#Teach English in Ontario

[niibaataa]

Nishnaabe Nagamonan

Disclaimer: Some works deal with historical wrongs, Missing and Murdered Indigenous Women and Girls, colonialism, and residential/boarding schools. Exercise caution.

Kateri Akiwenzie-Damm is a member of Saugeen Ojibway First Nation. Akiwenzie-Damm has served as Poet Laureate for Owen Sound and North Grey. In 1993, she established Kegedonce Press, a publishing house devoted to Indigenous writers. She has also authored Without Reservation: Indigenous Erotica.

Works: (Re)Generation, My Heart is a Stray Bullet.

Marie Annharte Baker is a member of Little Saskatchewan First Nation. Annharte's work concentrates on women, urban, Indigenous, disability, and related topics. She critiques life from Western Canada. After graduating with an English degree in the 1970s, she became involved in Native activism and was one of the first people in North America to teach a class entirely on Native women.

Works: Indigena Awry, Miskwagoode, Exercises in Lip Pointing.

Lesley Belleau is a member of Garden River First Nation. She is noted for her 2017 collection Indianland. She has an MA in English literature from the University of Windsor and is working on a PhD in Indigenous Studies from Trent University.

Works: Indianland.

Kimberly M. Blaeser is an enrolled member of the White Earth Reservation. Blaeser served as Wisconsin's Poet Laureate from 2015-2016. She is a professor of English at the University of Wisconsin-Miluwakee. A contemporary of Vizenor, she is the first critic to publish a book-length study on his fiction. She has been writing poetry since 1993.

Works: Apprenticed to Justice, Trailing You, Absentee Indians and Other Poems.

Diane Burns was a member of the Lac Courte Oreilles band. Burns was Anishinaabe through her mother and Chemehuevi through her father. Burns attended the Institute of American Indian Arts and Barnard College (within Columbia University). She was also an accomplished visual artist. She is considered an important figure within the Native American contemporary arts movement.

Works: Riding the One-Eyed Ford (available online).

Aja Couchois Duncan is a Bay Area educator, writer, and coach. Duncan is of Ojibwe, French, and Scottish descent. Her debut collection won the California Book Award. She holds an MFA in creative writing from San Francisco State University.

Works: Restless Continent, Vestigal.

Heid E. Erdrich is a member of the Turtle Mountain band. Erdrich is a granddaughter of Patrick Gourneau, who fought against Indian termination during his time as tribal chairman from 1953-1959. Erdrich holds a PhD in Native American Literature and Writing. Erdrich used to teach, but has since stepped back from doing it full-time. She directs Wiigwaas Press, an Ojibwe language publisher.

Works: Cell Traffic, The Mother's Tongue, Curator of Ephemera at the New Museum for Archaic Media.

Louise Erdrich is a member of the Turtle Mountain band. Erdrich is a granddaughter of Patrick Gourneau, who fought against Indian termination during his time as tribal chairman from 1953-1959. She is widely acclaimed as one of the most significant writers of the Native American Renaissance. Owner of Birchbark Books, an independent bookstore that focuses on Native Literature.

Works: Jacklight, Original Fire, Baptism of Desire.

David Groulx was raised in Elliott Lake, Ontario. Groulx is Ojibwe and French Canadian. He received his BA in Literature from Lakehead University and later studied creative writing at the En'owkin Centre in British Columbia. He has also studied creative writing at the University of Victoria.

Works: From Turtle Island to Gaza, Rising With a Distant Dawn, Imagine Mercy.

Gordon Henry Jr is an enrolled member of the White Earth Reservation. Gordon Henry Jr holds a PhD in Literature from the University of North Dakota and is currently a professor of English at Michigan State University. He has authored several novels and poetry collections and is a celebrated writer in Michigan.

Works: Spirit Matters, The Failure of Certain Charms.

Jane Johnston Schoolcraft was Born in Sault Ste. Marie on Michigan's Upper Peninsula. Schoolcraft was given the name of Bamewawagezhikaquay ('Woman of the Sound that the stars make Rushing Through the Sky') in Ojibwe. Her mother was Ozhaguscodaywayquay, the daughter of the Ojibwe war chief Waubojeeg. Her father was fur-trader John Johnston. Johnston is regarded as the first major Native American female writer. She wrote letters and poems in both English and Ojibwe.

Writeup containing works.

