very fortunate to have had many mentors and role models enter his life, and he credits them for shaping his ideas on giving back.

Darrell’s philosophy on teaching and developing is that you have to establish trust with the people you are working with, and enthusiasm is the difference.

Connect with Darrell: Email | Instagram | Twitter

Listen Now

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

Resources Mentioned

Men’s Basketball – University of Prince Edward Island Men’s Varsity Basketball (UPEI)

Ontario Institute for Studies in Education – University of Toronto (OISE)

Queen’s Athletics and Recreation

The Transcript

**Please note that all of our transcriptions come from rev.com and are 80% accurate. We’re grateful for the robots that make this possible and realize that it’s not a perfect process.

Sam Demma (00:55):

Welcome back to another episode of the High Performing Educator.

Sam Demma (00:58):

Today’s special guest is Darrell Glenn. Darrell Glenn is the head coach of the University of Prince Edward men’s varsity basketball team. He has coached basketball at various programs throughout Ontario and is currently in Prince Edward Island.He was a high school teacher in Ontario for 17 years and taught various social science courses, and he spent the last 5 years teaching Phys Ed. Darrell feels very fortunate to have had many mentors and role models enter his life, and he credits them for shaping his ideas on giving back.Darrell’s philosophy on teaching and developing is that you have to establish trust with the people you are working with, and enthusiasm is the difference. I hope you enjoy this conversation with Coach Darrell Glenn, and I will see you on the other side. Welcome back to another episode of the High Performing Educator Podcast. This is your host and youth speaker, Sam Demma. Today we’re joined by a very special guest. The guest is Darrell Glenn. Darrell, welcome to the show. Please start by introducing yourself

Darrell Glenn (01:59):

First and foremost, thanks for having me. As you mentioned, my name is Darrell Glenn, and I’m the head coach of the Varsity men’s basketball team at the University of Prince Edward Island.

Sam Demma (02:10):

How did you get into sports?

Darrell Glenn (02:14):

Well, I, I’ve played sports really throughout school as a kid and I grew up in Toronto and I was fortunate enough to be recruited to come to the University of Prince Edward Rhode Island. Nice. See where I played varsity basketball here for five years and once I finished playing, I actually stayed on the island for an additional year to work with the women’s team and that’s when I caught the bug on in coaching and wanted to kind of pursue it.

Sam Demma (02:42):

Where abouts in Toronto are you from?

Darrell Glenn (02:44):

I’m originally from North York. Nice. But when I moved back from pi, we kind of moved downtown and then we settled in the York region, Richmond Hill area.

Sam Demma (02:57):

Very cool. I’m just in Pickering, so not too far from your home hometown, <laugh>. Nice,

Darrell Glenn (03:02):

Nice, nice, nice.

Sam Demma (03:03):

What was it about, you mentioned you caught the bug. What was it about coaching specifically that year with the women’s team that really opened your eyes to the passion you had for coaching that inspired you to keep going to this day?

Darrell Glenn (03:18):

Well it’s interesting because when I was playing, I was going into my senior year of high school and I attended a basketball camp as a player and at the conclusion of the camp, one of the coaches, his name is Willie Dallas and I credit him really as being the first person to plant that seed. And he said to me, when you’re playing careers over and you’re ever considering coaching, give me a call. I think you’d be a fantastic coach. And I kind of heard it but never really thought much of it cuz at that time I was 18 or 17 and really just thinking about playing. And it wasn’t really until after I had done the year with the girls and I was moving back to Toronto that I actually called them and he kind of helped set my pathway into coaching once I got back to Ontario.

Sam Demma (04:08):

And the aspects of coaching that give you the most joy, would they be the interactions with the athletes, seeing them go on and off the court? What parts of it keep you going back day in and day out?

Darrell Glenn (04:21):

I think to go back to, sorry, just second part of your question. When I did that year with the girls, I think what every component of coaching, it takes a little bit away. It takes certain skill sets that you have to, to do the various things that you need to do. So you’re coaching, there’s the technical aspect of it, the emotional and mental side of it where you have to manage different emotions and different personalities. There’s the competition side of it, which I really enjoy. There’s the preparation side of it, there’s the recruiting side of it and there’s the community relations side of it. So there’s a lot of different things that I got exposed to in that year and I really, really enjoyed it. And I thought this is like there’s never a day that’s the same two days that are the same. So you’re always doing something new. And fast forwarding to where I am today, I think what I really love about it the most is that I’m constantly growing as a person.

Sam Demma (05:25):

That’s awesome. And you’re still throwing around a basketball and being able to be on the court, which was your passion growing up as a kid, which I think is really special. Yeah,

Darrell Glenn (05:36):

That’s awesome.

Sam Demma (05:38):

Have you had any other involvement in the lives of young people off the court? Is there anything else that you’ve done or been a part of that has impacted youth?

Darrell Glenn (05:46):

So I was actually a high school teacher in Toronto for 19 years. I taught at four different schools. So I’d like to believe that I’ve had an impact on <laugh>. A few the people, few of the students that I worked with. Nice. I can certainly say with a lot of confidence, they’ve definitely had a positive impact on me and my development as a person.

Sam Demma (06:07):

So you started with teaching before you became a coach or did you start coaching back when you began your education career in Toronto as well?

Darrell Glenn (06:17):

I actually started them at the same time. I guess when I came back to Ontario, I worked, worked actually for Canada Trust before it became TD Canada Trust. Nice <laugh>. And I had started coaching almost immediately and after doing that for about three years, I was at the side counter doing mortgages and loans. I just realized this is not something I think I can really enjoy doing for the rest of my life. And I was already starting to coach and I’d already kind of felt like teaching was where I wanted to go. So I know I was fortunate enough to get into OISE at U F T, did that and then started teaching right away. So it’s been something I’ve always kind of wanted to do and when I had the opportunity to do it, I really enjoyed it.

Sam Demma (07:03):

What are the different roles you’ve done in education? Were you a high school teacher of the same subject for all 19 years? Did you move schools? Tell me a little bit about your journey after you finished the degree.

Darrell Glenn (07:15):

So sure. I’ll share an interesting story. So in my year at oise, cuz back then it was just one year for teachers college and they had a career day and a bunch of boards came to oise and they kind of talked about the different job, the job opportunities and whatever and how to apply. And during the presentations I made a list of the schools that I wanted to teach at my preference. And so one of the schools that I had written down was Oakwood Collegiate, that’s the school I wanted. That was my number one choice. So when I finished teachers college, there was a hiring freeze and I started teaching at a private school and I found out that the head coach of the men’s basketball, senior men’s basketball team or boys’ basketball team at Oakwood was in his last year. He was retiring the following year, let’s go.

Darrell Glenn (08:16):

And coach head coach Terry Thompson has kind of been a legend in the city, had kind of coached at that school for 30 years. I had kind of grown up when I was in high school playing against his team and I thought that’s the job I want. And so I approached him about being a volunteer with the team that year and learning under him in his last year. And so what I would do every day is I would leave the private school, which was in a Toko and I would drive all the way downtown. Geez. And I would volunteer with the team. And one day when I drove downtown, I got into the gym and I saw my old vice principal talking to Coach Thompson. So I approached him and we kind of looked at each other, what are you doing here? What are you doing here, <laugh>? And so I explained to him that I was teaching and I was at this private school and I reached out to Coach Thompson and he said I could volunteer. And then I looked at him, what are you doing here? And he said, well I’m actually the principal of school

Sam Demma (09:16):

Throughway meeting <laugh>.

Darrell Glenn (09:18):

So through some work he was able to help assist me get that position cool at Oakwood Collegiate. And that’s where my teaching career started. I was at Oakwood for eight years and then I went on to teach at Newton Brook Collegiate. I did that for three years. And then I finished my last six years of teaching or seven years of teaching was at West Houston Centennial. So I taught everything. I started in social sciences cause I got my degree in history and I have a minor in sociology. So I did Canadian history, I taught law, I taught ancient civilizations, I taught politics, I saw family studies. And then in my last years I kind of transitioned into Phed and I started teaching Phed and then became the head of athletics at West Houston Centennial.

Sam Demma (10:14):

What a journey. Yeah, what a cool journey. What a cool story. Let’s talk about the volunteerism aspect of that story real quick because I think you wouldn’t have had that opportunity had you not decided to volunteer. And one of the things I often talk about with people is how important volunteerism is not in the context of getting job opportunities for yourself, but in the context of giving back. And I found if you give back, usually it just naturally opens up cool opportunities and doors in other areas of your life just on its own. Do you think getting involved as an educator and being a part of the community more than just teaching in a classroom is really important?

Darrell Glenn (10:54):

I think so. And I always felt to honestly as being a minority teacher and going into some of the communities and it was one of the reasons why I wanted to get into education. Cause first of all, I didn’t see a lot of people who looked like me in the education system when I was going through school. And I just thought there were some areas where students could use a little bit more support and a little bit more understanding. So I always took on the role understanding that it was a lot bigger than just being in the classroom and that my reach and influence could be extended way beyond just being, I thought it was impactful in the classroom, but I also thought I had a unique opportunity to do a lot of a variety of other things to positively impact students that I worked with. So I kind of took that role very serious. And I agree with you and I always tell this story to my players now when I suggest that they go and volunteer and they always say, ah no, I gotta make money or I gotta do. And I always go back to the story and say, when I started out, had I not volunteered, who knows how long I would’ve not been able to coach in the board. Cause at the time they weren’t hiring. I was really fortunate, but I kind of created my fortune by just volunteering.

Sam Demma (12:15):

And I think there’s actions that push our odds in our favor. And Jim Roan, I think always used to say he was like this author and success teacher who’s now passed away that if you help enough people reach their visions and goals, you can have yours too. And it’s this idea that the person who’s always willing to give and pour into others that also ends up living the life that they wanna live. And I think it’s just, it’s a beautiful situation because you benefit because you feel good about it and the people you’re helping benefit cuz you’re helping them. And then the world as a whole just becomes a little bit of a kinder place. And I think sports are such an amazing way to give back. I spent my whole childhood pursuing a dream to play pro soccer. What are some of the correlations that you found between coaching students on the court versus teaching them in a classroom? Are there skills that they picked up in athletics that you think also apply to teaching and to life?

Darrell Glenn (13:14):

It, it’s interesting because when I look at my role as a head coach, I really first and foremost look at myself as a teacher. And I always kind of see it from that lens. And I think the way we, what we see as our strength and I say mean our coaching staff, what we see as our strength here is the development of people. And we don’t just look at that from a basketball perspective, but we look at that as a human perspective. And we’re trying to help our young people grow in more than just the physical part. We’re trying to help them emotionally, spiritually, and we try to put as many resources as we can. So I feel like my teaching background actually helps me. For example, today I’m doing something on time management with my rookies. Nice. So I’ve kinda used my teaching background to put something together and we’re gonna do a classroom session on time management and how they can better use their time to help them be successful both on and off the court.

Sam Demma (14:18):

That’s awesome. I feel like educators could benefit from that too. And any human being <laugh>, if you don’t mind me asking, what are some of the things you intend to share or some of the ideas?

Darrell Glenn (14:32):

Well what the way it’s set up is, and this is the way I approach teaching, is I’m gonna let them, we created a chart where the times from 6:00 AM to 12:00 AM every day. And they’re gonna just go through and I’m gonna get them to put through all the activities that they do in a day, Monday through Saturday or Monday through Sunday. And just get them to look at really to prioritize or just see for themselves where am I spending all of my time and is where I’m spending this time productive. So it’s really a reflective exercise where they’re gonna do most of the work and then they’re gonna look at their own hours and how they’re using it and determine for themselves if there are areas where they could be a little bit more productive.

Sam Demma (15:24):

I love that they could even align their future goals with where they’re spending time and see if they’re actually contributing to bringing that to life or not at all. <laugh>. Right.

Darrell Glenn (15:33):

And it’s those four hours you’re spending a day gaming, is that helping you with your academic work and is that happening helping you as an athlete?

Sam Demma (15:43):

Very cool. Yeah, I love that. It sounds like you’ve had individuals in your life who’ve played a big role. Have you had any mentors who, when you think about people in your life who’ve made a difference immediately come to the forefront of your mind? And if so, who are some of those individuals, even if they’re no longer around or even if they’re authors of books or anything that’s been really helpful in the formation of your own beliefs and ideas?

Darrell Glenn (16:08):

I’ve been really blessed in this regard and I’m a firm believer that people come in and out of your life at different times to give you different things and to provide you with different opportunities if you let them in. And I have been, there’s one area of my life where I feel like I’ve been truly blessed. It’s been with the people who have impacted me and it starts really, really early. And I would say along my journey and there’s so many people to mention, I would be not to mention cause I don’t wanna forget anyone. But I would just say that there are a lot of people who’ve come into my life that have given me different things that have helped shaped the way I think about things the way I live my life. And I’ve been incredibly fortunate in that regard. So I often feel like a great deal of responsibility to give back because I’ve gotten so much that I want to give back to people and especially the people I’m working with cuz I’ve been very, very fortunate in that regard.

Sam Demma (17:15):

Ah, that’s awesome. Without mentioning names, what are some of the things you think you’ve learned or taken away that have been foundational for you? Or maybe there’s moments in your life where something was going on and person crossed your path and it was like, damn, I needed that interaction today. I wondering if you have any moments like that come to mind?

Darrell Glenn (17:36):

Mean there are a lot. So I mean, I’m thinking of early childhood where I had a coach who kind of came into my life and we looked at him as a mentor, a big brother. And he really instilled hard work and discipline or what’s gonna help you be successful. And the way we approached all sports and activities was full out. He never let us take a possession off. And that’s been kind of a running theme throughout my life with different people who’ve come into my life. And I’ve had the good fortune to be around a lot of successful coaches and successful people. And that’s the one common stream that I’ve always seen is the work ethic. That these people are just tireless workers and they’re always pushing to get better. So that’s been, that’s really common. Regardless if it’s sport, if it’s business, if it’s whatever.

Darrell Glenn (18:26):

I’ve teachers, I’ve just consistently seen this in my teaching career. When I was at Boise, I ran into a professor who really, she had a class and I can’t remember the name of the class cause it was just one of these really long titles that had seven different titles to it, <laugh>. But the long and short of it is the class was set up for us to become familiar with what our students are going through outside of life and through those, I’ll give you an example. So one of the things that we had to do is we had to go to a rave. So our class had to go to

Sam Demma (19:09):

<laugh>. Okay.

Darrell Glenn (19:10):

We had to go to a bar, they went to a gay bar is one of the things we had to do. We had to go, we read an an autobiography on Tupac. Nice. And so just all these different things that we had to do that really helped us to understand what our students’ lives were like. And what what’s impactful about this course was the professor created, she created an environment where people were sharing really personal stories about really traumatic things that had happened in her life. And you would leave the classroom with a headache cause everybody would be sobbing uncontrollably. Damn. It was almost like being in a therapy session. It was unbelievable that these strangers, we would get together for an hour and a half or however the look long the class was. And she created an environment that was so trusting that people were opening up about things that they had not discussed with anybody in their entire life. And I remember walking away from that experience in that class and thinking, wouldn’t that be something if you could create a classroom environment like that where people felt that safe and that vulnerable, that they would be willing to share all the things that are troubling them. So that kind of stood out in my mind as a very, very special experience. And she was just an unbelievable professor in order to shape that culture.

Sam Demma (20:42):

I wanna jump in for a second. Sure. That question you have of how cool would it be to create a classroom where every student feels that way, I think is a question that runs through the mind of every educator as one of the goals they have in their classrooms or on the court as a coach amongst their athletes. And I’m curious to know if you found any characteristics or things that she did that you think enabled her to build that level of trust that you’ve tried to exhibit yourself or you think other educators might be able to give a try in their classrooms?

Darrell Glenn (21:14):

To be honest, it’s like I’ve been doing coaching now, this is my 27th year and I taught, like I said, for about 19 and I still haven’t had that magic touch. Yeah, she was just so unique in so many ways and a lot of it was just she was beyond belief and always gave everyone the benefit of the doubt. Never questioned if you came in late and you were always late, she treated it. It was the first time you were late. And when I think about my teaching, your automatic instinct, again, one of the things I’ve learned early in teaching, and I remember this, I had a student and he was always late and then one day I just was just sick of him being late and he was just so casual about coming in and being late. It never had a really good explanation. So I took him in the hall and I just verbally went after him. And then he kind of just calmly said, well sir, what am I supposed to do? I gotta take my siblings to school before I come to class. And I thought, geez. And it was my first real lesson. And you better start asking more questions before you start calling students. Ew

Sam Demma (22:34):

Goose bones

Darrell Glenn (22:36):

<laugh>, right? Yeah. It’s sitting there and you’re thinking to your, how terrible do I feel this kid is in grade nine and he’s gotta get two siblings dressed and take them to school. He’s gotta make their lunch, he’s gotta make their breakfast. And they weren’t even going to the same school and he just did this every day. And he would come to class like nothing. And the kid was 10 minutes late. Was it at the end of the world? No. And what he had already done, he had done more than most of his peers had done for the whole day. He’d already done it before nine o’clock. So that was really highlighting moment for me to realize when I was in education, you need to really get to know your students. You really get need to and imagine no matter what their personalities are like or how they present themselves, there’s always a story there.

Darrell Glenn (23:22):

And sometimes the kids with the biggest behavioral problems have the worst stories or they need the most sympathy, they need the most understanding. So our professor and I can say her name, Tara Goldstein, was, she was unbelievable with that. She made you feel safe, she made you feel understood. She, and she just had had a very unique way of doing it. It was just a very innocent really, to be honest. I haven’t been able to replicate it, so I don’t even know how to describe it. But it was just so genuine that she just pulled you in and made you feel like this is a safe place.

Sam Demma (24:02):

I love that. I think that shares a lot. It says a lot about her teaching for you to still be talking about it now and the impact that it created and how much it inspired you to try and create those similar spaces. Sounds like you’ve had so many, oh sorry, go

Darrell Glenn (24:18):

Ahead. Sorry. I was gonna say this. The other thing that’s interesting about that is, so we were at the faculty and this class was made up of students from various faculty. So I was in history, there would be people in science, there were people in various, we since that grad, I graduated in 2000. Since that time we would see people, I would see teachers at track and field meets or at a teaching like the PD session. And there’s this immediate connection and it’s just from this one class <laugh>, it was like, I don’t even know how to describe it. I still don’t know how to describe it. But anytime I see one of those students, we have an immediate connection.

Sam Demma (25:03):

That’s so cool. How many people are in that class? Do you remember roughly? Was it a big number?

Darrell Glenn (25:09):

Maybe 40, 45, something like that.

Sam Demma (25:11):

That’s so cool. That is a case study

Darrell Glenn (25:15):

<laugh>. Yeah. And the unfortunate thing is there were two parts of the course and the second part of the course in the second semester, she got a promotion,

Sam Demma (25:25):

So she wasn’t teaching it no more.

Darrell Glenn (25:26):

So she didn’t teach us for the entire year. We were devastated.

Sam Demma (25:29):

Wow.

Darrell Glenn (25:30):

We were

Sam Demma (25:30):

Devastated. I think that’s the goal of every educator, build these safe spaces where students can be themselves and secretly know that if you leave, they’d be devastated. <laugh>.

Darrell Glenn (25:39):

Yeah. And what she taught me is the impact that you can have because here we are like 20 something years later and I’m still talking about it. It was yesterday.

Sam Demma (25:51):

Wow. That’s so cool. You’ve had various individuals and people in your life who have crossed your paths and had a significant impact. Have you found inspiration in any books or courses or other materials or resources that you found helpful as well? Or has most of it been people in your immediate vicinity most of your life?

Darrell Glenn (26:11):

No. Again, I kind of alluded to this before, but I think the thing that’s been great about this job, and it’s not just coaches coaching and o’s like what we’re trying to do here is build a program. And for me as a graduate of this school, what I’m hoping to do is to leave a lasting legacy so that the next person who takes this job over after I’m finished with it takes it to another level. And what I’m hoping to do also is to create a foundation where some of the grunt work that I had to do to kind of get the program to where we are now, that person doesn’t have to do, they can just take it and take it to another level. So I kind of see that as my responsibility and I feel a little indebted to the university cuz they gave me an opportunity. They kind of believed in me. So again, one of the things that I’ve encountered that I feel I’m blessed with. So I certainly wanna share that blessing and create an opportunity for someone else down the road.

