Teacher Mya's Educational Portfolio

A Compilation of Educational Inquiry and Reflection

Author: Teacher. Mya (Page 1 of 3)

5) Mindfulness Practices in the Classroom

March 30, 2026 / / 1 Comment

Throughout my experience in EDCI 330, Elementary Field Experience Seminar II, my peers and I developed and practiced a wide range of mindfulness activities, which we took turns sharing at the beginning of each session. This experience left a lasting impression on me, re-enforcing the importance of bringing mindfulness into the classroom and inspiring me to research this practice in more depth. The UVic teacher competency that best aligns with this reflection is eight: Develop positive and supportive connections with students and colleagues, building professional learning networks.

The first article I looked at is by Dr. Shelley Murphy on the EdCan Network, where she explores mindfulness in K-12 teaching and learning. One statistic she highlights, which shocked me, is that 47% of our day is spent with our minds wandering. In this same article, Murphy provides Four Key Tips for Teachers Looking to Include Mindfulness in the Classroom:

  1. Begin with yourself. As with any positive skill or habit you wish to encourage your students to adopt, modelling is key. When teachers model mindfulness, it causes a “positive ripple effect” (Murphy, 2020).
  2. Ensure mindfulness practices are introduced in secular ways. Essentially, know your content. If the practices you teach align with current research, you are almost guaranteed to be inclusive of all students.
  3. Offer mindfulness practices that are trauma-sensitive. Certain practices, though they may have the best of intentions behind them, could be triggering to some students. One of the ways I aimed to integrate this into my mindfulness session I shared with my peers was through offering an option, “You may now close your eyes, or simply settle your gaze downwards if this is more comfortable.” This strategy came from a close friend who is a yoga instructor for kids. She informed me that during a session, a young participant confidently told her that closing their eyes makes them uncomfortable because others might see them, but they can’t see others. When I shared my mindfulness session with my peers, I resisted the urge to look to see who accepted my offer to simply lower their gaze, but I did take a quick glance and was happy to see a few participants comfortably looking downwards instead of closing their eyes.
  4. Integrate mindfulness into a culturally responsive and inclusive approach to teaching. This is where I believe mindfulness practices also closely relate to teaching competency six – Practise respect for all learners from all cultures, including, specifically, Indigenous learners. Knowing and accepting that what works for you may not work for all your students or their individual contexts is key to creating an adaptive practice in your classroom. Also, acknowledging that some mindfulness practices popularized in North American culture are somewhat appropriated from other cultures’ or religions’ sacred practices, and avoiding these practices, is an important step when implementing mindfulness in your classroom.

With all this in mind, here are a few of my favourite mindful practices to share with your classroom:

  • Body Scan – traditionally done seated or lying down, students are guided through focusing on each body part at a time. Typically starting at the feet, as this helps students ground themselves. You can even prompt students to focus on the space beyond their body by encouraging them to “imagine roots growing out of their feet and grounding them deep into the earth”. Here is a resource with more information and a guided practice for body scans: Body Scan Relaxation.
  • Glitter Jars – for a more craft-oriented activity that doesn’t explicitly require students to sit still with their thoughts and inner dialogue, glitter jars can be a great activity to incorporate into your classroom. Students choose a small, water-tight vessel to make a sort of snow globe creation inside. Instead of this snow globe illustrating a winter scene, it represents the activity inside the amygdala when one experiences stress or anxiety. Here’s a video that provides more information about Glitter Jars.
  • Mindful Eating – Not only does this activity encourage mindfulness in your classroom, but it also aligns with the BC Physical Health Education Curriculum. To recreate this activity in your classroom, provide a variety of snacks to your students (one article recommends apples!). As students enjoy the snack, encourage them to inquire with their 5 senses:
  1. Look – what colours and shapes do you see?
  2. Listen – does your food make a sound?
  3. Touch – is it smooth, bumpy or rough?
  4. Smell – what does your food smell like?
  5. Taste – have them put the food on their tongue, but don’t let them chew it just yet. Notice how it feels in your mouth. Do you taste anything yet? Start to chew, does the flavour change? How many different flavours are there?

For more information on how to facilitate this activity in your classroom, visit Teaching kids the art of mindful eating. Please note that this activity is one where being aware of sensory sensitivities, likes, and dislikes is extremely important. Do not force any student to eat anything they don’t want. However, providing light encouragement may go a long way.

References:

Murphy, S. (2020, June 8). How can mindfulness support K–12 teaching and learning? EdCan Network. https://www.edcan.ca/articles/mindfulness/

University of Victoria. (n.d.). Teacher education competencies. https://onlineacademiccommunity.uvic.ca/teachered/competencies-12/

4) Inclusive Education

March 30, 2026 / / 1 Comment

For my fourth blog post, I reflect on the evolving practice of inclusive education in schools. While many of the UVic Teacher Competencies connect to this topic, I will focus specifically on Competency 4: demonstrating an understanding of the complexity of teaching and learning. This reflection is grounded in a recent experience with a student I am close to. To respect the privacy of those involved, all identifying details have been omitted.

