Passion Project


I really wanted my passion project to pertain to the area of work I am investing my time on the weekends. Recently I had got offered the opportunity to work for both of these programs along with another program called Oakdale from the YWCA. I was hoping with this new job I could do some research both to better understand the population of people that will be my clients along with creating something curriculum based.

Many Questions I had burning about this topic at the beginning is that was the homelessness problem to big to end and even though with Canada’s high rates of homeless and poverty I really think us humans should have housing as a right and wanted to look more into why I had these believes and which minority groups are truly represented as these homeless groups throughout the province. When backing the statistics to the place I work I can tell you it is interesting to note 95 percent of the people attending the program I work at are Canadians Indigenous. With this truly sad statistic I wondered what the classroom truly could do to help with this problem.

Here is some information below that pertains to what I talked about in my presentation.


A Housing First Initiative

What is Homeward Bound?
Homeward Bound focuses on moving people who are chronically and episodically homeless as rapidly as possible from the street or emergency shelters into permanent housing with supports that vary according to participant needs. The supports are provided by a case management team and/or a case manager that serves as a main point of contact for the participant from assessment to follow-up.

The focus is primarily on the chronically and episodically homeless:

Chronically homeless refers to individuals, often with disabling conditions (e.g. chronic physical or mental illness, substance abuse problems), who are currently homeless and have been homeless for six months or more in the past year (i.e. have spent more than 180 nights in a shelter or place not fit for human habitation). To the extent possible, we prioritize those chronic homeless who have been homeless the longest.

Episodically homeless refers to individuals, often with disabling conditions, who are currently homeless and have experienced three or more episodes of homelessness in the past year (of note, episodes are defined as periods when a person would be in a shelter or place not fit for human habitation for a certain period, and after at least 30 days, would be back in the shelter or place).

Homeward Bound Intention
Homeward Bound seeks to end homelessness by providing timely access to permanent housing in our community. A care plan is then prepared by the participant in collaboration with Homeward Bound. The participant forms a working alliance with Homeward Bound and identifies unique treatment/outcome goals. Homeward Bound helps participants to access community health services for acute and chronic health issues. Participants are then offered assistance in pursuing these goals. These goals might include vocational training and support in establishing and re-establishing social, familial, and spiritual connections. These interventions are intended to produce housing stability, participation in treatment services, and decreases in emergency service utilization. These interventions are intended to promote community integration.

· Individual needs assessment

· Connecting and supporting participants in permanent housing

· Intensive outreach services to participants including home visits and crisis intervention

· Independent living skills development aimed at promoting community integration and improving quality of life

· Building and maintaining relationships with landlords including mediating during times of conflict

· Participant advocacy

· Set-up of initial home (furniture, household supplies, groceries etc.)

· Connection of participants to other community services

· Assistance with government applications and forms

For more information about Homeward Bound, please contact the Manager, Dave Hobden at


Curriculum Content related to this topic would be:


Examine the effects of globalization on the lives of people in Canada and in circumpolar and Pacific Rim countries.

Indicators for this outcome

(a) Identify the countries of origin of people, or of personal objects or tools (e.g., clothing, foods, friends, classmates, teachers, electronic equipment, favourite websites).
(b) Investigate the international links of a Saskatchewan business.
(c) Define globalization, and identify examples of globalization in the local community.
(d) Analyze the economic impact of globalization in relation to the effects on the environment.
(e) Articulate and interpret the main arguments for and against globalization.
(f) Conduct an inquiry to determine the effects of globalization on the local community.


























Direct Links to where I found minority information within Canada’s homeless population:


Youth Homelessness

Indigenous Homelessness

Indigenous Women


What can we as educators do?

In my own classroom I would propose a project called healthy for the homeless. Together students and I would pitch in a toonie every Friday for a shared lunch. This could be soup, cold rolls, vegetable lasagna, sushi, etc. We would make enough for the class at lunch and join with other schools in the community so the homeless within our city would have another thing they might not need to worry about on a Friday like making food. If it was okay with the school, I would allow both students to cut and teach about these vegetables’ health benefits to the homeless people as we know homelessness ties into many who are without work or never had completed their education. If not, students could make them at school and myself or another teacher could drop it off for the night’s supper after school. This would make for a great conversation with the students, they will get to understand why it is hard for someone to make goals if they are always questioning how to just survive the day. We will also talk about the rise of homelessness and where it stems from. I got this idea from the book stone soup where you could have each student represent a character in the book. The book is about one person coming along and adding one ingredient to the soup unit it tastes perfect. This could then tie to health talking about relationships giving, sharing etc.