Sam Demma (27:15):

Very cool. I love that you mentioned that you have a whole staff as well, and that one of the focuses is not just developing the people, the young people into great athletes, but also into great human beings. Where does the latter part of that whole mission come into play? I know that you mentioned that you have in classroom sessions, gimme an idea of what a week looks like as a part of the basketball program or the whole program.

Darrell Glenn (27:41):

And I’m always, I’m jumped, sorry, I jumped over part of your question. The other part you talked about is where is my influences come from? So the other part of that is, and I’ll lead into the answer. Sure. I think the other part of that is, is I’m always trying to find ways to better deliver and better meet the needs of the young people that I’m working with. Nice. And that includes the staff that I’m working with. So there’s this constant evolution and you’re constantly pushing yourself to try to get better. You’re constantly finding ways to communicate better. So I read all the time. I’m always reading. I’m watching podcasts endlessly. I’m talking to coaches across the country. I like, I’ll pick up the phone and ask a coach about retention. What are you doing about retention? So I have a really good friend who coaches at Queens and Queens has one of the best retention rates in the Oua or the Ontario University schools.

Darrell Glenn (28:34):

Well, I called him What’s going on over there? Why aren’t you losing any players <laugh>? Everybody across the country’s losing players you’re not losing. So I’m always, I haveing friends who coach in the states, so I’m picking their brains. I also have those people come and speak to the team. Nice. So we’ve had people come in to speak to our team via Zoom or people locally in the community. So I’m constantly looking for ways to learn and grow. And I’m hoping by example that the players are learning and the people that I’m around are learning that this is an important part of learning and growing is you’re constantly seeking ways to get better.

Sam Demma (29:15):

Yeah. That’s awesome. I love that. And now onto the second question I asked you, but we were back to the last one. What does a week look like in the eyes of a student going through this program and being a part of the team?

Darrell Glenn (29:29):

So it’s actually quite grueling. So we’re on the court. We’re on court probably. So the team is put into small groups and we’re on the court an hour a day outside of practice. So Monday to Thursday there we do small individual work and we just work on their fundamentals and their skills in those sessions for an hour. On Tuesdays and Thursdays, they also have weightlifting. And that’s just for the guys who were playing, we call them heavy usage players. So they’re playing 20 or more minutes a game. They lift for twice a week. If you’re playing less than 20, then you’re doing three times a week. So they do that with our strength and conditioning coach. And then we practice every day, anywhere from an hour, hour and a half to two hours. All of our freshmen are in study hall for four hours a week.

Darrell Glenn (30:27):

So we go Monday and Thursday for one hour each session we’ll bring in guest speakers, we’ll bring in various people to talk to our team, and then we compete on the weekends. So within all of those things, I’m constantly bringing in. So we, let’s say we have a, today we practice at six o’clock. So we always meet a half an hour before in a classroom. Nice. And we will go over our X’s and O’s, our technical stuff. But often those discussions start with some kind of a lesson. So we do everything from interrupting harm to study skills to team goals versus individual goals where we’re really just talking about the human being and we, we’ve done stuff on gratitude. Nice. So we just tried cross the full gamut of things. So again, we’re hoping to get our guys to grow as much as possible.

Sam Demma (31:33):

Very cool. That’s awesome. It sounds like the program is a really fertile place for growth <laugh>. I dunno why I like gardening analogy comes to mind. But I have been on many different programs. I’ve had some really phenomenal experiences and I’ve had some really terrible experiences growing up as an athlete and the program, it sounds like you’re running, would’ve been a dream program for me to be a part of, so. Well,

Darrell Glenn (32:01):

Thanks for saying that. I appreciate,

Sam Demma (32:02):

Yeah, I hope you continue to do this work for a long time. And if someone’s listening to this and wants to reach out and ask you questions about retention or how they’ve embedded, don’t

Darrell Glenn (32:13):

Ask you about retention <laugh>

Sam Demma (32:14):

Or if they want to pick your brain just about sports and the connections between that and teaching or maybe they just wanna ask you about education at all because they’re just getting into the profession or having some challenges right now. What would be the most efficient way for an educator listening to reach out and get in touch with you?

Darrell Glenn (32:31):

So they can get ahold of me at dglenn@upei.ca.

Sam Demma (32:38):

Awesome. Darrell, thank you so much for doing this. I appreciate it so, so much. It’s been a pleasure and an honor chatting with you. Keep up the great work you’re doing and we’ll talk soon.

Darrell Glenn (32:47):

Well, it’s a pleasure, Sam. Thanks so much for giving me the opportunity. Really enjoyed to chat.

Sam Demma (32:52):

I believe that educators deserve way more recognition, which is why I’ve created the High Performing Educator Awards. In 2022, 20 educator recipients will be shortlisted, each of whom will be featured in local press. invited to record an episode on the podcast, and spotlighted on our platform. In addition, the one handpicked winner will be presented with an engraved plaque by myself. I will fly to the winner’s city to present this to them and ask that they participate in a quick photo shoot and interview on location. The coolest part, nominations are open right now, and they close October 1st, 2022. So please take a moment to apply or nominate someone you know or work with that deserves this recognition. You can do so by going to www.highperformingeducator.com/award. We can never recognize educators enough.

Join the Educator Network & Connect with Darrel Glenn

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.

Chris Andrew – Teacher, Administrator and Coach with the Red Deer Catholic Regional School Division for Over 30 years

Chris Andrew - Teacher, Administrator and Coach with the Red Deer Catholic Regional School Division for Over 30 years
About Chris Andrew

Chris has been a teacher/administrator/coach with the Red Deer Catholic Regional School Division for over 30 years. He began his career as an High School English teacher in 1988. Since then, he went on to teach at middle school and elementary. In his teaching career he has taught every grade from Pre-KIndergarten to Grade 12. He began his administrative career as a Curriculum Coordinator in the areas of Language Arts, Social Studies, and Early Education. He has been Vice Principal at the Middle and High School level and a Principal at the Elementary, Middle and High School levels.

Chris obtained his Bachelor of Education degree from the University of Saskatchewan majoring in HIstory and English and received a Master of Arts Degree Majoring in Special Education from San Diego State University. He is a proud parent of three children Jack (15), Geordan (24), and Amy (27) and is happily married to his wife, Charlene for over 30 years.

Connect with Chris: Email | Instagram | Linkedin | Twitter

Listen Now

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

Resources Mentioned

Red Deer Catholic Regional School Division

Bachelor of Education – University of Saskatchewan

Master of Arts Degree Majoring in Special Education – San Diego State University

Understanding Response to Intervention

The Transcript

**Please note that all of our transcriptions come from rev.com and are 80% accurate. We’re grateful for the robots that make this possible and realize that it’s not a perfect process.

Sam Demma (00:55):

Welcome back to another episode of the High Performing Educator Podcast.

Sam Demma (00:59):

This is your host and youth speaker, Sam Demma. Today’s special guest is a good friend of mine named Chris Andrew. Chris has been a teacher, administrator, and coach with the Red Deer Catholic Regional School Division for over 30 years. He began his career as a high school English teacher in 1988. Since then, he went on to teach at middle school and elementary. In his teaching career, he has taught every grade from pre-kindergarten to grade 12. He began his administrative career as a curriculum coordinator in the areas of language arts, social studies, and early education. He has been vice principal at the middle and high school level, and a principal at the elementary, middle, and high school levels. Chris obtained his Bachelor of education degree from the University of Saskatchewan, majoring in history and English, and received a masters of Arts degree majoring in special education from San Diego State University. He is a proud parent of three children, Jack 15, Jordan 34, and Amy 27, and is happily married to his wife, Charlene for over 30 years. I hope you enjoy this conversation and I will see you on the other side. Welcome back to another episode of the High Performing Educator Podcast. Today we have a very special guest. His name is Chris Andrew. Chris, please start by introducing yourself.

Chris Andrew (02:20):

Well, hi Sam. Thanks very much for having me on the show. I am a administrator in the Red Year Catholic School Division. I’ve been teaching and administration for 34 years. This is my 35th year, and I’ve been in every level of school from pre-kindergarten to grade 12. So both as an administrator, and as a teacher.

Sam Demma (02:45):

Did as a student growing up that you wanted to work in education, did anyone in your family work in education? What directed you down this path?

Chris Andrew (02:54):

No, no one worked in education. My family, I grew up on a small family farm but I had a pretty great educational experience In grade 10, I left home to attend a boarding school and met some incredible teachers there that were big influences in my life. They had fun every day. They joked around and had fun every day and they made the learning fun for us. And so we’d come to tests and I’m having a test on what and all the information there and just going like, Man, I know all this stuff. And it was hard to like we were learning. So a lot of great mentors at that school.

Sam Demma (03:36):

You mentioned you had a lot of great teachers. What is it, I guess having fun was one aspect of it, but what is it that they did in your life as a teacher and you being a student that really inspired you and uplifted you?

Chris Andrew (03:52):

The relationship that they had with the students, they knew us well actually one of the tricks that they used or that they did to learn about us, I used in my classes, and that was because I became a high school English teacher to start with. One of my favorite teachers was a as English teacher, and they gave us these autobiographies to write every year. Well, because kids at a boarding school come from a lot of different communities, a lot of different places. In order to connect your lessons to them, they had to find out where people were from. And I took that lesson from them so that I knew what my students were about. And when they taught their lessons, just like I taught mine, it was all about relationships. Who had pats? What was their biggest life experience so far? What kinds of things did they enjoy? And so when they thought about structuring the lessons that they had, they keyed in on the things that would make people excuse the

Chris Andrew (04:56):

Interruption.

Sam Demma (04:59):

It’s part of the everyday life of an educator. It makes it more real <laugh>.

Chris Andrew (05:05):

They connected things in their lessons to the things that were important to the people in their class. And I did exactly the same thing in mind.

Sam Demma (05:15):

Would you finish the day of school, go home and work on the farm?

Chris Andrew (05:20):

If you can come to you said to

Chris Andrew (05:23):

The office When I was living at home, for sure. Yeah, we had chores every night. The boarding school that I went to though I actually stayed over. We went on that Thanksgiving, Christmas, Easter, so we became super independent and then also to our teachers were our dorm teachers, so they would actually supervise us at night too. So we got to see all sides of them. We got to see them in their classroom and we got to see them personally as well.

Sam Demma (05:52):

Oh, that’s amazing. Did you finish your high school experience in the boarding school or was it just for one or two years?

Chris Andrew (06:00):

No, I went from grade 10 to grade 12, so I had all kinds of rules. I was a senior student my second year, meaning that I had new students to the school, kind of guiding them through the different things of would happen, answering questions as roommates. And then in my senior year, I was a house leader, so I was in charge of an entire floor with another teacher, which meant we made schedules for jobs and supervised, making sure that everybody was in bed at night and those kinds of things, making sure that students were in bed and lights out at a certain time. So it was kind of a military style school at night, so it was kind of fun.

Sam Demma (06:42):

When you finished high school what did the rest of your journey look like and was there a defining moment as a high school student where you decided, Wow, this teacher had such an impact on me, I want to do this when I grow up, or did you still go to university or college and we’re still exploring your options at that point?

Chris Andrew (07:00):

Yeah, yeah, for sure. My high school teachers that I was speaking about earlier really set a great example for me. I came from a small community school. Teachers changed every year, so bar as far as teachers and their experience was pretty low before I went to this school. Then I saw these outstanding high connection teachers and I said, Man, that’s what I want to be. And so when I went to university, I went to the University of Saskatchewan and combined my education degree with three years of cis or university level football at the same time. So they were all super athletic. It was an athletic school that I went to. So it was a natural transition both to go into education and also to continue as a student athlete at university.

Sam Demma (07:56):

Do you think you pulled any principles from athletics or just disciplines from sport that have really helped you as a teacher and generally in life?

Chris Andrew (08:08):

Yeah, for sure. Always taking a look at your class as your team. These are the people on my team and looking at their skills. I taught with another teacher by the name of Lee Kane when I was at school and we had a cooperative learning class and we would divide the students into groupings for a unit and we would divide them based on different skills that they had so that each person relied on the other for their skills, just kind of like a team. And then taking it into about year 2000 or so, I started to get into administration. I started looking at the teachers in my school as my team and then looking at their individual skills and how they could help one another grow it to be effective teachers in their classroom.

Sam Demma (08:59):

That’s awesome. I think sport teaches so much and especially when you have a coach that unifies the team, aka a really great teacher in a classroom, <laugh> some of my coaches had really big impacts on my development as a young person and taught me principals as well. That stuck with me for a long time. So you finish high school. Tell me about the next steps in your journey that brought you to your first role in education. As I think you said, an English teacher.

Chris Andrew (09:27):

That’s right. If I first job interview with Red Deer Catholic they were actually looking for a high school football coach. Oh wow. They could teach. So I remember sitting in the interview room beforehand and the guy before me or a guy after me was an offensive lineman. I could tell for sure <laugh> and the guy coming out he definitely was something to do with defense cause guy too. And I went in, I remembered that the interview they asked me to, What was wrong with this sentence and a tragedy is when the character falls down. And I said, Well, there’s two things wrong with that sentence. First of all, that’s not the definition of a tragedy. And the one guy set up really quickly and he’s said, Okay, well is there anything else Ronen? I said, That’s not proper English. Should never have his. And when in a sentence together, <laugh> said, ok, we’re gonna go on question number two now. And they started looking at other characteristics, more traditional interview, but it was pretty fun to send in that interview and go, Oh my gosh, I definitely, they’re looking for an offense line coach. I’m definitely out.

Sam Demma (10:38):

That’s awesome. <laugh>. So you became an English teacher. How many years did you stay in that role and what were the different roles in education you worked until you moved into administration and even into the role you’re in today?

Chris Andrew (10:54):

For sure. It was probably about my first five years I was in that role. I went from a high school English teacher to an elementary generalist for a year. And it was at that time I said, Wow, you know what? I can see the impact I have in a class. If I could possibly get into administration or somebody felt I had the skills to be a decent administrator, I wonder what kind of impact I could have on a school community. So at that point I kind of started to look at different opportunities that would help me grow my experience. So I spent a year in elementary as an elementary general teacher at grade five level then transferred back to high school. I spent two years as a special education teacher in a program called Integration Occupation program for students that weren’t able to get a high school diploma through kind of traditional routes but needed some academic support and as well as some job experience.

Chris Andrew (11:56):

And that’s how they got their certificate of completion. From there, I went to a junior high At the time, we now have middle schools, but it was a junior high to try all those things out. And it was at that point I started to go into my master’s work. So I studied at San Diego State University, a cohort that was centered out of Central Alberta, and we did summer classes in different places. One summer it was in ASFA with a whole group from across the province. Our second year was actually down at San Diego State where we spent a month with classes down there and we graduated in 2001 with my master’s from San Diego State University.

Sam Demma (12:38):

I’m sure you didn’t mind the warm weather down there, did you? <laugh>

Chris Andrew (12:41):

Beautiful weather, same weather every day. Crazy how great it is there.

Sam Demma (12:46):

That’s awesome. Well, did you have some mentors or administrators in your life to tap you on the shoulder and said, Hey Chris, you should consider administration or what did your journey into administration look like?

Chris Andrew (12:58):

Yeah, yeah, for sure. There were some key people. My first principal was really a very organized guy and I learned a lot about organization from that particular person. Our superintendent at the time I made that transition from high school to junior high was a guy by the name of Don Dolan and he was super influential in saying what, you’ve got a lot of different experience, you’ve got lots to offer our school division, we like how you are so student centered in your classes and if you could convert that into being teacher centered as administrator we would really like to see you grow in that direction. So those were two big influences for

Sam Demma (13:53):

At what point in your educational career did you start getting involved in helping out with extracurricular activities?

Chris Andrew (14:02):

From the very beginning, Sam I remember in my first year of teaching, I was as a first year teacher, head coach of a football team. And my roommate at the time became the head coach of the senior basketball team. So I went from being really involved in the football program to going to every basketball game. And then in the spring one of the teachers at the school convinced me to be his assistant rugby coach. So I enjoyed it so much that watching basketball and I had some back background in basketball the next year I coached football in the fall and then as soon as that was over, he had about two weeks off and then the basketball program started and then about three weeks off and then it was right into rugby. So the relationships we formed with kids in the classroom were great but the ones we formed with them after school as school, at school coaches, and in school sports really carried us. I think that young teacher, when we started out, it really carried us in the classroom because kids just had us so much respect for us and they also were so gracious to us when we made mistakes too. They just said, It’s okay, just like we did in practice, they just do better tomorrow Mr. Andrew. It’s okay.

Chris Andrew (15:32):

It was fantastic. Sports are a big part of our teaching.

Sam Demma (15:38):

How do you think it allows you to build such a deep relationship? Is it the extended amount of time spent with the young person or what do you think about sports and those extra cookers? What is it about them that allows you to build these super deep relationships with the students?

Chris Andrew (15:56):

They get a chance to see a different side of you. You’re spend that extra time with them. It gives them that opportunity to ask you those one-on-one questions, whether they be school related or not school related. If they guide and make sure that they go in the right direction, that they’re not going too far into your personal life <laugh>. But also too, if you just take that opportunity to listen to what’s going on in their lives and ask them questions back. Or even better yet when you’re driving home from a late night game, just listen to the conversations. You really get an idea what’s topical with the kids and what’s important in their life. And I love the relationships that I made with all my students in the class. Any of the conversations that you had but you just got on such a deeper level with the kids that you worked with from four o’clock to six o’clock or four o’clock to 11 o’clock when you’re on a road trip with them or on a weekend with them. It’s a special relationship you have as a coach and it’s truly one of the benefits of being a teacher.

Sam Demma (17:10):

You also volunteer and help out with the Middle Years Council conference. Was that an event that you also began attending almost the moment you started teaching or when did you start attending conferences for your own professional development and relationship building amongst other colleagues?

Chris Andrew (17:27):

Yeah, that that’s been all along. That’s attending conferences. It’s really a matter of good, better, best, never let it rest until your good becomes better and your better becomes best. And conferences, those sessions are great and you get some great ideas and definitely help you grow. But even more so after the session or the person that you’re sitting beside at the session saying, How do you do this? And what are some great ideas that you have? I’ve learned a ton from conferences and other professionals. The milli years conference that you’re talking about, that’s an interesting one. <laugh> I was actually, a couple of my friends are high up in the leadership of that and convinced me to join it. And really we organize a great conference, but it’s a great group of people to organize a conference with. So we have a lot of fun doing it. And as a result, the conference is a lot of fun and we advanced the education of the middle years teachers in the prophets of Alberta through the Middle Years conference.

Sam Demma (18:34):

Word on the street is that you had a different name at that conference. Is that true?

Chris Andrew (18:39):

There is a rumor going around that I might have a name when I go in I I’m thinking of we get special clothing each year with our names on the back that signify that we’re helpers at the conference and if you have any questions. So they always put our names on the back so people can feel like they can connect with us. And my name will be Jamar next year. We’ll see how that goes.

Sam Demma (19:05):

That’s awesome, man. What resources, if any, in specific or particular have you found really helpful in developing your mindset around education and the importance of relationships? It could be specific individuals, it could be books, courses you mentioned a conference already, but maybe there’s some other ones that you’ve attended that you found really helpful. It could be certain people you follow. Yeah. Is there anything in specific that has been foundational in your creation around your educational beliefs?

Chris Andrew (19:38):

Yeah, probably one of the most fundamental experiences I had as a leader in a school was to take a group of teachers to a solution tree conference around response to intervention and just the Cole’s notes on response to intervention it. It’s the ability to have either a group of teachers through several grades concentrating on the same outcomes so that students are, if we concentrate on all the outcomes in our curriculum with the same amount, everything if everything gets the same amount of emphasis, nothing’s important. So I took this group of teachers to this conference. They weren’t very sure about what their goal or their role was but when we listened to it, it made so much sense to where our school was at. It was about teaching a small number of outcomes so that every kid could do the most important outcomes. Teachers were still responsible for the entire curriculum, but emphasizing that the same time.

Chris Andrew (20:50):

And when students didn’t get the material, that opportunity for a individual teacher to go back and reteach it to a group of students that didn’t get that content because this is fundamental for a student to be successful in high school and beyond. So we were super successful. I took this group and they weren’t sure and by the end of the first morning they were saying, How do we do this in our school? And I said, Chris, you have to bring this back and you have to do this in our school. And I said it, it’s not the power of me, it’s the power of, I said, I can’t introduce this as a school leader. You’re the authentic people. And they brought it back and did all the in servicing at teachers and sold the teachers on our staff. And I said, The only thing I wanna do is I want to be able to, they just do the question session at the end.

