Archive for February, 2017


“All kids need is a little help, a little hope and somebody who believes in them.”
— Magic Johnson

As a student success teacher, my mandate was to help students at risk of not succeeding find the strategies and supports to be able to pass their classes and graduate. In this role, I would often have interesting conversations with my colleagues about students, their potential, their work habits and their behaviour.  One response that I heard very often was: “This student just can’t pass my class.” Or “This student just can’t cut it.” And I, in hindsight, had much to learn, because I would simply agree with them and sometimes even try to find other solutions for those students; a change in timetable, a creative solution to have a more 1 on 1 option with another educator or anything else to remove the “so-called problem”. I sat there, lacked belief in the kids, gave up on their potential and robbed them of their future success.

As I sit here writing this, although I thought I was a good educator, I feel like I let kids down.  Recently, through a friend on social media, I had a reminder that kids can do anything and that it is educators who are their biggest inhibitors. This belief in limits, in predetermined potential and classroom privilege has been hindering students’ dreams for many years.  I once said, when a student doesn’t succeed, it is simply I who failed, who did not have the knowledge to help him do so.  I don’t think I ever believed so much in these words until now.

When a teacher tells me that a student cannot pass his class, they are often putting the entire responsibility on the student. If the student played by the rules and did as teacher said, they should be able to pass like anyone else. Basically, the teacher does everything right, and it is up to the student to pull his own weight. Although I am not downplaying the importance of collaboration in learning and that the student has a key role in his success. However we, as educators, must step up to the plate and also take ownership for the learning.  As @casas_jimmy put it so eloquently, “a teacher who says who says ‘I have to look at myself when a student fails’ is the type of teacher you want working in your building.”

Our current education system is flawed. We had heard time and time again, how our schools were created for a certain need in the age of the industrial revolution. Therefore, it is time for educators to stand up and use their voice to bring about the necessary transformation. Let’s make education about our kids: about their hopes, their needs and their future. We don’t need schools to fit the needs of teachers. We need to support and nurture our teachers to help create environments that fit the needs of our students.

So as I reflect on my past mistakes as an educator, I can’t help but feel some feelings of guilt. Was I responsible for robbing the dreams and hopes of certain kids by limiting their potential and believing that they just can’t cut it? Maybe I have, and that is a difficult pill to swallow for a person. But I can make this promise: from this day forward, I will believe in the unlimited potential of all kids. I believe that given the right, personalized, supports, all kids can succeed and at high levels. I may not be able to correct all the wrongs of the past, but I can try to ensure that they are surely not repeating again. Kids today have enough obstacles and challenges to worry about and I do not need to add any for them. In the end: I work, I believe and I lead…because #kidsdeserveit.



“A great teacher takes a hand, opens a mind, and touches a heart.”

Finding your voice, sharing your passion openly can be a dangerous thing. Putting your thoughts and ideas out for the world to see takes guts because you never know how people will react or respond. Recently, I’ve been more regular in my writing of posts; I have found writing to be a cathartic experience. It is a chance for me to go through my thoughts and emotions and put ideas down. For anybody who is naturally more of an introvert, as I am, writing is sometimes the best form of expression.

There are many days where I doubt myself. Many days where I question decisions I’ve made, paths I’ve chosen and talents others tell me I have that I simply do not see. I naturally have a hard time believing in myself, as I imagine, many students do. We all have various stories that make up who we are. Sometimes they are stories we share, sometimes they are stories that no one knows. But these stories are our essence. My story is littered with various great and unique experiences. However, it is also intertwined with many hardships, many challenges and many emotional beatings. The end result is the person I have become.

It is not always easy getting up in the morning. Knowing the demons that you have to face on a daily basis can be quite a daunting task. But if you have a support structure in place and if you open your heart, this makes the load to carry a bit lighter. Finding your inner strength to carry on is an important task. It is finding that belief in yourself that is often the greatest challenge of all.

Imagine what we ask of students. We ask them to be vulnerable on a daily basis. We ask that they learn new things, to fail in class (because it is a learning experience) and to not only complete tasks, (that they may not be comfortable with) but to do so in front of a group of peers. For students to live up to that constant challenge is simply amazing. As educators, we should already be celebrating their bravery.  We should also be allowing them to learn how to express themselves, in various ways and in various contexts. What they have to share should not be confined to the four walls of the classroom. Their ideas should be shared with the world. After all, if we never teach them how to communicate responsibly for a global audience, how will they ever learn?