It was Pink Shirt Day in February. I saw this student (Student A) after school, visibly upset and unwilling to return the next day. Knowing that staying home was not an option, I first helped them regulate before asking what had happened.

Student A explained that they had been playfully pretending to eat a piece of ice when another student (Student B) approached and forcefully shoved the ice into their nose and lip. They bled all over their shirt, which eventually had to be changed in the first aid room later, their pink shirt, worn to symbolize anti-bullying. As I listened, I felt frustrated but worked to maintain the calm I had already established.

I asked who student B was (the one who hit the piece of ice). When student A disclosed who student B was, my heart sank. Student B is known for being curious, humorous, and engaged, but also for demonstrating challenging behaviours, including past physical and verbal aggression. Notably, Student A responded with empathy, saying, “It’s okay though—their brain works differently than ours.” Student B, like many students in the school, has a significant learning disability and cognitive delay.

This experience left me grappling with a difficult question: Can inclusive education unintentionally lead to the exclusion of others?

At first glance, Student A’s experience might suggest that it can. However, most researchers in inclusive education hold different views. One article by Dr. Sheila Bennett emphasizes “Overall, students in inclusive settings are shown to perform better on academic measures as well as on measures of social competence” (Inclusion Action in Ontario, 2021). Still, much of this research emphasizes academic outcomes and the experiences of students with exceptionalities, with less attention to the perspectives of their peers.

Informal discourse, such as discussions on online forums, often captures this tension more directly. The idea that “inclusion without support is abandonment,” while not scholarly, reflects growing concern among educators and families that insufficiently supported inclusion can create challenging and, at times, unsafe learning environments.

This concern is echoed in earlier research. Charles Naylor (2005) suggests that teacher education programs have not always adequately prepared educators for inclusive practice. While my own pre-service experience challenges this, having engaged with frameworks such as UDL, differentiated instruction, and relationship-building, I do relate to his finding that many teachers lack confidence in applying these approaches in practice.

Despite feeling theoretically prepared, I recognize a gap between knowledge and practice. This experience reinforced for me that inclusion is not a fixed strategy but a complex, dynamic practice that requires ongoing reflection, adaptability, and support. It is not simply about placing all students in the same classroom, but about ensuring that all students are meaningfully supported within it.

Ultimately, this reflection leaves me feeling confident in my ability to understand the complexity of teaching and learning, as outlined by the UVic teacher competencies. Moving forward, I aim to approach this complexity with humility and a commitment to growth. Rather than seeking perfect solutions, I will continue to develop my practice, advocate for appropriate supports, and extend grace to both myself and all my students when challenges arise.

References:

Inclusion Action in Ontario. (2021). Including students with exceptionalities. https://inclusionactionontario.ca/wp-content/uploads/2021/07/Including-students-w-exceptionalities.pdf

Naylor, C. (2005). Inclusion in British Columbia’s public schools: Always a journey, never a destination? British Columbia Teachers’ Federation. https://openschool.bc.ca/inclusionoutreach/timeline/pdf/Naylor2005report.pdf

University of Victoria. (n.d.). Teacher education competencies. https://onlineacademiccommunity.uvic.ca/teachered/competencies-12/

3) Reflection Models

March 30, 2026 / / 1 Comment

As the world gets busier and busier, it can become easier to fall into the habit of rushing through life and the situations it throws at us. As UVic’s teacher competency 10 reminds us, it is important to “engage critically and creatively with ideas,” and the necessity for reflective thinking becomes even more prominent. So, how should one go about this reflection process? Below, I completed a Venn Diagram comparing two popular reflection models used throughout the education system:

Boud’s Model

David Boud is a professor at Deakin University, Centre for Research Assessment and Digital Learning in Melbourne, Australia. He has published countless research papers and articles in many fields of education. For the purposes of this blog post, I will focus on his book Reflection: Turning experience into learning. In this book, he explains the following reflection model:

Gibbs’ reflection model

The Gibbs’ reflection model is slightly more complicated, but the idea is the same. This method was developed by Dr. Graham Gibbs in 1988 (London South Bank University Library, 2024). The model follows a 6-step cycle where the learner begins by describing an experience, explains any feelings associated with the experience, evaluates the experience as good or bad, analyzes to make sense of the experience, creates a conclusion to summarize, and finally establishes an action plan for how they might combat a similar experience in the future.