Chris Andrew (21:47):

And they did such a great job of selling it and I rolling it out so teachers could understand it and believe it and our school went to it. But we got to the question session and one teacher asked, they said, Yeah, that’s great. This is your new idea. You’re gonna break it to school. What’s gonna say as soon as you leave, this doesn’t die. And I said to them, I just said like, You know what you guys, I’ll tell you from my aspect as a leader, if I came to a school and I saw something that’s as good as what this could be and how passionate you guys are about it my job as a leader is to be able to fuel that fire in the people that are running it. It’s not the power of me, it’s the power of we will do a great job on this.

Chris Andrew (22:37):

And if I came in and you guys were doing a great job on something, all I tried to do is just get outta your way so you could do a great job and learn as much as I could so that I could help support you with whatever challenges came in year two, year three, year four, whatever year you are in with this. So if I’m thinking of one conference that changed my career, it would absolutely be that. It would because I learned a lot about teaching and instruction. Nice. But I learned an awful lot about leadership and it’s about what make it the teacher’s decision to do something, point them in the right direction, make it their decision, help them support them, and you have a much stronger product when you’re done and when people believe in it it will happen.

Sam Demma (23:22):

What was the resulting impact on the school community? It sounds like the teachers really bought into this, which probably had a big impact on all the classrooms and the students, but what did you see going on in the school?

Chris Andrew (23:35):

We created this program, it was called deal. It was called Drop Everything and Learn. And two time we changed our schedules on Tuesdays and Thursdays so that we had a 25 minute block of time where students could be assigned to a reteach, which would be, here’s a concept that we’re not sure you’ve got, but it’s an opportunity for you to go to. Again, they could either be assigned to it or students could sign them up themselves up for it. I’d just some more practice at it. They could go to an enrichment session, which would be taking that concept a little higher. And we would challenge students to be involved in that. If they got that information, they could sign up for a homework working session. So basically it would just be an opportunity where they could do homework. We created a lunchroom will hour. It was something that I ran and basically it was a homework room where kids could come and do homework.

Chris Andrew (24:30):

They had a practice, they had a game they wouldn’t have time to do their homework at night. They could get their morning homework done or we said, We gave you time to do it in class. You chose to do it at home so you didn’t get it done at home. You will get it done and you’ll get it done with Mr. Andrew at will hour. So we’d give ’em time to eat and then they would have time so they could get assignments done, change. It changed the mentality of the school kids at first thought it was punitive. Then kids were starting to go like, No, I need extra time to work on this. So I’m gonna go into Mr. Andrew’s Willow and do, I’d have 50 kids in a classroom working. I go, You guys, it’s gotta be quiet. If you’re working with a group, it’s gotta be quiet.

Chris Andrew (25:12):

If it’s not what we’ll find a spot for you outside to work. And assignments were coming in, teachers were like, they were getting to teach the stuff they had to teach or was most important. They recognized the next year that the skills that the students brought forward to the next class, they were so much better prepared for their next year of what they were supposed to learn. Teachers were on board teaching the same thing at the same time. So if we go back to that conference conversation we had, they were talking about the same topics at the same time and they were using the energy of the ideas that we’re getting to really build great and engaging lessons. Kids were comfortable going to other teachers and saying, You know what? I like the way you taught this. Could you please reteach it to me? Because I heard from my friend who’s learning at the same time as me that you did a really great job.

Chris Andrew (26:09):

I’d like to hear how it was everybody learning together and moving together. And teachers went. They couldn’t believe the difference. Not only in the student’s attitude towards learning, but also towards their knowledge that they brought forward the hooks that they could, if they said certain words, kids would go, I remember this from last year. And they were ready to learn. And other students would say, Remember when we did this in Mr. So-and-so’s class? And then automatically everybody was ready to learn and then they could put that new information on top and we could struggle with it for a while. We could get some help with it. And then we moved on and it was truly amazing to watch teachers say, I can’t believe how good these students are at these particular skills. This is the best group of students I’ve ever had. And the best thing I could say as administrator was, this is now the worst group that you’re gonna have because the other group’s gonna have this for two years. This other group gonna have it for three years. And it was unbelievable. I mean it’s one tool for measuring it but our provincial achievement test scores went crazy. They were the best they ever were under this. That was the third reason for doing it. <affirmative>, the first reason for doing it was kids were so much more confident. And the second reason was teachers were just so much more enthusiastic about the topics they were teaching because the students were so much ready, more ready and engaged to learn.

Sam Demma (27:41):

That sounds amazing. It sounds like it had a significant impact and the students and staff loved it. And it sounds like you were passionate about it. So the whole school sounds like metaphorically it was on fire, everyone wanted to be there, everyone is super excited. Can you think of a story maybe even during that time or any time throughout your educational journey where an individual student was really struggling and was supported by an adult and even just through education and had a serious transformation? And the reason I ask is because I think most adults and most people get into education because they wanna help and impact young minds and help change their lives or help them make better decisions. And sometimes when things get difficult, educators might forget their personal reason why they started or why they even got into education in the first place. And I think it’s stories of transformation and change in young people that remind them that the work they’re doing matters and is really important. So do you have any stories that come to mind of students who you’ve seen transform

Chris Andrew (28:52):

<laugh>? Yeah, yeah, for sure. I had this student, I learned a little bit more about his story by being his coach. He came from a small northern community to move to Red Deer, which is a little bit larger community. It was a big change for him. He moved from a farm into the city and he had, basketball was his big hook and he made a lot of friends through basketball and that certainly helped in his transition. It was pretty difficult though because one of his parents that was a teacher in our school division and really had high expectations. So he was trying his hardest and doing his best and he was one of my basketball players and he was gaining in confidence and his mom came in for parent-teacher interviews and I just finished marking one of his assignments and I brought it out and I showed it to to her and I just said, You gotta know that he is really working hard and he’s had all this growth.

Chris Andrew (29:55):

And it was a great interview. The mom was really super happy and I remember this student’s name, his name, staff staff He comes in the next day and he just gives me high five. He goes, You know what? Thank you Mr. Andrew. He goes, That helped a ton. My mom, mom’s been on my case and saying, Basketball’s taking too much of my time and thanks for acknowledging the hard work I did on this. And while what I’m totally your fan, whatever you ask, I’m gonna totally do. Steph went in to become a teacher. Steph taught in the same integrated occupation program that I had once taught in. So he really worked with some challenging learners. Went on to get his doctorate. He studied at Goza and finished his doctorate. And last year Steph got his first principalship.

Sam Demma (30:54):

Wow. A cool full, Are you still in touch with Steph?

Chris Andrew (30:59):

Steph? Yeah. Steph’s principal in my school division. So really, really excited. I sent him an email right away. I said, Welcome to a place at the table, brother. Great job, great journey. He’s in his home community now. It’s a smaller community outside of ours, but I just can’t wait to watch that school explode cuz it’s just gonna be an awesome experience having him as their school leader.

Sam Demma (31:21):

That’s an amazing story. What a cool full circle moment. If you could take your experiences in education, travel back in time to your first teaching role in that English class knowing what now, what advice would you have given your younger self or any other people who are just starting their first year as an educator?

Chris Andrew (31:45):

You know what I mean? I really think it’s important that you take that time regardless of what role you’re in, education to listen. You listen to what your, learn as much as you can about your students so that you can relate the content back to them in a form that means something to them. And I think that they really appreciate it. And I would go back and say, Just learn even more than you already are trying to learn about your kids because they are not only going to be the best way that you can teach them, but they will help you become the best teacher you can be.

Sam Demma (32:29):

That’s awesome. I love it. Chris, thank you so much for taking the time to come on the show, man. I really appreciate you and your insights and ideas. If an educator or anyone’s listening to this interview wants to reach out to you, ask a question, send you an email, what would be the most efficient way for them to reach out?

Chris Andrew (32:47):

What, if any educator has any in any way I could help ’em out, please don’t hesitate to send me an email. You can send it to my school email address. I check that one every day. It’s chris.andrew@rdcrs.ca.

Sam Demma (33:14):

Awesome. Chris, thank you so much. Keep up the great work and we’ll talk soon.

Chris Andrew (33:19):

Same to you, Sam. Take care.

Sam Demma (33:21):

I believe that educators deserve way more recognition, which is why I’ve created the High Performing Educator Awards. In 2022, 20 educator recipients will be shortlisted, each of whom will be featured in local press. invited to record an episode on the podcast, and spotlighted on our platform. In addition, the one handpicked winner will be presented with an engraved plaque by myself. I will fly to the winner’s city to present this to them and ask that they participate in a quick photo shoot and interview on location. The coolest part, nominations are open right now, and they close October 1st, 2022. So please take a moment to apply or nominate someone you know or work with that deserves this recognition. You can do so by going to www.highperformingeducator.com/award. We can never recognize educators enough.

Join the Educator Network & Connect with Chris Andrew

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.

Anita Bondy is the Team Lead of the International Cohort-Based Master Admissions at the University of Windsor

Anita Bondy is the Team Lead of the International Cohort-Based Master Admissions at the University of Windsor
About Anita Bondy

Anita Bondy is the Team Lead of the International Cohort-Based Master Admissions at the University of Windsor. In this role, Anita oversees the admissions of approximately 9,000 applications annually to many of the university’s largest graduate programs. Her team of 6 works with applicants, educational agents, overseas recruiters and faculty to admit only the highest quality applicants to these very competitive programs.

In 2020, Anita received the Ontario Universities Registrars Association (OURA) Award of Excellence for her leadership in transitioning the course-based admissions process from the Centre for Executive and Professional Education (CEPE) to the Office of the Registrars.

Anita also teaches part-time at St. Clair College Zekelman School of Business and Technology. She can use her MBA and CHRP designation to its fullest by educating students in various areas of Human Resource Management. Her HR expertise is also shown in her volunteer VP-HR role for the Latchkey Child Care Board of Directors, which she has served for almost a decade.

In her leisure, Anita volunteers her time as a Committee Member and coach for the Miracle League of Riverside Baseball association, an all-accessible baseball league for individuals with physical or developmental exceptionalities.

Connect with Anita: Email | Linkedin

Listen Now

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

Resources Mentioned

International Cohort-Based Master Admissions – University of Windsor

Ontario Universities Registrars Association (OURA)

OURA Awards

Centre for Executive and Professional Education (CEPE)

St. Clair College Zekelman School of Business and Technology

Latchkey Child Care Board of Directors

Riverside Baseball association

The Transcript

**Please note that all of our transcriptions come from rev.com and are 80% accurate. We’re grateful for the robots that make this possible and realize that it’s not a perfect process.

Sam Demma (00:59):

Welcome back to another episode of the High Performing Educator. This is your host, Sam Demma. Today’s special guest is Anita Bondy. Anita is the team lead of the International Cohort based Master Admissions at the University of Windsor. In this role, Anita oversees the admissions of approximately 9,000 applications annually to many of the University’s largest graduate programs. Her team of six works with applicants, educational agents, overseas recruiters, and faculty to admit only the highest quality applicants to those very competitive programs. In 2020, Anita received the Ontario University’s Registrar’s Association Award of Excellence for her leadership in transitioning the course based admissions process from the Center of Executive and Professional Education to the Office of the Registrars. Anita also teaches part-time at St. Clair College, Zekelman School of Business and Technology. She can use her MBA and CHRP designation to its fullest by educating students in various areas of human resource management. Her HR expertise is also shown in her volunteer VP HR role for the Latchkey Childcare Board of Directors, which she has served for almost a decade. In her leisure, Anita volunteers her time as a committee member and coach for the Miracle League of Riverside Baseball Association, an all accessible baseball league for individuals with physical or developmental exceptionalities. I hope you enjoy this insightful and energetic conversation with Anita and I will see you on the other side.

Sam Demma (02:35):

Welcome back to another episode of the High Performing Educator. Today’s special guest is Anita Bondy. Anita, welcome to the podcast. Please start by introducing yourself.

Anita Bondy (02:45):

Hi Sam. Thanks so much for having me. My name is Anita Bondy. I currently work at the University of Windsor as the team lead for our international cohort based master’s admissions, and I teach part-time at St. Clair College.

Sam Demma (02:59):

Did you know when you were a student navigating your own career pathways that you wanted to work in education?

Anita Bondy (03:05):

No. So and so I started at the university in my Bachelor of Commerce actually thinking that I was gonna go into finance or accounting because that to me was where someone with a business degree went. I don’t know why I thought that front, what leading high school. So I started with that thought. And then after my first two years cuz we don’t choose a specialization until your third and fourth year, I just realized I did way better in what I call the soft skills. So like the marketing, the human resources side versus the number side. So I kind of switched my focus and I did my undergraduate degree in marketing thinking I was gonna go into marketing and sales. And I did for a little bit. I did for a little bit. And then when I did my mba, I wanted to do a different concentration.

Anita Bondy (03:57):

So I went into the HR strain and that really sort of changed where I thought my career was gonna go. But genuinely, I I just kind of fell into this for lack of a better way of putting it. my first job out of university was recruiting for the university. So right away I was doing marketing and sales from an educational perspective. And I did that for a couple of years. And then I ended up getting more of a full-time role with our business school doing their curriculum redevelopment. Nice. So that I, I fell really hard into curriculum and, and higher education at that point. But then I was actually offered an opportunity to go back into sales in the private sector. And I did pharmaceutical sales for Proctor and Gamble for about four years. Wow. And that was really cool. It was a very cool job.

Anita Bondy (04:52):

and that’s, that was very sales focused, of course. And then the role that I was in they actually downsized the entire department. And so I was out looking for something and I, I always say that it was very serendipitous because the day that I was told that they were getting rid of like, that they were downsizing all of the sales reps. I reached out to two of my friends who still worked at the university and said, Hey, I’m looking again. And that same day a marketing role at the university came up. So I I I smile all the time. Cause I was like, that’s, that’s interesting. Yeah. So then I went back into education and I did marketing recruitment for our professional programs, which morphed in, these are more internationally focused graduate programs. So my role with that turned into more doing marketing recruitment for all undergraduate and graduate programs.

Anita Bondy (05:49):

And then that morphed into what I do now, which is overseeing the admissions for those programs. So originally when I started, when I was in high school and university, had no thoughts of working in education. and it just sort of happenstance turned into that. And now I’m quite convinced that this is my career. I don’t intend on on leaving. but probably starting to teach at the college was where I really feel like my, my heart is, I think that I should have gone into teaching maybe because that is where I really feel like I’m being the most impactful, even though it’s only part-time and I’m only affecting 50 or a hundred students at a time, that’s where I really find the most enjoyment out of my roles.

Sam Demma (06:39):

Nice. From selling drugs to education <laugh>. Right.

Anita Bondy  (06:43):

It’s so funny. It’s so funny. I remember my, my sister who is an educator, she’s a kindergarten teacher, used to joke around that I was a drug dealer. And I said, listen, it’s, it’s, it’s legal though. I’m a legal drug dealer. and then yeah, now I’m, I’ve popped into you know, and in fact one of the programs that we admit for one, one of their career paths is going into pharmaceuticals. So it’s like I, I completely changed hats and now I’m helping people do that job <laugh> or get qualified to do that job. Yeah.

Sam Demma (07:12):

What are some of the skills you think you learned in the corporate sector doing sales and marketing that have been very helpful in the work you’re doing now in education that you think any educator, whether you’re working in an office or in a classroom, could benefit from?

Anita Bondy (07:27):

One of the things that Procter and Gamble did wonderfully was the training and development program for their, for their staff. And one of the things that we were sort of taught was really identifying really well with your customer or your client mm-hmm. <affirmative>. So understanding what their needs were, understanding where they were coming from, and then recognizing how I, as a person providing the product can help them with that. that I think is really transferable to what I’m doing right now because as much as I have these applicants who are applying to these roles, everyone is a different story. Mm-hmm. <affirmative> people are, are, maybe they’re doing this because they want a career advancement. Maybe they’re doing this because this is their next step in their educational journey. Maybe they’re doing that, the this because they wanna come to Canada and this is, this is a pathway for them to get educated in order to be able to immigrate and have a worthwhile career in Canada.

Anita Bondy (08:25):

So everyone has a different kind of a, a story same as the faculties that I represent. So each faculty that we recruit for and we admit for, has a different rationale as to what students that they’re looking for or what pathway they’re looking for, how many students they want, what demographic of students that they want. So really understanding my client, who I view as being both our faculty members, but also the applicants who are applying I think is really beneficial from the classroom perspective. Knowing each one of my students as best as I can and identifying where their strengths or their weaknesses are is really important as well. and that follows the same idea. You gotta know who you’re selling to, so you’ve gotta know who you’re teaching to. And if I’m teaching to someone who doesn’t have the background that I think they have, it’s gonna be a loss. But if I’m teaching to someone who maybe already has 10 or 20 years in the subject that I’m teaching, because I do teach continuing education, so I do have professionals who take my classes, then I teach a little bit differently because I know what they’re trying to get out of the course is different from what someone who’s taking it as a first year might take, might get out of it.

Sam Demma (09:43):

Ah, that’s so cool. I think selling is teaching because you’re not necessarily, if you’re doing a good job trying to sell somebody something, you’re trying to teach them something that moves them to a decision. And I think that’s so true in education as well, right?

Anita Bondy (09:58):

You just like nail on the head right there, Sam. So one of like, that is, that’s per, it’s a perfect way of, of putting it, to be honest. It’s a perfect way of putting it. Because as a salesperson, especially in pharmaceuticals, they don’t buy from me. I’m reliant on them writing a prescription, and that’s my sale. So when I’m sitting there, and it’s not like you’re selling a pair of shoes where you’re saying, okay, do you want the black or the white? And then someone makes a choice and leaves with that product. At the same time, with this type of sales, you’re educating the physician as to why that product is superior, or what demographic that that product works better with. And hoping that through that educational process when the physician has a has a patient come in who identifies with those characteristics, they look and they say, okay, this product is the best for them. So like absolutely. It’s a, it’s, it’s, it’s an educational point for first and foremost,

Sam Demma (10:59):

One of the things I love about education is the facilitation of mentorship. Mm-hmm. <affirmative>, I’ve found in my own experience growing up as a student, some of my teachers became some of my biggest mentors. And I still stay in touch with some of them to this day and have coffee on their porches to catch up. Did you have some mentors in your corporate career and also your educational career that played a big role in your own personal development? And if so, like who are some of those people and what did they do for you?

Anita Bondy (11:29):

So my partner when I was in sales was a woman and by the name of Mary Hallett, who had been in the role for years. And she was, she was my partner. I, every piece of my success went to that lady cause she taught me everything that I needed to know. She taught me who, who the doctors were and, and what their personality were. She taught me how to sell to this person versus another person. She taught me a lot about our products and things about our competitors. So I, I owe a lot to her and I am still in, in touch with her. Cool. from a business perspective, when I was working for the Otet School of Business, part of my role was doing recruitment, part of it was doing retention. So I actually created a bit of a mentorship, a tutoring program for our business students.

Anita Bondy (12:20):

Nice. Through that I was able to hire some students, and one of the students that I hired as a third year business student is actually one of my colleagues at the university now. So she was, yeah. So, so I actually have tea with her on a very regular basis, and she was someone who I mentored a long time. So Clementa. Hi. How are you? <laugh>? from a, from a professor’s perspective, in that same role, when I did recruitment, I was partnered with a professor, Dave er, who Dr. Er was in charge of the ODT recruitment. Nice. So he and I would go out and we would go to high schools and ses and colleges to advertise for, for the b o program. He taught me a lot more about the actual curriculum and, and things along those lines that really helped me to be able to sell the program to a prospective student.

Anita Bondy (13:19):

He was very important to me in that he was such a personable professor to me. He knew me, he knew who I was, he knew my sister, he knew my family, he knew everything about me. And I so distinctly remember my first day of my MBA program, I was meeting all these other students and one student was from the University of Toronto and Dr. Bustier walked over and he goes, Hey, Anita, how you doing? I said, oh, I’m good, Dave. How are you? And he said, great, great. He’s like, did Nicole start, you know, Beed yet? And I said, yep, she’s already started. She’s doing, she’s doing I j And he’s like, great. And then we, and then he kind of left and this student who is now also a colleague of mine turned around to me and goes, that’s our marketing professor. And I said, yeah.

Anita Bondy (14:01):

And he goes, he knows your name. And I said, yeah. And I go, he knows my name. He goes my sister’s name, he knows my, you know, she’s studying <laugh>. Yeah. And, and he goes, wow. And I said, yeah. And I was kind of confused because at our school we got to know our professors really, really well. Yeah. And this, and this fellow turned around and goes, I, there’s not one professor who would know me. And I said, really? And he goes, it, he’s like, I, I’m an A student and I can tell you this man has an exceptional career now, but as an undergraduate student, he was just a number at, at the, he came from. And he was so amazed that this random professor who was walking down the hall happened to know me and that I, I saw him the other day. He’s telling me about his grandkids and what they went for on a Halloween.