So as I sit here, finding my strength to share and express myself, I encourage all educators to help students find their strength and find their voice. The most dangerous thing for a person is to be silent; to feel alone and have no one to talk to. As I struggle constantly, I thank those who are there with me and help me along the way. As most students, I don’t always let people in, but the important ones never let me forget that they are always there. In the end, they help carry me through the tough times.

So be there during the battles and challenges that students will face. It is then that they need it most. Amidst my darkness and anguish, I found strength and inspiration. Be a kid’s inspiration! Be their rock! Because #kidsdeserveit.


“Just as ripples spread out when a single pebble is dropped into water, the actions of individuals can have far-reaching effects.”                                                 — Dalai Lama

As a child, every year I remember travelling to my aunt’s house in Québec. She lived by a river, and with our family we used to love to go find the flattest pebbles and get them to skip on the surface of the water.  I really wasn’t any good at it, but I kept going back every time and kept trying. When I succeeded, I was happy and when I failed, it frustrated me, but motivated me to keep trying.  I loved seeing the ripples that were created by the pebbles skipping on the water.

This week, the image of that ripple really spoke to me as an educator. As a learner, I would often love to be challenged by various problems; the more I got frustrated, the more I wanted to solve them.  As a teacher, I would love to transform my teaching practices and try new things. Although they wouldn’t always work as I expected, I would definitely create many ripples at my school. When you challenge the status quo, you don’t always have open arms waiting for you at the other end. This is a truth both for teachers and administrators as it is for students and parents.

One of my greatest experiences with this ripple effect at school was when I wanted to change the format of a test in my high school English class. Instead of the traditional written test, I decided to have students respond to questions verbally while they recorded their responses. In the hopes of giving my students various assessment possibilities, and to help prepare them for different situations where you will need to communicate verbally, I thought that it would be a great experience; especially since we would be using technology to record their responses. Boy was I ever wrong! I had students complain about the test because they couldn’t edit their responses as they would in a written test. I had parents complain because it caused anxiety for their kids (they did continue to complain at home). I even had other teachers come and question my choices in teaching practices and urged me to go back to traditional assessments because kids were complaining in their classes.

From such an innocent choice, came so much turmoil. I have learned and grown a lot since then. I was able stick to my convictions and justify my choices. I never try anything new without ever thinking about it first. Although it was difficult, like skipping those pebbles, I just kept trying. I hope my students grew because of it; I know that I have grown because of it and because of them.

But this image is also important to me for one other reason. In education, as we try and to change and transform the current education structure, we can be seen like people who cause ripples, people who disrupt the calm waters. I look to many people for strength and inspiration. I am not necessarily comfortable with risk-taking and standing out, but when I see other educators who lead, who take their talents and use them and who inspire kids as leaders, I tell myself: I need to be more like them. So to my friend, who supports me, encourages me, questions me and is there when things seem to crumble – thank you. Thank you for being there, thank you for listening, thank you for your words of support; mostly, thank you for being my constant inspiration, my symbol of hope and my drive to keep doing what I do. Thank you for being that pebble.

Like a pebble disrupts the calm and comfortable waters, I urge all educators to be those pebbles of inspiration. Don’t accept the way things are because they’ve been always done that way. Don’t accept calm waters because they seem easier. Continue to try new things, continue to question the status quo, and mostly, continue to be the pebble and the ripples of change, because #kidsdeserveit and they will thank you for caring.


Posted: February 15, 2017 in Motivation and engagement, Uncategorized


“The strength of our student relationships makes the difference in translating our passion for teaching into their passion for learning.”                –Beth Morrow

As schools and districts are attempting to transform classrooms, teaching practices and opportunities for collaboration, there is a historical danger in the way that this process is being undertaken all across North America. Millions of dollars are being spent on buying technology, on new furniture for classrooms and on professional learning networks that focus on math, literacy and standardized testing results. New leaders promise society that this time around, the policies they will develop and implement, will help better prepare students for today’s world. 

In all these undertakings, there is one fundamental issue that is never addressed by leaders: relationships.  Research tells us that the emotional relationship that is created between students and teachers has a great impact on the learning in the classroom. For anyone who studied Maslow, this comes as no surprise. Yet if we reflect on how we support teachers, schools and districts on the capacity to build and maintain such relationships, we quickly realize that it is simply not a priority. It apparently does not matter what research tells us, if politically it doesn’t fit, no attention will be given. 