Other reflection models

Although these reflection models are not without value, I couldn’t help but notice that these methods, developed by two people from a very specific demographic, could potentially conflict with the high-context setting where I will most likely be teaching. As we develop an understanding of the First Peoples’ Principles of Learning, there is a direct connection between reflection and the principle that ‘learning is holistic, reflexive, reflective, experiential, and relational.’ The reflection process could also be tied to the principle that ‘learning ultimately supports the well-being of the self.’ One potential conflict I have identified is that the egocentric focus of the Boud and Gibbs models does not explicitly require the learner to reflect on how an action or event may have held a lasting impact for ‘the family, the community, the land, the spirits, and the ancestors.’ Because of this, I would like to dig deeper into more holistic and contextual reflection models (developed by an indigenous person or community) that allow learning to truly consider the whole picture, not simply how it fits into it.

My Reflection Summary (In the model of Boud) 


The Experience I would like to reflect on is this experience, researching reflection models. I began by learning more about the creators of each reflection model. As I read some of Boud’s and Gibbs’ research, I really enjoyed their pedagogical outlook on experiential learning.

The Reflection: As I began to think about who these individuals were and what connections I shared with them, I found myself reflecting on the First People’s Principles of Learning. This reflection allowed me to identify some connections but also identify some areas where the reflection models may be lacking.

Learning: This reflection process has encouraged me to learn more about reflection methods that are contextual to my area. I am eager to explore different ways of reflecting that consider not only the learner and their role in any given experience, but also the roles of their community, culture, and the world.

References:

Boud, D. (n.d.). David Boud. Deakin University. https://experts.deakin.edu.au/28619-david-boud

Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning experience into learning. Kogan Page.

First Nations Education Steering Committee. (n.d.). First Peoples principles of learning. https://www.fnesc.ca/first-peoples-principles-of-learning/

London South Bank University Library. (2024, June 13). Gibbs’ reflective cycle. https://library.lsbu.ac.uk/c.php?g=719386&p=5217355

University of Victoria. (n.d.). Teacher education competencies. https://onlineacademiccommunity.uvic.ca/teachered/competencies-12/

Blog Post #1 The One Book That Changes Everything

March 10, 2026 /

Blog Post 1

  1. Describe your ‘one book’ that changed everything for you as a reader.
https://rarestkindofbest.com/2012/01/14/why-i-dont-hate-the-rainbow-fairies/

For me, my one book that changed everything was one of the novels from the Rainbow Fairy Series. I don’t remember which one, because I ended up reading a lot of them, but I remember completing the first one I read and being so excited that I had read an entire chapter book in one day. These books eventually played a large role in my life as I began to make it my entire personality. I would constantly be on the lookout for fairies and make little fairy houses around my room and yard. Recently, I saw this video – The Fairy Scientist – and it reminded me of this book and the never-ending magic I experienced in my childhood.

  1. How do you feel about reading? Tell me about it.

Reading has always been something I fall in and out of. Throughout my elementary and middle school years, I read a bunch. In high school, other things started to take precedence, and by university, it seemed almost impossible to prioritize “reading for fun”. Recently, I have found some new books that have sparked my interest, and I have fallen back in love with reading again.

  1. What types of books do you like to read?

Paperback. I HATE eBooks! There’s something about the smell and feel of a real-life book in your hands that will just never compare to anything else. I’ve tried with eBooks and audiobooks because I know it would probably allow me to “read” much more with my lack of time and tight budget, but it’s just not the same. In terms of genre, I love a good fantasy book. A close second would probably be horror and dystopian novels. Recently, Margaret Atwood stole my heart, and I am almost done with the MaddAddam series. Any book where the author gets the descriptions just right, where I can almost taste, smell, hear and see everything they describe.

https://www.barbican.org.uk/whats-on/2025/event/an-evening-with-margaret-atwood
  1. List some hobbies and things you like to do outside of school.

Outside of school, I enjoy spending time in the outdoors in as many formats as possible, especially with my puppy (okay, she’s actually a 2-year-old dog, but she’s still MY puppy). I’ve recently challenged myself to get better at cooking, and it’s been going quite well. Coming from a family of hunters, I typically cook with game meat, and try to source (most) of my ingredients locally. Also, in the last 2 years, I’ve become really invested in rugby. I found a great team with a lovely group of strong, supportive, energetic, women and I am excited to begin playing for my 3rd year April.

  1. Who are your favourite authors?

I don’t typically pick a book for its author; however, as previously mentioned, I have found a particular liking for Margaret Atwood. I also love Lisa Lister for her lifestyle books.

  1. Tell me a bit about the last book you read that you really enjoyed.

The Year of the Flood – Margaret Atwood. I enjoyed it for the sensational descriptions Atwood provides. Every word leaves the reader with a clear image of the character’s experiences. I also enjoyed the style it was written in (shifting perspectives). A few of my favourite lines:

A bit of a funny story about this book: I had a copy that got left on the dashboard of my car for a bit too long, so the glue softened on the spine, and all the pages started to fall out. While I was in Vancouver, I wanted to pick up another copy. I didn’t have long before my plane left, so I ordered the book for pick up while in the Uber to the bookstore. When I arrived, the cashier couldn’t find my order. I showed him my receipt, so he told me to just grab a copy and take it. Once I got back in the Uber, I received an email
 “We are sorry, but your order has been cancelled due to an error in the payment process”. At this point, I was already zipping down the freeway to the airport. Me and my newly ACCIDENTALLY shoplifted book.

