Physical Education

About Douglas Gleddie

Douglas L. Gleddie, PhD, is a husband and father who also happens to be an Associate Professor and Acting Vice-Dean/Associate Dean Academic in the Faculty of Education at the University of Alberta (UofA). He teaches physical and health education curriculum and pedagogy to undergraduate students and graduate courses in health and physical education, reflective practice, physical/health literacy and research methods. Doug’s research focuses on narratives of physical education, school sport, physical literacy praxis, meaningful physical education, and teacher education.

Doug’s life-long journey of exploration into joyful and meaningful movement has enabled him to work with a wide variety of people and organizations across Canada and around the world. Doug began his career as a K-12 teacher, spent 6 years as the Director of the Ever Active Schools program, served 2 years as the Alberta Board member for PHE Canada and has chaired local, national and (coming soon) international conferences. He co-authored three books including the most recent – Healthy Schools, Healthy Futures. Doug can be found on Twitter (@doug_gleddie), writes a blog at www.hslab.ca and takes care of his own wellness by being active with his family; improving his guitar picking and seeking new adventures.

Connect with Douglas: Email | Twitter | Website

Listen Now

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

Resources Mentioned

Meaningful Physical Education: An approach for teaching and learning

Healthy Schools LAB

PHE Canada

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):
Do you want access to all the past guests on this show? Do you want to network with like-minded individuals and meet other high performing educators from around the world? If so, go to www.highperformingeducator.com. Sign up to join the exclusive network and you’ll get access to live virtual networking events and other special opportunities that will come out throughout 2021. I promise you I will not fill your inbox. You might get one email a month. If that sounds interesting. Go to www dot high-performing educator.com. Welcome back to another episode of the high performing educator podcast. This is your host and youth speaker, Sam Demma. Today’s guest is Doug Gleddie. Doug is a husband and father who also happens to be a professor at the university of Alberta in a career filled with change. The only true constants have been physical education activity, working with students and how joys filled the spaces in between this lifelong journey of exploration into joyful and meaningful movement has enabled Doug to work with a wide variety of people and organizations across Canada and around the world.

Sam Demma (01:16):
He has published numerous articles in academic and professional journals, and co-authored four books, including the most recent, meaningful physical education and approach for teaching and learning. Doug is a founding member of the healthy schools lab, and his research interests include narratives of physical education, school sport, physical literacy Praxis, meaningful physical education, and teacher education. Doug does his best thinking on a mountain bike or around a campfire. I’m so excited for you to hear today’s conversation with Doug. I will see you on the other side of this interview. Enjoy!

Sam Demma (01:57):
Doug. Welcome to the high-performing educator podcast. Pleasure to have you on the show here today. Why don’t you start by just introducing yourself and sharing a little bit about what brought you to where you are today in education?

Douglas Gleddie (02:08):
Yeah, sure. Thanks Sam. I appreciate you having me on it should be fun. You promised it would be fun anyways, so that’s good. Yeah. So I’ve been in education now for almost 25 years, which seems kind of strange. Cause I don’t feel that old, but I guess I am so yeah, it took me a while to kind of find my way into education a bit because I you know, with my own kids now, I always, I always encourage them to think about no matter what they’re working in or what they’re doing. Just think about what they enjoy about it. Right. And, and what are they good at and what skills are they learning and how does that apply to different things? So for me, a couple of commonalities emerged the first was just a love working with children and youth anywhere from Sunday school to babysitting, to playing with cousins.

Douglas Gleddie (03:05):
I just, I really enjoyed that piece. So that’s kind of stuck. And then, you know, physical activity movement has always been a key part of my life from like I grew up on a farm and I basically had free range of the half the section and could, you know, run around with very few restraints and you know, climbing trees, hopping, fences, getting chased by cows. It’s all, it’s all part of the game. And so that, that physical activity was really good. And just so those two things kind of connected eventually and led me to a career in education and specifically more physical education. So that went through from, you know, I spent almost 14 years as a teacher K to 12, but most of that time, junior high, but I’ve, I’ve taught everything except food studies, I think. And then and phys ed K to K to 12, settled at kind of junior high that seven to eight and then eventually ended up getting a master’s degree and then a PhD in ending up at the university. And sometimes I still feel I don’t belong, but I’m still a teacher first.