Anita Bondy (14:47):

And, you know, like, I’m still in touch with him. so I’ve had some really good mentors in, in every aspect of my, of my my career. Both mentoring people or men or, or being that mentee. So I think that’s a really, really important part, especially for young people who are just getting out into their career. Mm-hmm. <affirmative> no one knows what that job is on day one. No one is expected to know what that job is on day one, but you are expected to do it. You’re expected to do that job right away. So if you don’t have someone there to guide you and to lead you and to show you the way you can get really lost. Mm-hmm. <affirmative>. So I love the idea of mentors and, and mentorship programs and, and partners and things like that to, to really help you understand your role a little bit better.

Sam Demma (15:40):

Sometimes mentors are even people you haven’t met before. Right. You have a, people can’t see it, but I see you on Zoom right now with a big bookshelf behind you. I’m curious to know if there’s any other resources that you found that were helpful in your own personal development or professional development, whether that be authors, books, conferences podcasts you listen to, or anything at all that’s been helpful.

Anita Bondy (16:05):

I, I do a lot of sort of some like not self-help books, but our motivational books. So I do listen to like the Brene Browns and, and things like that as well. periodically I’ll, I’ll pop in for a TED Talk and I’ll, and I’ll read through that. through the university we have a few different organizations. So we have Aura, which is the Ontario University Registrars Association. Nice. That meets fairly regularly. And there are some coffee chats that we can participate in if we’d like to. and there’s a similar sort of organization acro as well as just some internal ones that we have at the university. one of the things the university does do is offers quite a bit of professional development opportunities. So I’ll reach out to you know, someone who maybe led one of the, one of the webinars that I went to and asked for more advice that way. there are some good resources as well within our organization. So I’m having coffee this week with our talent manager to go through like possible career options for myself because, you know, and I’ve been in this role for four years, so it’s time to maybe start looking for Yeah. For something different. so I’m sitting down with her to kind of go through some other options or maybe some development opportunities. So nobody that I would pinpoint as being a go-to other than like some little pieces here and there.

Sam Demma (17:34):

Cool. Yeah. That’s awesome. You mentioned one of the things you did with the School of business was develop curriculum for an educator who doesn’t know what goes into doing something like that, can you share the process and like what you actually did in that role? Yeah.

Anita Bondy (17:48):

So the, the re the rationale behind that was within the business school world, there’s something called an AACSB accreditation. And this is a special accreditation that not a lot of business schools have. I wanna say that it’s something like 10% of the business schools around the world have this. So it’s hard to get the reason and in order to get that accreditation is based on your curriculum. It’s based on your curriculum, it’s based on your professorships and, and things along those lines. And so the ODE School of Business said, we wanna do this. We want this accreditation, so we need to revamp our curriculum. So I worked on the undergraduate committee with other well mostly professors and to look at what we were missing. And so what I did for the better part of probably a year is research schools that already had the AAC C S B accreditation looked at what their curriculum was looked at.

Anita Bondy (18:48):

And this is looking at learning objectives or learning outcomes. It’s looking at hours spent on certain topics. It’s looking at is it a tenured professor who’s teaching it versus a sessional teacher? Is it a PhD teaching it versus someone who has a master’s degree? So it’s, it goes into who’s teaching it as well. You have to look at textbooks that are available in that subject and if they encompass what is required in order to meet that accreditation. So over about a year, we researched dozens of schools to see what were the commonalities that curriculums had. And then we looked at our curriculum and found the gaps. What are we missing or what are we teaching that we don’t need to be teaching? Or what’s a duplicate or what are we missing? And through that, they, they revamped the entire undergraduate curriculum. And now, for example, we didn’t have business communications when I was in my B C O.

Anita Bondy (19:46):

Now that’s what you take in your first term, first year. they changed around some of the we didn’t have operations management when I was a student. Now that’s a required course. So there’s a lot of different pieces that were missing that through this process we were able to go through. But it’s a lot of research of other schools. It’s a lot of research of the accreditation bureau to ensure that we’re meeting all the pieces. But then it was also tasked to the faculty because they do look at things like how many people are on staff with a PhD. Mm-hmm. How many people are on staff with maybe a doctorate, how many people are employed with an accreditation versus you know, hands on experience. So that, that actually changed the hiring process for the next few years for that school because they had to emphasize more PhD or doctorate acre like accredited people for their hiring purposes. So it was a long process. And in fact, I ended up leaving for my other job before it was, was finalized. Gotcha. But I, I did present it at a conference with a, with a professor who I worked on it with. And that was, that was rewarding. It was a lot of work. Yeah.

Sam Demma (20:57):

It sounds like it was a lot of work. <laugh>. Yeah.

Anita Bondy (20:59):

Yeah. A long time ago, but it was a lot of work. <laugh>,

Sam Demma (21:03):

How does the organization of data and research look like? Is it just a never ending Google Doc <laugh>

Anita Bondy (21:09):

That it’s, so, it’s, well this was back in the day. So this was Excel spreadsheets Nice. And access databases. Okay. cause this was probably, oh gosh, it’s been a while now. So I probably completed this in like 2007 or eight. Oh wow. Cool. It was a long time ago. Right. so it was, it was before the world of Google Docs took over. So it, it was a lot of spreadsheeting. and in fact, back in that day, we didn’t even have shared drives. Ah. So it was, it was saving on USBs and, and bringing to someone’s office to upload, because our email wouldn’t send files that long <laugh>. So like, I’m very much aging myself here. But yeah, it was, it was a year’s worth of, of Spreadsheeting and documents before we got it into, and then it ended up being like a, a full report, dozens of pages. I couldn’t even tell you how many it was that led to our recommendation to the faculty as to how to change the curriculum.

Sam Demma (22:09):

Hmm. One of the things I love about education is no matter what role you’re in, you know, it has an impact on the end user, the student who’s going through the whole system, whether you’re developing the curriculum they’re gonna participate in from future years, whether you’re in accounting and writing invoices. So students can have new opportunities, you know, whether you are the teacher, the bus driver, the custodian, like every person plays a role. I’m curious from your perspective, the role you’re in now, what do you think is the impact on the end user and have you heard some of the impact <laugh>?

Anita Bondy (22:43):

Yes, I have. So both positively and negatively, I’ll be honest with you. the programs that I oversee the admissions for are very competitive. So we’ll get annually, anywhere between nine and 10,000 applications. Wow. We have about 3000 seats at the most. Somewhere between two and 3000 seats, depending on the term annually. Right. So there is a lot of students who are not admitted. So they, so I do have to deal with the negative aspect of it affecting someone as well. So, and, and so I do, so I’ll start with that. So, you know, I have had to answer emails from students who are not admitted asking why or what are pathways now. And sometimes this is an opportunity to put them on a better pathway. So if they’re not maybe qualified for our program, but I’m looking at their transcripts and I can see that they would be qualified for a different program on our campus or maybe a different program that I just happen to know about at a different school.

Anita Bondy (23:47):

Yeah. And I’m able to give them a different pathway to be able to get in On the positive end. I have students who come into the office every term wanting to see me to say thank you for their, for, for guiding them. Thank you for accommodating them. I, as I’ve told you, Sam I’m, I’m an identical twin. So I had one set of twins actually contact me. One got into a program for fall, the other one got into a program for winter, and they called me and they said, we can’t do this alone. I need my sister there. What can you do? And I ended up being able to push one to, to the previous semester. And they came in, the two most identical people I’ve ever seen in my life. I don’t think these two girls have been a part for a day in their lives.

Anita Bondy (24:40):

So they, they were very thankful that I was able to help them out and to, you know, to get them. So every day I get thank yous every day I get, can you help me with this? Or can you give my direction on that? So I know that my day to day work is impactful. I’m not the person making the decision on the file. That’s my team is able to do that. So I’m not the person ultimately deciding, but I am the person that if any concerns come up or any accommodations need to be made, or any special circumstances have to be approved, I’m that person that, that has to make those decisions. So I know that what I’m doing is going to be impactful. The programs that I oversee are graduate level programs. So these are not 17 year olds. These are 25 to 30 year old people likely coming from another country who are coming here to Canada.

Anita Bondy (25:36):

So it’s, it could be them bringing their families, it could be them leaving their country for the first time that they’ve, and they’ve never left. It could be that they’re coming from a non-English speaking country. So there are concerns that way. so I get a, I get a very long list of different concerns or questions or you know, can you guide me in this direction? And in many cases, this admission to this program and how they handle their admission to this program could impact the rest of their lives. Because if they are successful in getting in and they are successful in the program they are eligible to apply, apply for a postgraduate work permit. Ah, yep. And if they’re able to get that job and they have a company who’s willing to support them, they can apply for permanent residency. So this could actually really change their lives significantly once they’re admitted to the program.

Anita Bondy (26:34):

And if they’re successful in, in all of those steps. Not every student wants to stay in Canada. Not every student is successful in staying in Canada. but for those who are this could really impact. We have also had students who, you know, parents pay for them to come over to study with the expectation that they’re gonna come back to their home country and maybe take over their family business. So I know that the education we’re providing here is gonna be impactful not only for that student, but could be for the entire family that they are now in charge of because they’re running their family business or, or something along those lines. So I definitely see the work that I do having an impact For sure.

Sam Demma (27:19):

That’s so cool. Thanks for sharing that. There’s so many different ways that the things you’re doing ripple into the lives of the people going through the programs. this is just a question from pure curiosity. Sure. Have you ever had someone, and I know you don’t make the decision a part of your team, does, have you ever had someone not get admitted and then share something, send something, say something, show up and change the result to an admission?

Anita Bondy (27:48):

Absolutely. So, like for example, if we look at a transcript and we see a bunch of failures, right? That’s usually a red flag to us that they likely will not be successful. Cuz if they were not unsuccessful in their undergraduate degree, they might not be successful. So we do have some rules about that, but periodically I’ll get an email from a student saying, you know what, I had a death in the family that semester and my mental health was not where it needed to be and my grades suffered, or I had a medical issue and I was unavailable to write the final exam. So I didn’t fail it, I just, you know, was unavailable. So I do get quite a few of those. If the applicant is able to properly prove what happened, we might reconsider, of course the decision is up to the faculty at that point. but yeah, we have, we have definitely had students who maybe were initially declined that came to us with maybe a personal story that really changed what the outcome was.

Sam Demma (28:51):

Mm-hmm. <affirmative>, I’m a big advocate for solely in a business context or like a, you know, professional context that no, doesn’t have to mean never and stop. It could mean try again in a more creative way or provide the person with value. And even as an educator, keeping that in mind when you’re navigating your own career journey, I think is just something to remember. At the end of the day, it’s humans making the decisions, so. Right. Right. Yeah. that’s so cool. When you think about your, all your experiences in education if you could take that experience, travel back in time, tap Anita on the shoulder in her first year working in education and say, you know, this is some of the advice. I think it would’ve been helpful for you to hear at the start of your journey, right? Not that you would change anything about your path, but what would you have told your younger self that you thought might have been

Anita Bondy  (29:41):

Helpful? I actually probably would change my path. <laugh>

Sam Demma (29:44):

OK. <laugh>.

Anita Bondy (29:47):

 one of the things, so I didn’t start teaching proper teaching until I was in my thirties. Ok. and that’s when I was like, oh my God, this is what I was meant to do. And I, I love it. I love it. So genuinely, if I had to go back in time, I probably would have, I had applied for my Bette at the same time as I applied for my mba. And in my brain I was like, no, I’m a business person. I’m gonna go, I’m gonna do my, my mba. I genuinely wish I would’ve gone the other pathway because I think that, I think that I would have been a great teacher. I think I would’ve been a great grade school or even high school teacher because I connect so much with my, my current students. So that is something that I would’ve actually probably gone back to.

Anita Bondy (30:33):

 teaching at the college came as a fluke as well. I when I was let go from p p and G, they gave us a severance package that included money to go towards schooling. And I said, well, you know what? I need three classes to get my C H R P designation. I’m gonna, I’m gonna go to the college and I’m gonna take three classes. And I got in touch with the professor and he said you know, if you use all your transfer credits, you can actually get a diploma from us with five courses. And I was like, really? And he was like, yeah. So I ended up completing a diploma without intentionally meaning to completing a diploma. And when I was done he turned around to me and goes, Jerry Collins, by the way, is his name. He’s still a professor at St.

Anita Bondy (31:19):

Clair and says, Hey, do you wanna teach for us? And I said, yeah, I do <laugh>. And he, like, as soon as I finished my diploma, he gave me a part-time role. Nice. And I, and I’ve now been teaching at St. Clair for about six or seven years now. So he was, again, all of these things in my life happen as kind of flukes. So I think one of the best pieces of advice that I could give to anyone when you’re starting your career journey is you never know what’s gonna come around the corner. You never know what’s gonna happen. I did not expect to be let go from p and g. I thought that that was gonna be my career, and now I’m in a role that is so much more enjoyable that I’m getting value out of. There are some days when you’re in sales where you finish the day and you’re like, I I didn’t make an impact anywhere.

Anita Bondy (32:13):

Yeah. You know, where did I make that impact? You know, I’m, I, I didn’t connect with anyone. I can genuinely say that in my, in my current role, I think I make an impact to someone multiple times in a week. Mm-hmm. <affirmative>, if not daily. So that would be my, my best advice is take every chance that you can to try different things out. Because you never know what’s going to make sense for you. Had, had Jerry not said, Hey, do you wanna teach? I would’ve never thought about applying to teach. And through that, I now have a really good second job that is very rewarding to me. that has really shown me sort of what, what I’m good at. So that would’ve never happened if I hadn’t have taken a different, a different pathway.

Sam Demma (33:02):

Shout out to Jerry

Anita Bondy (33:04):

<laugh>. Yeah, that’s way to go. Professor Collins. Yeah.

Sam Demma (33:07):

<laugh>. Awesome. Anita, thanks so much for coming on the show to talk about your different experiences, your career journey, what brought you to where you are today. If someone wants to reach out, ask a question, get in touch, what would be the best way for them to send you a message?

Anita Bondy (33:21):

Yep. So emails probably the most direct, and it’s just my, my first and my last name. So anita.bodny@uwindsor.ca. I’m also on LinkedIn and happy to answer any kind of questions that anyone has if you wanna get me through that, that medium as well.

Sam Demma (33:39):

Awesome. Anita, thanks so much. Keep up the great work.

Anita Bondy (33:42):

Thank you for having me, Sam.

Sam Demma (33:43):

And we’ll talk soon.

Anita Bondy (33:44):

For sure. Take care. Have a great week.

Sam Demma (33:47):

I believe that educators deserve way more recognition, which is why I’ve created the High Performing Educator Awards. In 2022, 20 educator recipients will be shortlisted, each of whom will be featured in local press. invited to record an episode on the podcast, and spotlighted on our platform. In addition, the one handpicked winner will be presented with an engraved plaque by myself. I will fly to the winner’s city to present this to them and ask that they participate in a quick photo shoot and interview on location. The coolest part, nominations are open right now, and they close October 1st, 2022. So please take a moment to apply or nominate someone you know or work with that deserves this recognition. You can do so by going to www.highperformingeducator.com/award. We can never recognize educators enough.

Join the Educator Network & Connect with Anita Bondy

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.

Richard Karikari – Former CFL Athlete and Co-Founder of Complete Performance Centre

Richard Karikari - Former CFL Athlete and Co-Founder of Complete Performance Centre
About Richard Karikari

As a proven leader in the domestic and international sports industries, Richard is known for his skills and experience in sports business operations, training and conditioning, minor association team management and his professional football career. He is passionate about promoting health and fitness for people of all ages.

Reputed for being self-motivated, over the past six years, he has founded and grown The Physio Studio. Currently operating at three permanent locations and various pop-up locations throughout the Durham region, he is excited to be working on getting a fourth location ready to open.

Other ventures include:
• Co-founding the Complete Performance Centre.
• President of the Durham Dolphins minor football club.
• President of the Ajax United Soccer Club, a black-focused club to get underprivileged kids back into sports.
• General Manager for the Ajax Soccer Club.

Prior to these endeavours, he was a professional football player in the Canadian Football League (CFL), giving him a unique perspective and first-hand understanding of sports from an athlete’s point of view.

Richard is a motivated and determined leader with strong managerial abilities in building, mentoring, and leading large, dynamic teams. He believes in displaying hands-on leadership in delivering activities and programs and supporting employees through first-rate employee development, performance management, and an environment where employees can strive for improvement in all areas.

Karikari works hard to build trust and respect with clients, colleagues, teams, and management and collaboratively develops strategic goals that drive organizations forward. Clients and business professionals enjoy working with him because he leverages his extensive experience to help them achieve business results diplomatically, responding to challenging situations with creativity, diffusing conflict, and upholding a high level of professionalism in all interactions.

He is a well-known community leader in the city of Ajax, and this fall, he is running for the position of school board trustee within the Durham Catholic District School Board

Connect with Richard: Email | Instagram | Linkedin | Facebook

Listen Now

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

Resources Mentioned

The Physio Studio

Complete Performance Centre

Ajax United Soccer Club

Canadian Football League (CFL)

Durham Catholic District School Board

The Transcript

**Please note that all of our transcriptions come from rev.com and are 80% accurate. We’re grateful for the robots that make this possible and realize that it’s not a perfect process.

Sam Demma (00:00):

Welcome back to another episode of the High Performing Educator Podcast.

Sam Demma (00:58):

This is your host and youth speaker, Sam Demma. Today’s special guest is someone who had a huge impact on me growing up as a young athlete and young man. His name is Richard Karikari. He is the proud owner and co-founder of the Complete Performance Center for Athletic Training. He trained me as the young man when I was pursuing my dream to play professional soccer. He is the president of the Durham Dolphins Minor Football Club, the President of the Ajax United Soccer Club; a black focused club to get underprivileged kids back into sports, and the general manager for the Ajax Soccer Club. Prior to these endeavors, Richard was a professional football player in the Canadian Football League, the CFL, giving him a unique perspective and firsthand understanding of sports from an athlete’s point of view. Today, he is also running for one of the positions as a school board trustee, which we’ll talk a little bit about today in this interview, along with his entire journey. I hope you enjoyed this conversation, and I will see you on the other side. Welcome back to another episode of the High Performing Educator Podcast. This is your host and youth speaker, Sam Demma. Today we have a very special guest. This individual played a big role in my life as the development of an athlete, but more importantly, a young man. Richard, welcome to the show. Please introduce yourself.

Richard KariKari (02:20):

How you do it, man. Thanks, Sam. You know, I appreciate it. You know, I have been doing a lot of work with different groups in the community, so you’re one of them, and I appreciate you guys reaching back out.

Sam Demma (02:30):

Absolutely. for those of you who don’t know much about your journey and also your impact, can you please just talk a little bit about yourself, your, your story and what brought you to where you are today?

Richard KariKari (02:42):

You know, it’s, it’s first and foremost I’m from Ajax Pickering area. I grew up here. I came here in grade four. Most like, just like everybody else that came from the Toronto area. And you know, just, just went through the system, went through the whole Catholic system, went through St. Mary’s. I ended up going to university and I’m, I’m right back here as a small business owner, just like my dad was in this community. So, you know, my impact, I feel that I’ve been able to give is, is to the youth. Right now, currently the president of the Durham Dolphins as well as a gm Hja Soccer Club. So these are two things that, these are two platforms. I’m allow myself to speak with kids, parents. I let them know about my journey. So it wasn’t an easy journey.

Richard KariKari (03:23):

Everybody expects you just to go to school, get a scholarship, come back, and everything is gonna work out. It’s complete opposite. You know, the scholarship means the university has taken control of your life in some capacity. And I know a lot of athletes come back and tell me that, but for me, I try to guide them as best I can. Work with the schools, the guidance counselors, let them know that, you know, there is opportunities outside sports to, to make an impact and look just like yourself. You’re doing a lot, and I do appreciate what you’ve been doing for the community. But you, sports is a foundation of just getting kids to understand everything works off a team, right? Takes a village to raise a community, and that’s kind of mindset I have.

