SELS Dialogues Journal Volume 4 Number 2

SELS Dialogues

School of English and Liberal Studies Journal

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Volume 4, No. 2 | 2024

Land

Acknowledgement

Centennial College is proud to be a part of a

rich history of education in this province and

in this city. We acknowledge that we are on the

treaty lands and territory of the Mississaugas

of the Credit First Nation and pay tribute to

their legacy and the legacy of all First Peoples

of Canada, as we strengthen ties with the

communities we serve and build the future

through learning and through our graduates.

Today, the traditional meeting place of Toronto

is still home to many Indigenous People from

across Turtle Island and we are grateful to have

the opportunity to work in the communities

that have grown in the treaty lands of the

Mississaugas. We acknowledge that we are all

treaty people and accept our responsibility to

honour all our relations.

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Table of Contents

Acknowledgements.... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. .4

Managing Editor’s Note by Sherry Hejazi.... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. .5

Pedagogy and Critical Thinking . ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. .7

Grading as the Growth-Mindset Intervention by Kasia Kasztenna . ... .. ... .. ... .. ... .. ... .. ... .. . 8

Aphorisms for the Age of the Digital Classroom by Ron Schafrick . ... .. ... .. ... .. ... .. ... .. ... .. 12

Connection Between Mathematics and Storytelling by Tunde Adebajo .... .. ... .. ... .. ... .. ... .. 15

The Power of Conscious and Subconscious Learning to Augment Student Potential

by Shahla Noor AL-Deen ... ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. 17

Small Teaching by James Lang, reviewed by Gerald Darren Gowlett . .. ... .. ... .. ... .. ... .. ... .. 21

Worried They Are Playing Video Games? Maybe You Can Relax and Take a Breath

by Tony Pan and Dr. Richard Williamson.... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. 23

Dewey’s Experiential Learning Perspective and Our Role as Teachers

by Sohana Z. Haque. .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. 26

Research Initiatives.... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... . 29

Exploring the Impact of Mindfulness Practices on Online Learning Experiences

by Eleanor Berenson .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. 30

Creative Pursuits . .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... . 33

Love Grows in Small Spaces by Prabha Jerrybandan .... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. 34

Grace in the Snowstorm by Manijeh Masoodi Moghadam.... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. 36

Ward 907, Bed 2 by Catherine Raine.. .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. 38

Secrets of Love by Golam Dastagir . ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. 40

I wish I could be an International Student Again by Xiaoqing Mao. ... .. ... .. ... .. ... .. ... .. ... .. 41

In My End: My Beginning by Margot Van Sluytman . .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. 43

Beautiful Bride in Zimbabwe by Philip Alalibo .. .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. 45

SELS Dialogues Editors .. .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. 47

Call for Submissions... ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. 50

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Acknowledgements

The SELS Dialogues editorial team would like to

express its gratitude to both James Papple and

Meera Mather, whose constant support has helped

our journal continue its journey. Our editorial team

is also grateful to our staff and faculty for their

enthusiasm in engaging in so many discussions

and projects to make ongoing contributions to the

journal. Hope you enjoy reading this volume!

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Managing Editor’s Note

by Sherry Hejazi

Welcome to SELS Dialogues, Volume 4, No.2!

In this issue, we are proud to present a variety of pieces

on pedagogy, critical thinking, research, and literary

pursuits.

In pedagogy and critical thinking, our first contribution

is from Dr. Kasia Kasztenna, “Grading as the Growth-

Mindset Intervention,” which explores the complexities

of grading and its emotional toll on both students

and educators, while offering a growth mindset and a

thoughtful approach to fostering student development.

This is followed by an article from Ron Shafrick,

“Aphorism for the Age of the Digital Classroom,”

focusing on another challenge educators and students

are facing. Shafrick’s reflections offer a candid and

cautionary perspective on the effects that AI digital

convenience can have on the foundational aspects of

student learning, intellectual development, memory and

human interaction.

In “Connection between Mathematics and Storytelling,”

Tunde Adebajo advocates for the power of storytelling

and relatable narratives for students to break down

the barriers of preconceived and intimidating notions.

Tunde suggests transforming the math classroom into

a space where students develop a deeper appreciation

for the subject. This is complemented by Shahla

Noor AL-Deen’s piece “The Power of Conscious and

Subconscious Learning to Augment Student Potential”.

Her article explores the intricate relationship between

the conscious and subconscious mind, emphasizing

the profound impact that subconscious beliefs, often

formed in childhood, have on students’ ability to learn

and grow.

By integrating mindfulness, reflection, and selfawareness

into teaching strategies, she argues that

educators can help students break free from limiting

beliefs and unlock their true potential.

Darren Gowlett’s book review on Small Teaching offers

a thoughtful analysis of Lang’s work, emphasizing how

small, practical changes in teaching such as predicting

outcomes and mindful practices, can enhance student

learning. This review is a valuable guide for educators

seeking actionable insights to improve student

engagement.

Next is a collaborative piece, “Worried They Are

Playing Video Games? Maybe You Can Relax and Take

a Breath,” by Dr. Richard Williamson and a student,

Junxi (Tony) Pan. In this article, the authors explore the

ongoing conflict between parents and children about

video gaming, bridging the generational gap and offering

a balanced approach to technology use. Lastly,

Sohana Z. Haque provides a valuable insight into

John Dewey’s philosophy of experiential learning and

implementing this approach into the college English

classrooms, striving to make education relevant to her

students’ daily lives and future careers.

In our research section, Eleanor Berenson writes

an in-depth piece called “Exploring the Impact of

Mindfulness Practices on Online Learning Experiences”,

fostering deeper student engagement and a more

supportive learning environment. Eleanor also extends

a collaboration invitation to fellow educators to explore

more mindful practices in college teaching and their

implications on various college classroom settings.

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In the creative pursuits section, we have “Love in

Small Spaces” from Prabha Jerrybandan, who tenderly

explores the nostalgic thoughts on childhood homes,

the intimacy of close quarters and the expansiveness

of love. Jerrybandan offers a longing meditation on

childhood homes and people that shape our lives.

In “Grace in the Snowstorm” by Manijeh Masoodi

Moghadam, the author takes us on a gripping journey

of survival and safety, evoking reflections on resilience

and unexpected kindnesses we encounter on our paths.

Her vivid storytelling brings forth the warmth of gratitude

and strong connections that emerge from shared

experiences. The author inspires her readers to find

grace in their lives’ snowstorms.

In “Ward 907, Bed 2”, Catherine Raine reflects on the

intersection of grief, memory, and love through vivid

imagery and her tender observations. She captures

the grace of her loved one’s enduring spirit even in the

depths of suffering.

In the poem “Secrets of Love”, Dr.Golam Dastagir

presents a heartfelt exploration of love’s universal

nature, which transcends societal differences,

reminding his readers that humanity is our shared

identity in a complex, diverse world. Next, in

“I Wish I Could Be an International Student Again”,

Xiaoqing Mao reflects on her personal journey as an

international student and her current educator role,

guiding students through similar experiences. Mao’s

heartfelt piece offers an empathetic account of the

cultural adaptation and the personal transformation

international students go through when starting a new

life in an unfamiliar territory, as well as a celebration

of the lasting impact these transformative experiences

have on their life.

“In My End: My Beginning”, which is written by Margot

Van Sluytman, author explores the profound interplay

between loss, remembrance, power of writing and

renewal. With a blend of introspection and lyrical prose,

this piece invites its readers to embrace their own

journeys through grief and creativity and discover that

within every ending lies the potential for new beginnings.

Finally, in “A Beautiful Bride in Zimbabwe”, Philip Alalibo

captures the complexities and nuances of familial

love, cultural expectations surrounding marriage, and

the richness of Zimbabwean customs, traditions and

heritage. He invites his readers to reflect on their own

experiences of love, belonging, and the inevitable

changes that come with growing up.

Hope this issue provides you with a heartwarming

holiday read in your cozy reading corners.

Happy Holidays!

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PEDAGOGY

AND

CRITICAL

THINKING

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Pedagogy and Critical Thinking


Grading as the Growth-Mindset

Intervention by Kasia Kasztenna

I hate grading. I allow myself to write this hyperbolic

confession only because I will never stop diligently and

conscientiously evaluating the intellectual efforts of my

students. The rationale for both statements revolves

around the very core of my teaching philosophy. The

essence of grading is to pass judgement in the form

of a mark directed to a person who is in a position of

vulnerability: a person who reveals their shortcomings,

the identification and removal of which constitutes the

process of learning. Grading is, naturally, only a small

(albeit institutionally required) component of a larger

pedagogical enterprise, preceded by an initial analysis

of a submitted work and its evaluation vis-a-vis a

standard often presented as a rubric with a continuum

of approximations of the ideal form. Assigning a grade

is combined with a form of feedback often written in

a concise format or delivered orally in an individual

or group negotiation (I use the term in the linguistic

meaning: as a verbal act of meaning clarification).

Often, although not inevitably, the ramifications of these

actions include disappointments and possibly stress on

the recipient’s end, along with a feeling of guilt and selfdoubt

experienced by a teacher.

This is the typical “mentor dilemma”: balancing the

necessity of a standard to be upheld and achieved

and the painful exercise of revealing the distance that

students must travel to get to this point. How to offer

feedback which avoids hurtful disengagement as a

reaction to a critique and inspires effort, exposing the

importance of a developmental process?

The anxiety around grading is complicated. As an

individual of a specific constellation of personality traits

with agreeableness in a prominent position, I do not

relish in critique. What is more, placing grades on my

students’ papers is always a proxy of my professional

self-assessment: if the learners were not able to

achieve the standards set in my class, what does it say

about my teaching efforts? What have I done wrong or

insufficiently? What did I not notice and how did I not

react? Is my reaction to departures from standards too

strong? Is my comprehension of standards aligned with

the current needs of college graduates?

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Finally, my grading actions might be subject to scrutiny

by my superiors in their efforts to maintain the teaching

standards of the institution and their appraisal of the

faculty’s professionalism. Hence, potentially, the grader

can be graded, which only intensifies evaluating anxiety

and elevates stakes.

Why do I invest my time and energy—to the point of

annoying my family, who are puzzled when I agonize over

the process—in weighing arguments before delivering

a grading verdict? Again, a variety of factors must be

considered. In the realm of linguistics, there are two

major factions within the growing field of corrective

feedback, especially written error correction. John

Truscott (1996, 1999, 2004) represents a relatively

small but vociferous group of researchers denying the

value of written error correction (see also: Truscott &

Hsu, 2021). Truscott’s seminal paper (1996) based on

research conducted among college students disabuses

us from the notion that the remedial efforts in writing

assessments might make a substantive difference.

There is, however, a large body of research confirming

some positive influence exerted through feedback.

It nevertheless leaves a lot of room for teachers’

frustration and disappointments in search for the

research-based feedback formulas and strategies.