Sam Demma (04:13):
That’s awesome. It’s a cool journey. What about physical activity appealed to you or phys ed. And where did that interest come? Did you also play sports growing up like a lot or?

Douglas Gleddie (04:24):
Yeah, I did. I, you know, I played a lot of sports. I still do. It’s I really think it’s the environment. It’s just, it was that opportunity. Like we didn’t have, I mean, I certainly don’t have the distractions that kids have today with, with devices and social media and everything else. Like we were barely allowed to watch TV and there was only really out on the farm. We only got one or two channels consistently anyways, so it wasn’t a big draw. And so it was just, I think that foundation of, of just being encouraged to be outside and we made up our own games, we played and then like I never played organized sports until junior high. I played one season of outdoor hockey before it moved into or, and then it was too expensive. And so we couldn’t do it anymore, but we always played, you know, we played hockey on our pond.

Douglas Gleddie (05:19):
You know, my brothers and I, and my sister, we, we invented games, you know, throwing a tennis ball at the back steps and you had to catch it before, you know, one person will throw it. The other person have to catch it. And if it hits the screen door, y’all ran like hell, cause mom would get mad. So he figured out the rules. But I think it’s also just, just the freedom of being able to choose what you enjoy. So if you feel like what you need is a walk in the woods, then you choose that. If you feel like what you need is a, a super competitive game of tennis with someone who really pushes you to be better than you can choose that.

Sam Demma (05:53):
That’s awesome. I love that. And I’m really fascinated farming for him. We’ll get to that in a second with, with this idea that if you don’t, if you don’t so anything, you don’t reap anything to go at a young age, you get taught, like if you don’t plant the seed, you’ll never get the vegetable. So I feel like whether, you know, it or not, you’re taught that if you want something, you have to work for it. And I’m curious to know for you personally, if that life of growing up on a farm, like taught you a lot of principles that you think you still hold today.

Douglas Gleddie (06:25):
Oh. And you know, you have to, you certainly have to take care of things. There’s responsibilities. Like we, we had mostly livestock. I mean, we did crops and we had a massive vegetable garden. And so you do, you have to put the work in and you can’t just plant the seed. And then, you know, three months later start picking tomatoes, you know, there’s, there’s weeding, there’s pest control, there’s fertilizing, there’s, you know, all that kind of stuff in there and it takes work. Right. And and then with livestock, you learn a lot of both sacrifice because you can’t, you can’t take care of your own needs before your livestock’s needs because that’s your livelihood. And so, you know, there were years, like I remember a year when my dad, my dad hurt his back and I was, I was one of the only, I think I was the only kid at home.

Douglas Gleddie (07:13):
My older brothers were away at college and it was like minus 50. So we had sheep and we had, you know, probably six, 700 ewes to take care of. And so they’re all outside and, and they had shelter, but you need to get on feed them. So you, you bundle up and you put on your ski goggles and you, you do what you need to do, but you have to take care of that before you take care of your own needs, because literally they will die without your care. So I think that work ethic, that, that ethic of care, and, and also like we did things together as a family, like it was a family farm. We work to get stuff done. And when, you know, when it’s time for the, you know, the, the, the phrase making hay while the sun shines and comes from a real place, because you got to get that hand. So, you know, I spent time sitting on a Baylor past midnight you know, picking up hay bales, stacking bales because you have to get it done. And it was, it was hard work, but we did it together. Right. You’re in it together. Yeah.

Sam Demma (08:19):
That’s awesome. Like I, my, so my grandfather worked on a farm for most of his life. He came here with nothing and he work at GM at night and then on a farm during the day and barely ever saw my, my dad, my dad would tell me that once a week on Fridays at like 2:00 AM, he would come home and get off early. And he would wake the family up for a pizza and a, they would all eat together and like the mall, cause tomorrow tomorrow’s not school, everyone can sleep in. And you know, it’s funny cause like the things you’re saying are like similar things to my grandfather, I think passed down to me about like hard work and these types of values to transition the conversation slightly. I was just curious about asking you about that. But to, to transition this slightly what, what, what led you into education? So you could have taken like the passions you grew up with in many directions, coaching athletics. Why, why did, why did it end up that you went into teaching?