Denise Lajimodiere is a citizen of the Turtle Mountain band. Lajimodiere is considered an expert on Native American boarding schools following her work Stringing Rosaries, published in 2019. She is a poet, professor, scholar, and the current Poet Laureate of North Dakota.

Works: His Feathers Were Chains, Thunderbird: Poems, Dragonfly Dance.

Linda Legarde Grover is a member of the Bois Forte Band. She is a columnist for the Duluth Tribune and Professor Emeritus of American Indian Studies at University of Minnesota (Duluth). She has written poetry, short stories, and essays.

Works: The Sky Watched, Onigamiising.

Sara Littlecrow-Russel is of Ojibwe and Han-Naxi Métis descent. Russell is a lawyer and professional mediator as well as a poet. She has worked at the Center for Education and Policy Advocacy at the University of Massachusetts and for Community Partnerships for Social Change at Hampshire College.

Works: The Secret Powers of Naming.

Jim Northrup was a member of the Fond du Lac Reservation in Minnesota. Northrup lived a traditional lifestyle in his early years. As a child, he attended an Indian boarding school where he suffered physical abuse. Later in life, he served in the Vietnam war and experienced PTSD. Much of his poetry comes from these hardships.

Works: Walking the Rez Road, Rez Salute: The Real Healer Dealer, Anishinaabe Syndicated.

Duke Redbird was born in Saugeen First Nation. He became a ward of Children's Aid at nine months old when his mother died in a house fire. He began writing to give words to his experiences as an Indigenous man raised by white foster families. He is recognized as a key figure in the development of First Nations literature.

His poetry is available on his site.

Denise Sweet is a member of the White Earth Reservation in Minnesota. Sweet served as Wisconsin's Poet Laureate from 2004-2008. She has taught creative writing, literature, and mythology at the University of Wisconsin-Green Bay.

Works: Songs for Discharming, Palominos Near Tuba City.

Mark Turcotte is a member of the Turtle Mountain Band. Turcotte is a visiting assistant professor of English at DePaul University. He has published two books of poetry. His chapbook, Road Noise, was translated into French.

Works: The Feathered Heart, Exploding Chippewas.

E. Donald Two-Rivers was raised in Emo Township, Ontario. He moved to Chicago at age 16 and became involved with the Urban Native community there. A playwright, spoken-word performer, and a poet, Two-Rivers had been an activist for Native rights since the 1970s. He was the founding director of the Chicago-based Red Path Theater Company.

Works: Powwows, Fat Cats, and Other Indian Tales, A Dozen Cold Ones by Two-Rivers.

Gerald Vizenor is an enrolled member of the White Earth Reservation. Vizenor has published over 30 books. He taught at the University of California for many years and is currently at the University of New Mexico. He has a long history of political activism and he is considered one of the most prolific Indigenous ironists writing today.

Works: Favor of Crows, Cranes Arise, Empty Swings.

[phonaesthemes]

What if a Monopoly game board featured names and places relevant to Kanien'kehá:ka (Mohawk) culture instead of Reading Railroad and Park Place? That's what Niiakohontésha Gray envisioned when creating resources in Kanien'kéha, or the Mohawk language. "Whenever I was going to school ... we had a lot of different resources but I noticed I don't really have any games or [more fun] resources that you could play," said Gray, who is from Akwesasne, on the Quebec, Ontario and New York state borders. "I know for me, it's a lot easier learning whenever it's more fun." Gray is a graduate of Ratiwennahní:rats, a two-year adult language immersion program offered by the Kanien'kehá:ka Onkwawén:na Raotitióhkwa Language and Cultural Center in Kahnawà:ke, south of Montreal. After she graduated, she began teaching children at a grassroots immersion school in Ganienkeh, a settlement near Altona, N.Y. She noticed her students would always grab board games in English to play during their breaks, and wanted them to have options in their language.  She began translating and re-creating prototypes of various popular board games to reflect Kanien'kehá:ka language and culture and is now producing copies for other educators, language learners and their families. "I'm not the best speaker but I have an idea of what I want to do," she said.