  1. Tell me a bit about what you have been doing since last semester during your winter break. How have you been spending your time?

Over the winter break I had the incredible experience of going to Vietnam. I had many wonderful experiences there, but possibly one of the most fulfilling was getting the opportunity to observe a classroom in an elementary school in Phong Nha Valley. I hope to return to the country one day. Perhaps I will return as a real teacher and maybe even get the opportunity to teach there.

  1. What subjects or topics do you like learning about?

So far, I have enjoyed all the subjects (even math!). I particularly enjoy when the subjects are taught through a holistic, whole-child approach. After learning about it in year 2, I found myself drawn to SEL. I enjoy the idea of teaching kids to regulate and manage their emotions before pushing them to learn the challenging academic topics.

  1. If you could read a book about one thing, what would that be?

Maybe on odd, interesting look at this question, but I would be really interested to read my own biography as a ghost. I believe that understanding how I was depicted through others’ eyes would be a humbling yet fulfilling experience.

Blog Post #6 Story Vines

March 10, 2026 /

What are Story Vines

Story vines are an all-around inclusive literary device that can highlight the key events of any story. Story vines are often misrepresented as an indigenous North American practice. Although this is not the case, they have been commonly used to bring indigenous learning into the classroom because of their close fit with oral tradition (McGurry, 2019). Though it is hard to trace the exact origins of this tradition, it has been linked to West African traditions (Manuela and Cuesta).

One thing that makes these story vines so inclusive is the ability to tell any story, to anyone, in any language. We can all interpret the story of pictures. The practice began by weaving colourful fabrics together to represent different parts of a story (Manitoba Ed.) and has since evolved by adding pictures and trinkets to make the story even more vivid.

Day 1

For our use of story vines, we read Robert Munsch’s The Paper Bag Princess to a group of grade 2 students. Before this reading, our teacher candidates created their own story vines as a visual example.

The students were then challenged to summarize the key points of this story with pictures. Then, the students got to create their own story vines using a plethora of materials. This was a strong community-building activity, as the students collaborated to generate ideas, sought help from their UVic big buddies, and worked in a local bookstore.

Day 2

To further the community-building experience of this activity, the grade 2 students were given the opportunity to share their story vines with the kindergarten classes in their school. For this portion of the experience, my in-situ time looked a little different. I had the most incredible experience working with two grade 2 students (the kindergartens were not available when I completed the in situ). To begin, I read them the Paper Bag Princess one more time to make sure the events were fresh in their minds. Then, each student shared their story vine with me. During their retell, I aimed to provide specific, direct feedback. Instead of “I like it,” I might say “Wow, the big knocker is a neat idea! I can tell that part of the story really stood out to you”. After each student told me about their story vine and I provided some feedback, I asked the students if any part of each other’s vine gave them a new idea about the story. They both exploded with responses, and at the end, one student said: “Yeah, it’s like you can both be looking at the same story, but you both see it just a little bit different. That’s kinda cool!” This connection made by the student really brought out the Grade 2 big idea: Through listening and speaking, we connect with others and share our world. All in all, this was a very wholesome experience, and I am very grateful I got the opportunity to share in those learning moments with those kiddos!

Sources

https://www.cbc.ca/news/canada/manitoba/story-vines-winnipeg-1.5040107

https://joseandhelenastorytellers.wordpress.com/the-story-vine/

Blog Post #5 Diversity in the Classroom Library

March 10, 2026 /

As we know, our classrooms are filled with students from diverse backgrounds (Bright, 2021). As multiculturalism, SOGI, and anti-racist practices become the forefront of our teaching careers, the literature we choose to fill our classrooms plays a big part in how our students feel welcome and included. In previous blog posts, I have explored Jo Chrona’s words and her question, “If Not Here, Then Where?” (Chrona, 2022) This question forced me to reflect on an uncomfortable truth about reconciliation in Canada. If reconciliation and meaningful change in education aren’t happening in our classrooms, then they aren’t happening anywhere. This reflection made me realize just how important it is to have indigenous literature in your classroom, and not just a few books, but a large majority of your classroom library. Here is a summary of books I would include in my diverse classroom library and how I would do so respectfully and ethically.

Indigenous Books (Ktunaxa)

NaⱥmuqÈŒi – Traditional – Told by Robert Louie Sr.