Douglas Gleddie (09:16):
And a good, good question. Sort of go back to what I said earlier about trying to find what, you know, what kind of makes you tick and what you enjoy, like the outdoors children and youth mood. But, you know, I, I considered being a conservation officer like being an official wildlife cause that’s outside. But so I think for me, I, like I had an experience of, I ended up teaching overseas for, for a year in south America. And I really enjoyed that experience of working with the kids. And I think for me the difference was that being a part of a kid’s learning journey and being a part. And, and when you see, when you, when you have a student in specifically in phys ed, that they kinda, they kinda get it and that, that, you know, that switch kind of turns it or that, that switch flicks and you kind of know, they go, wow, this is really fun.

Douglas Gleddie (10:13):
Like I enjoy this and you see them picking it out. Like I’m a big mountain biker. I love, I love to mountain bike. And I used to run in the junior high. We ran a mountain bike club and we did stuff. And to, to, to see someone and specifically there’s a, there was one girl. I remember she was pretty tentative about stuff, but she came on a trip with a bunch of us and there, she was the only girl on the trip, but she did awesome. And she went off like this two foot jump that she never would have done before. And she was just so excited. Right. So, so to kind of see that and to encourage that and to get people excited about movement and, and taking care of themselves, I think that’s where I ended up, you know, going down that road to teacher education. Cause I didn’t, I did an undergrad degree in, in basically history and physical education, a major concentration. And then I didn’t know what I wanted to do for a while. And I played around with stuff and I, I played sports. I did some coaching, but it was really that, that physical education piece in those early, that early learning and being able to connect with kids that way, I think.

Sam Demma (11:20):
Cool. And whereabouts were you in south America when you taught overseas? Oh,

Douglas Gleddie (11:23):
I was improved. Oh wow.

Sam Demma (11:26):
That’s awesome.

Douglas Gleddie (11:26):
Very small jungle town.

Sam Demma (11:30):
Did you ever hear music like this? [inaudible] That’s awesome.

Douglas Gleddie (11:39):
You just have that handy right there.

Sam Demma (11:41):
Whatever, whenever you tell bad jokes, I’ll crack this one, but that’s awesome. What brought you out to Peru? So like w was there like an opportunity? Tell me more about that.

Douglas Gleddie (11:55):
Yeah, it was it was. after I graduated from my first degree I just, I wanted to, actually, I was looking at traveling the world that wants to just maybe take a year and travel around, but I wanted to kind of give back. So I wanted to either go and, you know, volunteer somewhere or work on a mission or do whatever. And so I was looking at opportunities and I just actually wanted to do that for about a month. And then I just wanted to travel. But one of the guys I talked to he’s like, well, we’ve got an opportunity at this school if you want to come here and teach. But it’s a full year. And I was like, nah, not interested in, he looked at me, he said, I think you’ll be back. And it was at this big, I don’t know mission Fest.

Douglas Gleddie (12:37):
It was called all these different opportunities for different service organizations and that sort of thing. And so, and yeah, I was back and I talked to him a little bit more and, and and you know, they needed someone to teach phys ed and a little bit of history. So it seemed like it was tailor made for kind of the training that I’d had. And so that’s how I ended up there. It was great. It was a fantastic experience just to be immersed in completely different culture, different language. You know, I took some Spanish classes before I went down, but I basically learned on the fly, which was fun. And I was teaching mostly Americans at the school. But just to, just to live in the community and, and I would love to go into town and go play basketball and volleyball with people. And there’s just different, different cultural situations that you have to learn and figure out. So it was yeah, I would say it was a pretty formational experience.

Sam Demma (13:33):
That’s amazing. And did you find it challenging or if so, like what were some of the challenges at first?

Douglas Gleddie (13:40):
Oh, yeah, it was challenging because like, I didn’t know anyone there. Right. And you, at the time, like you have to think this is, so this was in, let me see 1993, it seems like a long time ago now, but very little internet. I did get an email address when I went down there, but I literally only knew one of the personal email address. And that was my brother who was at the university of Saskatchewan at the time. Like even phone lines were one way. So literally if I would phone you, I’d be like, Hey, how’s it going, Sam over, over?

Douglas Gleddie (14:23):
So, you know, a little bit of isolation, but great community. The language was a challenge, but I, you know, I enjoyed that. I’m, I’m pretty open and pretty willing to take risks. So you just kind of jump in and you mess up some words and you, you know, you figure some stuff out. Yeah, I don’t, I just found it to be a really, like, there were lots of challenges, but nothing seemed unsurmountable. You just kind of go through and, you know, you’re 23 and you figure it out. Right. You know what that’s like?