Sam Demma (04:00):

What sport did you play growing up and tell us a little bit about your journey through your athletic career,

Richard KariKari (04:05):

<Laugh>. So, I, I’ve got a couple interviews and people always say he must have played football his whole life. So I ended up playing in a professional football, but that was not my first love. My first love was baseball. I grew up in an era where the Blue Jays were the number one thing in town. You, if you didn’t wanna play baseball, actually something was wrong with you. I know that the main fans would probably think I’m crazy, but the B Chases was, was defined. Tron went one era. And growing up I played baseball. I played baseball, started in age H eight went through the system, did the house league select rap, Played on the one, probably the best travel teams where we had four or five guys drafted. And, and you know, it, it just, it just, it, you know, it’s full circle how things work out.

Richard KariKari (04:46):

And I tell parents this all the time. I was a small kid, You know, I remember your meeting your parents and, you know, you were a smaller, at a younger age when I started working with you and you will grow. I tell parents, Relax, just take a breather. And I think for myself, being a baseball be my first sport, which I loved tennis. I joined the tennis academy at age 13 and 14. Loved this sport. It wasn’t affordable at the time for my parents. I appreciate my parents given the effort that they did at that time to try to accommodate it, but it wasn’t, it wasn’t feasible. And then I kind of just started to play football a lot with my friends outside. And I think that’s the things that’s missing these days. Just the, the ability to just play the sport.

Richard KariKari (05:24):

And yeah, it just, it just worked out. And I, there is a teacher or two at St. Mary’s that kind of guided me, and I, and I, and I shout out to those teachers, Mr. Sheridan, who ended up being the, the headmaster at St. Michael’s College in Toronto who wanted me to actually transfer from St. Mary’s, go to St. Mike’s at that time, which was a dominate football program. And he said, I suddenly, he said, Rich, you got talent. I was only in grade 10, 11. I was like, We just played flag football. And he was like, Yeah, flag football, but you’re pretty damn good <laugh>. So, so I, you know, I took that with my mindset, came home and one of my friends who was a wrestler was playing for the Durham Dolphins. It was actually called Ajax Picker And Dolphins at that time, AP Dolphins played out the old Kingsman Field there. And he told me to come out. And that changed my life. I came out and because of my baseball arm being a pitcher, third baseman, I ended up being the quarterback for the team. And, you know, the rest is kinda history now.

Sam Demma (06:20):

That’s awesome. You’ve done so much for so many young people in the community. Why do you think sports are such a great foundation to anyone’s future success?

Richard KariKari (06:33):

You know, I can look at multiple ways. You know, I, I was what we call an average student. You know, my mom told me to get an 80, I to get a 75. You know, I don’t wanna push envelope too much. But sports allowed me to, to know that first of all, the friends around you is what keeps you in sports, right? There’s not a lot of sports nowadays that you’re, you’re an individual. There is a rare, you know, golf and, and other sports like that. But I always played on team sports where the friends were crucial, right? You go out with them, your social is a environment is around them goods and bads. You know, you have bad days. They raise you. You know, they’re the people that tell you it’s okay. I think sports is important for that. I think sports is also important just for the parents.

Richard KariKari (07:15):

Parents want their kids out active fit. You know, we, we talked about the obesity levels. That wouldn’t be the case. Know kids are active, right? Mm-Hmm. <Affirmative> screens were not an issue. You know, we had a, I don’t wanna age myself. We hadn’t attend on Nten was at its prime. You know, Super Nintendo came out that was at its prime, right? But screen time was not an issue for, for kids at my time. It was, it was literally get outside and played a sport. And I, and I think truly, you know, becoming to Durham, when I came to Picker in moved here, it saved me. It saved me. Cause I could’ve got caught up, you know, being a guy that just hung up the mall, right? No, I ended up being a guy that played road hockey at a street in Pickering called Pebble Court pretty much every day. <Laugh>, you know, so, you know, made that, that attribute to just being Okta, being around my friends, keeping me in a straighten narrow. We all know kids like to follow their friends. That’s why parents always say, you know, who you hang out with will sometimes be who you are. Mm. Well, my friends are guys who just love to play sports, you know, stay active after school. So I am what I am. I I wanted to be like that. And, you know, that’s what kept me outta trouble.

Sam Demma (08:18):

And it sounds like sports and just team activities is what introduced you to some caring adults in your life that guided you and really had a big impact. You know, being the headmaster at St. Mike’s and even other teachers that you had growing up I know personally from experience that when I was a student in school my parents actually came to you as like a caring adult figure and we’re like, Can you help guide our son? Like what are some of the conversations that you have with parents even that have kids that aren’t in sports and some that aren’t in sports? What are some of the conversations that you have or what do they reach out to you to ask?

Richard KariKari (08:56):

Well, you know, I, I think a lot of parents, and I do appreciate the parents do come and reaching out to me. I’m, I’m from this area, and I feel they can just relate. I think first and foremost will relate. I don’t have a doctor beside my name. I further my education end up with my masters, but that’s irrelevant to the parents. Yeah. They just see Richard as a guy who’s coaching kids, who trains kids. So there’s a mental and physical component to that. And they see me as somebody who, if you can get into my son or daughter’s head athletically, physically emotionally, when you’re training athletes, then you can also talk to them about their behaviors, good or bad. And that trust is what I’m, and I, and I all sneaky, I’m not gonna lie to you, I knew a lot about kids, you know, if their grades were slipping, but the parents are still bringing them to me to work with them.

Richard KariKari (09:39):

Parents will kind of slide that information in there, and as I’m training the clients or training the athlete, I’d leak it in there. Hey, Sam, you know, how you doing, Sam? You know, just wanna get an idea. You know, you gotta, you got an 81 in your English, you know, but you know, you usually get 88, so what’s going on? And, you know, sometimes you’re truthful with me. You’ll just say, Coach, you know what’s going on? I met this wonderful girl, and I think she’s distracted me or coach, I’m doing some projects that my parents don’t know about which is a great, a project you’re doing right now. And it’s kind of distracting me. I’m really trying to change Durham. I’m trying to be a more impactful to just being a regular student in an English class. Those are things you may divulge to me, but you may not divulge to your parents. And then, you know, that gives me an opportunity to kind of give you my advice on how to either A, be more open with your parents, or b to continue on your journey, but not, and not suffer the, you know, the outcome of maybe a great job. And in the long term.

Sam Demma (10:29):

Hmm. Richard Carri Carri, the trusted parent advisor of the Durham region, <laugh>, you know what? Like,

Richard KariKari (10:37):

Don’t give away my seat now. My secret’s gonna be up now. No kids are gonna be, I’m very transparent with me. So, no, no.

Sam Demma (10:42):

You know, it is funny, when I stopped playing soccer and I’m, you know, I’m, I was, I was still in my late teens, I still found it difficult to kind of rebuild my image. You know, everyone looked at me as the soccer guy. And, you know, similarly to yourself, you’ve been so involved with sports your whole life. And some people might think your current interests, they don’t really relate exactly. But I would argue the opposite that, you know, if you’re able to pursue something and achieve greatness in one area, those same, you know, skills and attributes can be applicable elsewhere. Tell me about the other personas of Richard that no one really sees about.

Richard KariKari (11:19):

You know, something, I’m, I’m a quiet person and, and everybody, and here’s a key thing about me, and I say this for anything I do, everybody knows where to find me. Mm, right? I’m always at the same location here. I’m always working with athletes where, if not the general public, and, and I strive to focus on what’s in front of me and not about anything, what I call distracting me, right? Mm-Hmm. <Affirmative>. And I think the, from when parents really do come to me, I, I find the time and I will get an answer. It’s sometimes not an answer they want to hear. And I know some of the tough ones I’ve, I’ve dealt with is, you know, my kids started to, you know, smoke. Those are one of the toughest ones. Cause I’ve never smoked before. Mm. So it’s really hard for me to relate and, and I try to talk to the athlete or the, or the individual.

Richard KariKari (12:04):

And, you know, sometimes I have to be very honest, the parents, if you have a relative around you that smokes, maybe that’s what’s happened. Maybe they’re seeing it, maybe they’re witnessing it, you know, so it’s very hard for them. Maybe they have to take some responsibility for it. So I, I have to be honest, like, it’s, it’s really more of me trying to just put myself in both shoes, but at the same time, be honest, just be honest with either side, who I’m dealing with. And that I think parents that have come to me and athletes have come to and will probably recognize that I’m just, I’m very thorough in my decision making. Mm.

Sam Demma (12:35):

You, your, you know, you also have your own kids, and I’m sure there are people in your life who, when you can’t get through to yours, you lean on <laugh>. But you’re starting to gain a big interest in, you know, being a part of the community in these school space, in the education world. And I would assume an aspect of that is because your own kids are in it. Tell us, tell me more about that interest and that passion and why you wanna pursue being one of the counselors.

Richard KariKari (13:04):

Yeah, so, or

Sam Demma (13:05):

Trustees,

Richard KariKari (13:05):

I should say. Trustee. Yeah. So a lot of parents have come to me for, again, various issues. And I’m so happy, thankful for that. And, and ultimately for me, I have to start making some decisions because I’m starting to see a reoccurring trend. And it’s, it’s truly a trend. And you start looking at the research and data, same way you have done in your field, you start to say, Oh, hold one second, man, this is, this is not just a, a simple one off. This is not just a, a seasonal thing. This is actually something that potentially could be a change from, you know, policy, curriculum, you know, mental health could be anything. It could be anything above the, that you could start to say, How can I make a change in that direction or change in that for, for kids in the future.

Richard KariKari (13:48):

And that’s why ultimately started looking at the role of trust. And it took me about a year to decide that, you know, everybody pushes you towards me, a counselor, a mayor, I’ll, and I’ve said this and I’ll say it again. My, my, I don’t have interest in that at the moment. My interest right now is in continue to work with athletes, continue work with youth, Okay. Continue to guide people. And I think this is why it was the best fit for me to, to run as Ajax Catholic board trustee. It, it, it just fit well and well. I know have some public, have some public school people. Really ho why didn’t you go for public? I’m like, I understand, but my faith is Catholic. I went to St. Mary’s. you know, my kids are baptized in St. Francis. So I, I, I, you know, I mean, for me, I, I’m Catholic, right? But I continue to help, regardless of what board you come from I’ll continue to help, but for me, from a formality point, I, I fail those best for me to put my hand, my head my name in for Ajax Catholic trustee.

Sam Demma (14:39):

What has been the response from all your friends, family, the community at large? <Laugh>,

Richard KariKari (14:46):

It’s it’s exactly what you started by saying it’s Richard, well, the CPC guy, or Richard, the HX picker and Dolphins guy, or Richard, the HX soccer guy. It’s really breaking the the, the stereotype of who I am, right? Or the ex professional football player guy. You know, I have so many hats and I’m, I’m thankful that I have these hats to wear because when you have a lot of hats, good or bad, you’re making an impact in different areas. So I feel that the people around me, I’ve seen the social media thanking me, saying finally, I, I did get a lot of personal emails saying, finally <laugh>. And I, and I rep, I did reply all of them. I’m like, I, I understand. And I also get people saying, same thing I said before, I, I hope that I was wishing you could do the other board. I’m like, No. My focus again is just working with as a, as a Catholic trustee. And that’s what I, I’m aiming for. So it’s been amazing, all the support out there. It’s been amazing. And I’m hoping everybody can go out and vote the week of the 17th to 24th, and hopefully we can make change within the Durham region.

Sam Demma (15:48):

That’s awesome. What are the things that you’re hoping to support with in schools or like maybe for the parents who are curious, like what exactly is your role, you know, as a, as a trustee, if they’re not too involved in the system? <Laugh>

Richard KariKari (16:03):

Trustee, again, a trustee. You’re, you’re there for the parents, okay? You’re there for the youth. You’re there to be in an ear. It’s not always about the bad issues, it’s also the good issues. You’re there to support the schools. There’s gonna be different events that, you know, involve the youth, that you wanna make sure that you’re present, you’re there to continue to build the faith. We are in the Catholic faith, right? So you wanna make sure our kids, our kids are, our youth, are continuing to, to understand the Catholic faith. These are all different things that, you know, I my, I want to be a part of, right? But the most important thing is wanna build community. I think that’s ultimately the biggest thing. It’s too diverse here in Ajax that we do not wanna get caught in a situation that all this diversity will turn into everybody being separate, whereas the whole is to build.

Richard KariKari (16:49):

And I, and I’ve started that mindset at Aja Soccer. It’s our model. It’s our diversity inclusion model, which we brought in three years ago. And I’m, I’m pushing hard. We are a melting pot at a, a soccer, we are a melting pot that Durham dolphins. I want more and more kids to be involved in sports that they may not be a part, a part of their cultural background, which is a better way of saying, you know, there’s always a, and I can make this statement, there’s always been a stigma that if you’re Italian, you must be great at soccer <laugh>. You know, that’s, that’s a stigma, but you know something, why can’t semi dema play, you know, football? Why can’t stand semi dema play, you know, badminton? So these are all different things. We wanna build that community. I played tennis, I played badminton, I played, you know, volleyball in school.

Richard KariKari (17:34):

I think everybody took an attempt at that. We wanna build that in other ways outside just athletics. Build that in, in, in realms of our stem. Build that in realms above getting our kids and our high school students into job opportunities co-op, which you did co-op in, in, in this building here, which we work out of, you had an opportunity. Now see the different side at that time, at that time was called cpc. Yeah, you got a chance to see different side. So I think those are things that I wanna make sure that we continue to build on.

Sam Demma (18:02):

If a parent is listening to this right now or anyone in the education community and they wanna reach out and just like ask you a question, what would be the best way for them to get in touch?

Richard KariKari (18:13):

I have cards going all through the, the Ajax area. They can contact me. I do have a number. It’s 289-201-0497. Give me a call. I’m always available. You know, I do coach sports programs. If I get a call while I’m coaching, don’t worry. I’ll pick up and I’ll make sure, I’ll give you a call right back. My email is richard@completecentre.com. You can give a call, sorry, an email there. Ask me any questions as well as my social platforms. You can ig me or if not, send a message to Facebook. Either way you’ll get a response back, probably.

Sam Demma (18:45):

Awesome. Rich, thank you so much for taking the time to chat, share a little bit about your future pursuits and what you’re hoping to do in the community, and it was really inspiring just to catch up and chat, and I wish you all the best.

Richard KariKari (18:56):

Appreciate it. Thanks, Sam.

Sam Demma (18:58):

Hey, it’s Sam again. I hope you enjoyed that amazing conversation on the High Performing Educator podcast. If you or someone, you know, deserves some extra recognition and appreciation for the work they do in education, please consider applying or nominating them for the high performing educator awards. Go to www.highperformingeducator.com/award. You can also find the link in the show notes. I’m super excited to spotlight and feature 20 people in 2022. And I’m hoping you, or someone you know, can be one of those educators. I’ll talk to you on the next episode, all the best.

Join the Educator Network & Connect with Richard Karikari

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.

Shane Beckett – Principal at Donald Young School/Sturgeon Creek Alternative Program

Shane Beckett - Principal at Donald Young School/Sturgeon Creek Alternative Program
About Shane Beckett

Shane Beckett (@MrShaneBeckett), is the Principal at Donald Young School in Emo, ON. He started his career as a teacher at Onigaming School at Onigaming FN and then moved to Fort Frances High School where he was a Physical Education teacher and a Guidance Counsellor. Six years ago he became a Vice Principal at Robert Moore School before moving to Donald Young School where he has been the Principal for the past four years.

He enjoys working with students of all ages and has really learned to enjoy leading an elementary school. Shane still coaches high school athletics (football and soccer).

Connect with Shane: Email | Twitter

Listen Now

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

Resources Mentioned

Donald Young School

Onigaming School

Fort Frances High School

Robert Moore School

Natural Helpers Program

The Transcript

**Please note that all of our transcriptions come from rev.com and are 80% accurate. We’re grateful for the robots that make this possible and realize that it’s not a perfect process.

Sam Demma (00:00):
Welcome back to another episode of the High Performing Educator podcast.


Sam Demma (00:59):
This is your host and youth speaker, Sam Demma. Today’s special guest is Shane Beckett. Shane is the Principal at Donald Young school in Emo, Ontario. He started his career as a teacher at, Onagaming school, in Onagaming FN, and then moved to Fort Francis high school where he was a physical education teacher and a guidance counselor. Six years ago, he became a Vice Principal at Robert Moore school before moving to Donald Young school where he has been the principal for the past four years. Shane enjoys working with students of all ages and has really learned to enjoy leading an elementary school. Shane still coaches high school athletics, along with his teaching career, coaching football and soccer. I hope you enjoyed this conversation with Shane, and I will see you on the other side, Shane, welcome to the High Performing Educator podcast. Huge pleasure to have you on the show. Please start by introducing yourself.


Shane Beckett (01:54):
Yeah, sure. You bet. Thanks for having me on. My name’s Shane Beckett. I’m a Principal at Donald Young school in the small town of Emo Ontario, which is about halfway between Winnipeg and Thunder Bay. We’re a little rural school, K to 8 and I’m excited to be on the show.


Sam Demma (02:11):
When did you realize throughout your own journey as a student looking for careers, that education was the field for you?


Shane Beckett (02:19):
Well, I mean, for me, I guess it started, I had some you know, traumatic stuff happen as, as a kid and school was a safe place for me and teachers were kind of that inspiration. And so always growing up, those were the, those were the people I looked up to. Those were the people that made me feel safe. And so I guess it would, you know, in, in a, in a way when I was little thought about that, I wanted to aspire to be those people. And now it’s more me thinking about wanting to give that back to to kids and help motivate kids to move forward to


Sam Demma (02:48):
When you say it was your safe space, what do you think made it a safe space and those educators that contributed to you feeling that way? What did they do that helped you feel that way?


Shane Beckett (02:57):
Well, you know, what was interesting as a kid, I didn’t really know any better that things weren’t going well for me as a kid. Cause I just thought that all kids were going through the same thing as me, but now when I, when I look back at it, you know, these these teachers accepted me for who I was and for some of the behaviors I might have had at that time, didn’t single me out. Didn’t make me feel like I was any different than any of the other kids. And, you know, sometimes when I was getting into situations as a, as a young kid rebelling a bit, they you know, they’d sit and they’d listen to me. They’d they’d I guess, relate to where I was coming from. And sometimes, you know, maybe gimme the benefit of the doubt or gimme that motivational talk you know, some of that nice sports chatter. And I think some of those things really helped me to feel safe in that Mo in that moment. And then being able to have some of those teachers be involved in sports for me too, really was a, was a, was a key thing for me. I got to be around the right group of people and got to get some of that aggression and behavior out on the sports field rather than having it own in the playground.


Sam Demma (04:04):
I love it. We definitely need educators who accept human beings for who they are and hear them out and listen. And it sounds like the ones you had in your life did an amazing job at what point. So growing up, you know, you aspired to be like, like, like the educators you had, at what point did you formalize it and start making the decision to pursue the path. And from that moment forward, what did the journey look like?


Shane Beckett (04:29):
Well, so high school being an athlete and, and probably doing fairly well in, in athletics, the goal was to be a PHED teacher. That’s what I was gonna do to grow up nice. And a BU my buddy, and I mean, my best friend and I were both, that’s what we were gonna do. We were gonna grow up to be, you know, the, the high school PhysEd teachers in a way we go what was great was that we had an opportunity to do co-op placements when we were in grade 12 and I got to do the first semester and he hit the second semester doing the co-op placement in, at an elementary school with seven. And eights really helped me to realize, yeah, this is exactly what I want to do. And then my buddy, when he went into it, he’s like, man, I, I don’t like kids, like, and it was an opportunity for him to realize that rather than going through, you know, four or five years of university, and then realizing that he doesn’t like kids.


Shane Beckett (05:16):
So I’ve always kind of thought that I wanted to get into education in particular into the Fette into things and be able to coach and give back in that regards too. And co-op gave me that opportunity to really solidify. Yeah, that’s what I want to do. And then the process was really a roundabout way. I was a football player and had some looks in the states and blew up my knee and, and then bounced around a couple of schools in, in Canada and ended up at the university of Manitoba. And from there got some pretty cool exposure got to volunteer with a Paralympic sport called gold ball and took my coaching career kind of in that regards became the national coach of the, of the Paralympic team and got to travel the world. So I got some cool experiences there that helped me as a PHED teacher to learn how to adapt programs and specialized programs in that regards.


Shane Beckett (06:07):
And then PHED naturally leads it to guidance, I guess, is kind of a natural thing when you’re doing all of that coaching and you get those connections with kids and got into, got into guidance and really felt that I was making a difference in that regards, not just so much on the sports field, but now making those connections that educators had with me as a as a student. And so I never thought I’d get into being a principal. It was never something E ever, ever wanted to do. My wife gave me a little nudge and cause it was something she was aspiring to do and I thought, well, I’ll go for it and, and, and see what happens. And just as the wheels kind of kept moving it it seemed to work one of the real cool, cool moments.