Despite the impressive gamut of possible corrective

feedback categorizations (implicit versus explicit,

direct versus indirect form, metalinguistic coded

versus explained, written vs oral; see Ellis, 2009),

the “magic feedback formula” for language learners

seems elusive. I favour direct explicit and coded

metalinguistic error correction with learners of diverse

language backgrounds but remain skeptical if the

occasional pedagogical success can be attributed to

this choice specifically. In my view, the positive influence

of corrective feedback is rooted in something much

deeper. Aiming to transcend theoretical categorizations,

I would like to reframe the pedagogy of feedback-giving

in a more holistic context, aligned with the current

discoveries from the intersection of developmental and

social psychology around growth mindset on the one

hand, and Nassaji’s (2016) construct of “negotiated

feedback” on the other.

The growth mindset is defined by Dweck and Yeager

(2019) as “the belief that human capacities are not

fixed but can be developed over time (…)” (p. 481).

The mindsets generate meaning systems, integrating

goals (including performance-avoidance goals),

attributions (explanations of failure which create a

contour of our reactions to it), and “effort beliefs”:

“believing that effort is a positive thing that helps

grow your ability, as opposed to a negative thing that

demonstrates deficient ability” (p. 483). This last

element is crucially important: a belief in improving

ability rather than in the importance of proving it seems

to create a qualitative difference in the perception of

setbacks.

Let us apply this perspective to our grading challenges

in the college communication course scenario.

The growth mindset must be shared by both

participants: a student and a mentor. It is a mentor’s

privileged position that allows her to institute the

feedback giving procedure as a growth mindset

“intervention” (Dweck & Yeager, 2019). Yeager and

collaborators, who famously implemented the strategy

with thousands of students (Yeager et al., 2016), point

out the necessity of incorporating three elements of

such an intervention: presenting novel research related

to the brain’s ability to change, introducing a descriptive

norm (the example of overcoming an obstacle), and

authoring a story (a persuasive narrative explaining

the growth process). What would the application of

these elements look like in my classroom? The first

element is challenging and would need to take the

form of a short presentation of the research-based

discoveries regarding meaning-making theories,

brain malleability, and the implications of research

of the “fixed mindset” on the learners’ academic

performance. One of Yeager’s public presentations

that can be considered in this context is “How to

Adopt a Growth Mindset” on YouTube.The second—

the norm presentation (in our case: an instance of

growth stemming from learning through feedback)—

could be an example of writing pieces collected in

the past that show improvement driven by embracing

the feedback. Drawing on my anecdotal experience,

in every class there are students who seem to read

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and apply corrective feedback. The examples of their

efforts, collated into a story of overcoming obstacles in

writing, might be shared with the new crop of learners.

Centennial communication courses tend to emphasize

process as opposed to the exhibition of the product—an

aspect on which we can collectively capitalize. The third

component—the authoring of a story—would need to be

delayed; I envision it as emerging from the negotiated

feedback: a specific variation of interactional feedback

defined by Nassaji (2016) as “a kind of corrective

feedback that occurs in the context of communicative

interaction. More specifically it refers to feedback

generated implicitly or explicitly through negotiation and

modification processes that occur during interaction

to deal with communication or linguistic problems” (p.

536; see also Nassaji, 2015, p. VIII). The negotiated

feedback practice would entail a conference with

students to discuss their understanding and application

of corrective advice which would help them create their

own “story” of identifying and overcoming a specific

writing obstacle (no matter how small or seemingly

insignificant) rather than implementing “defensive

measures”. This would be a “story” shared with peers

through the discussion board or as a letter to those who

enter the course the next term.

It seems to be a viable application of Aronson’s (1999)

“saying-is-believing” technique referred to as counter

attitudinal advocacy (p. 877).

I am not sure, even after decades of teaching, what

the “magic feedback formula” might be, but I harbor

two deep-seated beliefs. It is transparent to me that we

as learners (and probably in general as a species) are

hard-wired to strive for achievement, and nobody needs

to be deselected from this. I am also convinced of the

value of some expression of appreciation for being given

a privilege to witness and aid vulnerability revealed

through assessments. My standard feedback opening

includes a brief remark thanking the students for their

written submissions. This gesture is designed to evoke

a foundational quality of the approach to evaluation:

respect for the learners’ effort to change in response

to a challenge, the change which I also welcome in my

grading undertakings. It breeds growth.


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References

Aronson, E. (1999). The power of self-persuasion. American

Psychologist, 54, 875–884.

doi:10.1037/h0088188

Dweck, C. S., & Yeager, D. S. (2019). Mindsets: A View From Two

Eras. Perspectives on Psychological Science, 14(3), 481–496.

https://doi.org/10.1177/1745691618804166

Ellis, R. (2009). A typology of written corrective feedback types. ELT

Journal, 63, 97–107.

Nassaji, H. (2015). The interactional feedback dimension in

instructed second language learning: linking theory, research,

and practice. Bloomsbury Academic, an imprint of Bloomsbury

Publishing Plc

Nassaji, H. (2016). Anniversary article Interactional feedback in

second language teaching and learning: A synthesis and analysis

of current research. Language Teaching Research, 20(4), 535–

562. https://doi.org/10.1177/1362168816644940

Truscott, J. (2004). Evidence and conjecture on the effects of

correction: A response to Chandler. Journal of Second Language

Writing, 13, 337–343.

Truscott, J. (2007). The Effect of Error Correction on Learners’ Ability

to Write Accurately.

Journal of Second Language Writing., 16(4), 255–272.

https://doi.org/info:doi/

Truscott, J., & Hsu A., Y. (2008). Error correction, revision, and

learning. Journal of Second Language Writing 17, 292-305.

Sawyer, K. (2019). The creative classroom: Innovative teaching for

21 st -century learners. Teachers College Press.

Torrance E. P. (1979). An instructional model for enhancing

incubation. The Gifted Child Quarterly, 23:23-35

Torrance, E. P. & Safter, H. T. (1988). Making the creative leap

beyond. Creative Education Foundation.

Vincent-Lancrin, S., González-Sancho, C., Bouckaert, M., de Luca, F.,

Fernández-Barrerra, M., Jacotin, G., Urgel, J. & Vidal, Q. (2019).

Fostering students’ creativity and critical thinking:

What it means in school. Organisation for Economic Cooperation

and Development (OECD).

https://doi.org/10.1787/62212c37-en

Author’s Bio

In her research and teaching, Dr. Kasia

Kasztenna focuses on the postmodern

literary theory and history of literary

discourse, publishing on these subjects.

She is currently active as a college

communication professor and an ESL

instructor. Kasia’s studies in Applied

Linguistics led her to explorations in the

fields of critical discourse theory and

sociocultural theory as well as participation

in the experimental application of plurilingual

instruction in digital literacy for learners of

foundational English.

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Pedagogy Research and Initiatives Critical Thinking


Aphorisms for the Age of the Digital

Classroom by Ron Schafrick

1. Telling students that it’s okay to use ChatGPT to

“generate ideas” is no different than saying it’s okay

to open a carton of ice cream but imposing a limit of

just one spoonful. Once the seal is broken, it’s not

long before one grows fat on the empty calories of

instant information but starves from intellectual sloth

and the abandonment of wisdom.

2. If the writing of an essay is akin to entering a building

of one’s own construction in that one must start

from the bottom and slowly work one’s way up, step

by step; then, the advent of ChatGPT is analogous

to the invention of the elevator. Regardless of how

much we may exhort our students to take the stairs

and remind them of the salutary benefits that come

with physical effort, few seem to heed the call.

Convenience always wins; and convenience, as we

know, breeds laziness—physical, cognitive, emotional.

3. “So, you don’t have to think about it.” This phrase

that is often used approvingly to describe many of

our technologies and apps should not be understood

as a positive quality but as a cause for alarm.

4. In her marvellous 1966 book, The Art of Memory,

Frances Yates makes the claim that we have long

lived in an age in which we have little reason to

remember anything. If that was true then, what about

now? Thanks to AI, we have entered a new age in

which we not only don’t have to remember anything,

we also don’t need to know anything.

5. At faculty meetings and workshops, one often hears

of the many fantastic things that technology can

do or of the fantastic ways it can be used in the

classroom. But what about the fantastic things that

the minds of our students are capable of doing?

That’s one thing one never hears discussed. For

inspiration, we need to turn to the example of the

ancient Greeks and their vast memory palaces that

were constructed nowhere else but in their minds.

In those boundless repositories, the Greeks were

able to perform dazzling feats of memory that are

unthinkable today: the ability to recall the names of

thousands of soldiers under one’s command, entire

epic poems and famous speeches verbatim, all

known science and philosophy (Foer, 2011).

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Google internalized. You ask: What’s the point

when we have technology? Answer: To know is to

remember, and as William James rightfully observed:

“The art of remembering is the art of thinking”

(Carr, 2020, p. 181).

6. What is the value of a course when no print book

is ever opened, no pages are ever turned, no

handwritten notes are ever taken, no essay drafts are

ever printed up, all quotes are copied-and-pasted, no

other students are interacted with or seen, readings

are simply links to be scrolled through on one’s

device, teaching materials are in the form of videos

and PowerPoints, and the teacher is a pixelated

two-dimensional moving image on a screen? When

education is dominated by passivity, and memory is

never grounded in anything tangible and real—the

orientation that the three-dimensionality a book

provides, the marked-up copy of a rough draft, the

in-person classroom situated in time and space, the

emotional connections (both positive and negative)

to other people—can anything much ever be learned

let alone consolidated in memory? Is it any wonder,

then, that many students can’t remember what

they wrote in their own essays, what was discussed

in class last week, or whether they’ve even taken

COMM 160?

7. The more we put online, the more we devalue

the real.

8. Students are using AI to do exactly what it was

designed for: work we consider boring, tedious, hard,

and time-consuming, thus allowing one to focus on

“more important” things. Thanks Sam Altman! Now

the art of writing has been consigned to the realm

of drudgery. What young person—particularly those

yet to be born—will feel the pressing need to write,

will know the immense pleasure and satisfaction

that comes with overcoming the challenges that

writing naturally poses? If technology makes writing

simple, who will want to write? Who will have both the

curiosity and concentration to explore a topic, read

for hours at a stretch, come to one’s own original

conclusions, and write? I’ve never heard any of my

students say that they dream of becoming writers,

but they all dream of becoming influencers.

9. Let’s be honest! Submitting work that has been

largely manufactured by ChatGPT but presented

under the guise of one’s own is an example of what

Nietzsche would very simply call “the will to deceive.”

However, students who turn to some form of AI in

their writing (such as Grammarly with its ability to

magically transform flawed prose into something

artful and polished, or to the various summary-,

paraphrase-, and citation-generators available online)

yet earnestly believe that the work they submit is

their own is an example of what Nietzsche would

also very simply call “the will to deceive oneself.” But

what about teachers who allow for some limited form

of AI in their students’ work (or even encourage the

use of, say, the Spell Check feature on Respondus

Lockdown Browser)? What about teachers who

no longer wish to deal with any hand-written work

whatsoever? Is this too not a form of deception, the

“will to deceive oneself”? For what I see here is an

unwillingness to face the messy, ugly reality: that

far too many of our domestic students lack basic

literacy skills. Any of these wills is bad enough, but

when they all converge, the result is a whole series

of masks characteristic of our “post-truth” age: we

can no longer reliably distinguish between what is

real and what isn’t, between the words, ideas, and

sentence structure of the student’s and those of the

machine’s. How many layers of technology must we

uncover before we find the student? The unreality

of this situation is made more complicated still in

the online classroom, an environment in which the

student may never be seen, whose voice may never

be heard, whose gender may not even be known,

and whose communication (either to the professor

in the form of emails or to other students in the

online discussion forum) is entirely mediated by the

bombastic yet hollow-sounding output of ChatGPT.