That meant, instead of railroads, kids can land on kanonhséhsne —  longhouses — in Ganienkeh, Kahnawà:ke and Akwesasne. Tekiatén:ros, a matching game, uses words from a dictionary of Kanien'kéha nouns that is produced by the Kanien'kehá:ka Onkwawén:na Raotitióhkwa Language and Cultural Center. Teiotién:taron River McComber, who teaches in Ganienkeh and worked with Gray before she left for a new job in her community, says it's a creative way to reinforce the curriculum that students in Ratiwennahní:rats and elsewhere learn.  McComber was also in Ratiwennahní:rats, in the cohort a year ahead of Gray. "All the schools that I've been to would love to have these things because when I was working there [we] didn't have anything quite like this," said McComber. McComber said there aren't enough language resources available beyond the classroom, especially for children and even for many grassroots schools, being creative with the curriculum falls on the teachers. "Everybody would love this to happen but nobody is kind of taking time out of their work space to do it," said McComber.  "She's doing what she can, and it's wonderful." For Gray, doing this has helped her break out of her comfort zone by having to approach former classmates and elders to help with translations. "I have to reach out to people; I have to talk to people," she said. "I have a hard time reaching out to elders ... just because I know they're real fluent and I know that I'm not…. [I] just feel like I'm going to mess up and I'm just gonna embarrass myself. But I ended up reaching out to a few of them, and talked to them and … they helped me."

[goldenbloodytears]

I would really like to know more about Sam, without spoiling the plot of future projects what can you say about her and Danny in the asks 2, 3, 9, 10, 14 and 15?

Also if Sam was a character of the scream franchise which one would she be?

Send by Mx. 👍

2. How do they treat themselves when they're feeling sad?

Sam's go to is to put on Elton John (most likely Honky Chateau—I can probably write a small piece on how Rocket Man can be seen as a metaphor for gay alienation) and then probably get a big tub of ice cream going. She’s not a stranger to depressive spirals, but sad and depressed are not quite the same thing—she deals with sad a lot better than depressed I would say.

With Danny… I think he tends to bypass sad and go straight to irritated. I’m a big believer in old man Johnson toxic masculinity indoctrination, so Danny probably lowkey thinks crying is for weaklings (and women). I think he might result to trying to calm himself with a couple drinks if for some reason he can’t immediately fix the problem that is causing him to be sad/irritated… however, said combo is more likely to lower his inhibition… and that’s when you’re probably more likely to get an impromptu murder (in comparison to his more planned stories).

3. What parts of themselves do they tend to hide?

Sam tends to hide her sexuality. Or at least attempt to. She lives in a small town, and the gossip mill would surely have a field day with the local English lady reporter turning out to be a “lesbian” (because bisexuals don’t exist in 1994 /sarcasm). The result is where she’s inoffensive enough to not cause outright homophobic drama, but she’s not exactly living the best life she could be either… especially when she’s partly trying to play nice for a family that aren’t nearly as accepting as they could be.

Danny hides himself. To be clearer, I’ve been considering whether his usage of personas happen to allow him to connect with an element of himself that has long been suppressed by his old man’s teachings. This is kind of a half-baked thought that I need to think about more. It’s a bit like being a method actor, an inherent element of performance. Think about how many seemingly outgoing and over confident performers are actually rather introverted (and not just because of paparazzi hounds)… also consider how people tend to act more freely when anonymous, for good or ill. Danny hides a lot of himself, he hides his literal self as Danny, but also other elements. His sexuality just like Sam, since being a bisexual man in the 90s is just… asking for trouble. However, he’s so strongly manifested in his expected gender roles as a masculine military brat that you wouldn’t even guess he might be queer unless you went for some crazy extreme like the fact he tends to dress well on average. I don’t think his personas suddenly act flaming (just to be clear) but he’s a little bit nicer, way more talkative, a little bit goofier/nerdier and I don’t think it’s entirely an act (although he believes it is and will tell you so).

9. What are their insecurities?

Sam is insecure about many things at the start of the story. This isn’t really a plot spoiler. She’s insecure about the fact both her brothers are married with kids, she’s insecure about the fact she’s queer, she’s insecure about her relationship with her girlfriend. She’s insecure about her future in the province she was born in—quick history lesson, in 1994 Quebec proposed a provincial referendum to decide whether the citizens of Quebec largely supported the idea of Quebec becoming its own sovereign country to be voted on in 1995. There was a major divide along language lines with English speaking Quebecers largely supporting the federalist Canadian position (No) while the French-speaking Québécois generally supported the sovreignist Yes side. There was a large exodus of English speaking Quebecers from the province around this time, settling in Ontario and Alberta primarily. You had small towns with flourishing English populations suddenly lose multiple families which had lived there for generations only for the towns to become much more French. This is the situation Sam finds herself facing, working as a local English newspaper which is now struggling as a result of less readership… so honestly she’s even kinda insecure about the future of her job too, period, lol.