Shane Beckett (06:52):
And as I said, we’re going through the show notes. I was kind of saving the story for later, but I’ll jump into it now. Yeah, please. Yeah. So I’m a, I’m a guidance counselor and I went into went to a workshop about some local resources and not resources. I’m looking you know different programs and you know, government programs, those types of things that can help kids. And I saw they did a presentation on a program called natural helpers and it’s a big program in the states and there’s some school in CA schools in Canada that run it. And this there, the mom was from thunder bay and she mentioned that there was a double suicide at the high school and this natural helpers program really helped to support the kids and get, and kind of keep school normal and, and, and rolling.


Shane Beckett (07:42):
And so I went back to my administration and said, so like, what would happen at our school if we had a double suicide? And, you know, we talked me through some of these processes. And so I started to think, you know, what would we do at the school? Then I got to go to a, an anti-bullying workshop. And it was really based on the attachment theory. And I started to see myself in a lot of the discussion that they were having, cuz as a young kid, I was I was a bully and I could see that, that connection between having a caring adult and you know, and, and that student that needs it. So I went to my vice principal at the time and I said, Hey, do I got a deal for you? You give me one section per semester and I’ll be a caring adult for for kids that are coming into the schools in particular, we were thinking grade nines at the time they’re transitioned from elementary and you know what, you go to your administrator, that’s never really gonna happen.


Shane Beckett (08:39):
And he came back to me a couple weeks later and he goes, you got it. And I said, what do you mean? I got it goes, you got it. I says, what do I do now? He goes, I don’t know, you’re the one who wanted the time . So from there we, so from there we developed, we developed this it was kind of like a, a coach for kids and then moved into natural helpers program. But as I got to talk to this vice principal a little bit more, who’s now a superintendent in our board. It, he said he never wanted to get into administration either and it, but he realized that the higher he went, the more impact he could have on kids, not necessarily that direct impact, but through programming through these types of opportunities. And I thought, you know what? I’d like to be that guy that provides that spark for a teacher who comes in and has a crazy idea and then try to fight to get that, that idea rolling. And the program, when I ran, I mean, we, we saved lives through, through those years 110%, and we can get into those stories too, if you want. But it was that, that idea of being able to give people that opportunity, like he gave to me that really did spark my move into administration.


Sam Demma (09:48):
I had a pass guest and I mentioned this a few times now who told me the best candidate for principals are teachers who don’t wanna leave the classroom. And the best candidate for superintendents are principals who don’t wanna leave administration. You know, when you love the work you’re doing so much it, it means you’re in a good position, but it, you know, if you love it and you truly enjoy it, you could probably make a bigger impact. Like you’re saying in a, in a, in a much larger way at a higher level where you’re seeing, you know, this Eagle view or bird’s eye view, as opposed to on the ground, which is still very important. They’re both extremely important jobs. You mentioned saving lives and I would love to hear maybe one of the stories that comes to mind. I think something that really inspires educators who are considering this vocation and people who are in it, who need a little reminder is a story about how a program changed the student’s life. And if it’s a serious one, absolutely changed their name just for the privacy.


Shane Beckett (10:46):
Oh yeah. I’ll leave I’ll I’ll yeah, I’ll definitely do that. So this natural helpers, program’s pretty, it is a pretty cool program because it, it basically takes kids who are naturally helping their, their peer group and it teaches them to be better helpers. So we would, we made a little tagline in our group, you helping helpers be better helpers. And so what we did is we used our school climate survey. And again, this administrator that I worked with, he moved into being the principal of the school and I said, Hey, can I get on the school climate survey? Like, I just want, I need names of kids. I, I need to know you know, it, you know, Johnny goes to Sally for all, for all of her his problems, right? Like that’s the go-to person in this group. And I need to find those 20 kids from all walks of life around the school so that we can pull them and help them be better at helping their friends, being able to see the red flags, know the resources and people to go to, and also having a contact point, like someone like myself, that they can come to and say, Hey, you know what, like this is what’s going on.


Shane Beckett (11:46):
And I need a hand on trying to fix it. So we, we got on the school climate survey and for we, we started this program where you do a, at the beginning of the school year, you do a retreat with these kids, no cell phones, no whatever. And we, we learn how to be better helpers. And some of the best moments in that retreat is around the campfire at night when these kids don’t really know each other, cuz they’re coming from all the different corners of the school, they start to share and start to become this cohesive group, which is a really cool thing. Like, you know, after two nights kids are crying cause they don’t wanna go back to school because it feels so safe to be in that group. And then we do monthly check-ins and, and training. And so one of the, one of the training pieces that we did was around teen suicide and we did kind of a modified version of safe talk and talked about the process that this is, you know, too much of a load for kids to carry.


Shane Beckett (12:44):
They need to be able to, you know be okay with their friend being upset with them, for going to an adult and saying, this is, this is too much for me. And then we worked on that process. And so where you see where it really worked was one night I got a I got a phone call from one of my students and he’s like Mr. Beckett, can I can I come see you in the morning? I said, sure. What’s going on? Oh, not, no, no big deal. We got this figured out. I, I just want to come and touch base with you. I said, sure. So the way the story went was we had two grade 12 students, overachieving kids. They weren’t necessarily friends, but they would Skype together and, and do homework together in like, you know, for you physics.


Shane Beckett (13:26):
And one of the big things we talked about with these kids is lots of times when you’re talking to your friend and they say, you know, something’s going hard. We like to come back to them with, oh yeah, we understand. Cause it’s hard for me too. And we don’t ask that, that why question. So this kid they were studying away and, and you know, one of the kids says, oh man, I’m so tired. And so rather than, you know, the student is part of my program saying, oh, I know me too. I was up late last night. He said, oh really? Why? And just like that, this kid said, well, last night I tried to end my own life. And so, wow. So now my students freaking out that he doesn’t know what to do for me. So he caught, he texts his buddy and says, Hey, what are we gonna do?


Shane Beckett (14:11):
He goes, we’re gonna go talk to Beckett in the morning. That’s what we’re gonna do. And we’ll get this all figured out. So they came in, they spoke to me, I spoke to the guidance department and the the school counselor. And without me ever talking to that student who said that they were talking about ending their own life. We got help for that student. And and got him the counseling that he needed and everything worked out a few weeks later, I ran into that student. I know he knew, I knew. And I knew that he knew that I knew and right. And so we were at I think it was an elementary Christmas concert or something. And I ran into him and I just said, Hey, you have a really good friend in Johnny. And he just smiled. And he said, yeah, I know.


Shane Beckett (14:53):
I said, are you doing okay? He goes, I’m doing great. And that’s it. I never had to talk to the student. I didn’t, but the process was in place. And we established that as part of this program. And we saved that kid’s life without me ever having to be directly involved in it. And so it just spoke so, so loudly about the importance of the program and what it was doing for kids and the awareness that these high school kids were having around those situations. So that’s the story. One, one particular story of saving a kid’s life without me directly doing it.


Sam Demma (15:22):
Tell me a little bit more about the program itself. It sounds really impactful. What does it look like? Is it something you still do in schools today? Like tell me more about


Shane Beckett (15:30):
It. Okay. Well, Matt, it’s, it’s a can program. Like I Googled it and it’s these two binders you buy for a thousand dollars, right? And then you kind of morph it into your own. It’s pretty big in the states. If you Google natural helpers, you’ll see that there’s a lot of school districts in the states that have these natural pro helpers, you know, websites and programs and whatever else, but we hadn’t seen it in our school district. Now the unfortunate part is I guess, twofold. About four years into the program, we had to work rural situation where we weren’t allowed to do extracurriculars. And so this was deemed an extracurricular. And so, because we went on retreats and we did those things. And so I wasn’t able to continue the program that one year. And the following year I switched positions and moved to as a technology coach out of the board office, cuz now I’m in the principal’s pool and all of these things and no one picked up the slack behind me.


Shane Beckett (16:26):
And so after that story, basically the program kind of died, but one of the cool things too, that it did for our high school getting on that school climate survey and let that administrator allowing me to get onto that survey. One of the questions was named two teachers that you go to. And at that point in time, I mean, sure, I had lots of hits. Okay. But that was my role. Our principal had more hits than our entire guidance department at that time. Wow. Cause our guidance department was really geared towards the academia, the post-secondary, the paperwork side of things, but not the, you know, heartfelt touchy, feely part of it. And that was an issue. But because we got that data, it, it started to morph how our guidance department looked. And so they brought in new counselors that did the academia part of it, but also then provided more of a counseling part of it on that end. And so now I feel even though at our local high school, we don’t have that program in place. We have changed the way that that pro the, the actual department runs. And so it is still a safe place and it’s a, and, and a secure place for kids to go a supportive place for kids to go. And maybe there’s not as much of a need for that natural helpers program anymore because we help change the face of that department in general. So if


Sam Demma (17:49):
That that’s awesome it makes total sense. What keeps you personally inspired and motivated with a full cup to show up and try and make a positive difference on so many young people’s lives?


Shane Beckett (18:01):
Well I have on my whiteboard at work there’s two, two quotes that, that I have on there. So that’s the first thing I see every time that I, that I walk in. And so the, the the first one is the good is the enemy of great and the sports kind of quotes that I’ve used when coaching, but it works for school as well. And it’s that idea of if things are going well and things are good, we’re afraid to make changes because we don’t wanna wreck good. Right. But we’ll never get to great unless we make those changes. So being able to just kind of see that and remember that when staff is coming in and saying, Hey, I’ve got this idea or when students are coming in and, and having ideas for clubs or those types of things, like being willing to be flexible enough to make some changes, because things are going well at our school, but we’ll never get to great unless we make some changes.


Shane Beckett (18:52):
And then the other quote that I have up there that we developed as part of my coaching is the ABCs of win. And so ABC is anything but chance and win is what’s important now. So what’s important now is anything but chance. So there was one thing that I used a lot in my counseling with kids too, is like, let’s not leave it to a coin flip and say like, am I gonna have a good day heads or tails? Let’s let’s do all we can right now, so that we’re not leaving it to chance that, you know, so it’s that kind of proactive approach and that, that empowering approach too, that I, it, it’s not just chance that life doesn’t happen to me. I happen to life. And so those are two things that every day I see up on my boards, that help to inspire me when working with kids or working with teachers.


Sam Demma (19:34):
I love that being a sport, having a sport background, my myself also blowing out my knees and my senior year of high school and having three surgeries losing out on a full ride scholarship to Memphis, Tennessee, like, oh, awesome. We have some similarities. That proactive mindset I think is so important. What resources have you found helpful in terms of your own professional development and learning? That’s helped you in education that you kind of proactively Seeked out and maybe it’s well, you shared one, which is a natural helpers course, which is amazing. Yeah. And people can definitely check that out, but I’m wondering if there’s any other philosophies, people, you follow books, courses, things that you’ve been exposed to throughout your career that you really resonated with or found helpful.


Shane Beckett (20:22):
Well, you know, it’s that’s a tough question as far as resources. Yeah. But not much of a reader. Like that’s just not my jam. And I think that if I was to write the literacy test right now that I’d have a difficult time passing a literacy test, just cuz it’s not, not my thing, but it, I mean, I’d use that as an inspiration too, because I have other skills that allow me to get to where I am. Like I don’t have to have that skill. I can use, you know, Grammarly to help me do my writing and, and that type of thing. So not much of a reader, but it’s I mean, learning from the kids really has been a big resource for me and actually sitting and, and listening to them. And then what’s been really empowering for me too, is when you’re in the high school and you’re teaching and now we’re in a small town and I see those kids that I didn’t know, I made an impact with that now, you know they’re running the local gym and my kid’s now going to that gym.


Shane Beckett (21:14):
I know you can sit back and say, Hey, you know, Mr. Beckett, like it was a really big deal when, when this happened and, and learning, learning in some of those decision points that, that I made, whether I went the right way or the wrong way, it’s been a real valuable, valuable lesson for me. So it’s that, that reflection part. And then my brother-in-law, who’s younger than me and wise, beyond his years has really got me thinking into those, you know, Shiism and some of those types of things and, and the, the power of being in the now, you know, and being the master of your own destiny. And those are some really big things for me. And then, geez, now you’re gonna put me on the spot. I don’t know the name of this newsletter. I, I, I subscribed to one newsletter, man. No worries, but it’s, but it’s a leadership, it’s a leadership newsletter that has a sports reflection on it. Nice. So it talks about, you know, bill Belichick and, and how he does this with his players to motivate them. And it’s a quick little snippet, you know, once a week kind of a hit. And so that resonates with me because it’s sports leaders and then being able to learn from their leader leadership abilities and bring that back into the school.


Sam Demma (22:21):
Love it. I love it. And it sounds like you’ve had some great experiences learning from the students themselves. I’m sure you’ve probably also had great experiences learning from colleagues, whether it’s other principals you’ve worked with even teachers you’ve worked with. I think if you approach every situation with an open mind, knowing that you can learn something from every person you meet, you grab a lesson from anything you experience, which is really empowering.


Shane Beckett (22:50):
Yeah, absolutely. Like, like talk about this superintendent that we have now. Like I’ve just learned so much from him in where he inspired me by giving me that opportunity to then talking to me about being able to be a, a bigger impact, the higher you go, the less direct and the less of those like interactions, but then at the same time, being able to provide those opportunities. It’s, it’s people like that. And it’s nice to be able to, again, in a small town, be able to have that opportunity to go back to him and say, Hey, I want you to know the impact that you had on me. And the reason I am where I am today is because of some of the things you did for me, whether you knew you were doing it for me or not.


Sam Demma (23:29):
I love it. What if you could go back to your first year in education, what advice or feedback would you have given to your younger self that you think would’ve been helpful to hear when you were just starting and not that you would tell yourself anything to change your path, but advice you think that would be helpful for someone who’s just considering getting into education or that you would’ve liked to have heard more of when you were just starting?


Shane Beckett (23:56):
Well, I mean, I think some of the, some of the mistakes I made in my first year was trying to be friends with the students rather than friendly with the students. Mm. And it, and it’s tricky when you’re, when you’re coaching and you’re teaching PHED it’s that different environment. Right. But I think sometimes being young and being new and teaching 18 year olds, it’s it, it’s hard to differentiate, differentiate that. And I made the mistake, I think a few times of thinking that you know, being friends and then we’d do the right thing and then it wouldn’t come back to bite me did come back to bite me. Like I had some early times in my career where I got written up by administration because of the decisions that I made that I, you know, and maybe being a little bit too open and honest with, with my students where, because I’m thinking more of the friend line than I am, you know, that, that separation between teacher and whatever.


Shane Beckett (24:52):
So learning some of those things. And the, the other thing too, was really that the face to face communication, some, you know, earlier in my career as a athletic director, you know, sending the email rather than talking to the person, you know, and the way that you text on a page can be misread or misunderstood or tone can be misunderstood. And not having that face to face or even the phone call where the tone of voice can, can come in. And one thing I learned from teaching career studies as part of my high school career was that seven per 7% of your message comes from the words that are said, and the other 93% comes from your tone of voice in your body language. And so the words on the page just don’t do enough. So that was one thing I really learned too, is sometimes you need to have that face to face, even if it’s not the diff the, you know, the challenging conversation, it may end up being a challenging conversation because of the way that people read, read the words on the screen.


Sam Demma (25:52):
Something one of my mentors always tells me is people will interpret your written words, whether email or text based on the emotional state that they’re currently in. Yeah. If someone is really upset and it has nothing to do with you, they’ll open your email and read it from a more upset lens or a frustrated lens. And yeah, you’re absolutely right. I even think about a recent situation where I had to break bad news to somebody in my life. And I was thinking about writing an email and then I thought to myself, no way, cuz this could be interpreted in so many different ways. And you know, you take that time and that at first, what feels like an uncomfortable situation to have the phone call and have the real time conversation. How did you get over those situations where you knew making the phone call was the right decision? Although it was uncomfortable, you know, you do it anyway.


Shane Beckett (26:43):
Well, I, one, there was something that I read somewhere. I think my quote unquote online boyfriend is Tim Ferris back in the day. And some of the things that he would talk about in his podcast or some of the readings that I would do was challenge himself to be an INCOM uncomfortable situations every day. You know, if it’s walking in the mall and making eye contacts with someone and playing chicken with eye contact, who’s the first person to look away. It’s not gonna be any sort of conflict with that person, but it’s challenging you to feel uncomfortable and be okay with that. And so having some of those moments where you it’s okay to feel uncomfortable, it helps you then to make that move. And then ultimately it’s experience like you, you just gotta bite the bullet and do the first one, then the second one’s easier.


Shane Beckett (27:29):
Right. And then the third one’s easier. And then I guess finally being prepared sometimes for those difficult and challenging conversations. The little piece of advice we, we did a, when I first got into the leadership pool, we did a a workshop on challenging conversations. And I can’t remember who the author was. I’ve got the book at the school, but I’ve opened it one time and it was for a challenging conversation and it was to look at it. But in there it really did lay out how to set up yourself for that challenging conversation. And then the piece of advice that she gave. And I’m a softie, I’m an emotional guy and very quick to like even move the tears when I’m feeling challenged. Her suggestion was to spin her up when you’re in that situation. And so what, and so we asked what that meant and she said like, if you literally, and like spanked her up, like puck her up the bottom end there it’ll actually make it biologically almost impossible to cry. And so by like squeezing your cheeks, like that’ll take that opportunity that, that, you know, it removes that from you. And so I’ve actually tried that a couple times and it works. So hopefully I don’t make a face when I do it so that the other person on the other end knows that I’m doing that. But some of the, you know, you need some little, little tips and tricks to be ready to have those things. And so being prepared for the challenging conversation is, is definitely a big one too.


Sam Demma (28:54):
I love that. That’s a cool, it sounds like an awesome book. I definitely want you to email it over when you go back to school. I’d love to include it in the show notes. This has been a, a great conversation. I appreciate you taking the time this evening to hop on here and chat. If someone wants to have a conversation with you, reach out, ask a question, bounce some ideas around, what would be the best way for them to get in touch.


Shane Beckett (29:14):
Well, I’m, I am on Twitter. So it’s @MrShaneBeckett, just as it is with two ts at the end. Sometimes people make that mistake and I mean, I’ll fire up my email. That’s fine too. So it’s basically my name, shane.beckett.rrdsb.com. Yeah. And I’m, I’m always available to chat, to try to figure things out to bounce ideas off one another. It only makes us better in the long run.


Sam Demma (29:42):
Awesome. Shane, thank you again for doing this. I appreciate you. Keep up the great work you’re doing in education and we’ll talk soon.


Shane Beckett (29:49):
Yeah, absolutely. Thanks so much, Sam. It’s been a, it’s been a lot of fun. Thanks.


Sam Demma (29:52):
Hey, it’s Sam again. I hope you enjoyed that amazing conversation on the High Performing Educator podcast. If you, or you know, deserves some extra recognition and appreciation for the work they do in education, please consider applying or nominating them for the High Performing Educator awards, go to www.highperformingeducator.com/award. You can also find the link in the show notes. I’m super excited to spotlight and feature 20 people in 2022, and I’m hoping you or someone, you know, can be one of those educators. I’ll talk to you on the next episode, all the best.

Join the Educator Network & Connect with Shane Beckett

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.

Abbey Gingerich – Teacher and Student Leadership Advisor (KCI)

Abbey Gingerich – Teacher and Student Leadership Advisor (KCI)
About Abbey Gingerich

Abbey (@MsAGingerich) is the leadership teacher and Student Activities Director at Kitchener-Waterloo Collegiate Institute (KCI) in Ontario, Canada. Her leadership program includes over 100 students who are involved in planning school fundraisers, assemblies, special events, and daily activities to make the school a more spirited and engaging place to be.

Last year, Abbey and her student leaders were honoured to receive the award for having the most school spirit in Ontario! Abbey believes that small, consistent acts of positivity can change the world. Her enthusiastic and creative approach to leadership has drawn students to her hands-on, spirited, and community-building leadership program that is quickly becoming the leading program of its kind in Ontario.

Aside from teaching leadership at KCI, Abbey has coached basketball and rugby and also teaches English and Art. Wherever Abbey goes, she leaves a trail of glitter; her enthusiasm and passion for student leadership are infectious.