What you have is a student who has erased the

flawed human in order to become a non-entity,

someone the teacher cannot visualize, someone

who is little more than a name, a student number

and, ultimately, another number: a GPA. What you

have is a world in which deception is the norm. Or,

to view it another way, what you have is a world in

which man and machine are becoming increasingly

indistinguishable.

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Günther Anders, philosopher of technology, made the

outrageous claim in the 1940s that the robots we see

clanking around in cartoons are more than just cute

characters or terrifying figures; for him, they embody

our dreams, what we hope to become. “To be like a

machine is what [we] desire, and the task [we] have

set [ourselves]” (Müller, 2016, p. 45). This outrageous

claim is only now starting to become a reality.

References

Carr, N. (2020). The shallows: What the internet is doing to our

brains. Norton.

Foer, J. (2021). Walking with Einstein: The art and science of

remembering everything. Penguin.

Nietzsche, N. (1989). Beyond good and evil (W. Kaufmann, Trans.)

Vintage. (Original work published in 1886).

Müller, C.J. (2016). Prometheanism: Technology, digital culture and

human obsolescence. Rowman & Littlefield.

Yates, F. (1966). The art of memory. Penguin

Author’s Bio

Ron Schafrick’s fiction has appeared in

a number of journals and anthologies,

including The New Quarterly, The Journey

Prize Stories 27, Best Gay Stories 2015, and

elsewhere. He is the author of Interpreters,

a collection of stories published by Oberon

in 2013, and he has been teaching at

Centennial College since 2009.

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Connection Between Mathematics

and Storytelling by Tunde Adebajo

Mathematics, as we know, is a course that is seen by a

lot of students and non-students as a difficult course.

The characterization of the level of difficulty they ascribe

to math may differ, but these characterizations are

usually based on their different experiences. Some will

argue that mathematics is difficult because it contains

a lot of formulae. Some assert it is difficult because

of different approaches to solve a problem, which

makes it challenging for them to know where to start.

While some claim mathematics is difficult because the

concepts were not properly explained to them, some say

mathematics is abstract and do not see the relationship

between math and real-life situations. They do not see

the connection between letters and numbers and how

learning the relationship between the two relates to the

work they are required to do.

Storytelling As a Math Marketing Tool

In this article, the focus is not on whether to agree

or disagree with the various perceptions of math,

especially by learners; the focus is on what to do to

be effective at helping learners learn math when they

come into the classroom with these perceptions. To

be effective at this, a math professor needs to be

good at storytelling. The storytelling should motivate

learners enough to get them to doubt their conceived

perceptions about mathematics and math pedagogy.

The storytelling should aim at marketing math. The

word “marketing” is used deliberately because most of

what is done in an effective mathematics education is

the marketing of numerical solutions to solve various

problems of life. I posit that one cannot be an effective

mathematics teacher without being a good marketer.

An effective mathematics professor needs to be an

effective salesperson who acknowledges that the

product to be sold is already perceived as a product that

has limited use and difficult to use and who despite that

is still passionate about helping the prospective buyers

to not only see value in what is being sold but to in turn

help sell the product. When one, as a professor teaching

math, gets a learner to that level, then one becomes an

effective marketer of mathematics.

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Two Characteristics of an Engaging

Mathematics Marketing Story

At this juncture, let me share two out of the many

things to do when telling engaging stories as part of the

pedagogical process and as an effective marketer of

mathematics.

1. Keep the level of expectation regarding math

concepts the same and attainable for all learners.

One of the stories I have told to get this done in

the past is to, during the first class, present a chart

that has three options (a plane as the first, an airballoon

as the second and a combination of both

a plane and an air-balloon as the third option).

Next, ask each learner to honestly choose which of

the three options in terms of their movement best

describes their math learning style. What I have

learned over the years is that some learners would

voluntarily give the reason for their choice, and this

helps students practice patience in learning. At the

end of the process, I would usually conclude by

making a request for them to show some patience

and understanding when I am repetitive in my

explanation of a concept after going round the class

to see learners’ responses to a question asked.

This usually makes learners feel comfortable to

request me to repeat an explanation and helps

other learners to demonstrate the necessary

understanding and patience required till their peers

also understand the concept.

2. Be ready to be vulnerable in your Storytelling.

Being vulnerable in your story telling might involve

sharing some personal stories. One of the many

stories I have told in the past regarding this is how

my math-education professor had advised my

graduating class to at least find time to teach their

children math if they will not go into the teaching

profession after graduation. I would also add how

my lovely mother had pleaded with me not to go into

the teaching profession because my uncle who had

been a teacher all his life could barely take care of

his family due to infrequent payment of teachers’

salaries or the low salary wage for teachers, a

situation that developed over time in my country of

origin. I would usually tell the story of how I initially

went with my mom’s idea after graduating and

went into other fields of endeavor (manufacturing

and the financial services industries) where I

applied my knowledge of math effectively but would

eventually go back to teach math in a college, and

eventually realized that it is in teaching of math

that I found more fulfilment as a professional. This

story usually helps my students trust my opinions

when I share ideas about their field of study due to

the various professional experiences I have had in

the past. The story also makes them believe that

the passion demonstrated by me when teaching

math is real and genuine because only my passion

for something could have made me do what I am

doing despite the opposition from my wonderful

mom who so much loved me and wanted the best

for me. Some learners would usually say at the end

of the semester that they were sure my late mother

would be so proud of me if she knew I eventually

went back into the teaching profession. This story

helps my learners build trust in me and in the math

learning process. It makes them want to give me a

chance when I try to help them learn this subject

they probably perceive as difficult. The bottom line is

to keep the storytelling simple and real.

Author’s Bio

Tunde Adebajo is a professor of mathematics

and the math-lead in the pre-health

department of the School of English

and Liberal Studies, Centennial College.

He has taught in different colleges both

internationally and in Canada. Tunde is

interested in math pedagogy, academic

and non-academic research and has made

presentations at various workshops. He was

the 2019 nominee for the George Wicken

Memorial Award for Teaching Excellence.

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The Power of Conscious and

Subconscious Learning to Augment

Student Potential by Shahla Noor AL-Deen

The conscious mind encompasses our current

awareness, including perceptions, memories, thoughts,

and emotions. This domain of mental activity is one

we can consciously reflect on and discuss (American

Psychological Association, 2018). It is active when we

are aware of our thoughts and behaviors, such as during

learning or problem-solving, characterized by active,

intentional thought processes and deliberate actions.

Within the conscious mind, the analytical mind is

engaged in logical analysis and critical evaluation. It

is utilized when we are actively engaged in problemsolving,

decision-making, or analyzing information

grounded in empirical evidence (Sternberg, 2003).

This facet of the mind is operational when we are fully

attentive and concentrated on a task or involved in a

cognitive process.

awareness and operates beneath the threshold of

conscious perception, influencing our actions and

responses through instincts, habitual patterns, and

entrenched beliefs (Freud, 1923). The interplay between

these different facets of the mind profoundly influences

our behavior and perception of the world.

The subconscious is the repository for learned behaviors

and routines, such as cycling or touch-typing. It is also

the processing center for our emotions and sentiments,

significantly impacting our actions and reactions, often

beyond our conscious realization (Jung, 1960).

The table below visually organizes the different aspects

of the mind into three categories, clarifying their distinct

functions and characteristics:

Conversely, the subconscious mind functions covertly,

managing automatic behaviors and ingrained beliefs

that subtly shape our conduct without our immediate

consciousness. It is not a part of our immediate

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Table 1: The Three Dimensions of the Mind

Conscious Mind Analytical Mind Subconscious Mind

Conscious thinking

Intuitive perception

Decision making

Short-term memory (Living in

the present moment)

Intended and conscious

actions

Self-awareness and

mindfulness

Critical analysis

Systematic problem-solving

Research and data-driven

decision making

Cognitive processes that can

utilize Short and Long-term

memory

Deliberate planning

Objective thinking

Automatic and unconscious

responses

Instincts based on patterns and

experience

Learned Habits and drills

Long-term memory (Living in the

past and past experiences)

Unconscious actions

Beliefs and values

Focused attention Strategic thinking Emotional processing

The beliefs and programming instilled in us during our early childhood, especially between the ages of 5 to 7, play

a pivotal role in shaping our life’s path. This raises the intriguing possibility that our early conditioning may be

intertwined with the workings of our subconscious mind. This explains why we see people who have great potential

but cannot achieve what they desire due to their early conditioning.

The subconscious mind, acting as a comprehensive storage for our learned behaviors, habits, patterns, and beliefs,

is significantly influenced by the programming we receive during childhood (Sklar, Kardosh, & Hassin, 2021). These

early experiences are foundational in shaping our perceptions of the world and ourselves (Graziano, 2023). Positive

programming can generate beliefs that reinforce success, while negative programming can lead to self-limiting

beliefs that hinder our potential (Romano, 2020).

For instance, a child who is consistently criticized may

develop a belief of inadequacy that becomes deeply

embedded in their subconscious. This belief can lead

to self-sabotaging behavior in adulthood (Romano,

2020). However, the subconscious mind is amenable

to change according to renowned scientists and

scholars such as Dr. Joe Dispenza and Dr. Bruce Lipton.

These authors explore the fascinating intersection of

psychology, neurology, and quantum physics, suggesting

that our internal states can have a profound impact

on our physical reality. Therefore, techniques such as

affirmations, visualization, meditation, hypnotherapy,

and neuro-linguistic programming (NLP) can effectively

overwrite limiting beliefs with empowering ones.

This reprogramming process can enable individuals

to overcome negative childhood programming and

embrace new, positive beliefs that support their

aspirations and well-being. “A memory without the

emotional charge is called wisdom” (Dispenza, 2012).

Have you ever heard that as human beings we usually

spend (at best) only 5% of our time in our conscious

mind, and the other 95% in our subconscious mind?

(Lipton, 2022).

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As educators, empowering students to understand the

difference between the conscious and subconscious

mind can be transformative. In the journey of teaching

and learning in higher education, it is imperative

that we, as educators, equip our students with not

only knowledge but also the awareness of their inner

knowing and hidden potential. Understanding the

distinction between the conscious and subconscious

mind is a critical component of this empowerment.

“As soon as you start to tell yourself in your perception

that you can’t do something anymore, then your

biological system will adjust to prove you right. You will

not do what you think you can’t do” (Lipton, 2005).

The conscious mind is the realm of active thought,

where students engage with the material, analyze

problems, and make conscious decisions. It’s the part

of the mind that is alert during lessons and focused

during study sessions. By encouraging mindfulness and

reflective practices, we can help students strengthen

their conscious minds, making them more present and

better engaged learners.