This simple picture book is a great way to introduce oral storytelling to students in Grades K-4. It teaches about the Yaqan Nuki (Lower Kootenay) legend of the water creature NaⱥmuqÈŒi and his love, kindness, and generosity, which allowed him to persevere despite the other animals’ jealousy and complete his task of preparing the land for the special creature coming soon – people. Important discussions when sharing this book with your class could be introducing the idea of oral stories and how this story may be told slightly differently depending on who’s telling it.

q̓apkiǂ – Ktunaxa Nation Council

q̓apkiǂ is a Ktunaxa word meaning to tell someone everything. This book celebrates the Ktunaxa people by highlighting culture, stories, history, and photos of the 12000-year-old nation that still inhabits the southeast corner of BC, as well as parts of Alberta and Montana. This book is a great introduction for students to get curious about the people who lived here for centuries before us.

Ktunaxa Legends – Traditional – Kootenai Culture Committee

This collection of traditional legends teaches important lessons on being a good human through the lens of animal creatures. Most of these stories are suitable for all learners, but some content may be sensitive for younger readers and should be approached with caution.

Indigenous Books (Canada and Other)

Bannock in a Hammock – Masiana Kelly

This cute little rhyming book is perfect for grades K-3. It teaches of a favourite Inuit treat – Bannock – and the many ways it can be enjoyed. The book even comes with a Bannock recipe, for a cross-curricular connection to math (simple fractions).

Bud Finds Her Gift – Robin Wall Kimmer

This book follows the story of Bud, who sees many people bustling around doing “important things,” and she wonders what her important thing is. Nokomis, her grandmother, explains that everything has an important gift. They explore the natural world and all the things it provides. Bud finally realizes her gift is to be still, to notice, and to observe. Perfect for all Elementary learners, and a great way to connect ELA to the Science curriculum through highlighting the importance of observation.

The Inquisitive Raven – Richard Wagamese

I couldn’t go without recommending this book by Richard Wagamese, as it’s already made an appearance in one of my previous blog posts. Similar to Wall-Kimmer’s book about gifts, this book explores the story of Raven as he learns what his gift is that makes him special. For a 3-session lesson plan idea, check out this Google Docs!

BIPOC books

Alma and How She Got Her Name –  Juana Matinez-Neal

This book dives into the story of a girl named Alma, Alma Sofia Esperanza José Pura Candela, who feels as though she has too many names. When Alma asks her father, he tells her about all the important people in her life who led to her having so many names. This story invites students to explore their own family history and how they got their name. Check out this lesson plan from Surrey Schools One for more lesson plan ideas!

All Because You Matter – Tami Charles

This heartwarming story is for all kids, reminding them that they are important in this world. It tells the story of kids of colour and addresses some of the struggles they may face, but also just how important every single kid is. This book is extremely accessible. Here is a link to a YouTube read-aloud so you can share this book with your class, even on a tight budget.

SOGI Books

My Shadow is Purple – Scott Stuart

True story about this book: On my practicum, the EA in our class took out this book at lunch time and began reading it to the class. For the rest of the day, the students in our kindergarten class announced prouder than ever, “My shadow is blue!” “My shadow is Yellow!” “My shadow is Purple!” I’m not sure they knew exactly what it meant, but seeing the joy and pride they had in themselves was truly inspiring.

My Shadow is Purple is a story about a kid going through life experiencing the pressures of gender stereotypes and how being yourself is something to celebrate.

A Family is a Family is a Family – Sara O’Leary

This book opens the dialogue for discussing varied family structures. It explores how, no matter who loves you at home, you can still call them family, and that’s okay. This book is also very accessible, with plenty of read-alouds available. Here is my favourite!

Sources

Robin Bright. (2021). Sometimes Reading Is Hard. Pembroke Publishers. https://ebookcentral.proquest.com/lib/uvic/reader.action?docID=6823802&c=UERG&ppg=154#

https://luudisk.com/2022/04/25/if-not-here-then-where/

https://www.ktunaxa.org/where-to-buy/

https://www.goodminds.com/?gad_source=1&gad_campaignid=19694217482&gbraid=0AAAAAC8x4SjdmvFlA-MOiup6HiuqeXk8L&gclid=CjwKCAiAtq_NBhA_EiwA78nNWChC2ocDqdWjF6PsZIXJd63kKzucGMyeGrilHyW9pSMo8bU1mHlZlxoCqGEQAvD_BwE

https://books.google.ca/books/about/Ktunaxa_Legends.html?id=9IbYAAAAMAAJ&redir_esc=y

https://www.strongnations.com/store/12172/bud-finds-her-gift

https://www.strongnations.com/store/11967/the-inquisitive-raven

https://www.amazon.ca/Alma-How-She-Got-Name/dp/1536220434/ref=sr_1_1?dib=eyJ2IjoiMSJ9.J9moUnXeFsVu5klRm_6yJWUMXgmr9rslb7upuxF80j4TMRzC5fQDmF4vMSXStzeKwBWrP6TY8SuVWcgT2KQWNm12WsszdqV4MofF9dDUfek.RbrJqYLZaipdpTjGdp8VkrKb272Xjb7Yy3XcQRdLGAw&dib_tag=se&gad_source=1&hvadid=788534649318&hvdev=c&hvexpln=0&hvlocphy=9001454&hvnetw=g&hvocijid=11221508159465422655–&hvqmt=e&hvrand=11221508159465422655&hvtargid=kwd-405110308680&hydadcr=22464_13683001&keywords=alma+and+how+she+got+her+name&mcid=8aa11c57a8bb3b73ad8d0d39c4a241ca&qid=1772938858&sr=8-1