Relationships are the cornerstone of our communities. From the dawn of time, man has searched to build relationships to survive, to create, to live. Yet our schools are the anti-thesis to such dialogue. If we study current PLNs, district priorities or mandatory lesson plans (implemented in various states and districts), we quickly see that our system does not want to foster healthy and important relationships between learners. (Yes, teachers are learners too.) When was the last time you saw a school or district mission or vision promote healthy relationships as a key foundation to learning? When have you seen scheduling or time allotted for teachers to get to create relationships and build on them to allow for authentic and deeper learning? The answer is unfortunately both easy and scary: we just don’t see it. 

I have been fortunate enough to have built key relationships in my career. I pride myself on the importance I give to building relationships with my high school students. I could still name my students, stop and talk to them at the grocery store, congratulate them on their wedding or birth of their third child. I take the time to ask how college is going, their job hunt or even their troubled relationship. They do not stop being important because they left my school with a diploma. 

I have also build amazing relationships with incredible educators on social media. From the #kidsdeserveit co-author and Principal in Texas, to a school leader in New Mexico, to a novice teacher in Missouri, an elementary school pioneer in Ottawa and even a teacher in a small community in Australia. Relationships take time to build, time to maintain and time to grow. However, the relationships that I have been blessed enough to create have been life-changing. From book studies, to tweets to multiple daily texts. I am growing exponentially as an educator because of them. 

I have never been a person who believed in himself. I never thought that I was capable of making a huge difference in education. Many of my friends feel the same way; like if what we do is not valued and has little impact. If we feel like this, imagine how our kids feel! I try to keep reminding m y PLN of how amazing they are. Of how much we really have in common and how much we heir leadership is making a difference. You see, I know a leader who is definitely a game changer yet sees no power in what he does. Yet I would write a book about his many accomplishments as teacher and leader. 

Teachers need time to build relationships with their students if they really want to have an impact on students. Principals need to foster relationships with teachers to have a meaningful impact on their practice and overall assessment. Admin and senior leaders need to forge collaborative relationships with principals and  teachers. School personnel need to forge relationships with the community and with parents. Government employees and policy makers need to build relationships with districts and system leaders. It is these relationships that will spark the true transformation in our schools and within our learners. 

As a challenge this coming week, i invite educators to reach out and build their relationships with others. Because our #kidsdeserveit and we, as educators, deserve it just as much as them. 

“To handle yourself, use your head; to handle others, use your heart.”
— Eleanor Roosevelt

One of my favourite inspirational TED talks is Rita Pierson’s “Every kid needs a champion”. During her talk, this amazing educator reminds us that students are people and they need human connection to better succeed in school.

Traditionally, we view schools as establishments where teachers teach; teaching being the act of imparting knowledge onto others.  As we try to innovate and increase student engagement and learning, our view transforms into the necessity for schools to become places where learners learn. We need to make sure that students are actually acquiring knowledge and are able to use that knowledge in varying contexts.

Learning cannot happen effectively when there is no human connection. If teachers’ sole job is to teach the subject matter, we become a society that doesn’t care about what our citizens actually know and can contribute. Instead, school leaders must nurture and celebrate teachers to help them grow and to allow them the time to become individuals who care about other individuals’ well-being. The pressure of curriculum expectations, of standardized tests and political agendas cannot become the driving forces for our teachers.

I always try to remember who the students are. If we don’t take the time to get to know them, we may be frustrated and angry that they don’t pay attention or don’t do their homework. We may raise our voices and be stern.  We may give unnecessary consequences and squash dreams. Sometimes, all the kids need are teachers who listen to them, who care about them, who offer them a safe and nurturing environment; a person who loves them unconditionally. These are the conditions we need to help our teachers create and maintain.

The learning, however, does not only happen for students. As teachers and adults, we learn everyday as well. Human connections are just as important for us. In the past few months, I have been blessed to make some connections across North America. Educators and friends who have not only taught me about teaching, learning and leading but about being a good person, about confidence, happiness, success and taking care of others. These individuals range in age and experience: from a novice teacher, to a new school leader, to a seasoned leader who has already transformed schools and lives. These connections have not only made me a better educator but a better person; and I am forever grateful.

So as I think of my current job and mandate, my own views, hopes and aspirations, I begin my weekend trying to remember: we help students by getting to know their heart and nurturing their emotional needs, their learning will naturally follow. #kidsdeserveit has helped me put the perspective back into my objectives and future goals. I am lucky to have made great friendships and look forward to continue my journey into leading through the heart.

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