“Your thoughts and feelings come from your past

memories. If you think and feel a certain way, you

begin to create an attitude… When you add beliefs

together, you create a perception. Your perceptions

have everything to do with the choices you make, the

behaviors you exhibit, the relationships you chose, and

the realities you create” (Dispenza, 2014).

Ultimately, by fostering an understanding of both the

conscious and subconscious mind, we empower our

students to become more self-aware, autonomous

and life-long learners. This awareness is a powerful

tool, enabling them to harness their full potential and

navigate the complexities of life with greater ease and

success.

By integrating these concepts into our teaching

methods, we can help students develop a balanced

approach to learning and personal growth, setting them

on a path to lifelong success and fulfillment.

The subconscious mind operates below the surface.

It is the silent influencer, the holder of deep-seated

beliefs and automated skills. As educators, we can

nurture positive subconscious programming by creating

a supportive learning environment, using positive

reinforcement, and helping students build confidence

through mastery. To bridge the gap between the two,

we can introduce practices that make students aware

of their subconscious beliefs and how these may affect

their learning. Techniques such as journaling, group

discussions, and guided introspection can help students

uncover and address any limiting beliefs that reside in

their subconscious.

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References

American Psychological Association. (2018, April). Consciousness.

In APA Dictionary of Psychology. Retrieved from

https://dictionary.apa.org/consciousness.

Dispenza, J. (2012). Breaking the Habit of Being Yourself:

How to Lose Your Mind and Create a New One. Hay House.

Dispenza, J. (2014). You Are the Placebo: Making Your Mind Matter.

Hay House.

Dispenza, J. (2017). Becoming supernatural: How common people

are doing the uncommon. Hay House.

Freud, S. (1923). The Ego and the Id. SE, 19, 1-66.

Graziano, M. (2023). Early experiences and their foundational

impact on perceptions. Developmental Psychology Today,

29(1), 112-124.

Jung, C. G. (1960). On the Nature of the Psyche. In C. G. Jung (Ed.),

Collected Works of C. G. Jung, Volume 8: Structure & Dynamics

of the Psyche (2nd ed., pp. 159-234). Princeton, NJ: Princeton

University Press.

Lipton, B. H. (2005). The Biology of Belief: Unleashing the Power of

Consciousness, Matter & Miracles. Mountain of Love/Elite Books.

Lipton, B. H. (2008). The Biology of Belief: Unleashing the Power of

Consciousness, Matter & Miracles. Hay House.

Lipton, B. H. (2022, December 27). Have you ever heard that as

human beings we usually spend (at best) only 5% of our time

in our conscious mind, and the other 95% in our subconscious

mind? Retrieved from https://www.brucelipton.com/have-youever-heard-human-beings-we-usually-spend-best-only-5-our-timeour-conscious-mind-and/

Romano, J. (2020). The influence of negative programming on

self-limiting beliefs and potential. Journal of Self-Identity, 15(3),

203-219.

Sklar, R., Kardosh, M., & Hassin, R. R. (2021). The subconscious

mind as a comprehensive storage for learned behaviors, habits,

patterns, and beliefs. Journal of Behavioral Psychology, 34(2),

45-58.

Sternberg, R. J. (2003). Cognitive Psychology (3rd ed.). Belmont, CA:

Wadsworth.

Author’s Bio

Shahla Noor AL-Deen holds a bachelor’s degree

in English literature, an M.A. in Linguistics,

and an M.Ed. in Leadership, Higher and Adult

Education. Shahla is a dedicated faculty,

demonstrating a passion and commitment

to teaching and learning in higher Education.

Shahla is recognized for her expertise in

conducting the Scholarship of Teaching and

Learning (SoTL) research, employing action

research and reflective practice methodologies.

Her focus is on the analysis of students’

critical thinking, as well as their conscious and

subconscious cognition within general education

(GNED) courses. This approach encourages

active participation and the advancement of

instructional strategies, weaving in an aspect

of inner awareness into the educational

experience.

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Small Teaching by James Lang,

Reviewed by Gerald Darren Gowlett

In Small Teaching: Everyday Lessons from the Science

of Learning, James Lang (2021) brings recent research

into cognition, teaching and psychology to bear on

9 learning “principles”. He focuses on simple, easy

tweaks to post-secondary instruction that implement

these principles. Each chapter introduces research,

theory, model instruction, practical teaching tips and

the author’s experience as a learner and an English

professor.

1. Predicting. Activating prior knowledge and predicting

answers or content before a lesson improves

comprehension. Even if students do not have

adequate prior knowledge or their predictions are

not correct, this can still improve comprehension of

the lesson to come after prior-knowledge questions.

Predicting can involve beginning-of-class questions,

online or in-person polling of the class or questions

before the conclusion or resolution of a lesson.

2. Retrieving. The retrieval effect involves testing students

frequently on material for them to better remember it.

This can involve opening and closing class questions,

short quizzes and using the conditional release feature

in Brightspace, which requires students to answer

questions before accessing the next module. The

memory needs periodic stress-testing to build a strong

grasp of material or skills.

3. Interleaving. Particularly relevant for acquiring

language skills, this is done to move information

into long term memory. It involves spacing out

lessons and mixing up the skills practiced. Spacing

is required to allow minds to organize and solidify

information better. This suggests that cumulative

quizzes are often better than non-cumulative

quizzes.

4. Connecting. Students need to build and expand

neural connections in the brain. This can come

through making connections between class material

and other classes, the real world, and jobs. The

author suggests concept maps using available free

software, connection books (where students are

asked to make connections between things learned

in class or outside), connection questions for online

discussion forums and organizing a framework (even

a course outline) of material which leaves gaps for

students to fill.

5. Practicing. Lang urges mindful practice in class

rather than practice as homework to avoid poor

habits and allow for immediate instructor feedback.

Skills for complex tasks such as presentations can

be parcelled out into component skills and practiced

discretely for more effective learning.

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6. Explaining. Whether done as peer instruction,

self-explaining (think aloud) or explaining to an

instructor, learning is deepened through the act of

explaining. It is a way to connect theory with practice

and add “a new layer of learning” (p. 158).

7. Belonging. Students with a growth mindset

(intelligence can increase through hard work)

outperform students with a fixed mindset

(intelligence is fixed). Interestingly, a study of 150

university faculty showed that classes taught by

professors with a growth mindset got better results

from students, especially “underrepresented

minority students” (p. 190). To support students

who might not think they belong or who don’t “do

school”, instructions can employ “high structure” –

providing as much structure as possible for students

who might not understand instructions very well.

Another tip is to wait until 5 students put up their

hands to answer a question before calling on a

student in order to allow students who process

answers more slowly to be included.

8. Motivating. The best motivation is to have a special

purpose. “Self-transcendent purpose” provides even

better motivation. This is the desire to help others

or to do good in the world. Professors can evoke

purpose by periodically reminding students of the

benefit of a skill or the course. Students can also be

motivated by the enthusiasm of the instructor.

9. Learning. In a twist, this last chapter is for instructor

learning rather than student learning. Lang provides

lists of helpful resources for instructors including

books, book series, websites (Vanderbilt University

Center for Teaching, the Learning Scientists) and

podcasts (Teaching in Higher Ed, Tea for Teaching).

References

Lang, J. M. (2021). Small teaching: Everyday lessons

from the science of learning. Jossey-Bass.

Author’s Bio

Darren Gowlett, MA, M.Ed., is an educational

research skeptic who has taught English in

South Korea, Japan, Hong Kong, Saudi Arabia

and the UAE. He has been teaching COMM

courses at Centennial College since 2018.

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Worried They Are Playing Video

Games? Maybe You Can Relax and

Take a Breath by Tony Pan and Dr. Richard Williamson

In today’s fast-paced digital world, video games have

become a significant point of contention among parents,

children, and educators, creating yet another generation

gap. Technology usage and gaming has become a

major reason for conflict in families. Parents often must

remind children to get off their devices, do homework

and read books. A report by the Pew Research Center

(Anderson et al., 2024) found that 47% of parents feel

that technology creates conflicts in their households and

36% of teenagers agree. It is quite stressful to handle

conflicts like this with someone whose beliefs live on the

opposite side of the argument. However, the problem

can be solved, or at least a compromise can be reached

in a peaceful way.

To understand the conflict better,

let’s examine the main arguments from

both sides.

Young people: Gaming is one of their major

entertainment sources. They use it to connect with

other teenagers, make friends and have fun together.

They also like the competitiveness which is a part of all

online games, and it is also the most accessible source

of entertainment they can get.

Adults: Gaming is the worst source of entertainment

teenagers can access. It can easily cause addiction.

Spending time on video games is simply not worth it.

If they have the time, why don’t they pick up a book,

go outside and play basketball, study or help out with

chores? Video games are harmful, they impact their

brain’s cognitive development, and damage mental

health.

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While each argument makes sense for whoever is using

it to argue, it does not make sense for the other person.

However, from an objective point of view, neither is right

nor wrong.

Countering the perspective of young

people:

Gaming is indeed a huge entertainment source,

fostering friendships and developing competitive minds.

However, it is undeniable that many young people are

spending too much time on gaming. On average, young

people spend up to 2 hours gaming daily (Newport

Academy, 2024), with some spending far more hours.

That is very time consuming considering the amount

of work young people have when they move up to high

school and college. They have to navigate through their

hobbies, sports, and schoolwork on a normal school

day and still leave 2 hours for gaming. That can very

likely reduce the time teens spend on every other thing,

potentially cutting the quality of their work.

Video games might be the most accessible

entertainment, but they are definitely not the healthiest

to spend so much time on. Recent studies show that

playing video games can increase dopamine levels

by approximately 75% above normal (Gray, 2018).

Similarly, playing basketball or any physical workout can

boost dopamine levels by 50-100%. These situations

will vary, but it is very likely that young people will feel

better after exercising than after gaming because of the

health benefits of exercise. Workouts help young people

feel happier, more athletic and stronger, benefiting their

health in every aspect. On the other hand, playing video

games can stress their eyes and create a sedentary

lifestyle.

Countering the perspective of parents

and educators:

Parent and educator arguments might be too extreme,

but it is understandable because it is an era of alwaysnew

technological developments, and the world is

changing so quickly. It is very likely that adults were

once attracted to video games, or something similar,

when they were young. However, when they grew up,

they experienced things that changed their perspectives.

Video games are definitely not the worst source of

entertainment.

Many adults are just seeing the surface of them and are

only seeing them eating up their child’s time, but the

games are actually more complicated than just being

fun. They train a child’s reaction to anything that could

happen, and they also develop a competitive mind. A

reaction just one tenth of a second slower than the

opponent can result in completely different outcomes.

In a game, a young person has to think and come up

with a game plan in an extremely short time. A very

easy way to see the benefit is through an IQ test. People

who played video games more frequently showed an

increase in IQ by approximately 2.5 points over 2 years

(“Research Shows That Playing Video Games Increases

Your Intelligence”,2022). There is also no such thing

as “not worth it”. Adults and children are different, and

they choose different types of entertainment. From a

child’s perspective, what adults are doing might also be

a waste of time, but there are no complaints about it

because they respect the fact that people are different.