In this class I made Cold Rolls:


Pre Internship

Here are some of my Reflections


Today was my first day in Grade 7 at Ruth and Buck and it was a rollercoaster. I loved the classroom environment walking in, my coop had her room decorated with lots focusing on literature and math. She wanted to bring attention to her purpose of setting the students up for success in their English and math from the gecko! However, with the day that I had there, I didn’t see this focus in action.

The students were lovely and I had built many relationships with them in the first three minutes. The students were active however most seemed more confused throughout the day as did I. With a hump day video that served no purpose and instead got the kids talking about sex on Wednesdays than this followed with an activity with Care partners where they edited beards on their face for an hour and a half but most students did not get around to this since I was left in a class with them with lack of instructions and lack of instructions to the students.

I had prepared an introductory presentation with the students and later followed a game I call to stand up. The students had to stand up if they had something in common with me this allowed the students to have a chance to see some topics that I could talk to them about. After this activity was math, it was a five-minute lesson and the student’s understandings were monitored by a worksheet they were all interestingly confused with. I had followed along with her lesson and I caught on quickly but that is because math comes naturally for a lot of these guys. I was disappointed when she did not give them more instructions or different methods for the other learners in the room

In the afternoon I spent time observing and taking down bullion boards as the day went on self-confidence plummeted, I felt like a shadow alone at the back of the room and I did not feel like my coop was bringing me the help I needed this year especially since I was already questioning my passion. Overall, I am happy I sleeked out Julie to understand my concerns, even though my new classroom will help give me better tools for success, I still think about the grade seven age group, I connected with them so easily.



I was very pleased to meet an angel/warrior today. Her name is Miss. Da Costa and she is a phenomenal super teacher. As soon as I walked in I was greeted with everything ever imaginable in a classroom. I had spent the day trying to learn the student’s names and it was interesting how this class was much harder for me when I took the time to connect with students versus the grade 7’s at Ruth and Buck. I am disappointed that I did not do an introductory lesson getting to know more about them individually, my powerpoint was more interesting to a grade seven class. It would have been easier to remember their names if I would have let them take the time to introduce themselves. Next time I shall try this approach to meeting students for the first time.

The students were so very pleased to see me and I was even more excited to see them but wow I knew they were going to teach me a lot right off the bat. They are a quite bubbly bunch and many students in the class seem to get along together well but they do like to stick to their certain cliques in the room. I have noticed two students that seem to be outsiders, yet, they both take two extremely different approaches to make friends.

I was also pleased to see the diverse students in the classroom having many students from different countries, and learning backgrounds. The students are quite interruptive and need many different strategies to keep them on task. Most of her class learn best when completing something competitive in game style or being embedded in the inquiry.

I spent time peaking around the different resources that were provided in the room. Miss. Da Costa and I spent time talking about her Teacher philosophies and how strength-based learning is so important to her and this is very true. Miss Da Costa not only speaks action she is a model of Action.



Today was the day I had to complete two lessons in one day since the previous week I used my introductory lesson again. In this day I taught the students both Math patterns through a fun game and practice test worksheet with the class. It was not the way my lesson was supposed to be completed for math but with the concern of my coop, she realized my lesson was a little too challenging for the learners. So I being myself of course somehow magically managed to come up with the idea of a game that came so quickly to mind I am surprised she had dry erase boars for each student but of course, she does she is Miss. Da Costa. We got dry erase boards out and markers and made the worksheet into a fun interactive game where they had to guess it on their board and show me the answer like they were on big brother.

The students did not enjoy the Science video I had found online to teach them erosion it was definitely too old of a movie for them to spark their interest so I turned their learning back over to me where I explained it to them through a physical example with my body to remember each terms main attribute.