Connect with Abbey: Email | Instagram | Twitter

Listen Now

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

Resources Mentioned

Kitchener-Waterloo Collegiate Institute School Website

English at University of Waterloo

Ontario Student Leadership Conference

Police Foundations at Confederation College

The Transcript

**Please note that all of our transcriptions come from rev.com and are 80% accurate. We’re grateful for the robots that make this possible and realize that it’s not a perfect process.

Sam Demma (00:00):
Welcome back to another episode of the High Performing Educator podcast. This is your host and youth speaker, Sam Demma. I’m super excited to bring you today’s interview, Abby Gingerich. She is a leadership teacher and student activity director at Kitchener Waterloo Collegiate Institute in Ontario, Canada. Wow, lots of words. Her leadership program includes over a hundred students who are involved in planning school fundraisers, assemblies, special events, and daily activities to make the school a more spirited and engaging place to be. Last year, Abby and her student leaders were honored to receive the award for having the most school spirit in Ontario. And I can highly guarantee, and I can highly back that statement because I saw them at OSLC, the Ontario student leadership conference, and they are freaking loud. Abby believes that small, consistent actions of positivity can change the world. I totally agree. Her enthusiasm and creative approach to leadership has drawn students to her hands on spirited and community building program that is quickly becoming the lead leading program of its kind in Ontario. Aside from teaching leadership at KCI, she has coached basketball, rugby, teaches english and art. Wherever Abby goes, she leaves a trail of glitter. Her enthusiasm and passion for student leadership is infectious. Without further ado, please help me in well welcoming Abby to the show. Abby, thank you so much for coming on the High Performing Educator podcast. It’s an absolute pleasure to have you, can you start by introducing yourself to the audience and maybe sharing why you got into this work that you’re doing with young people today?


Abbey Gingerich (01:36):
Sure, so my name is Abby Gingrich and I’m in my third year in this role of student activities advisor at Kitchener Collegiate Institute and that’s in the KW area. Ooh, how did I get into this? I, I mean, it would go back to when I was in high school, I, I was obviously involved in, in student leadership. I actually went to another local school down the street; WCI, and I had great teachers and mentors there. And I, I mean, looking back, I should have just gone right into teaching. All of my teachers told me to go into teaching. I think it’s a bit of a personality thing for me that I hate doing what everyone tells me to do so I delayed for a little bit and I thought I would, I don’t know.


Abbey Gingerich (02:29):
I still went for English at UW and things like that which helped me then when I decided to switch over to teaching. But I was working at a bank for a little bit. I worked at a hotel which were all a great, great experiences, but just wasn’t so that like, it just wasn’t lighting my life on fire. Mm. And so I was living with one of my best friends at the time, and I remember, and she was a teacher here at KCI, and I remember seeing her talk about her students and talk about the experiences she was having. And she just loved it. And I had like this moment sitting on the couch and I was like, oh, I should be doing that. And so here I am, and it was I don’t know, I guess I remember looking at the leadership teacher role and think, I probably wouldn’t be able to have a chance at that role until I’ve been teaching for maybe five or 10 years. And then it just sort of worked out I don’t know if you wanna call it fate or destiny at KCI, but like an English teacher, an art teacher and the leadership teacher, we’re all leaving at the same time to other opportunities. And so they were able to package this role for me and it just felt like the perfect fit. And here I am.


Sam Demma (03:50):
That’s awesome. That’s so cool. And you could just feel the energy when you talk about your passion for teaching. So I absolutely love this. This is so cool. Yeah. You know, right now is a little bit different than maybe your first couple years in education. I know there’s a bunch of challenges, maybe share a couple of the challenges you’ve been facing and how you’ve come up with solutions or what types of virtual things are you doing to make up for it?


Abbey Gingerich (04:16):
Yeah. oh, it’s, it’s tough. Yeah. Especially keeping momentum going with school spirit, especially online. It’s, it’s just challenging to come up with fresh new creative ideas online. Luckily I’ve, I’ve always had really great students that I can draw inspiration from. And so one of the first things we did was just start small. Cuz obviously change is hard and it it’s scary to adapt sometimes. And so we figured that starting small with maybe one or two virtual activities a week or something and then building on those and just building up the height and the excitement and, and still saying to our community and to our staff and our students, we’re still here. We still care about our school spirit and our school community. And here is some of the smaller things that we’re doing. So it was just little things like wear some Raider wear and send in a photo online and, and tag us in it or wear your comfy clothes and send a picture of that.


Abbey Gingerich (05:25):
So, yes. We started out with just sort of these small, consistent little events and we’ve sort of grown them into, into bigger things as well. I also had staff send in photos or send in videos of like little tutorials that they at home. So some of our science teachers did experiments at home and we shared those online. Some of our one of our staff members is an expert juggler. So we put a juggling challenge out. And we just took like these every day at home things that students could still be doing and just hype them up and made them into the most exciting thing that we possibly could. I I’m so hands on with my course and with my teaching, I, I like students up out of their seats. I like them interacting. And so that’s been, the biggest challenge for me is to, is to have to stay in my seat.


Abbey Gingerich (06:27):
And so, you know, there are some great programs online that I’ve been able to use. We do a lot of shared documents with the students that are in class and at home home. So they’re still collaborating together even if it is in a, in a smaller virtual capacity. Yeah, it’s, it’s, it’s something new every day and I’ve just had to challenge myself to say, you know, for the students and, and for the staff as well, I’m gonna do whatever I can to still make it exciting and, and do some good KCI spirit stuff.


Sam Demma (07:05):
That’s awesome. Out of all the, I guess, virtual events or, you know, different events that you’ve done so far, what’s one stuck the most, like was there any one particular event that all the kids just loved it and kept wanting to do it again and again, and maybe something comes to mind, maybe not, but I’m curious.


Abbey Gingerich (07:25):
So we’re actually repeating this event on a larger scale coming up, but one of our staff members and his son actually built a Marvel track at home, like a Marvel obstacle course. And he sent me the video footage of it and I just turned it into like this. We were calling it the race, you didn’t know you needed. And, and like we had little videos of each marble and introducing them and then the race. And I think the host had like over a hundred comments on it of kids just engaging and upset that their marble didn’t win or, you know, saying the race was rigged and everything like that. So it, it was just something that you know, was supposed to be fun and bring some, some energy online and had real, no other real purpose beyond just that school spirit which I’m okay with.


Abbey Gingerich (08:26):
And and so we’re doing it again in place of one of our larger sporting events that we would normally have happening right now. We’re doing it again and we’re introducing new racers and we have our football coaches commentating the race. The students who are planning the event have created like over 15 feet of track in their, at home time. And so I think it’s, I think it’s gonna be pretty fun. I hope it’s gonna be pretty fun, but for some, I have no idea why, but for some reason it blew up on our social media which was just a nice experience too.


Sam Demma (09:04):
It’s the whole idea of just taking an idea offline and then showcasing it online and making it kind of funny. Right. It sounds like you’re introducing marbles, right? Like it’s pretty good. Yeah.


Abbey Gingerich (09:16):
I like that. I, I mean, and, and I say to the kids all the time, like if there’s, if there’s a way that we can just add some sparkle to something like, that’s just what I’m known for, like throwing glitter at everything. That’s sort of one of the best examples I’ve had I have is that it’s yeah. Just something that we didn’t even plan it. Right. It was footage. I borrowed from another our staff member and said, I think, I think the kids would be into this. And again, it’s just those moments that say, Hey, here we are. We’re still thinking of you. Hope this brings a smile to your face and let’s have some fun.


Sam Demma (09:49):
I love that. My, my next question was gonna be, how do we make students feel appreciated and heard during these times? Is it just the nudge on the shoulder, the unexpected message? Like how do you make your students feel appreciated?


Abbey Gingerich (10:04):
Yeah, I think, I think acknowledging them as individuals and still showing them that they’re valued especially right now in the, in these COVID times when we’re not connecting the way we usually do. Like I’m I miss a lot of my students. I only really interact with the, the 10 that are in front of me each day. You don’t have those same moments of like walking through the hallways and, and seeing a student you taught last year or seeing the girls from the basketball team that you coach. Right. I, I am, I’m really missing those moments. So we’ve been putting out some smaller challenges to some like to our athletes and saying here, send us a transition video of you. I don’t know, it’s a TikTok trend. I’m not quite up on that, but they’re doing these transitions from their everyday close to their school spirit wear or their athletic gear. And so you’re able to connect still one on one that way. And I can say, thank you so much for the video. And then sometimes it opens a conversation of how are you doing, or I really miss rugby right now. And so I think getting in touch with those students or, or when a student reaches out, really making sure that we take the time to acknowledge that and, and to take it that step further and just ask how people are doing those small moments can make a big difference as well.


Sam Demma (11:32):
Cool. And we talked a little bit about some great ideas and great successes, but it seems like the education state right now is almost like throwing spaghetti on the wall and seeing what sticks. And of course, sometimes things fall. I’m curious to know if you’ve learned from any of your own personal mistakes, and I don’t even wanna call it mistakes, but I want to call it an experiment because that’s really what it is during this time. And is there anything worth sharing with the audience that you think might be valuable to hear?


Abbey Gingerich (11:59):
Yeah, I I think personally the biggest issue I ran into was just trying to do everything exactly the same way, or just trying to if think, thinking I could just convert it to online and it would be totally fine. And, and there are just some activities that don’t convert well. And so a lot of work went into revamping, a couple of my courses and revamping even just projects as well. My leadership course looks to totally different from when it, from how it usually would look. And, and like the stress got to me pretty early on it, it was, it’s very overwhelming. And I, and I know I share this with a lot of other student activity teachers, but you feel like there’s sort of this extra weight to keep all the fun and, and the excitement and the school spirit going.


Abbey Gingerich (12:57):
And, and that’s hard. And, and also respecting that there’s a global pandemic going on, right. Like we shouldn’t be doing everything that we normally do because we need to put student safety and staff safety first. And so, yeah, the wake up call for me, I think, was just recognizing that I was heading into that burnout territory. And, you know, we’re, we’re told to give a lot of compassion to our students and just that reminder that we need to give a little bit of that compassion to us as well. And so doing again, doing those small, all consistent things every day or every other day, I think can have a bigger impact than doing big, exciting things all the time. Cuz it’s, it’s not sustainable right now. I don’t think anyways,


Sam Demma (13:49):
I love that it’s funny, small, consistent things. My grade tall voters should teacher Mike loud foot. The principle he taught me was small, consistent actions and we applied that to picking up trash and let, to pick waste. And now it’s like a guiding principle we follow. So I love that if, if you can just think about what’s the one small thing I can do right now instead of bake the whole pie at once, you know, a week later, it’ll have a pie instead of stressing the whole week. I think that’s an amazing piece of advice on the same top of, of advice. You know, an educator listening might be in their first year of teaching and maybe you can think back for a second to when you first taught your first year. You’re probably super excited. Now imagine if that first year had the global pandemic as well, and you were thinking to yourself, what the heck did I sign up for here? What advice would you give that teacher? I mean, you already gave some brilliant advice around, you know, not doing everything, just taking a small action. What other advice would you have to a fellow teacher?


Abbey Gingerich (14:46):
Yeah, there’s, I think there’s two that I, and I still really carry these close to me now asking for help makes a huge difference. Like you’re kind of just thrown into this role and then, and you’re given all of the social media power and you know, you wanna do all these fundraising activities as well, and you wanna make sure you’re meeting all all the needs in terms of diversity and inclusion for your students and, and that a lot. And so I think the more that you can involve other groups and clubs in the school and talk to your admin team and get other staff on board who are, who are gonna be hopefully just as enthusiastic but as supportive. And I am very lucky at KCI to have an incredibly supportive admin team and a very supportive staff.


Abbey Gingerich (15:38):
And so staff checks in with me constantly on, can I help with something? Are you doing okay? Can my group or my club, or you know, my group of students help with something and those moments of collaboration create really valuable learning opportunities for the students. But also then just help share the burden or the weight. Anyways. I don’t see it as a burden. I, I obviously I love it, but but just help spread that out a little bit. So it’s not as overwhelming and sometimes I forget, right. I forget to ask for help. Yeah. So I think the more you can, you can reach out and ask for help the better the other thing is get your students involved or ask your kids for advice. Anytime we’re doing something that I like, I guess would be on trend.


Abbey Gingerich (16:31):
I only know it’s on because the kids told me. And so I, I, you know, we like to, we like to spoof some of the, the trendy things that are happening. We like putting out really funny videos or, or copying a video that’s really popular. And again, those, those, I wouldn’t know about those without the kids. So ask your kids because it’s, it’s also there your audience, right. Do you wanna know what they wanna see and what they care about seeing, and, and some of that funny, again, popular stuff or the stuff that’s gonna create hype. The, the kids know that far better than I ever will.


Sam Demma (17:10):
That’s so true. That’s awesome. And I think it’s a great, a piece of advice because even myself, you mentioned TikTok, I decided about a month and a half ago to take a year off social media. So I could just imagine I’m gonna come back in a year and I’m gonna be like, what dance are you doing? Where is that from? What is that? Yeah, so that’s a brilliant, that’s a brilliant piece of advice. I’m curious to know as well during your career. You’ve probably had students reach out and thank you for the work you’ve done in leadership. And it’s, it’s, it’s changed their life. It’s helped them find new parts of themselves. They didn’t know existed out of all those students. Do you have a story of one that the leadership work that you guys are doing at the school has transformed someone that’s that’s worth sharing? And the reason I’m asking is because there might be a teacher or educator or principal listening who’s burnt out and is losing faith and maybe considering doing some different type of work. And if they can remind themselves why they started by hearing the story of a serious impact, I think it could really reinspire them and motivate them. And if it’s a very serious story, feel free to change the name for privacy reasons. Of course. But does any story come to mind for you?


Abbey Gingerich (18:23):
Yeah, I mean, it’s, it’s funny being sort of I guess I, I would still say I’m pretty young or new you into the world of teaching. So yeah, the ones that have reached out to me and thanked me are still sort of at that transition point and where they’ve thanked me is that I help them find a path or I’ve helped them. I’ve helped give them the tools to on some of their goals or to decide on a career path. So I did have a student reach out to me last year and he was in leadership. Well, it feels like forever ago, but just last year. And so I, I don’t think he knew when he signed up for leadership. I don’t think he knew what he was getting himself into. Like I I always say that I will give my most, I will give my attention to the students that are gonna put in the most work and not cuz I wanna ignore anybody, but the students that are gonna put the hustle in or have that drive whether they have the skills or the tools or not, I’m gonna, I’m gonna help provide that, but it’s, it’s, it’s that the heart, right?


Abbey Gingerich (19:32):
Those students that come in with that and are just ready to go and, you know, wanna make stuff happen. That’s where my attention is gonna go. And so I had a student who sort of started off pretty quiet coming into the course and then found himself in sort of a lead role in his event that he was planning. And he did a phenomenal job. And so I think where that translated for him though, is that then he went on he’s doing police foundations at Conogo right now and he actually emailed me. It, I, it must have been during during quarantine in March or April time. But he, he emailed me and told me that he was just elected student leader for police foundations at conno SOGA. And it’s, he never thought that that would be a role that he would ever be interested in.


Abbey Gingerich (20:26):
And after experiencing that level of leadership at high school, he just knew that that’s where he wanted to take his life. And you know, and I think the best part was that he felt very accomplished and he was so proud of what he achieved and that’s something I just like, I just want the kids to know how much of an impact they can actually make even as a youth or as a teenager. I mean, I, I don’t think that really matters. I think, yeah, they can just do incredible things right now. And so when a student can come to that realization that’s, what’s most rewarding for me. And I have to remind myself too, cuz we take a lot of criticism sometimes or we have setbacks. And so to get those positive moments from, from past students it was, was special and, and really meaningful.


Sam Demma (21:21):
Yeah. And a lot of educators say that as teachers you’re seed planters and you might not see the plant grow for many years to come. So it’s cool that you’ve already had some students reach out and I’m sure they’ll continue to blossom over the years. If any other educator listening wants to reach out, bounce ideas around with you, maybe hear about some of the cool things you’re working on, what’s the best way for them to do so.


Abbey Gingerich (21:45):
Probably email; I’m just at abbey_gingerich@wrdsb.ca and email is probably the most convenient way to get ahold of me, or I do run the KCI Instagram account. So if they ever, I’ve had other schools message us through Instagram and just say, tell us about this idea or how did you make this happen? And I’m, I’m always more than happy to share resources or ideas as well. Yeah, I think again, those, that collaboration opportunity when we go to, you know, leadership conferences and stuff, I’m, I’m missing that, of course. And I think there’s still definitely some ways that we can do that and achieve that across different schools as well so I’m excited for that.


Sam Demma (22:31):
Well, if you’re listening right now, you better email Abby. She wants to talk. Awesome. Well Abby, thank you so much for taking some time to come on the show. I really appreciate it.


Abbey Gingerich (22:42):
Thank you, thank you for having me.


Sam Demma (22:44):
Typically at this point in the episode, I would be ending it and telling you to leave a review and tune in to the next one. But after our conversation ended, Abby and I went back and forth a little more and there was one more thing she wanted to add to this episode. So here it is. So what other unique ideas are going on right now? Maybe student led projects or staff led projects throughout the school?


Abbey Gingerich (23:07):
Yeah, so it might leadership class because of COVID, we’ve actually half of them are working at home and then I have half in class and they switch. So the at home crew, I wanted to still give them something that was valuable for them for the course. So I’ve actually created I’m calling them community outreach, passion projects, and they have an opportunity to identify a passion that they have which was very challenging for some but then also do research and further their education on that passion. And it didn’t have to be school related at all. Just something that again, you know, brings some fire to their life. And then I wanted them to, I challenged them anyway to find a way that they can convert that passion into something that can positively impact their community.


Abbey Gingerich (24:04):
And so their community might just be home their family. It might be their school community. It might be the KW community at whatever level they were comfortable creating something. That was sort of the added challenge. And then of course you add in all of the health and safety measures of COVID there. So I’m, I am in, I’m just blown away by what they’ve been able to achieve. I have student, I have a student who she sews and she’s been making masks and she’s actually been selling the masks to raise funds for indigenous rights in KW. And she has raised almost $800 on her own just at home. Oh wow. During COVID times. And now she’s even realizing that the fundraising is not enough. She’s ready to turn sort of her awareness into action. And she’s getting in touch with council members and members of, of leadership in the KW community and, and getting in touch with them on how to, again, further this cause.


Abbey Gingerich (25:14):
And that’s just been amazing. And I have another student that is is also a sewer, but is interested in climate change and she’s been collecting thrifted or used fabrics and repurposing them into SCRs and little pouches. And she’s been selling those and working on creating then also information on the fashion industry’s impact on the environment and how to be more sustainable. And so it, it’s so interesting to see the different levels that they’ve been able to take their projects and and these passions and translate them into something that’s gonna make an impact on their community. And then other students haven’t, they, they didn’t have to do a fundraiser component. Other students are creating I have one student creating resources for new youth to Canada either through immigration or just moving to Ontario as well.


Abbey Gingerich (26:15):
And she’s put together full resources community resources that youth should know about when they’re new to Canada or new to KW. And so sort of the, I guess the accomplishment that’s come out of them and to realize that they could still make an incredible impact on their world at whatever level that is. They’ve been able to do that even during COVID and in, in a very short period of time too, it’s only been about six weeks. So that has been one of the most rewarding things that has come out of this time. And I had no idea going into it that it was gonna go that this way. But it’s been incredible.


Sam Demma (26:56):
That is so cool. Thanks for sharing.


Abbey Gingerich (26:59):
Thank you.


Sam Demma (27:01):
And with that final thought, thank you so much for tuning into another episode. I hope you enjoyed this interview with Abby and got something from it. There was so many pieces of wisdom and nuggets and unique ideas that you could take, make your own, and also use for your school. If you did enjoy this, consider leaving a rating and review so more teachers like yourself can find this content and also live out the high performing educator philosophy. And as always, if you have ideas that you think should be shared with your colleagues around the country, around the globe, please reach out at info@samdemma.com so we can share your story with our audience. I’ll talk to you soon.

Join the Educator Network & Connect with Abbey Gingerich

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.

Glenn Gifford – Principal at Saint Michael Catholic High School

Glenn Gifford - Principal at Saint Michael Catholic High School
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

Listen Now

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

Resources Mentioned

Mike Loudfoot – Retired High School Teacher

Saint Michael Catholic High School

Niagara Catholic District School Board: Home

The Transcript

**Please note that all of our transcriptions come from rev.com and are 80% accurate. We’re grateful for the robots that make this possible and realize that it’s not a perfect process.