https://caledon.bibliocommons.com/v2/record/S192C3944000

https://www.indigo.ca/en-ca/my-shadow-is-purple/9781922503817.html

https://www.amazon.ca/Family-Sara-OLeary/dp/1554987946/ref=sr_1_1?dib=eyJ2IjoiMSJ9.zAVlk8vgQ4LkH2ilI6tAK1k1e02i6VcwGpgWVny1PWZ4tEylsqSKJBRErYqp9BOiw68DlB92TCHL5gGWGxEGtXT88PPxlrSvNFxY3tLFRzSZBh38wBMZpMoHUF51BndPWHCnO18-OCdTtIqdEfRWIhy0rzDpAX4v9C58NHgZ3p8_ZZCU5980YXeTVlk12gKFh4-E4GbtDvKNcMJSKdwhOSdyJr0VERJN-cHAXujG8eHhdU8bOfp5I-08hJ8g4lnCLtNXUS9fao4TW9F4ijqCc57NAHuMFhbkaAZ9eWDXpnQ.bzzfKcfTtKfp6eeXApjF6v01KOktMtE7amV4lkiy3MA&dib_tag=se&gad_source=1&hvadid=788667808982&hvdev=c&hvexpln=0&hvlocphy=9001454&hvnetw=g&hvocijid=11902160910893673205–&hvqmt=e&hvrand=11902160910893673205&hvtargid=kwd-307732336522&hydadcr=16515_13778668&keywords=a+family+is+a+family&mcid=4c2747d4ed6033089105507c8e9b475d&qid=1772943271&sr=8-1

Blog Post #4 Literacy Stations

March 10, 2026 /

Throughout this program, I have observed the “beginner’s mind” of many students, in which curiosity often drives the most meaningful learning experiences. When students are given a problem to solve or a mystery to uncover, reading and writing suddenly feel purposeful rather than procedural. With this idea in mind, I designed a literacy station for a Grade 2 class focused on phonics and WH words.

The final activity became a mystery about a missing worm named Whally, who had a wheat allergy. Students worked through a series of clues to determine what had happened to him. Each clue required them to read short passages of text and answer WH-questions to move forward in the mystery.

Check out the link for this lesson plan and Canva templates! https://docs.google.com/document/d/1H6lMj06cuaGa663KxaHwoML6jYbipDVG-a0nISvaBn8/edit?usp=sharing

The activity connected well with several Grade 2 English Language Arts competencies and content. Students used developmentally appropriate reading, listening, and viewing strategies, such as making predictions, asking questions, and engaging in conversations with peers as they tried to solve the mystery together. They also demonstrated reading strategies and processes, including using knowledge of language patterns and phonics to decode words, identifying familiar sight words, and monitoring meaning as they read the clues. The mystery format naturally encouraged collaboration, discussion, and my main focus, curiosity.

One inspiration for this station came from a moment during my read-aloud lesson (described in Blog Post 2). During that lesson, I asked students to write responses on very small pieces of paper simply because I had cut my index cards in half to save materials. One effect of this I didn’t initially notice that my teacher later pointed out was that the students were extremely eager to write on the tiny paper, likely because it felt new and different from the big 8×11 worksheets they are often handed.

This observation made me wonder if adding a twist would also encourage higher reading engagement. To build on this idea, I created clues written in very small font and provided students with magnifying glasses to read them. This small adjustment proved very effective. Students were highly motivated to read the clues, and the classroom teacher commented on how much reading was taking place. I also noticed that most students required very little support with decoding the text as they were so eager to take ownership and figure it out for themselves.

Although the station was engaging, timing became a challenge. The literacy block included four stations, each intended to take about 10 minutes. My activity took much longer than expected, creating a bottleneck in the rotation and preventing one group from visiting the station.

Reflecting on this experience, I realize that the complexity of the activity did not match the available time. In the future, I would either simplify the task or redesign it to better fit the schedule. At the same time, I believe this activity would work very well as a whole-class lesson with a longer time frame of 20–30 minutes, allowing students to fully engage in solving the mystery. If given the opportunity, I would love to run this activity again with a whole class and more time.

One final moment of reflection came after the literacy stations. When I returned home that evening, I had left all of the materials and teacher notes for the activity on the table. My partner (who is not a teacher) and my Grade 1 daughter began working through the mystery of missing Whally together. Without any explanation from me, they were able to follow the instructions and complete the entire activity.