Sam Demma (14:57):
Yeah. I mean, in two more years I will. But people always talk about gap years, fifth years especially now with COVID, it’s being talked about even more. And something that always emphasize is travel. Like, do you think traveling to another country is an experience that everyone should go through living somewhere else? Kind of off topic, but just curious about your thoughts on that.

Douglas Gleddie (15:22):
Yeah. I do. Like with my, with my classes, with pre-service teachers at the U of a, I, I certainly encourage if you have the opportunity to try and like go teach in Cambodia, go teach in Thailand. There’s lots of opportunities. You can still teach, for example, using Alberta curriculum and some of these schools. And so it doesn’t, it doesn’t hold you back for your career in Canada. But and I do think there’s a difference between just traveling and visiting. Like you can go, you know, you could go visit Peru for a couple of weeks and you’ll get a sense of things, but when you live there, you know, I, I kept on my favorite phrase after I’d been there for awhile is a, I’m going to butcher the Spanish, but it’s like, I’m not a tourist. I live here like this. So I go to the market and someone would go, oh, this is, you know, this is five solos. And I’d be like, no, no, no, I’m not a tourist. I live here. Oh, you know, half that.

Douglas Gleddie (16:22):
But so I do think going somewhere and spending a significant amount of time with the people that are there. Like I had an opportunity to spend three weeks in Kenya, a number of years ago, and it was different than spending a year improve. And I still, you know, we were working with the local community and, and we were you know, we, we shared tents with, with locals and we shared meals and we did that the whole time. And so that was really good, but it was still only three weeks. And so you’re still kind of parachuting in and then running away. Whereas when you’re there for a longer time, you can deal with Velop relationships. You can get deeper understandings, I think, but I would definitely recommend if you have opportunity, not everyone has the opportunity and you know, it can be difficult to find the funds and to find the support to do that. But if you have the chance, but yeah. Going to a, you know, a resort and Ken Kuhn doesn’t count as visiting another country.

Sam Demma (17:18):
Yeah. I think that’s very important to state. I actually, I’m a big fan of traveling just for new perspectives and awareness. Like I did Iceland two summers ago before COVID and we drove in a car, slept in the car, like crazy experiences, but to the whole country in like 10 days, and I’m actually going to Calgary and we’re going to do like again, a big road trip, not staying at any hotels, they’re all like hostels and Airbnbs, but yeah. And I think it’s a great experience for anyone to have only teachers, but people in general, I’m curious about people who made an impact on you while you were still in school. If you can remember. I know you’re not that old, but, but think back to, you know, you and high school, even in college university, did you have any teachers that at the snap of a finger you can think of this person had a big impact on me as a student? Maybe even like pushed me in this direction a little bit.

Douglas Gleddie (18:16):
Yeah. I think there’s certainly, I mean, I, I did have I had a physical education teacher in elementary, junior high, who and I didn’t really recognize it until later kind of looking back his impact. And it was interesting like quite a number of years later, I was doing a workshop out our teacher’s convention here. And he signed up to to introduce me, which was kinda neat because it was like, oh, that’s Mr. Goodell. He gets to, he gets introduced, man. So he started out, he’s like, well, this is Doug. I taught him in elementary and junior high. And if this is a great session, I taught him everything. He knows if it’s not a good session, he couldn’t teach that dang kid anything.

Douglas Gleddie (19:02):
But, you know, he, he was very innovative in his own way. He tried some really unique things with participation in schools, Ford and not, and, and those are things that I’m working on now. So I think looking back, like I wouldn’t have recognized it at the time, but looking back, I, I see, yeah, there’s some, there’s some impact there. I had a volleyball coach and just for one year in my last year of high school who came in and, and took a completely different approach to coaching that was much more developmental and fundamental that just let’s play games. Let’s just scrimmage.

Sam Demma (19:33):
What does that look like? Like what did she, or what did that person do that made a big difference?

Douglas Gleddie (19:38):
Yeah. Well, I think first of all, he came in with like, he had some high-level coaching experience in Japan and different places. And so, you know, we would, instead of just all these set drills and we would still ran some drills, but he, he had all these different games, like small side of games that helped you become a better player. And you know, it just, and he had ways to motivate. And I know not, not every player necessarily have the same experience that I did, but I just found the year before, when I played, it was just basically just scrimmage. And if you’re on the starting six you’re on that side and you got a different approach, and if you weren’t in the starting six, whereas this coach, he was just like, no, I want to develop everybody. I want everyone to be better at what they’re doing.