Solution

With both sides having a pretty good understanding

of the other’s thoughts, it is not far from solving the

conflict. The most important part of problem solving

is the conversation between parent and child. The

conversation needs to be fair, where each person

gets to say what they want without being interrupted.

There needs to be more listening than arguing so

that everyone is truly seeking to understand the other

person’s perspective. When it’s the compromising and

deal making time, listen and respect what the other

wants and make it a good deal for both sides. The

problem can then be solved.

Tips for finding solutions:

• Explore new interests: Find something that you

really like that is not gaming and spend time on

it. It can be anything that is appropriate and not

gaming.

• Family time: Find some common activities to do

together that everyone can enjoy. You might even

find more interesting things about each other.

• Listen actively: Don’t always argue. Listen so you

can really understand, and then look for some

common ground to seek a solution.

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• Create fair deals: Make mutually agreeable deals.

For example, every 30 minutes of sports or other

non-gaming activity adds an extra 15 minutes of

game time.

• Be understanding: Try to understand each other.

The person you are arguing with might be dealing

with stress.

• More encouragement and less scolding, scolding

and reacting less: Focus on positive reinforcement

and encouragement rather than scolding or

complaining.

References

Anderson, M., Perrin, A., Jiang, J., & Kumar, M. (2024, March 11).

How teens and parents approach screen time. Pew Research

Center: Internet, Science & Tech. https://www.pewresearch.org/

internet/2024/03/11/how-teens-and-parents-approach-screentime/

Gray, P. (2018, March 2). Sense and nonsense about video game

addiction. Psychology Today. https://www.psychologytoday.com/

us/blog/freedom-learn/201803/sense-and-nonsense-aboutvideo-game-addiction

iThrive Games. (2016, December 16). Why do teens play video

games? iThrive Games. https://ithrivegames.org/newsroom/whydo-teens-play-video-games/

SciTechDaily. (2022, September 3). Research shows that playing

video games increases your intelligence. SciTechDaily.

https://scitechdaily.com/research-shows-that-playing-videogames-increases-your-intelligence/

Jones, S. (2023, September 28). Increase dopamine with exercise |

Neurochemistry of physical activity. Webmedy.

https://webmedy.com/blog/dopamine-and-exercise/

Newport Academy. (2024, February 1). Teens and video games: New

research on teenage video game addiction. Newport Academy.

https://www.newportacademy.com/resources/treatment/

teenage-video-game-addiction/

Co-Author’s Bio

Junxi (Tony) Pan is a grade 8 student at Crescent

School in Toronto. He is writing this to spread

his voice and raise awareness of some of the

problems existing with the hope that he can

have conversations with different perspectives

represented.

Author’s Bio

Richard Williamson earned his B.A., B.Ed, M.Ed,

and PhD and has focused his entire career on

teaching, learning, and research. He currently

facilitates Centennial’s Leadership and Inclusion

program.

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Dewey’s Experiential Learning

Perspective and Our Role as Teachers

by Sohana Z. Haque

As a reflective practitioner, I often ponder the profound

question: why do we teach, and what should our

ultimate goal be? This inquiry invariably leads me

to John Dewey, the influential American philosopher

and educational reformer credited with introducing

the concept of experiential learning. Dewey (1897)

argues that education must not only equip individuals

for active participation in a democratic society but

also nurture critical thinking, problem-solving abilities,

and a deep engagement with learning itself. His

enduring legacy resonates profoundly in contemporary

educational philosophy and pedagogy worldwide. I strive

to comprehend and put into practice Dewey’s idea

of experiential learning while teaching a democratic

classroom.

In “My Pedagogic Creed,” Dewey (1897) clearly defines

education as a process of living rather than mere

preparation for future life. Hence, in simpler terms,

education remains a vital part of students’ social

existence. It connects students with society, which

ultimately is their natural habitat as human beings.

Therefore, education that fails to integrate students

with real-life experiences cannot be considered genuine

education. “I believe that education which does not

occur through forms of life, forms that are worth living

for their own sake, is always a poor substitute for the

genuine reality and tends to cramp and to deaden”

(p. 78).

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To effectively integrate education with authentic life

experiences, it is crucial to cultivate a classroom

environment that honors student voices and embraces

democratic principles. Inspired by Dewey’s insights on

education and democracy, I have defined my role as an

educator to create such a classroom.

Central to this approach is fostering an atmosphere where

students actively participate in their learning journey. This

involves designing lessons that incorporate hands-on

experiences, collaborative activities, and opportunities

for critical thinking. In my classes, I endeavor to convey

the significance of each course beyond mere academic

achievement, emphasizing its impact on students’

real-life experiences. As an English language teacher,

especially for students whose majors are not Englishrelated,

my initial task is to underscore the importance of

effective communication in English within the Canadian

context. In facilitating this approach, I actively seek their

perspectives, inviting them to participate in discussions

about the significance of mastering English language for

navigating life in Canada. This collaborative approach

empowers students to reflect on and articulate their

own views on the importance of acquiring practical and

effective language skills within the Canadian context.

In such conversations, students often ask, “Why do they

need to focus so much on communicative English here

in Canada? Isn’t English already widely spoken here?”

In these situations, my response is mostly as such:

mastering communicative English goes beyond basic

conversation. It is about expressing ideas clearly, building

relationships, and succeeding in various aspects of life,

from education to career opportunities. I share my opinion

as an individual surviving in the Canadian context that

whether they are in a classroom, at work, or in a social

setting, strong communicative English skills open doors

and help you connect meaningfully with others. It is about

enhancing someone’s potential in Canada’s diverse and

dynamic environment. By fostering such dialogues, I aim

to cultivate a deeper understanding and appreciation

among students for the practical benefits of language

proficiency in their everyday lives. “Designing activities

that foster learner independence is essential because

they invite students to engage more thoughtfully with the

content—and that engagement should include students

talking about their work” (Pandolpho, 2018, para.2).

In my classroom, I strive to illustrate that mastering

English goes beyond fulfilling a requirement—it opens

doors to meaningful interactions, offers opportunities

for professional growth and allows for a deeper

integration into Canadian society. By highlighting

these practical benefits, I aim to inspire students to

see language proficiency as a vital tool that enhances

their daily lives, both inside and outside the classroom.

By engaging students in these ways, I aim to not only

impart knowledge but also cultivate their ability to

apply their learning to real-world situations. In our 14-

week courses, we don’t have many opportunities to

create assignments that allow students to apply them

directly in the real world as part of the assignment.

Despite this limitation, I encourage my class to engage

in group conversations where they discuss their

assignments, collaborate, and review together, even

if the assignments are individual. As the facilitator, I

actively join student groups and guide them regarding

the contextual usage of language. Sometimes, I engage

them in informal role-playing of real-life workplace

scenarios. Students enjoy these classes, and many of

them acknowledge the importance of using language

efficiently in the workplace. I believe they grasp its

practicality through these experiences. These classes

made me wholeheartedly agree with Azizah and

Ciptaningrum (2019) when they assert that one of

the primary advantages of role-play lies in its capacity

to replicate real-life scenarios, offering students

opportunities to practice and engage with their peers

in a supervised setting.

My classroom motto is ensuring students recognize

the crucial importance of communication skills. As

our students pursue majors in various career-oriented

fields, it is common for them to experience lethargy

when learning the English language. Many of them

lack motivation for English classes. As a facilitator, I

emphasize the crucial role of proficiency in English for

their careers. Understanding this importance is vital.

Without grasping its practical significance, students

may struggle to find motivation in learning. Therefore, I

introduce various methods that actively engage them,

encouraging practical application in their future careers.

By applying their learning in this way, they thrive as

active contributors to the society in which they live and

strive to succeed.

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In line with Dewey’s philosophy, I believe that

education should prepare students not just for their

future endeavors, but also equip them with skills and

experiences that are meaningful and relevant to their

lives today. This approach not only enriches their

understanding but also empowers them to become

active contributors to their communities and society

at large. Here, I conclude my paper, echoing Dewey’s

sentiment: “The teacher is not in the school to impose

certain ideas or to form certain habits in the child, but

is there as a member of the community to select the

influences which shall affect the child and to assist him

in properly responding to these influences” (Dewey,

1897, p. 78).

References

English Linguistics, Literature, and Language teaching in a changing

era. (2019). In Routledge eBooks.

https://doi.org/10.1201/9780429021039

Dewey, J. (1897). My pedagogic creed. http://playpen.meraka.csir.

co.za/~acdc/education/Dr_Anvind_Gupa/Learners_Library_7_

March_2007/Resources/books/readings/17.pdf

Pandolpho, B. (2018, May 4). Putting students in charge of their

learning. Edutopia. https://www.edutopia.org/article/puttingstudents-charge-their-learning/

Author’s Bio

Sohana Z. Haque is a certified professional by

TESL Canada, with over six years of dedicated

teaching experience in COMM courses

at Centennial College. Her journey in ESL

education spans 21 years as of 2024, with

teaching engagements in three countries,

including Canada, offering her a rich and

diverse perspective in education. She believes

in building meaningful relationships with her

students, creating a supportive and inclusive

learning community where everyone feels

empowered to grow and succeed.

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RESEARCH

INITIATIVES

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Research Initiatives


Exploring the Impact of Mindfulness

Practices on Online Learning

Experiences by Eleanor Berenson

Mindfulness, often defined as the practice of

bringing one’s attention to the present moment nonjudgmentally,

has deep roots in Hindu and Buddhist

spiritual traditions. These practices are intended to

foster a deeper connection to oneself and others,

emphasizing unity and interconnectedness. As

mindfulness gains popularity in the West (Kwon,

2023), it has increasingly been incorporated into public

curricula to promote self- regulation, efficiency, focus,

and well-being, with research demonstrating its positive

impact on these areas, including attention, stress

reduction, and overall well-being (Ergas, 2015; Ergas &

Todd, 2016; Schoeberlein & Seth, 2009). However, the

focus tends to be on assessing performance in students

and the general population, rather than assessing the

“selves” behind the performance, or as my colleague

Harmony Nadjiwon so neatly put it, asking ourselves

“What kinds of humans are we creating through our

teaching? Not what qualifications are we teaching, but

how are we contributing positively to humankind?”

These are the questions that guided my SoTL research,

as I sought to explore how mindfulness might support

students in developing a deeper sense of connection

to themselves and to their learning communities in

a setting typically associated with alienation and

disembodiment, the online classroom.

The challenges of online learning are well-documented.

According to Mather & Sarkans (2018), many students

struggle with the lack of physical presence and

interaction, which can lead to feelings of isolation and

disconnection. These issues are exacerbated by the

absence of spontaneous, in-person interactions that

naturally occur in traditional classroom settings, making

it difficult for students to feel a sense of community

and support. Additionally, humans have not naturally

evolved to communicate while staring at their own

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reflection or attempting to engage in conversation

while observing multiple faces simultaneously. This

phenomenon, associated with non-verbal overload and

Zoom fatigue, can leave individuals feeling both trapped

and exhausted by their online classrooms (Jumnadass,

2024; Bailenson, 2021). Furthermore, fatigue is also

the result of existing in a disembodied space with others

where tensions around visualizing are present. Also,

understanding emotions without shared references

or physical places pushes teachers and students to

manage complex relationships, roles and pressures

in real time where their physical bodies may call them

to act one way, while the online space may call for a

different kind of presence (Harris & Whiting, 2024).