Sam Demma (00:02):
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):
Mr. Loudfoot

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 glenn.gifford@ncdsb.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.

Join the Educator Network & Connect with Glenn Gifford

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.

Jamie Stewart – Teacher and Founder of Elite Basketball Training Academy

Jamie Stewart – Teacher and Founder of Elite Basketball Training Academy
About Jamie Stewart

Elite Basketball Training Academy’s CEO Jamie Stewart has been operating EBTA for 20yrs. EBTA boasts a 100% Scholarship Graduation Rate for players who attend daily! EBTA players on average Train for over 2000 hours Annually, play in over 300 games Annually, which fulfills the longtime belief of the 10,000 required hours needed to receive a Basketball Scholarship by the end of your High School Career. 

Jamie Stewart is considered a World Level Basketball Skills Instructor & many of the drills he has personally invented are being utilized in the NBA! Additionally; Jamie Stewart’s players are always considered the Best Shooters in the Country by their senior years! 

 

Connect with Jamie: Email | Instagram | Linkedin

Listen Now

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

Resources Mentioned

Elite Basketball Training Academy Website

ETBA Youtube Channel

Summer Break Academy

Windsor Essex Catholic District School Board

EBTA Blog

The Transcript

**Please note that all of our transcriptions come from rev.com and are 80% accurate. We’re grateful for the robots that make this possible and realize that it’s not a perfect process.

Sam Demma (00:00):
Welcome back to another episode of the High Performing Educator podcast. This is your host and youth speaker Sam Demma. I actually met and learned about today’s guest by doing a four day seminar to his class in the Windsor Essex Catholic District School Board. His name is Jamie Stewart, and he has been operating the Elite Basketball Training Academy for 20 years. EBTA, the Elite Basketball Training Academy boasts a 100% scholarship graduation rate for players who attend and show up daily. EBTA players on average train for over 2000 hours per year playing over 300 games annually, which fulfills the long time belief that 10,000 hours is required needed to receive a basketball scholarship by the end of a high school career.


Sam Demma (01:20):
Jamie Stewart is considered a world level basketball skills instructor, and many of the drills he has personally invented are now being utilized in the NBA. Additionally, Jamie Stewart’s players are always considered the best shooters in the country by their senior years. Jamie; I brought him on because it’s interesting to me that he is both a teacher, an educator, and a high level world class basketball skills instructor. He brings a lot of what he teaches on the court into the classroom, and that’s why I thought he’d be an amazing guest for today’s episode. So I hope you enjoy this conversation and I will see you on the other side. Jamie, welcome to the High Performing Educator podcast. Huge pleasure to have you on the show here today. Why don’t you start by introducing yourself and sharing a little bit about your background and who you are?


Jamie Stewart (02:12):
Okay. My name is Jamie Stewart. I was born and raised in Amherstburg, Ontario. I went to St. Thomas Villanova high school. Through, I’m considered an overachiever, through a lot of hard work, and diligence and sacrifice of many things, I was able to overcome a lot of obstacles and, and become, you know, like a three year scoring champ in the area. A full scholarship winner, I went on to the University of Bridgeport in Connecticut where I was a three year captain. I think it was second or fourth in assist a couple years in a row. My senior year when I was supposed to really, really break out, I was at about 25 points a game, and my career ended with a series of knee injuries. I just wanted to, I always wanted to help kids get better.


Jamie Stewart (03:03):
But I, I kind of didn’t know how so when I was in teachers college I, I met this I met this guy he’s actually from London, Ontario. I went to Western Ontario, Western university in, in London, Ontario. And he, he, he explained it to me how he’s put, put himself through school. And he ran a music business where he had a house and he had different people come in and teach instruments per room, you know, piano, one, one room violin. And I thought, wow, that’s, that’s wonderful. And he’s a music teacher now. And I said, wow, that’s wonderful. So you use your passion for instrument to not only, you know, help others service the community, but, and you’re able to get paid for it. I thought that was more, I should do that for basketball. I should, I should teach kids basketball skills, teaching better basketball.


Jamie Stewart (03:58):
And we actually had, we were in this class and we had to produce a website and I said, you know what, I’m gonna kill two birds in one stone. I’m gonna, I’m gonna do the website for my basketball business that I’m going to open. And, and, you know, and it’s gonna fulfill my requirements in class, actually create a website. And that’s kind of how, how it started. And then I, you know, drip, some business cards and brochures. And I was my, my first ever client, Dan chap, Japane bell river, Ontario. He was actually the last player on the grade nine Riverside Falcons as an OBA team. And he was my first ever client. So make a long story short. So he went from the last on grade nine, OBA to number five in Canada, his senior year high school, first team, all Canadian.


Jamie Stewart (04:53):
He played on national television, TSN all Canadian game. Some people had him rank number two in Canada. He full scholarship Columbia university of New York work where he graduated. He appeared on I think he was good morning America. He won, he won a, I think he won some money to start his business. Hmm. He has a lucrative clothing clothing line now. And he’s he’s a millionaire in Los in list. He’s doing really, really well. So I was my first ever client in over 19 years going on 20, all of my, all of my clients, all of my kids that I’ve trained have similar, you know, crazy improvement stories that, you know, it’s hard to believe unless you’re there and you, and you witness it. So that’s that’s kind of how I, how I got started and my passion for the, the game.


Jamie Stewart (05:46):
I, I can remember in university, I mentioned before, you know, I, I was always addicted to the game when I was in when I was in college university, they, they would call me Hurley. My idol was Bobby Hurley and my dorm room, I have two TVs. One was a big screen and one was a small screen. And the big screen usually had NBA games on and the, and the small TV had college games. And when I was, when I was home, no matter when I was in my dorm room, no matter what I was doing, those were on. And I was watching even while doing home and work, even, you know, even if I people in my room, I, so I, I was addicted to the game, addicted to player development, improving, and, and skills. And still to this day, I, I fall asleep with my laptop in front of me studying, studying basketball or studying my, my kids at my basketball academy and trying to find a way to make ’em better.


Sam Demma (06:39):
So where did your own passion for the game stem from? Take me back to when you were a young kid, why basketball? Where did that passion come from?


Jamie Stewart (06:49):
I remember I, I always loved dribbling the basketball and running out and playing with, with the older guys. I remember begging my, it was grade four and you had to be in grade six to play on the basketball team. But I, when I remember my teacher telling me, just go knock on the door and they’re having their basketball tryout and ask the teacher, if you can try out for the team. So grade four, that’s what I did. So I knocked on the door. I said, you know, can I please try out with the team? And the coach let me in. And I was on the team from grade four to grade eight. I don’t remember actually getting any playing time except for the junior team until maybe grade seven. I, I didn’t get in, but I just remember not being very good, but loving, absolutely loving playing at that time.


Jamie Stewart (07:38):
And eventually that, that love for playing, you know, created a work ethic where I was always playing. And then it kind of like from going in grade 10 to going to create grade 11, when I first started lifting weights, I actually started to get good. So, you know, I grew a little bit and the time that I spent on the core of those, the, the countless hours of, of playing, even though I wasn’t very good, I started to pay off. And I started to see fruits of my labor when I went from grade 10 aver and maybe eight points, a game to grade 11 aver and 25 and leading. And that was from junior boys to senior boys. Right. So that was a big jump. I probably grew four inches that summer as well. So I went from averaging like eight points game in junior boys, basketball as a 10th grader to, you know, leading the conference and scoring at 25 points a game at 15 years old.


Jamie Stewart (08:33):
So, but I’ve always loved it. Even when I wasn’t a good player, I’ve loved it when I was a decent player. I’ve loved it. You know, you know, I’m, I was a gym rat. You couldn’t get me out of the gym. You had to chase me out of the gym. You know, I’d break into the gym, I’d leave the back, I’d leave the gym door open in my high school and come back at 11 o’clock at night when the janitors left, you know, and I’d stay here until three, four in the morning, getting up shots and getting better. And you know, that that’s really how, you know, I, I made myself I made myself a, a decent, respectable scholarship, eventually an NCAA captain by, you know, just outworking and outsmarting the opposition. And, and that’s kind of the same, you know, the same philosophy that I had taken into my academy. We will outwork and we will outsmart everyone, you know, we come in contact with, or, or we compete against.


Sam Demma (09:27):
Hmm. And where personally, for you to teaching and education, like when did that come into the picture as well? Like, I’m sure at a young age, you know, when you had those knee injuries, you were devastated. What drew you to education?


Jamie Stewart (09:42):
It was definitely the the high school that I went to St. Thomas Villanova at the time was the name was brought Ontario. Now it’s in lasal Ontario competes their conference. There, there was a few teachers there in particular. Tony low was a former CFO football coach. And I, and, and and, and Linda Macelli was also there. And I just remember most of the staff just being, especially the, the athletic department being super positive nonjudgmental, and they, they wanted what was best for you. That’s not always the case, believe it or not, but I really think that I made it out of there because I made it out there with a scholarship, because I, I remember in grade 11, when I, when I kind of busted out as a really good player, when my coach coach de logio pull me aside, he said, you’ve come a long way.


Jamie Stewart (10:36):
And I leaving you, you can get a scholarship, just keep working. And it, and that, that, that positive effect that they had on me, I wanted to, to give back that’s what I wanted to do to others. That’s what I wanted to do to kids. Tell them, even though, even though you’re probably not, you’re not very good right now. If, if you are told, Hey, I believe in you, I believe in your work ethic, I believe in your perseverance, I believe in your character and I will help you get to the next level. That’s what I wanted to do for, for kids. I want to be positive inspiration, and I wanted to help them do things that they never would’ve dreamed that they’d ever be able to do. I, I remember in grade nine, I’m grade nine and grade 10 I’m, I’m probably 5, 2, 5, 4 playing.


Jamie Stewart (11:26):
And I, I seen somebody running, jump, running, jumping dunk, and I see somebody shoot a 30 foot jump shot. Wow, wow. I wish one day, maybe I could do that to like go into my junior year where I’m averaging four, you know, four dunks per game is like, right. It, when people inspire you to do things that you don’t think you can do, you know, that’s that, that it’s a trip trickle effect into your life. You know, having building confidence in sport, you know, through their positive interactions with me, you know, benefited me going forward in many, many other areas of my life, but definitely get back to your question more. So it was, it was St. Thomas Villanova led by coach Delo, just believing in me and inspiring me to do good and then better. And then, you know, be one of the best in Canada. You know, that’s why I wanted to, to become a teacher and an educator and, and eventually a basketball coach.


Sam Demma (12:28):
And I think what’s really unique about you as a teacher now is you teach, you know, civics and careers, which is a course that’s difficult to teach, but it has, it has very fruitful outcomes. You can include life lessons, you can include leadership skills. You can include so many awesome things in the curriculum. Being a careers in civics teacher, like how do you implement your philosophies from the game of basketball into of the, into the classroom per se?


Jamie Stewart (12:58):
The very first day that I met them was actually online cause we were on lockdown. So we were learning online. The very first lesson I taught them was the secret. If you read the book, the secret and then encouraged I, everyone to read the book and then eventually read the book once a year, and then you watch it on film. And in the first 20 minutes, I think really, really applies to like grade nine or 10 religion, careers in civics. You know, even phys ed is just to have a positive, you know, like a ridiculously positive attitude.


Sam Demma (13:37):
Mm


Jamie Stewart (13:37):
Right. So no matter how, you know, life sometimes is humiliating, you’re gonna fall so many times you’re gonna fail so many times. But if you have that true unconditional positive attitude, you’re gonna get back up every single time. You’re gonna keep trying, you’re gonna try to, you’re gonna try to strive for things that, you know, how many times was I told when I was in grade 9, 10, 11, even 12, you’re not getting a basketball scholarship. You’re not good enough. Right. And that’s another thing that, that we talk about all the time. Don’t listen to people believe in yourself. Hmm. Believe in yourself. And, and I would tell the kids all the time, you know, who’s your favorite athlete entertainer, or, you know, if you eventually wanna be a teacher, a doctor, who’s your favorite, Google them right now and ask the question. How many times was Wayne Gretsky told, or, or somebody was told they can’t do something.


Jamie Stewart (14:36):
Mm. And they will say hundreds, thousands. That’s just the world. Yeah. You gotta, you gotta laugh that that’s just the world and it’s never gonna change. Right. Cause sometimes people are offended by your goals and your dreams. But not to listen to them to get back up when you fall. And if you’re really truly determined to achieve something is ridiculous. As it sounds like you really can do it. Right. So having that ridiculous positivity in your life can really, really benefit you, help you get up when you fall all, you know, brush it off and move forward, bigger, stronger, faster, better.


Sam Demma (15:17):
I love that. That’s amazing. And this belief I’m assuming came from your teacher, I’m sure you’ve had other inspirations that, that led you to develop that belief and to try and share that with others. Where do you think that belief came from? Like, did you have someone in your life who poured belief into you or was it mostly your coach in high school? What led you to the secret and other materials to continue building that really positive mindset?


Jamie Stewart (15:44):
I always, you know, as a kid, you always wanna be successful. Hmm. And actually that’s another assignment that we do in our class. You know, what do you fear the most? And, and I always tell them if, if I was sitting in your desk right now and the teacher asked me that it was always the fear, the fear of failure. Mm. So anything that I tried to do, I tried to give it 100%. You know, I was told I, and I was, I was too skinny. I was too scrawny. So what did I do? I wanted to change that. I lived in the weight room. Right. I couldn’t shoot, what did I do? I shot 500 jump shots a day. You can’t dribble. Good enough. You have no left hand. What did I do spent hour or two every single day working on my ball hand.


Jamie Stewart (16:33):
So yeah, you know, my coach Delo had a, had a wonderful effect on me. Obviously there was something deep and down inside. Mm. And I also teach grade nine, 10 religion. And, and I, and I incorporate it into this class as well. You know, what, what motivates you, you have to find what motivates you? What, what triggers you? What trigger that triggers that inner animal in you? Right. For me, it’s being told you can’t do something. Mm. I remember I remember high school. I would score 30 and a half 25 and a quarter 40 in a game that really didn’t. Yeah, that’s good. You know, let’s keep going with it. But what really lit my fire was somebody telling me, like, and, and to this day, somebody tell me I can’t do something or I’m not good enough. Then it’s on you. Go on my run, mental Rolodex.


Jamie Stewart (17:36):
I write your name down on my phone. And I will look at it for the rest of my life. And it’ll drive me to absolute exhaustion at the end of the day. And this is just a competitor to me, has nothing against that person. They help me at the end of the day, I’m gonna make sure that everything I do is better than you I’m coming at you. Right. And, and it’s psychological. And, and I tell the kids find something that motivates you. Mm. Yes. You have your, you have your passion, you have your goals and your, and, and your daily routine. It should resemble the result being your goal. But what sparks a fire in you to push it to that next level? Yes. In my basketball academy, my kids wake up at five in the morning, every morning, they’re in the weight room by six, till seven 30, then they go to school and then they see me after school from four to eight inside of that, four to eight, they shoot a thousand jump shots. They make a thousand passes. They make 200 5500 defensive slides and 2000 to 5,000 dribbles. Okay. So everything, everything is systematic in, in what we do. So, sorry. I lost track. Sometimes I go off on tangents. Can you re bring me back to the initial question? Cause I just lost track of my


Sam Demma (18:54):
Yeah, no, no, no worries. I was just asking where your belief came from and you gave me a ton of great ideas from, from your coach. And then you said internally, right? Like you have to figure out what drives you. Personally. And I think it’s important to understand that every person is driven from something different. I relate to you. I, I love when people tell me I can’t do something and that drives me a ton. And yeah, I, I, I agree. I, I’m curious to know what are some of the things you think that drive your students? So when you give those assignments in religion class and, and in careers and civics, like what kind of ideas or answers come up?


Jamie Stewart (19:35):
A lot of ’em talk about, you know, cuz I always, I always go back to basketball with them, with me and the work that I have and my kids have, but I always say replace that with your goals and dreams and they, and they always do. They always do. And a lot of the kids in this class now say that they wake up and they exercise before school or they wake up and they’re working on their dream, whatever it may be. And a lot of ’em, they don’t know what they wanna do yet, but they wake up and they get an hour of schoolwork in before school that they weren’t doing. Mm. Right. So they’ve a lot of ’em have changed their schedule into putting more time into who they want to be in the future and obviously a lot less time on, on social media.


Sam Demma (20:27):
Hmm. I love that. That’s awesome. And I know we met because of the four day program that we, you did with your school, which I’m super grateful for. Which is awesome. Wh what would your advice be for another educator who’s listening, who maybe they’re in their first couple years of teaching. And I think teaching and coaching are very similar, which is why we can make these, these similar analogies. But if you could give advice to someone who’s in the first couple years of teaching what would you say? Like what kind of advice could you give them?


Jamie Stewart (20:58):
I always say, if you have passion for the kids, if you have passion for their development and you have the betterment their betterment truly on your mind. Mm. Obviously you’re gonna have to put a one an hour to three hours a day in understanding the curriculum and really not only understanding, but learning how to bring modern day contemporary issues that can drag the kids in to that. They, they enjoy what you’re doing. You’re gonna be successful. Hmm. I think with teaching you can’t fake it. The kids will know if you care or not. They will know if you’re on their side or not. So for all the advice I’ve ever given, new teachers is love the kids, put them first, put your ego to the side. It’s servant leadership. It’s sometimes gonna be humiliating, but that’s okay. That’s what, that’s what we’re here to do. If it betters the kids and you’re humiliated, good, you’ve done your job nice. Right. And I, and sometimes even, even in coaching, right. Sometimes you’re gonna be humiliated, but it, if it makes the kids better and they’re gonna learn from it and grow from it, right. And then you can build upon that, put your ego to the side for the betterment of the, the student to, for the betterment of, of the player.


Sam Demma (22:32):
Mm. I love that. It’s an awesome principle. And I think our egos get in the way sometimes.


Jamie Stewart (22:38):
So all the time, any, any, any, if you really look back as, as a coach or a teacher, whenever you get into trouble, whenever you get into conflicts, what is it really? It’s your ego. Mm. Right. They, Greg Popovich has a wonderful thing that I learned from you is get over yourself, right. Get over yourself in order, you know, to make the squad better, which in essence is gonna make you better as a person. And no matter how good, no matter how good you think you are. Right. You can still always get better.


Sam Demma (23:08):
Yeah.


Jamie Stewart (23:10):
I was having a, a conversation with Cedric BA Cedric Ben. He’s a boxing coach here in Windsor. He has a lot of national champions. And I told him, you know, back in 2011, when, you know, I had NBA Scouts calling me about one of the players that I had transformed from a really, really struggling player in Windsor to duke and Michigan and Northwestern calling and, and on offering scholarships. I thought that I was, I was one of the best in the world. I really, I really thought that. And I probably was, but from then, until now I am a thousand times better. And it’s because of my passion. And, and it’s because, you know, I study the game, you know, so thoroughly, so no matter how good you are, get over yourself, because you can always get better. You can always improve which, which is gonna help you benefit a benefit. Everybody that you come in contact with more.


Sam Demma (24:08):
I agree. I, I couldn’t agree more. And your progress has been super inspiring and you’ve helped so many young students inside the classroom and also on the basketball court. And if anyone is listening to this and is inspired by this conversation so far, what would be the best way for them to reach out to you and have a conversation, be it at basketball or teaching?


Jamie Stewart (24:28):
Yeah. So I’m online @ebta.ca. I’m, I’m on Instagram and Facebook and YouTube. My email address and my contact information, you know, is there along with other, other information. I’m always, I’m always getting calls emails from parents from, you know, they have a soccer, they have a soccer kid or, or another baseball kid. And then they’re always asking, you know, for my advice. And I always try to give the best advice as possible and it, and it’s usually about the work ethic of, of my kids and my academy that you, that you really, that you, that you really should have. So I’m open, I’m open to you know, to help anybody if, if they’re in need.


Sam Demma (25:21):
Awesome. Jamie, I appreciate you taking the time to, to have this conversation and I’m wish you all the best. Keep up the awesome work and we’ll talk soon.


Jamie Stewart (25:31):
Okay. Thanks buddy.


Sam Demma (25:33):
And there you have it. Another amazing guest, an amazing interview on the High Performing Educator podcast. As always, if you enjoy these episodes, please consider leaving a rating and review so other educators like yourself can find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show; f you want meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and signing up to join the exclusive network, you’ll have access to networking events throughout 2021 and other special opportunities. And I promise I will not fill your inbox. Talk to you soon. I’ll see you on the next episode.

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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.