I think Danny’s insecurities would require a whole post of their own, however, I’ve briefly touched on one of them in question 15.

10. What are their emotional triggers?

For Sam: curiosity, fear, frustration.

For Danny: boredom, frustration, praise.

I’m not entirely sure what this question is asking so I’ve kinda listed the emotions that I think are most likely to motivate them to do something for good or worse.

14. What kind of people do they tend to gravitate towards?

Sam tends to gravitate towards people with big personalities. She’s a much more subdued person and kinda lives vicariously through them. She’s intrigued by the promise of life outside small town Quebec, so it’s very easy to get her attention with stories of travel. She has a major obsession with this random cold case that happened when she was a teenager, to the point that everyone thinks she’s a little bit weird for it, and in this way she’s also drawn to people that will put up with this particular quirk. I think you can already see where I’m going with this.

Danny, like a true confidence trickster, is drawn to people most likely to believe his bullshit. This doesn’t mean he looks for idiots, he’s still a bit of a wannabe academic blowhard in spirit and as such I think he’s still drawn to people who profess at least a bit of a braincell…. But it’s the trust element. He’s looking for people who want to believe what he says. He’s also looking for people who think he’s cool. Even if he’s Jed or persona #632.

So when taking these tendencies together, you can already kind of start to see how Danny and Sam compliment each other in terms of the people they are seeking. They’re both looking for somebody who’s going to gas them up—feed their egos and hope for the future.

15. What do they like/dislike about themselves?

Sam likes her skills as a journalist, she feels like her stubbornness is a useful trait. She wishes she was better at being more traditionally feminine. She dislikes her height, at 5’10” she towers over a lot of guys and it’s worse if she wears heels.

I feel like we all have a rough idea of what Danny “likes” about himself, so I’ll focus on what he dislikes. His emotionality. He knows he can be impulsive, and he thinks feelings like fear, anger, and sadness are not particularly useful for himself when he’s supposed to be this killer who goes around murdering in the night. If he could be a mindless killer, I’m sure he would do so.

Bonus: What character in Scream would Sam be?

Hmmm, that’s a very good question. I think I would need to do a complete series rewatch to really pin it down but I think she would kinda be a weird proxy if you were to mix Gail and Dewey together (she’s their forbidden baby). She has a lot of Gail’s tenacious journalism qualities but she’s a lot nicer, similar to Dewey. Her brother Chris is also a cop, so she’s a little bit functional to Tatum in a way.

[english-lessons-bolzano]

HOW TO SAY "SCUOLA ELEMENTARE" IN ENGLISH

1 ELEMENTARY SCHOOL (Canada, US, Philippines, historically UK, education) A school for children, typically older than toddlers and younger than adolescents. In the U.S., elementary schools cover grades 1 through 5, and the ages of the children are usually 6-11 years. At a minimum, elementary schools will teach basic reading, writing, arithmetic, and history.

2 PRIMARY SCHOOL

(British, Australia, sometimes Philippines, education) A formal, obligatory kind of school that typically begins with nursery school or first grade and ends at fifth or sixth grade.

3 GRADE SCHOOL

(US, Philippines, rarely Canada, education)

4 GRAMMAR SCHOOL

(US, rare, regional)

5 JUNIOR SCHOOL

(UK) A school providing education to children in Key Stage 2, i.e. for four academic years from September after a child's 7th birthday.

(Australia) Usually a part of a private school that educates children between the ages of 2 and 5.

(Canada, chiefly Ontario) A school teaching children from kindergarten to Grade 5; an elementary school.

6 LOWER SCHOOL or FIRST SCHOOL

(UK, education) In the three-tier education system, a school for children until the age of eight or nine.