Thus, my research sought to investigate how

mindfulness practices might support students in

feeling greater connection to themselves and to their

communities in these online spaces. Would giving

students time to mindfully connect with their own minds

and bodies support them in feeling more connected

to course materials and the learning environment? To

answer this question, I recruited students from two

different course subjects. The first course, “A Wellness

Approach to Stress Management,” was delivered online

with three sections, featuring one hour of synchronous

lecture and two hours of asynchronous learning through

the online learning management system D2L. The

second course, “Introduction to Canadian Politics,”

was taught in-person. It was important to explore how

embedding online asynchronous mindfulness practices

into a course seemingly unrelated to mindfulness would

affect students. Specifically, we included students from

the Canadian Politics course, who had less experience

with both mindfulness practices and online learning, to

understand the potential impact of such interventions

on them. This approach aimed to discern whether the

benefits observed in a self-care-focused course would

translate to a more traditional academic setting.

The findings from my students highlighted the significant

positive impact of mindfulness exercises on their

learning experiences. In the Stress Management course,

100% of participants noted that mindfulness exercises

contributed to their ability to concentrate and focus,

with 96% indicating a positive influence on their interest

in course content and 100% reporting enhanced

understanding of course materials.

Additionally, 92% mentioned that mindful reflection

exercises positively influenced retention of course

content, and all students found the exercises made

the course content more relatable and helped them

generate original ideas based on personal and

academic experiences. Similarly, in GART105, 88% of

students noted improvements in their understanding

of content and concentration, and 100% reported that

meditation positively influenced retention/recall of

course materials and aided in forming original ideas.

Both groups emphasized that mindfulness practices

fostered a supportive and less stressful learning

environment that inspired them to personally reflect on

and creatively engage with materials.

What was perhaps most fascinating, however, was

the personal transformation I underwent while trying

to implement a more mindful approach to learning.

Translating complex academic materials into something

that students could engage with both mentally and

physically required me to deeply reflect on the content.

I needed to distill intricate ideas into simpler, more

relatable concepts— “to ask questions like sunsets”

(James, 2023) —something universally accessible yet

deeply profound. Most importantly, these concepts

needed to inspire students to deeply contemplate the

beauty of the materials before them while also reflecting

on their current feelings and experiences. This approach

aligns with what Ergas (2015) calls ‘the contemplative

turn’: a fundamental rethinking of what we traditionally

consider as ‘education.’ To make this shift, teachers

must be willing to engage with the present-moment

experience as a meaningful realm, recognizing that

meaning is found in the here and now, not just in the

future outcomes of educational goals.

I’m passionate about supporting fellow educators in

adopting this mindful approach— not just to elevate

student learning, but to reignite our own passion for

teaching and build more connected, responsive learning

communities. In the coming months, I’ll continue

expanding this work, exploring the broader implications

of mindfulness across various classroom settings.

If you’re interested in joining this journey or learning

more, I encourage you to reach out—together, we can

transform how we teach and learn.

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References

Bailenson, J.N. (2021) “Nonverbal Overload: A Theoretical Argument

for the Causes of Zoom Fatigue.” Technology, Mind, and

Behaviour. 2 (1)

Ergas, O. (2015) The Deeper Teachings of Mindulness Based

‘Interventions’ as a Reconstruction of ‘Education’. Journal of

Philosophy of Education. Vol. 49, No. 2.

Ergas, O. and Todd. S. (2016) Philosophy East/West: Exploring

Intersections Between Educational and Contemplative Practices.

John Wiley & Sons, Incorporated. ProQuest Ebook Central,

https://ebookcentral-proquest-com.centennial.idm.oclc.org/lib/

centennial- ebooks/detail.action?docID=4444898.

Harris, E.F. & Whiting E.F. (2024) Embodied place in disembodied

space: The emotional geography of online classrooms. Emotion,

Space and Society (50)

James, U. (2023) Keynote Talk. Critical Thinking in Education

Symposium. Centennial College. Jumnadass, B.J. (2024) “Zoom

Fatigue is Real”. SELS Dialogues. Centennial College.

Kwon, C. (2023) Research and Public Interest in Mindfulness in the

COVID-19 and Post- COVID-19 Era: A Bibliometric and Google

Trends Analysis. International Journal Environ Res Public Health.

doi: 10.3390/ijerph20053807.

Mather, M. & Sarkans, A. (2018) Student Perceptions of Online and

Face-to-Face Learning. International Journal of Curriculum and

Instruction 10(2): 61-76.

Nadjiwon, H. Personal Communication. August 2024.

Shoeberlein, D. and Sheth, S. (2009) Mindful Teaching and Teaching

Mindfulness. Boston, MA: Wisdom Publications.

Author’s Bio

Eleanor Berenson is passionate about

creating inclusive learning spaces that foster

mindfulness, social justice, and personal

growth. With over a decade of experience

in education, they specialize in designing

thoughtful, community-focused programs that

support diverse learning needs. Their dedication

to empowering individuals through accessible

education is grounded in a deep commitment to

well-being, equity, and lifelong learning.

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CREATIVE

PURSUITS

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Creative Pursuits


Love Grows in Small Spaces

by Prabha Jerrybandan

“Love grows in small spaces,” quotes Hoda Kotb on

NBC’s Good Morning America as she discusses the

gains of growing up in homes that are not large. She

and her co-host move into a conversation about a new

trend where people are buying their childhood homes.

I am jolted to my own recent thinking of wanting to buy

the tiny apartment in which my brother, my sister, my

parents, and I spent seven years of our lives. It was

tiny. The single bedroom seemed quite big to me as a

child since my parents were able to fit three beds in it.

Against the wall, with windows that never opened on

the northern wall, were two small beds. My sister and

I slept on the one that was higher, and my brother had

the lower, smaller one. The beds were so close that we

could roll from one onto the other.

Recently, I have found comfort in watching reruns of

“The Waltons,” an American television series set in

the mountains of Virginia in the 1930’s and 40’s. The

extended family live in a house, but with seven children,

parents and grandparents; the smallness of the space

seems to keep the characters so wound up into each

other’s existence that they are able to fend off the

stresses of poverty in wartime. So too was my childhood.

Once, Mr. Taitt, our landlord, came to the gap in our

front yard that ushered the concrete walkway onto Claire

Street. He rang a bell. It was the sort of bell that was

rung at school to signal that it was time to make lines in

the hot sun, so we could march into our classrooms, or

that it was time to go home. My father didn’t say much,

but later on, I learnt that Mr. Taitt wanted to embarrass

us since the rent had not been paid on time. My parents

managed to find rent for the apartment until they bought

a house in a nearby town.

When my siblings and I saw the house in Marabella,

we were deeply disappointed. It was old. The wooden

structure was unattractive in a way that made me feel

poor. I had not felt that way in the concrete structure

of our former home. The zeal with which my father had

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Creative Pursuits

painted the apartment at Christmas time vanished with

ownership. In fact, he never seemed too interested in

fixing anything. It was while living in this tiny home that

I graduated from high school, had my first boyfriend,

and got my first real job. I remember when the structure

began to change with slow but ongoing renovations. The

house became higher, more washrooms were added,

there was mostly steel and concrete—the wood became

less, and there was paint.

The house that stands on that spot in Marabella is now

quite large. There are two storeys and five bedrooms in

total. It is not fancy though. Remnants of the original

structure remain as the keeper of memories from a time

when we all stayed together in the small space. That

part of the house will be demolished in time as termites

have discovered the sweetness of the love that lives in

the slabs of wood that remain. When my eleven-year-old

brother passed the Common Entrance Examination to

a prestigious high school, my father bought a bucket of

Kentucky Fried Chicken as our celebration dinner. It was

a treat. We, children, sat on a long bench since we didn’t

have many chairs for dining. In the confines of that little

home, I grew out of childhood and left for a faraway

place.

I have been waking up at nights and having difficulty

remembering where I am. On my big bed, I have dreamt

of the little apartment where my father read us stories

before we slept, and the smell of my mother cooking roti

on the gas burner kept us hopeful and safe. In trying

to find the front door, I move around the yard, but it

is difficult because my feet can’t find the ground. The

emptiness that I feel is more palpable than the form of

the building that I long to see.

The king-sized bed has ample space for my bad

dreams to linger. If I forget to set the alarm, I miss my

father’s thundering wake up calls pontificating on the

sacredness of rising before the sun. When my aging

body loses its zeal to walk to the kitchen to make fresh

coffee, I long for the softness of my mother’s voice

reminding me to drink from the pot of tea she made for

us all. Phone calls meet the yearning in my chest for the

voice at the other end to be that of my sister or brothers

who live in other countries. The windows of my kitchen

open onto a forest where the tops of trees meet me eyelevel

on my fourth-floor apartment. They are majestic.

I have an office for work, an espresso bar downstairs

where I can fetch a good cup of Italian coffee, and the

leisure of walking on the paths that surround the three

buildings in this complex. But there is much space in

this new place.

Author’s Bio

Prabha Jerrybandan teaches English and

ESL. Having been born in the Caribbean

and spending her formative years there,

she identifies as Indo-Caribbean Canadian.

She is interested in immigrant experiences,

women’s studies, autoethnography and

memory work, life history research methods,

and the process and product of a creative

writing practice. Her research practice

includes an archeology of digging up

narratives of Indo-Caribbean women that are

at risk of being obliterated.

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Creative Pursuits


Grace in the Snowstorm

by Manijeh Masoodi Moghadam

As I stepped out, I was stunned to see a deep, smooth

white blanket of snow everywhere. I had only been

inside for a few hours, and yet the amount of snow

that had fallen was unbelievable. My mind immediately

turned to my son, and I whispered I had to get back

home. I got into the car and began to drive, but I had an

uneasy feeling.

The snow swirled around the car, and frantic flurries of

snow dashed against the windshield. The wipers could

barely brush the snow away. The visibility was too low.

I longed to pull over and wait for the weather to clear up,

but the road was empty and barren, as if it was haunted

by ghosts. I didn’t dare to pull over. I just drove as slowly

as possible.

To comfort and distract myself, I started singing a song

off-key. The car began to swerve, the tires were spinning,

and the car slid badly a few times, making it hard to

control. I didn’t want to give up. As I was shivering with

fear, I started saying my prayers and begging God to

have mercy on me and help me get home safe and

sound. “If there was a snow plough driving in front of me

and cleaning the road for me,” I thought. I tried to pull

myself together.

As I cruised along the deserted highway, I noticed a

looming presence drawing nearer. I craned my neck

and squinted to look at the rearview mirror, revealing

the silhouette of a towering truck. Its massive frame

casts a shadow over the road behind me. Dread washed

over me; I had always detested these hulking vehicles,

especially when they trailed behind me like relentless

predators on the prowl.

The truck edged closer with each passing moment;

its headlights glaring in my direction. Panic gripped

me, rendering my hands and feet powerless as they

trembled uncontrollably. My nerves frayed as the truck

began flashing its lights relentlessly. With shaking

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Creative Pursuits

hands, I veered off to the side of the road, yielding to its

intimidating presence. As it thundered past, the driver

gestured for me to continue.