This unexpected moment provided meaningful feedback on the clarity of my lesson planning. Throughout the program, we have been encouraged to design lesson plans that another educator could easily pick up and teach. Seeing a non-educator successfully guide the activity reassured me that my instructions and planning were clear and detailed enough for not just a teacher, but anyone to follow.

Overall, this literacy station reinforced the importance of purposeful reading tasks, thoughtful planning, and flexibility when working within the time constraints of classroom routines.

Blog Post #3 VR and Wolves in the Wall

March 3, 2026 /

For this blog post, I would like to reflect on the VR experience my peers and I shared while working in an elementary classroom. I began my first experience with VRs at the design lab, and it was quite intimidating but also very fascinating.  We began with an Introduction to the story we would be working with, Wolves in the Walls by Neil Gaiman, and then learned our way around the VR headsets. My partner did not enjoy the VR experience, and so I was lucky enough to experience the full story. It was incredible how the VRs transported us to another world, much like a story does. However, this experience left me with many questions. How would students react to this experience? How is the rise in technology, such as VR, impacting children’s imagination? Does this enhance a student’s experience with literacy or perhaps inhibit it?

The next day, we tested out our new VR knowledge with the elementary students. We began by reading the book in different sections throughout various places in the school. Then, the students were given a work booklet to complete while they waited for their turn with the VR headsets. As I suspected, they were all very excited. It appears that students without headsets had a hard time focusing on the assigned work, and few booklets were completed. For the students using the headsets, it was almost sinister the way the VR nearly sedated them. The students appeared to be in a trance-like state, and I found it shockingly hard to grab their attention while they were using the VR.

At the end of this experience, I am not sure if I would use VR in my own classroom. In this activity, it seemed to have inhibited students from in-depth literacy learning rather than enhanced it. I’m not sure what English Language Arts curricular Big Idea this connects to, but it could be argued that it fits in with “Using language in creative and playful ways helps
us understand how language works.” I do think VR could be useful in other scenarios, however, such as virtual field trips or virtual travel to another country for social studies. I am still not sure how the VR experience may have impacted the student’s imagination, as it was just one short experience. I am curious to do more research on this topic and see what I find.

Blog Post #2 Read-Aloud Reflection: The Inquisitive Raven

March 3, 2026 /

Using Stories to Explore Identity and Self-Growth

Over three sessions, my reading partner and I facilitated a read-aloud of The Inquisitive Raven by Richard Wagamese with a Grade 4/5 class. We intentionally divided the novel into three sections to maintain engagement and create space for conversation, reflection, and experiential learning. As we planned and implemented these sessions, several key themes emerged, including identity, mentorship, and what it means to grow into oneself.

The BC English Language Arts Big Ideas for Grades 4 and 5 remind us that “Texts can be understood from different perspectives” and “Exploring stories helps us understand ourselves and make connections to others and to the world.” This experience brought those ideas to life. Students were not simply following Reuben’s journey but instead locating themselves within it. All the personal stories and connections that came out of this read aloud experience also emphasised the different perspectives, and wholesome connection that comes from stories.

BC Curriculum: https://curriculum.gov.bc.ca/

Intentional Planning Beyond “Story Time”

Using the Read Aloud Planning Template encouraged us to think carefully about background knowledge, vocabulary, symbolism, and potential challenges. Words such as inquisitive, apex, domain, and wavered were selected for explicit instruction. In Read Alouds for All Learners, Molly Ness cautions that one of the greatest mistakes educators make is insufficient planning (Ness 2024). Using Ness’s three-step framework helped ensure our sessions were purposeful and well structured.

The “Funds of Knowledge” section resonated most with me. Reuben’s curiosity, admiration for mentors, and experiences of self-doubt mirrored experiences many students navigate themselves. This shifted my thinking from asking, “How will students understand the story?” to “How might the story help students understand themselves?” This new connection helped shaped our learning goals and intentions for our students.

For the 3-session lesson plan and Read Aloud Template, check out This Google Docs!

Act I, II, III, and scene


In Session One, students explored the meaning of “inquisitive” through think-pair-share and role-play questioning activities. They reflected on mentors in their own lives, connecting to Migizi and Grandpa Raven. Our main activity invited students to create a write-draw mind map, using Reuben to represent their current strengths and Migizi to represent their goals. I think offering flexible response helped keep the students engaged and eager to complete this task. We also included a sharing circle at the end for students to reflect on what the story helped them learn as well as our authentic way of acknowledging Indigenous pedagogy and the First Peoples Principles of Learning: learning is relational and embedded in story.

Session Two began with a questioning game to reconnect students to Reuben’s inquisitive nature. Movement mapping and frozen tableaux followed, allowing students to embody visualization and growth. The drama-based activities were particularly engaging and highlighted how differently students interpreted Reuben’s uncertainty and confidence.