Douglas Gleddie (20:21):
And, and he was setting up plays and he was teaching us new things and there is a sense of fun. And so yeah, I took a lot on of his instruction. And then I had, you know, I had some, some you know, other T like a chemistry teacher and English teacher in high school who had just, again, more looking back, I just recognized, no, I had an English teacher in grade 10, and I don’t know if people still read death on the, the classic Canadian story of, of sealing outside of Newfoundland and stuff, but she was looking for what’s the big theme. What’s the, and I basically wrote a whole paper saying, it’s just a book. Like, it’s just a book. It doesn’t have to teach it. But as I was writing at events, I came around, well, okay, fine. There’s themes. And, and she really challenged me in a good way.

Douglas Gleddie (21:09):
Right? Like she could have just given me a zero on the paper and said, you didn’t do what I asked, but she said she actually engaged with me and went through and that’s good. Right. I had a chemistry teacher who chemistry, biology teacher who kind of made things real. And it’s interesting. I went back and told him, so he he’s actually directly responsible for me being able to, to save a couple of people’s lives, which is kind of crazy. And I was actually when I was in group. So he told us a story and in a grade 12 biology class about carbon monoxide poisoning and how, when they were on a road trip with the school and not in those days, kids could drive their own vehicles and go to school events. And, and there was a couple of kids who they had the exhaust was leaking into the car and they started to fall asleep.

Douglas Gleddie (22:03):
And so he was saying to us, well, you know, someone has carbon monoxide point and you cannot let them fall asleep. You got to get them out in fresh air. You got to get them breathing. You got to get moving. So, you know, probably eight, nine years later, maybe not quite five, six years later when I was on a, a boat trip across lake Titicaca in between Bolivia and Peru. And it’s a big lake, it’s one of the highest navigable lakes in the world and the boat, we are on the diesel fumes. It was a stormy stormy afternoon. And the diesel fumes are coming in the, in the cabin when we pulled into port. And I spent most of the time outside in the rain, cause I didn’t want to breathe the fumes. And we came in and one lady from France was completely passed out and her son was going in and out. And so I knew what to do B because of this teacher. And so I got them outside and literally with the young man, I just, I really just slapped the hell out of him because I had to keep him awake.

Douglas Gleddie (23:07):
And then for the, for the woman, like she she was completely out she had locked up her jobs, so I couldn’t give her multimode. I had to give her mouth, the nose to kind of keep her in oxygen. And then we had to there’s no ambulance is there. So we had to call basically called a cab and took a cab to the hospital. And I was trying to remember all my high school, French. And but anyways, by the time we left, she was, she was sitting up on oxygen. She was healthy and thankful, and I hope she didn’t have any damage. But so yeah, there’s, there’s some, but just the fact that this teacher was trying to be real with us and trying to share, not just, this is what carbon monoxide poisoning is and you know, the carbon oxide of fixes to your red blood cells. So that oxygen can’t. And I mean, he taught that stuff too, but he also talked to rural applications. So that was pretty cool.

Sam Demma (24:02):
Have you already written a book or are you going to what? The Frick dude, like these stories are crazy. Find this 50 degree weather with sheep and saving some lives.

Douglas Gleddie (24:15):
Yeah. I’ve had a good, I’ve had a good life. I’ve had a good life.

Sam Demma (24:19):
It’s cool, man. It’s cool. Well, that’s awesome. I love it. Real world application is always something that inspired me in class. Cause it made me feel like I could use the things I learned right away. Maybe not in that case, but some point in your future, you could use the thing passion to, it sounds like this teacher was someone who was passionate about what he was talking about. And when I think back to the educators that made the biggest impact on me, it was the passion that really spoke through.