Summoning every ounce of courage, I regained control

of my trembling limbs and merged back onto the road

behind the truck. Though it wasn’t a snow plough, its

formidable tires seemed capable of forging a path

through any obstacle, providing an unexpected sense

of security amidst the haunted road. Tears welled in my

eyes, and gratitude overflowed from my heart, and a

flood of emotions unleashed. I knew I had been saved.

He remained on the road until we approached the town

streets, where the paths were plowed and noticeably

cleaner. He recognized that I could navigate from this

point onward. Extending his hand out of the window, he

waved farewell. Although I didn’t have the opportunity

to express my gratitude, I responded with a grateful

honk as he disappeared into the distance, and his horn

echoed in acknowledgment.

I was grateful to God for watching over me and

summoning his angels to rescue me.


Author’s Bio

Manijeh Masoodi Moghadam has an MA in

Education and holds TESL and THLE certificates.

She has taught EFL, ESL, and EAP for nearly

three decades internationally and in Canada

collectively in different colleges, including

Centennial (since 2017), Seneca and Sheridan.

She is passionate about adopting innovative

technology and new teaching methodologies to

enhance her educational approach. Her goal is

to impart knowledge and empower students to

excel in their academic endeavours. She hopes

to have a profound impact on the lives of those

she teaches.

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Creative Pursuits

Ward 907, Bed 2 by Catherine Raine

Friendship knits us close,

but bedside attentions hasten me closer,

find me fishing for fabric

below the blades of your shoulders

to snap the gown together back to front,

then fasten bracelets to rock-n-roll wrists

and fold a blanket over your feet.

Fully tucked from chest to toes,

you hold up hands as teachers

who tell a story of siege:

fingertips furrowed by siphoned fluids,

nails shrunken by a fungus that profits

from sapped immune system,

vasculitis scattering its scarlet marks,

and the sober port implanted in your left arm.

Though suffering torments untold,

you nevertheless look outwards,

still notice a new haircut,

praise my purple glasses, and accuse me of flirting

with the Robo Coffee Bot in the lobby.

I love you for not giving End-stage Liver Disease

the right to devour your delicious banter

or eclipse the firestorm of your charm.

This to me is valour, this to me is grace.

Yes is the answer to your request

to read the poem where your father

lifts you into the pony’s saddle at the local fair.

At the sound of this verse, confinement

and paralysis dissolve, inciting tears to fall

as you say, I can feel my father here. He’s here.

When the dinner tray arrives, you check it out,

delighting in rosy chunks of melon,

calling them sexy and inviting me to share.

This prompts glad rummage in a dresser on wheels

for a fork nestled in cache of butter pots

and sweetener sachets, pink and white.

As I boost mattress-firmness from 5 to 7,

you describe the Olympian efforts needed

to centre your body in bed,

the triumph of standing for 15 seconds,

pain searing hips and legs, shooting like lightning,

your broken back screaming No.

Held by this truth, grief and love saturate me

throat to chest, sensing how family and time return

to encircle you with solace from age six to sixty,

never divided, never abandoned, never lost.

Memories of my own father’s smile melt composure,

and I dash to the pantry to fill paper cups with half ice,

half water, hoping the coolness will last after I leave.

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Creative Pursuits

On my return to Bed 2, you ask if I smell bowel

movement and buzz the front desk to state,

I need a change.

At the sight of nurses with fresh bed pads,

I step into the hall while they clean your behind,

and thighs, careful of rashes, mindful of pain.

I sit with you a little longer,

and soon dark brown eyes begin to close

and re-open at shorter and shorter intervals,

sleep stealing the ends of sentences.

Unsettled at first, I come to respect

the eloquence of drowsiness

that tells me time to go and let you rest.

Another visit is planned,

but I never see you again

nor hear you harmonize

with Free Falling on the radio,

lyrical instincts unbroken,

deep voice dancing into curtained corners,

soul craft that shatters

silent windows with its flight.

Author’s Bio

Dr. Catherine Raine is a writer and artist

who serves as an English Tutor Lead

for Ashtonbee Campus ETC. She loves

facilitating journal-writing workshops, writing

poetry, and making collages. Inspired by

nature and mindfulness, she also enjoys

creating blog posts that combine images

and words. In 2020, she self-published

Visualizations for Heartbreak, which is a

series of illustrated meditations that are

devoted to anyone seeking comfort after a

deep loss. Catherine’s writings and artwork

can be found on her website.

www.c-raine.com.

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Creative Pursuits

Secrets of Love by Golam Dastagir

You’re short or you’re tall,

Whatever you’re, I don’t care.

I love you and miss you a lot,

You’re the pearl in the oyster.

You’re slight or you’re fat,

I don’t care how you look.

No matter you’re dynamic or drab,

Beauty lies in the lover’s book.

You live in a home or a shelter,

You’re rich or a pauper, I don’t care.

Your status really doesn’t matter,

I love you, whatever way you are.

You follow my traditions or yours,

I don’t care about your cultures.

Humanity is your true identity,

We’re focused on global affairs.

You’re cool or you’re fool,

You’re homely or you’re sweet.

Yet I don’t care how you are,

As we belong to the same fleet.

You speak my tongue or a dialect,

I can feel your care in my heart.

Your vernacular, I don’t care,

From me, you are never apart.

You’re at home or you’re away,

Or lazy or busy with your work.

I don’t care where you are,

As we vow not to go berserk.

You’re dark or you’re fair,

You’re young or you’re old.

Your age or color, I don’t care,

The secrets of love are always untold.


Author’s Bio

Golam Dastagir has been teaching and

researching internationally over the last

34 years. His areas of interest include global

peace, intercultural philosophy, applied

ethics, mental health and addictions, and

comparative religions. Golam has a specialty

in Sufism on which he writes extensively.

Three of his books are catalogued at the

library of the University of Toronto. Dr.

Dastagir teaches Philosophy and Global

Citizenship at Centennial. He is actively

engaged in community activities as the

Founder and CEO of Warm Heart Foundation

of Canada (WHFC) and provides mentorship

services for the Toronto Region Immigrant

Employment Council (TRIEC). He also

volunteered as the Secretary General

and Director of the Board of Directors,

Birchmount Bluffs Neighbourhood Centre

(BBNC) in 2023.

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Creative Pursuits

I wish I could be an International

Student Again by Xiaoqing Mao

My classrooms at the beginning of a new semester

always brim with curiosity, expectations, genuineness,

confidence, mixed with a touch of uncertainty. This is

when I receive a new group of students who will stay

with me for 14 weeks. They each carry different life

stories, but aim for the same goal: They are in my class

to learn how to write academically, pass the course with

satisfactory grades, and proceed to the next chapter of

life on this new land.

A new land means so much for those who are

adventurous, enough to leave their home and

rebuild their lives in an unfamiliar environment. For

a young adult, moving to an unknown land means

new opportunities to pursue a career, a romantic

relationship, a learning journey about a new culture,

and a start of new friendships. For those who already

shoulder enough responsibilities, venturing into a new

land means courage, resilience and perseverance

required to lose everything and rebuild all again – work

and home.

The beginning of a new semester is nostalgic. It is

as if I became 21 years younger. It is as if I suddenly

get a chance to live multiple lives. It is as if a déjà vu

really happens. My brain starts to create illusions that

take me way back to the time of my arrival in this new

land 21 years ago. I can see through my students,

understand what’s on their mind, and empathize with

their excitement and anxiety.

I can’t help but think of those days when I met a new

teacher. Everything about this person, the magnetic

field that this person brings into the room, and the vibe

this person creates fabricate a moment that lasts 14

weeks, or maybe longer. This person could be humorous

but stubborn. This person could be strict but kind.

This person could be knowledgeable but ineloquent.

Sometimes a chemistry reaction takes place when this

person steps into the classroom, but other times this

person can be so detached and aloof. Whoever this

person is, I was flexible enough to adapt. That is the

nature of teacher-student relationship. Looking back,

all students remember is the uniqueness each teacher

carries. Who did I enjoy staying with for 14 weeks?

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Creative Pursuits

Who did I resent being with but had no choice? Who

became so deeply-rooted in or faded away from my

memory? I know I will also turn into a part of my

students’ memory.

I can’t help but think of those days when I had to

fit myself in. A cultural shock, when a stranger, my

classmate, wanted to sit next to me. A lesson, with

an unknown topic, bezzled me to a great extent. An

assignment, with an unfamiliar format, got stuck

with me throughout the majority of a semester. A

presentation, with a million other partners, required

unimaginable cooperation, which lead to tedious

meetings in the weekend cafes. An internship, with

kindergarten children, seemed endless. Looking back,

all these initial challenges became inspirations that

propelled me forward. Students’ capacities have no

limits. Now, standing next to the podium, I can feel

my students in awe, in horror, motivated, exhausted,

captivated, and desperate, but these emotions will all

fade. They will move on with their next goal in life. Before

that, I will relive my life experience with them, trying

to be the one who can offer a helping hand to their

already jammed life. One day, I will be part of their past,

hopefully a memorable past.

I can’t help but think of those days when life was full of

uncertainty and hope. Arriving in a new land means

re-structuring one’s life. Like working with a jigsaw

puzzle, I had to shuffle through a million pieces of clues

in search for an answer. Surviving the new land brings

one’s new identity. To support myself financially, I did a

part-time job, the first part-time job ever in my life.

I remember the long line-up in front of the counter;

I was nervously and attentively listening to the orders.

I remember the full house night when I had to run up

and down leading customers to their seats. I remember

constantly greeting customers with a tone of voice

that I had never had to adopt. All those days are gone.

Now, they’ve become the most nostalgic days of my

initial stage as a new immigrant. Now, I’m looking at my

students, picturing all kinds of activities they have to

carry through their daily life. I know one day they will get

there. Like me, they will grow, mature, and settle down.

I enjoy the beginning of a new semester, when I get to

travel back in time, when I am able to become as young

as my students, and when I can pick up all the sweet

memories of my journey to this new land.

It is a journey of mixed feelings. I know my students

can be very nervous. They may be looking forward to

speaking to their family at home by the end of each

day. I know they can be very stressed. They may wish to

fast forward the time tunnel to find an answer to their

bold decision of coming to a new land. I know they can

be very excited. Being independent means freedom

and liberation. They may be expecting, with great

enthusiasm, a new job, a new romance, a new trip, and

a new home. It can be a lonely journey. However, in time,

they will find the experiences rewarding; they will find

themselves among friends and loved ones who relish

the memories with them. I was once at the same place.

Whenever I see my students on the first day of a new

semester, I never regret my decision 21 years ago.

This is the new beginning. One day, like me, they will

realize how much they have gained from this lifechanging

experience.

Author’s Bio

Working with international students, Qing is

fascinated by the different life stories carried

into her classroom. Creating an environment

for story sharing brings tremendous joy and

a great sense of satisfaction to her career life.

She believes this is a great way to learn and

build relationships.

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SELS DIALOGUES | 42

Creative Pursuits


In My End: My Beginning

by Margot Van Sluytman

In my end is my beginning. ‒ T.S. Eliot.