Silvio Pasqualini Bolzano inglese ripetizioni English

[sipsofsecrets]

ˏˋ 𓂃 ( ana de armas. cis-female. she/her. ). meet amara morales cortez, a 36 year old, who has been in cloyne for 11 years. they are a teacher at clone high school, known for being graceful even in stressful situations and their home-wrecker reputation. they are often heard humming along to young and beautiful by lana del rey. residents would describe them as the mayor's mistress. ( klein, 29, she/her, est )

A U R A

soft rustling of silk as she walks through her home, a mixture of grace and purpose in every step. shadows cast by flickering candlelight during late-night reading sessions, a glass of red wine untouched beside her. scent of aged wood and books in her study, a space where she finds peace amidst the chaos of her life. quiet moments after a playful argument with her husband, his words still lingering in the air as she considers what it would mean to give up teaching. sound of her children playing in the background, their laughter a reminder of the family she’s built, though she longs for more. sharp click of her heels as she leaves the school after a long day, knowing her husband would prefer her home, but feeling too attached to the life she’s created for herself. late nights curled up with a book, one hand absentmindedly resting on her stomach, thinking about the possibility of another child. classical music echoing through the house while she cooks dinner for her family, an elegant façade hiding the fear underneath.

P R O F I L E

birth name: ana maria rojas, amara morales (given when she entered witness protection), amara morales cortez (she took the last name cortez after marrying victor).

nicknames: the first lady (a nickname among locals, acknowledging her position as the mayor’s wife), the mayor's mistress.

date of birth: april 30, 1988.

age: 36.

height: 5'6" / 167 cm.

gender: cis-female.

pronouns: she/her.

sexuality: bisexual heterosexual.

relationship status: married to victor cortez (the mayor).

birthplace: havana, cuba.

currently resides: cloyne, ontario.

husband: victor cortez, the mayor of cloyne.

children: 7-year-old twins (mateo and clara cortez).

step-children: emilio (21 y/o) and julian cortez (22 y/o) from victor’s previous marriage.

religion: catholic (non-practicing, more out of habit than faith)

education: undergraduate degree (history+ english literature), teaching certificate

languages: spanish (native), english (fluent), french (basic).

occupation: history + social studies teacher at cloyne high school.

A T T R I B U T E S

preferred hand: left-handed

blood type: O+ (universal donor, think the giving tree)

allergies: none

physical health: maintains an active lifestyle, balancing the demands of motherhood with self-care. practices yoga when she has time, but isn’t rigid about it.

mental health: occasional bouts of paranoia. deals with suppressed fear of her past catching up to her (especially regarding the safety of her family). compartmentalizes emotions and stress to maintain control. haunted by memories of her early life causes her sleepless nights or vivid flashbacks

P E R S O N A

taurus sun. intj. melancholic. 6w5 (the loyalist).

graceful (maintains her composure in every situation). intelligent (planning ahead to stay in control of her life). compassionate (deeply cares for her husband, children, students, and those closest to her). self-controlled (rarely acts impulsively).

secretive (she guards her past carefully). mistrustful (years of hiding have made her wary of others). perfectionist (she strives for flawlessness in everything she does, mistakes could unravel her life).

R E L A T I O N S

her husband: amara calls victor "mi sol," a term of endearment that signifies the steady, grounding force he is in her life. despite their deep connection, there is ongoing tension between them.

children: her relationship with her twins is loving, and she is a dedicated mother. however, her relationship with her step-sons is more strained. they remain wary of her, knowing she was once their father’s mistress. while she tries to play the role of a nurturing stepmother, there is a distance between them, and amara senses they don’t fully trust her.

students: as a teacher at cloyne high school, amara is respected for her compassion. she’s known for being firm but fair.

reputation in cloyne: amara is known for her composure, even in the face of scandal. despite being the mayor’s wife, many in town still refer to her as “the mayor’s mistress,” a label that follows her due to the circumstances of her marriage. she’s both admired for her elegance and whispered about for her past. her reputation as a home-wrecker hasn’t faded over the years, but she carries herself with dignity, never reacting to the gossip.

public persona: amara is the epitome of grace. she dresses impeccably and speaks carefully, always conscious of how she is perceived. while the town still gossips about her past, she never gives them fuel for new rumours. she attends town events as the mayor’s wife, playing the part of the supportive spouse.

H A B I T S

sips her coffee slowly, savouring it.

never rushing through mornings.

organizes her desk meticulously.

taps her nails against her glass or on her desk when she is deep in thought.

L I K E S

vintage perfume (prefers the scent of jasmine, sandalwood, and leather—her signature fragrance).

books (historical fiction and mystery novels and erotica).

fine cigars (especially if they're cuban).

rare, vintage jewelry

away from her children and husband's eyes: bourbon (prefers it neat, a reminder of her power and control).

hunting (another sport she does not like to indulge in around her children nor her husband).