Douglas Gleddie (24:46):
And I, and I think they, the teachers that have the most impact, you can tell that they enjoy what they do. Right. And they also enjoy the people they work with, which includes students. Like when I was teaching too, there’s always a few people in the school I’m going, why are you here? Like you clearly don’t like kids, you clearly don’t like the subject that you’re teaching. So why are you here? And even when I had student teachers, I would just tell them, listen, if you’re passionate about teaching or your subject area, just like you said, you’ve got that passion for it. And you enjoy working with kids. There is no better job in the world as far as I’m concerned. However, if you don’t and you’re just here because you think it’s good benefits, it’s a decent salary for the education level. You like the summers off, you know what, honestly get the hell out. Cause we don’t need you here and we’re going to be blunt, but that’s, we’ve got better things to do. And these are, these are young people’s lives that you’re messing with.

Sam Demma (25:44):
Yeah. I couldn’t agree more. I couldn’t agree more. I think there’s, there’s a lot of other careers where you could be mindless and just show up and do the work and go home and it doesn’t have an impact on others. Yeah. Education is definitely not one of them. And especially when it comes down to the things we say, you know, kids look up to their elders and teachers most of the time and you tell a kid something like it might stick with them for the rest of their life, you know and, and affect them either positively or negatively. So, yeah, I totally agree.

Douglas Gleddie (26:14):
Although on that note, you never know what might stick. Cause I a number of years ago I met with a former student who we had reconnected on Facebook and, and so we went out for coffee and, and it was great. And he’s now a teacher actually in a, I think a very, a very good teacher. But I taught him in grade 7, 8, 9. And so he’s like, oh Mr. Gladney like, it’s so good to connect it to you. And he goes, I’ll always remember that one lesson that you taught us. And I was like, well, less than is that Never order a messy down there on the first date.

Sam Demma (26:54):
What’s the story. Can you share the story real quick?

Douglas Gleddie (26:57):
Yeah. So it’s like, I’m like, well, thanks that I’m glad you got one thing out of tire. Well, so what I, what I did, I was teaching grade nine, social studies and I used to run a virtual stock market. And so I give each of the kids a hundred, a hundred thousand dollars and they had to invest. And it was a, it was this website that was actually pulled numbers from the Toronto stock exchange and it kept track. And so I made a bet with my classes. I said, whoever can earn more money than me in this three months, time span with your a hundred thousand dollars, I’ll buy you lunch. And so it was these three, these three boys they all earned more than I did. And so I took him out for lunch and we went to this local dinner tour. And at first, you know, their typical junior high, you’re like, I’ll get a small something with this. I’m like, guys, I’m buying your lunch, get the jumble don’t air. They’re like all in. And then we’re eating these things and there’s mess everywhere. And that’s when I, I said, well, word of advice, guys, never order, you know, a big message in there on a first date.

Sam Demma (28:03):
Was so funny, man. That’s awesome. That’s funny. That’s, it’s, it’s true sometimes. Depending on what that person needs, maybe that person just needed a humor that day. Right. And like something to lighten the load. Like I sometimes I’ll do a speech and what I think is so important, someone else comes out to me and says, oh, and you said this, it was so important. And I was like, I don’t even like, think that’s an important thing, you know? And I think that’s also really important to remember every everything we say matters. Awesome. And so you’ve worked in a range of different school environments different settings. Explain a little bit about where you are now and what the job entails.

Douglas Gleddie (28:44):
Yeah. So I’ve been at university of Alberta and the faculty of education now for nine years. I think it’s sorry. I’m in my ninth year, I guess it would be more accurate. And I’m currently an associate Dean of graduate studies in the faculty. So I’m doing more admin than teaching which it’s been an interesting journey doing administration. And I do enjoy aspects of more leadership than administration, but I do miss the teaching. So I haven’t taught undergrads for a couple of years. I’ve been teaching grad students and I do love teaching grad students because we have a program. We have a health and phys ed master’s cohort program, which every few years we take in a new group of 24 students. And that is fantastic. It’s so rewarding. But yeah, so you know, we’re going through lots of change right now.

Douglas Gleddie (29:37):
So there’s, there’s budget cuts, there’s program changes there’s institutional. So it’s dealing with that stuff, but, but change management is very interesting. Just to see, you know, who’s, who’s okay with taking a risk moving forward and who wants to just stay comfortable. And the fact is we’ve been forced out of comfortable from because of the budgets and stuff like that. But I do really enjoy working with grad students. For example, I just, I just had one of my PhD students just successfully defended her dissertation on Tuesday morning. So that’s super exciting. And she’s got a wonderful career ahead of her. So that’s give a little shout out to Dr. Harden Krieger as of freshly minted, but yeah, I think, I mean, a university is a unique place and as a, as a teacher there is a lot of education that goes on there.