In Session Three, students wrote from Reuben’s perspective using “Thought Avenue.” Engagement was lower during this activity and this prompted me to reflect on whether additional modeling or structure was needed, or if the students weren’t as interested in this activity. Their teacher mentioned it was a weird day in the classroom, but I also wondered if this was a sign the students were becoming more comfortable with us and testing how far they could push. However, the energy returned during the final combo write/draw activity which went very well in the first session. In this activity I noticed a strong demonstration of the Big Idea “Exploring stories helps us understand ourselves and make connections to others and to the world”. Each student created an individual puzzle-piece to represent their strengths and classroom identity which were assembled into a collective classroom display representing each learner’s valuable contribution to their classroom community. This activity reinforced that despite our differences, we all have something valuable to offer to our class, community and the world.

Final Thoughts

This experience reminded me that read-alouds are not simply instructional routines; they are opportunities to intentionally design spaces where students see themselves reflected in text and in one another. The most meaningful moments were not tied to vocabulary or comprehension, but instead to the conversations, risks, and connections students made.

I was particularly aware of how engagement shifted depending on the format of response. Drama and collaborative art invited confidence and perspective-taking, while written reflection required more scaffolding. Moving forward, I would integrate clearer modeling and gradual release when transitioning to written tasks to ensure students feel as supported in these activities as possible.

Ultimately, this experience made me appreciate that, read-alouds can make stories become more than texts to analyze. They transform stories into invitation for students to reflect on who they are how they will grow into who they want to become.

Sources

Ness, M. (2024). Read alouds for all learners. Solution Tree Press. British Columbia Ministry of Education and Child Care. (n.d.). BC curriculum. https://curriculum.gov.bc.ca/

2) If not here, then where? – A reflection on the wise words of Jo Chrona and many other educators

February 18, 2026 /

As I read Jo Chrona’s blog post If Not Here, Then Where? it encouraged me to consider an uncomfortable truth about reconciliation in Canada. If reconciliation and meaningful change in education aren’t happening in our classrooms, then they aren’t happening anywhere. Colonialism in Canada has left us with the option to either move forward with traditional practices, erasing entire nations and cultures for good, or reflect on who we are and where we stand and who stood here before us. Chrona challenges educators to move beyond performative gestures and toward intentional, relational, and sustained action. Her words reminded me that inclusion is not an “extra” and should not be reserved for a special event in certain months of the year. It must be daily and foundational work.

https://www.gettingsmart.com/2018/09/20/schools-out-what-if-school-did-not-exist/

As I reflected on her message, it reminded me of Shelley Moore’s video on inclusive education. Moore emphasizes designing learning spaces where diversity is not something we accommodate after the fact, but something we plan for from the beginning. This idea aligns closely with Chrona’s insistence that Indigenous perspectives should not be layered on top of curriculum as an afterthought or even woven in as “multiculturalism. Instead, they should be a key and foundational part of the learning. I feel as though both educators are asking a very similar question, just in different ways: Who is our system designed for, and who is it leaving out?

This reflection also connected me to the UVic Teacher Competency ten: Engage critically and creatively with ideas to be a change agent in society, especially with regard to equity andjustice. Chrona’s blog pushes me to examine whether my intentions are translating into meaningful practice. The definition of a “Change Agent” made me think of Rita Pierson’s quote: “Kids don’t learn from people they don’t like.” Reflecting on this, I realized it is not just about being liked but also about being trusted. It is about creating a classroom where students see their identities, cultures, and histories reflected and valued. Throughout my reflections in this program, I have built my teaching philosophy around the priorities of social-emotional learning and the cultivation of safe environments. This reflection has allowed me to realize that a culturally responsive practice is also key to this philosophy, as safety is not neutral but rather constructed.

https://www.facebook.com/helloliteracy/photos/no-truer-words-were-ever-spoken-love-rita-pierson-and-her-every-child-needs-a-ch/1322611571089607/?locale=ms_MY

In addition to competency ten, it also reminded me of competency two: Develop a growth mindset demonstrated in collaboration with others. This also brought me back to Rita Pierson and her emphasis on apologizing. Chrona shares an important reflection from another educator on this point, stating, “My intentions did not erase the impact on the learner.” This reminded me that in order to be culturally responsive, I must also accept the areas where I don’t know, become comfortable with saying “I’m sorry”, and maintain a growth mindset when working in my classrooms and schools.

References:

Chrona, J. (2022, April 25). If not here, then where? https://luudisk.com/2022/04/25/if-not-here-then-where/

Moore, S. (2025, January 11). People are NOT supports! Understanding the difference between supports, strategies, and resources [Video]. YouTube. https://www.youtube.com/watch?v=rOlUnnxCspA

Pierson, R. (2013, May). Every kid needs a champion [Video]. TED Conferences. https://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion

University of Victoria. (n.d.). Teacher education competencies. https://onlineacademiccommunity.uvic.ca/teachered/competencies-12/

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