This lessons hook went spectacular the students really were highly engaged in the book about change. We did a quite transition by walking around the room and having the student then sit back at their desks after peaking out the window to see if they see any changes outside today.

Overall on this day and I have to recognize grade fours take a lot longer to absorb things and are still learning most words as well. This might take me a couple tries but I know I am going to make it!


I had the best day yet! I got to be a fairy and come to school all dressed up. My friends were so happy to see me I brought some good jokes alone too! The kids were delighted but had a very busy day. My coop just asked me to design an activity for Halloween stations. My activity was based off something I saw offline called what should Mrs. ————- be for Halloween and the students drew what they wanted their teacher to dress up as next year. I asked them to draw me something they haven’t seen on the shelves yet, and that’s just what they did! Hahaha. I am not sure where I am supposed to find those kinds of costumes.

I was impressed with my student’s creativity it also showed me how a simple art project can teach me a lot about the students’ thoughts, style, and character. This activity allowed me to have more time interacting with the students in a way that was more playful than the interactive lectures I have been planning thus far. I also enjoyed the sessional stations as it all the students to have a place where they can truly shine in an hour. I realized that my lesson plans do not need to be so instructional and I can be better prepared and more relaxed.




Here are some of the quotes that have been shared with me. 

“The best teachers are those who show you where to look, but don’t tell you what to see”


Here are some goals I will keep in mind next term. 

Goals for next time:

  • Time management: When planning my lessons, I will be more aware of how much time I am planning for. This is something I will learn as I gain more experience. This semester I never over prepared or ensured I would be able to wrap up the lesson. Now, that I am aware of the classroom environment and how long things typically take my students I will be better at designing these lessons. I hope by starting off the semester in a more organized fashion it will help lead me to this success. This was when I am organized I will find more time for myself be able to make time to over prepare, and ensure I am fully rested for those guys!
  • Higher Expectations: Being a good model is important to my students and I am pretty easy going if my students are interested in learning. When I was in elementary and high school I was very curious and always wanted to learn so for my students that do not find my activities interesting or engaging I question my strategies. I need to raise the bar for these students and continue to engage them in the curiosities and challenges in the world, planting a seed for their success.
  • Preparation: I will be at the school earlier next semester before my coop arrives every day with her favourite coffee ready to go with any resources or materials I might need.

Differentiated Learning Strategies for diverse learning needs:

  1. Journaling
  2. Interviews
  3. Turn/Talk
  4. Flexible Groupings
  5. Hot Seat
  6. Use Technology
  7. Give Students Choices
  8. Inquiry-Based Learning Opportunities
  9. Class Change of Seating
  10. Change of Class Placement
  11. Provide Organization Checklists for Clipboard Students
  12. Station/Carasel work
  13. Genius Hour
  14. Coloured sticky tac under the chair to explain feelings
  15. Involve Parents
  16. Involve the Community
  17. Involve the world (pen-pals, organizations)
  18. Brings Guests in
  19. Be more flexible
  20. Used multiple ways to explain
  21. Has balls, standing desks and bean bags for different seating
  22. Interactive Lessons are implemented


Brain Break Ideas:

  1. Trading Places Have students stand behind their pushed-in chairs. Call out a trait, and everyone who has that trait must change places with someone else (students who do not have the trait stay where they are). Examples: “Everyone with curly hair.” “Everyone who ate cereal for breakfast.” “Everyone who is wearing stripes.”
  2. Six Spots Number six spots around your room from 1-6. Have students each go to a spot of their choice. Choose a student to roll a die (if you can make a big one out of foam, it adds to the fun). All the students at the number rolled must go back to their seats. Students that are left go to a new spot, and the die is rolled again. Continue until only a few students are left.
  3. Mingle, Mingle, Group! In this game students mill about the classroom saying, “mingle, mingle, mingle” in soft voices until the teacher says, “Groups of 5,” at which point the students must quickly group themselves into groups with the correct number of people. Students who are left over must do three jumping jacks before the next round starts. The teacher can call out any number for the group size. You can also add rules such as: as soon as a group is complete, all members must sit down in a line.
  4. Dance Party! Put on some rockin’ music and dance! If you can make the room semi-dark and have a black light or other special effect, your kids will love it!
  5. Drama Games- Memory- stand in circle and remember the object the person and persons said they were bringing on the trip.
  6. Silent ball- In this game have the students sit on their desks and throw a ball around the class concentrating on not dropping the ball if it is not caught the person who the ball was being thrown to has to sit down until the remainder of the round and do a silent reading at a desk.