Douglas Gleddie (30:32):
It’s, there’s a lot of flexibility and there’s a lot of opportunity to try new things. So like this master’s cohort, something I’ve wanted to do for a long time. It took us about five years to get it up and running. But once we did now, it’s very successful. I’ve got some great colleagues that I work alongside that help out and, and share the load and bring their own expertise, passion, and innovation to the program. And so that’s, you know, good work with good people is, is really, that’s kinda my kryptonite. It’s hard to say no to

Sam Demma (31:05):
Awesome love that. Cool. And what do you think are some opportunities right now in education? Like I know COVID has changed things a lot. It’s given us tons of challenges, but I think along with all challenges or some little opportunities here and there, curious if you have some of that.

Douglas Gleddie (31:21):
I think you know, I kinda, I kind of get annoyed when people are like, well, what was the silver lining of? COVID like, well, there’s no silver lining. A lot of people died. A lot of people got sick and it really sucked for the last 18 months. But at the same time, like you said, we definitely learned something, right. So I think we, we learned that or were reminded maybe I always liked one of my favorite mark Twain quotes, and he’s got a lot of good ones, but never let school stand in the way of a good education. That’s a rough paraphrase, but school is just one way to get educated. You know, there are so many different places to get educated. And I think for post-secondary institutions, we’re learning that we can’t just sit back and say, Hey everyone, this is where it’s at.

Douglas Gleddie (32:09):
You need to come to us. We need to be out there, but we need to be innovative. We need to be reaching people where they are providing what they need. That doesn’t mean we give up on theory. It doesn’t mean we give up on the idea of a university in the idea of a university is to share ideas and discuss and debate. So I think that’s one way you know, even with our health and phys ed cohort, we, we recognize early on that the way to bring people in is to not have them all come to campus all the time. So we do a summer, we do like two consecutive summers where you come for two weeks and it is important that we connect face to face and then the rest is online, but they’ve created those relationships. So, you know, the fact that you can, you can interact and create pretty deep relationships with people without being in the same room. Now I still think ultimately face-to-face is where it’s at. And you have to get there eventually. But, so I think that, I think we’re going to see a lot of post-secondary programs that are pushed to innovate and the ones that don’t, they’re going to fall behind.

Sam Demma (33:16):
Got it. Cool. Awesome. And you know, I can’t remember how many years you said you’ve been teaching 29, 25?

Douglas Gleddie (33:23):
I think 25

Sam Demma (33:24):
Okay. And this is, might be a tough question, but if you took all the experience and knowledge you have now through the past, you know, two decades of teaching and you could give some advice to your first year younger self when you were just getting into the job, like knowing what you know now, what would you tell that first year Doug?

Douglas Gleddie (33:50):
Well, I think the consistent thing all the way through is that like teaching what’s like life, it’s all about relationships. So if you don’t care about relationships, the rest of the rest falls behind. And I think the biggest piece of advice is it’s not about you because as a young teacher, like I remember going on the gym and shooting around and, and you know, I used to play a lot of basketball and, and I’m, I’m pretty tall and I used to be able to jump. And so, you know, I go in there and I’d be like, I’d be like Dunkin on kids and stuff. And I’m like, yeah, I just dumped on a 14 year old look how good I am. That’s part of that’s just because I was young and part of it too, you’re insecure and you’re trying to cement your place into things. But I often tell my, my student teachers right now, as you may tell, I like a lot of quotes and a lot of different things, but there’s a, there’s a Soundgarden line. You know, be yourself, it’s all that you can do or it’s all that you can be. And so that’s really, you have to be yourself. And if you’re your honest, authentic self, and you’re also reflective and you’re relational, I think you’ll go far.

Sam Demma (35:06):
Cool. This has been a great conversation. Thank you so much for sharing some of your experiences and stories. And if someone’s listening is been inspired by anything and just wants to connect, what would be the best way for them to reach out to you and get in touch?