This year, two colleagues of mine died. And my heart

roared. Tears aplenty accompanied me. Poet that I am.

Word-lover. Image-seeker. Meaning-making-hounddog.

Doggedly seeking a place to plant myself so that

the ache of these losses within the crucible in which

I find myself grounded, honed, chiselled, challenged,

challenging, writing, wording, rewording, sculpting

relationship with my students, who are too my teachers,

is soothed. By tiny shards. Soothed. And death finds

home everywhere. In each nook. Cranny. Crevice.

Concreted crenellation or grassy llano, there she be.

What research, I ask myself, can we do when the heart

fails to cease its eking, leaking ache, and crushing

sorrow? What academic skill need we birth, resurrect,

and divine in order to erase this overwhelming tsunami

of acknowledging our finitude? Where to look? What

book? What paper? What journal? To what podcast

need we creep, crawl, scurry, bound, fling ourselves in

order to quell brutal, blistering despair? Self-immolation

cannot work, for too, too many teeming tears douse

the flames.

…And yet … And yet … And yet …

The pen does not betray.

Fingers to the keyboard do not deny.

Therein lies the research.

This then is one way.

Perhaps in concert with feet to the pavement.

Eyes to the skies.

Reaching out to nature

And her unmanacled Wisdom.

For death itself. Death of colleagues.

Kin of books, research, conferences,

Symposiums, lectures, workshops,

Talks. Their deaths point a star.

Map a direction.

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SELS DIALOGUES | 43

Creative Pursuits

There. There. There. There rings out.

Resounds. Resonates. Reveals.

Sweet revelation. Abundant clarion call.

Write. Write. Write.

As memories cascade and collide. The places we shared

together. The work we did together. The meetings to

which we went. The activities in which we participated.

The food we ate. The cups of tea and coffee drank.

Music, too, speaks.

Music that was on the radio. That was popular when we

journeyed. Music that fired. That inspired our work. Our

research. In those shared moments when we struggled.

Creating. Inventing. Teaching. Learning. Un-learning.

Re-learning. Earning. The blessing in which we found

ourselves. In the context of our job. Work. Career.

Vocation.

Because in my very beginning is my end. And in my end,

my beginning. I know. I know the truth of tears. Anguish.

Empty dawns. Flaccid days. Dreary dreaming. For each

holds potential. Potential. Infinite potential. For the pen.

And fingers to the keyboard bellow. Beseech. Remind.

Ever so gently. That gratitude. Grace. Great globs of

gaping sorrow at the loss of kindred colleagues, is but a

call from the liminal. A call begging a response. A fresh.

Freeing response. To claim the very act. The life-giving

fact. That our story. The story that indeed forms us.

Forms us as we wake daily aware of the life’s fragility.

And fulminating glory. Is a benediction. An ebullient.

Bursting benediction. And upon our knees. Eyes lowered

in prayer. Eyes raised to sun. Stars. Sweetly swelling

sky. Golden glowing moon. We witness truth. Trust. And

the mystery that put us in the same place. At the same

time. Sculpting meaning. As we ourselves continue to

be sculpted. Continue to be. Alive. Alive. Alive. For in

our beginning is our end. And in our very end: our very

beginning.

Shared Journey

Within every lightning bolt

Of harrowing ache and

Piercing grief, hope lives.

An invitation from love

To trust each tumbling

Tear. Our end in each

Beginning. Our beginning

In each and every end.

Author’s Bio

Margot Van Sluytman is an award-winning

Poet and Therapeutic Writing Mentor, Justice

Activist, and College Instructor.

She graduated from Centennial College

with a Diploma in Book Editing and Design,

followed by a Master of Arts Integrated

Studies from Athabasca University, where

she developed a new and award-winning

model of Restorative Justice entitled:

Sawbonna. Recognition for her work has

included: Alumni of Distinction, Centennial

College, Alumni of Distinction, Athabasca

University and, Ontario Premiere’s Award

Nominee.

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SELS DIALOGUES | 44

Creative Pursuits


A Beautiful Bride in Zimbabwe

by Philip Alalibo

Mother, when I was born

You swore that nothing would separate us,

Father, you swore that you will always love me

And you promised that the strength

Of a thousand horses cannot separate us.

Mother, after you breastfed me,

You kept a vigilant eye over me in my crib

Father, when you came home from work

You rushed like a possessed man

Not to the kitchen like most men

Nor to the shelf for a priced beverage

But to my crib with eager hands, giggling face.

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SELS DIALOGUES | 45

Creative Pursuits

Mother, we always held hands going to the market

Pledging our inseparable nature

And father, you never let me go out of your sight

Claiming that I am your flesh and blood.

Now, I’m of age and suitors rush to your feet as

if for gold,

Seeking your blessings,

And you say hurriedly with copious glee,

“Go, go, go, our job is done, marry your love”

And bring us beautiful grandchildren.”

Mother, father, why the betrayal?

I thought I were your flesh and blood?

What happened to our inseparable nature?

To those eager hands and endless pledges of love?

Why have you changed your minds?

And you both say,

“Don’t you know you’re a beautiful bride in Zimbabwe?”

Source: A Sahara Voice: Poems from the Heart of Africa,

by Philip Alalibo (2017)

Author’s Bio

Philip Alalibo is the Associate Dean of

the Department of Humanities and Social

Sciences (HUSS) and has been a professor

for 16 years. His recent books include

his best-selling work “A Day in Our Skin:

A Struggle between Race and Resilience”

(2021), “How to Make Black People Happy

in February and All Year Round” (2022),

“Why We Study Political Science: The

Versatility of A Political Science Degree,”

(2024) and “Teaching College While

Navigating Race, Diversity and Classroom

Experiences” (2024).

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SELS DIALOGUES | 46

SELS Dialogues Editors

Sherry Hejazi

Sherry has been with Centennial College since 2014, teaching English and

ESL courses in the School of Advancement. She has been an educator for

the past 20 years, and her research interests include program development,

incorporating EDTech tools in teaching and learning, gamifying education,

enhancing student engagement and student knowledge production. Sherry

is a TESL Ontario Blog Team member/writer and a TESL Ontario Conference

presenter. She is also the managing editor of SELS Dialogues.

Zafar Khan

Zafar Khan is an Academic Upgrading Professor at the School of English

and Liberal Studies (SELS). He teaches passionately, advocates for student

success. He has created & delivered ACE (Academic College Entrance) Physics,

Mathematics, Biology, Chemistry courses over the last 15 years. As an Ontario

Institute for Studies in Education (OISE) alumnus he actively participates in

the OISE mentorship program and is an active member of the Ontario College

Mathematics Association (OCMA).

Philip Alalibo

Philip Alalibo is the Associate Dean of the Department of Humanities and Social

Sciences (HUSS) and has been a professor for 16 years. Philip has contributed

to curriculum development initiatives, including several general education and

Specialized Academic Credential (SAC) courses. A published poet and author

of seven books, Philip co-authored a college textbook on Global Citizenship and

children’s story book.He is a founding member of Centennial’s Writer’s Circle.

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SELS DIALOGUES | 47

Shelley Steele

Shelley Steele is an entrepreneurial educator, media producer, and personal

development coach on a mission to inspire personal growth and change. She

has produced, directed, and hosted award-winning educational documentary

series, docu-dramas, and projects with TVO, Sick Kids Hospital, the Ontario

Ministry of the Attorney General, the Ontario Ministry of Education, and a

multitude of community organizations and school boards. Shelley is the

founder and president of Heartspeak— powering community development

through mentoring and coaching programs, training, and resources

(heartspeak.ca). She is a professor in Centennial’s Inclusive Leadership

Practices and Entrepreneurism Certificate programs; Healthy Lifestyle

Management; and Global Citizenship.

Jill McDonald

For the past 30 years, Jill has been working at Centennial College in the

administrative field in the English and Humanities and Social Services

Department and Student Financial Services. Over time, she has helped many

students to achieve their goals and progress in their field of academic studies.

Ivan Su

Ivan is a professor in the EAP program and has been a language educator for

the past 20+ years, teaching in Japan and Canada. He enjoys implementing

new skills and innovation from EdTech in his courses, as well as researching

new learning strategies in language education. His current research project is

investigating the impact of mobile micro learning on language learning.

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SELS DIALOGUES | 48

BJ Jumnadass

BJ Jumnadass has over 15 years of teaching experience both locally and

abroad. He has worked and lived in many different countries like Malaysia,

Indonesia, UAE, Qatar, Australia, and Brunei. He has held administrative roles

and has taught at all educational levels ranging from primary, secondary

and college/university. BJ has a Masters in Education, a BA with a Major

in Psychology, TEFL/TESOL, Coaching levels 1 and 2 and has obtained a

Fellowship. He is currently completing his second Masters in Applied Linguistics

at York University.


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SELS DIALOGUES | 49

Call for Submissions

SELS Dialogues accepts submissions on an on-going

basis. Our goal is to publish twice a year, informing

staff and faculty about school initiatives, sharing

best practices, building community, and providing

professional growth opportunities in the School of

English and Liberal Studies.

What’s in it for you?

• Strengthening your resume as a published scholar

• Increasing visibility within the college

• Contributing to your Centennial family

Journal Sections Open to Submissions:

1. Pedagogy: Teaching Tips, Innovations in

Pedagogy, Successful Classroom Practices,

Classroom Management Techniques,

Assessment and Learning, Reflective

Practices on Pedagogy

2. EdTech Tools: Reflections on Implementing

EDTech Tool in Teaching and Assessment

3. Critical Thinking: Teaching and Assessing

Critical Thinking, Reflective Practices on

Critical Thinking

4. Research Initiatives: SoTL projects,

Conference and Seminar Reflections,

Research Practices, Building Research

Capacity in Education, Reflective Practices

on Research

5. Creative Pursuits: Short stories, Arts,

Paintings, Fiction, Non-fiction, Short Essays,

Poetry, Creative writing and Literary Reviews:

Play Reviews, Movies Reviews, Book Reviews

Newsletter Sections Open to Submissions:

1. Beyond the Classroom/Academics:

Off campus staff and faculty pursuits:

Staff and faculty travel, Engagement in

Community, and Other

2. Student Work: Student Emails written

to Faculty, Student Achievements

Written Submission Guidelines

• Please follow the Publication Manual of the

American Psychological Association (APA, 7th Ed).

• Authors are requested to provide a biography (75

words) and an image of themselves, and to sign a

journal submission agreement.

• Written Submissions should be between 500

to 1000 words.

In case a submission is not accepted, we are more than

happy to connect with authors and provide feedback for

future submissions.

Please also feel free to contact our team of editors for

brainstorming any ideas you might have before creating

a piece.

Copyright: Staff and faculty to their work will be

reserved, and they may publish their work on other

platforms. A waiver form will be provided once a

submission has been selected.

Please submit your paper to:

our online submission form

If you have any questions, please feel free to contact

Sherry Hejazi: shejazi@centennialcollege.ca

6. Other

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SELS DIALOGUES | 50

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RITM0015763

SELS Dialogues Journal Volume 4 Number 2

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