  • Teach Like a Pirate by Dave Burgess-Book
  • When I was Eight by Christy Jordan-Fenton & Margaret Pokiak-Fenton
  • Class Dojo
  • SeeSaw
  • Teachers Pay Teachers
  • Flipgrid
  • Scanner for me
  • Google Classroom
  • Twitter(I hope to have one for myself next semester)
  • Fake News Navigator
  • Agriculture in the Classroom
  • Relationship Web
  • Clock Sign Up for an appointment
  • Keep a question box to keep in the classroom
  • Knowledge Keeper- Joseph
  • Debbie Silver
  • Humpty Dumpty after the fall- teaching courage -Book


  • We are the Children- teaching residential schools -Movie

Teaching identity

3 things I learned

1. Teaching is a passion! Obviously, but it made me think. You need the passion not just to teach the lecture you need the passion to be more! There is so many hats you put yourself into as a teacher! You need the passion to advocate for more for your students and to you students a better world.

2. Teaching is hard work. This is something I have been hearing a lot of, but the opposite. “Why did you become a teacher you are way smarter” I think this is a sterotype that we are handed out as if we are just there to watch the students and not teach them too!

3 Yerks discusses discourse and how she feels like a teacher when her shoes tap. For myself I feel like a teacher any time I advocate for something and anytime I exsplain my thoughts. I like using vivid examples to promote my learnings as interesting.

2 things I connected to

1. I know I have the passion because my roommate knows as much about the classes in university at I do. When I go home I practice what I learned by sharing my knowledge.

2. I connected with Yerks program! I have been saying this to so many people that the way she went to school will benefit her! I wish we could have that program here as well.

1 question I still have

teaching identity is important when are we going to be tested on our passion and skill is it only in our last year shouldn’t we get practice first?

My eyes are now open

My eyes are now open to our teaching family.

Who protect us and have set some crucial boundaries.

We are here to be proffesoional

and the knowledge that I gained

Is now stuck in my mind Replaying again


The Code of professional ethics taught me

we commit to not just learning but to community.

I learnt from the lecture our wage reality.

This class inspired my own masters degree.

The connections I have made have played in my mind

Yet the only connection I can make is the connection to time

Glad that I learned it now so at a time one day

I will be able to follow in a stronger kind of way.

a question that I leave with and wish to understand

Is how divide teaching from home life

and draw a line in the sand.

Mathematics in the Class

. At the beginning of the reading, Leroy Little Bear (2000) states that colonialism “tries to maintain a singular social order by means of force and law, suppressing the diversity of human worldviews. … Typically, this proposition creates oppression and discrimination” (p. 77). Think back on your experiences of the teaching and learning of mathematics — were there aspects of it that were oppressive and/or discriminating for you or other students?
2. After reading Poirier’s article: Teaching mathematics and the Inuit Community, identify at least three ways in which Inuit mathematics challenge Eurocentric ideas about the purposes mathematics and the way we learn it.

Thinking back, I remember how much I liked math but also remember if I didn’t show my work in the way we learnt how to complete it in class we would lose half the marks for the right answer. When the guest speaker talked about how you hold up your pointer and middle finger the student says two but you show them to other fingers and they question the answer. They both mean the same thing and asking that question to a student can really show how much they know about counting and give them the ability to question if two other fingers mean two. Students have the ability to achieve a lot if you give them the time. You do not need to instructionally teach them how to think about numbers because they can do the basics on their own.

“Counting: the systematic use of methods to compare and order sets of objects • Localization: the exploration of one’s spatial environment and the symbolization of that environment with the help of models, diagrams, drawings, words, or other means • Measuring: the use of objects or measuring tools to quantify dimensions • Design: the creation of forms for an object or for decorating an object • Games: the development of games and the more or less formal rules that the players must follow” These are four different ways that math is taught differently through other cultures. The first time I learned an indigenous method to do mathematics was in my second year of university.  We learned base 20 and other ways of writing numbers in different cultures. It is important as teachers we recognize math is not interpreted perfectly the same since other people have different methods towards learning it.