Douglas Gleddie (35:20):
Hmm. Well, probably I’m the only social media I’m on at the moment is Twitter. So I think I’m, I don’t even know what my handle is. Yeah. I think it’s d_ bloody pretty original. My email is dgleddie@ualberta.ca. Chances are nowadays, you can just Google stuff and you’ll find people I’m fine with emails to connect up. That works for me. Awesome. I also really appreciate the work you’re doing Sam in terms of this, like, podcasts are so great. Like I’m a huge podcast fan. I listened to a wide variety when I’m working out or just walking or biking to work or whatever. And there’s so many, you know, you asked about the way like institutions change and education changes. Like I write peer reviewed papers and there’s an important piece for that. But if it never gets into the hands of teachers or into the hands of people who can use it, it doesn’t go anywhere. So to do things like this, podcasts, blogs, talking to teachers, book clubs, whatever it is, that’s where it’s at. Yeah.

Sam Demma (36:29):
I appreciate that. I appreciate it. And I hope it continues to reach more educators so they can learn about everything we talked about. And I think I’ve interviewed like 120 people now, selfishly, I’m learning a lot. And I think everyone’s getting to learn from each other. It’s like free peer to peer personal development

Douglas Gleddie (36:48):
Now. So I’ve got a question for you. If that’s allowed?

Sam Demma (36:52):
Sure, we’re still live.

Douglas Gleddie (36:56):
It’s not an embarrassing question. So you’re, you know, you’re interviewing all these folks and you’re looking at education and you’re doing this. What’s your, what’s your plan moving forward. Are you, are you going to go into more formal education? Are you like, I think you’re educating people now. But what’s your, what’s your immediate then maybe longterm plan.

Sam Demma (37:14):
It’s funny. You mentioned never letting school get in the way of education. I’m someone that believes that, that as well, there’s so many ways to get educated, educated and informed. I actually went to university for two months. I’m a student to take a gap year. A fifth year, went to school, realized that it wasn’t what I wanted and then dropped out and coming from a European family, my parents immediately were like, what the heck are you doing? You know, it’s talking about us laughing that kid inside the head when you were in Cambodia on the boat. You know, I got, I got some math, a couple of times metaphorically. And I told my parents, I want to speak to kids. I have stories that I think would inspire them to follow their dreams, to be servant leaders, to give back. And I just started doing that at the age of 19 and I found a youth speaking university and I went and I, I flew to California.

Sam Demma (38:06):
I flew to Vancouver. I bought these programs found a coach, hired a coach kinda like dove in. And so all the work I’m doing is catered towards helping young people and youth realize the importance of their own potential and possibilities. And then also along that line, understanding that life isn’t all about you, but you have to also give back and be a good human being. So like, what’s, what’s the future right now. I’m actually working on a spoken word album and I won’t share it live, but after we hit the stop recording, I’ll, I’ll share it with you. And I’m also working on a book called dear high school. Me, which much of life lessons for students from someone not far removed from school. So I’ll get into formal education. I’m not sure I will continue doing the stuff I’m doing now, but just try and do more.

Douglas Gleddie (38:55):
Yeah. And just know, I don’t ask that question out of a, “you should really do formal education” because I do think we push, we push kids to university too much for some it’s absolutely the right place to be. Right. But like I said, there’s so many different places to learn. There’s so many opportunities to grow and develop. And so I think it’s really cool to see what

Sam Demma (39:17):
I appreciate that. And I, I love the question and I’m, I’m very cautious about giving other young people advice, because again, it’s not like it depends on where you want to go. Right. It’s like if I wanted to be a doctor engineer or a teacher, like you have to take certain paths. So yeah, I appreciate the question. And again, this has been an honor. Thank you so much for coming on the show, keep up the great work and we’ll talk soon.

Douglas Gleddie (39:39):
Yeah. Likewise. Thanks for having me.

Sam Demma (39:41):
And there you have it. Another amazing guest and amazing interview on the high performing educator podcast. As always, if you enjoy these episodes, please consider leaving a rating and review. So other educators like yourself can find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show. If you want to meet the guest on today’s episode, if you want to meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and sign up to join the exclusive network. You have access to networking events throughout 2021 and other special opportunities. And I promise I will not feel your inbox. Talk to you soon. I’ll see you on the next episode.

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The High Performing Educator Podcast was brought to life during the outbreak of COVID-19 to provide you with inspirational stories and practical advice from your colleagues in education.  By tuning in, you will hear the stories and ideas of the world’s brightest and most ambitious educators.  You can expect interviews with Principals, Teachers, Guidance Counsellors, National Student Association, Directors and anybody that works with youth. You can find and listen to all the episodes for free here.