My Identity and my False Beliefs

Respond to the following:
A. How has your upbringing/schooling shaped how you you “read the world?” What biases and lenses do you bring to the classroom? How might we unlearn / work against these biases?
B. Which “single stories” were present in your own schooling? Whose truth mattered?

“I am a young white women, one, who was raised in a stereotypical white fenced lifestyle. I grew up in a small town, had blonde hair and blue eyes. I am a cisgender, heterosexual, middle class Canadian citizen. Some would call me normal, many would call me lucky, and I know I’m privileged.” (Hackl) This is a quote I used in another class to explain my upbringings that will influence my biases and assumptions I make in the classroom. I will never be able to understand going to school hungry and have that lived experience but I can do my best to help myself be aware of it. With me being aware of my own identity I can start to think about all the biases I will have going into a class and try my best to not be stereotypical and provide the most support I can. My single story is one many white Canadians would be able to identify with, its my turn to hear the real stories of people different than me.

A belief in my life that I continue to draw on is the idea that all Africans have aids, are poor, and are skinny with big tummies. I learnt this from TV commercials and thought that is what people in Africa looked like. I remember the first time I met someone who was chocolate colored I asked “So how did you get enough money to fly here and what did your hut look like.” It is crazy to think that my entire life I made a construct on a whole continent based on a commercial. For now on it is important for me too look into what I question and not be so naive to the world around me.

In order to unlearn the negative assumptions and biases we have formed, all we have to do it be patient. It will take a long time to get rid of these biases and assumptions fully. For now, it is important we can recognize them not only once their said or acted out, but, stop them when there already in our head. Many people will be bias without recognizing it. I noticed I was able to notice my biases more once I found my teaching Identity.



Teaching Treaty Ed

  1. What is the purpose of teaching Treaty Ed (specifically) or First Nations, Metis, and Inuit (FNMI) Content and Perspectives (generally) where there are few or no First Nations, Metis, Inuit peoples? 2. What does it mean for your understanding of curriculum that “We are all treaty people”?

I am not really understanding the question, why should we teach Treaty Ed? The answer is simple, because we are on indigenous land. We made a treaty to support each other, it is a contract that was put in place to respect the people that were here first! We have been taught since we were kids “share your toys” and we were also taught “do not steal” but the history of the land we are on taught the opposite of these morals. When the European settlers arrived they had every intention to use the indigenous and because they felt they were more civilized it was easy to trick them. European settlers on no occasion had in mind that they would share instead they had in mind that they could takeover the indigenous culture and use the people for their own benefit. We forced the Indigenous people to become someone they were not, converting them knowing it would erase their culture. This was done through Residential Schools. This is extremely sad. We need to teach Treaty Ed because if you are a Canadian citizen you are a treaty person one who is supposed to abide and understand the laws that were made many years ago. We had a contract to be together not to be one culture. It is important to teach Treaty Ed because it’s our history, and if we don’t teach it the domino effect of tragedy will continue to pass through the indigenous families over and over again. Education through schools about Treaty Ed is important because parents can drive opposite points of views at home. When the students learn they will be able to argue facts in order to teach their parents the proof. We need to remember that it is crucial to address the assimilation that was done and the culture that was lost. We need to look at our broken promises and promise to never break them again.

Week 10 – March 21

Week 10 – March 21
Lecture: Curriculum as literacy (Katia)

Please read Chapter 7 (Examples from English Literature) from Kumashiro’s Against Common Sense. You can access the book at this link (You’ll need to sign in with your uregina username and password) and then read pages 61-68. As you read, pay attention to what Kumashiro says about the way our lenses shape the way we read the world, and consider what lenses you might have.

Reading response (due before seminar):

You may begin your blog prompt before lecture, but you’ll need to answer part B after lecture.

Respond to the following:
A. How has your upbringing/schooling shaped how you you “read the world?” What biases and lenses do you bring to the classroom? How might we unlearn / work against these biases?
B. Which “single stories” were present in your own schooling? Whose truth mattered?