D I S L I K E S

discussing her past or her family in cuba.

invasion of her personal space.

unannounced visits.

public scrutiny.

messes. especially bloody messes.

A P P E A R A N C E

so strikingly beautiful that her presence that commands attention, her features are soft but strong at the same time. light eyes, full lips, dark hair. her body is lean and tone, she walks with the grace of royalty.

S T Y L E

often wears tailored dresses, fitted blouses and slacks. at home she favours soft, comfortable fabrics like cashmere sweaters and silk robes but her wardrobe has always been stocked with elegance.

T A T T O O S

a small delicate sun tattoo on her ribcage just beneath her heart (mi sol). a delicate constellation on the inside of her right wrist with two stars representing her twins-- below each star are their birthdates in roman numerals.

S T O R I E S U N T O L D

1988: ana maria rojas was born in havana, cuba. her father was deeply involved in organized crime. despite this, he loved his children deeply, and when his criminal ties put them at risk, he made a deal with the united states government to become an informant.

1999: by age of 11, ana maria witnessed several heinous crimes due to her father’s criminal involvement. these experiences deeply affected her, making her develop a strong aversion to messes and blood. as the danger grew, her father arranged for her to be smuggled out of cuba to miami for her safety. ana had to leave her brother behind, who was only 9 years old because he had already been pulled into the gang, which has haunted her ever since.

2003: by the time she turned 15, ana maria was placed in the witness protection program and moved to canada, under the new identity of amara morales. the increased risk to her life prompted this move.

2003 - 2012: during her years in vancouver, canada amara lived with foster parents who gave her stability, but she always carried the trauma of leaving her brother behind in cuba. she feared that the criminal organizations her father betrayed might find her, so she stayed vigilant and distant from others. the memories of the crimes she witnessed in cuba continued to shape her, causing her deep discomfort with anything bloody or messy.

2012: after the mysterious death of her foster parents, amara felt the need to leave vancouver and start fresh. she relocated to cloyne, ontario, seeking a quiet, hidden life.

2013: amara met victor cortez, the mayor of cloyne, at a time when she was desperate for stability and security. she viewed him as her safety net in a world that constantly felt unstable. that is how their scandal began. though the town gossiped and even labeled her as “the mayor’s mistress," she clung to victor, seeing him as the foundation to the new life she had always longed for.

2017: amara and victor married, and she became amara morales cortez. they had twins, and amara found some peace in motherhood. perhaps this is why she longs for another child. she wants the peace and distraction of a baby's cry. or maybe it's because the rumours the town spreads have a deeper effect on her psyche than she cares to show.

present: amara lives a life of constant vigilance, even though she outwardly seems to have it all—a family, a husband, and a career. she is haunted by memories of her brother and the crimes she witnessed, forever torn between the life she’s built and the past she’s tried to bury.

W A N T E D C O N N E C T I O N S

THE JOURNALIST – there’s a local reporter who has always been suspicious of amara's past. they’ve been quietly investigating her for years, convinced there’s more to her than just being the mayor’s wife.

THE EX-LOVER - before marrying victor, amara had a brief but intense relationship with someone in cloyne. though the affair ended, there’s still a flicker of unresolved tension whenever they see each other.

THE STEP-SON - one of victor’s adult sons still harbours deep resentment toward amara for breaking up his parents’ marriage. their interactions are cold and hostile, but there’s an underlying tension of unresolved conflict between them.

THE BEST FRIEND – amara’s closest confidante in cloyne is a fellow teacher at the high school. they bond over their shared love of history and their ability to keep each other’s secrets, providing emotional support when needed.

THE FORMER STUDENT - amara remains close to a former student who has grown up and is now friends with her step-sons. despite their friendship with her step-sons, this person maintains a special bond with amara, often turning to her for advice and guidance.

THE PARENT FRIEND – one of the other moms from her children’s school has become a casual friend. they bond over school events and playdates, providing amara with a light, friendly connection outside her family drama.

[tsunflowers]

Okay, I watched that Video on the France French pronunciation of Gratin, and that definitely is different from how it is pronounced here. It may be the type of thing where the influence of English in the Ottawa-Gatineau accent makes it sound like that.

It should also be noted that a native speaker of Canadian French and Canadian who learned it as a second language may still have different accents & even vocabulary, because in school here in Ontario the French we are taught is closer to France French. For example, we are taught that the word for a car is “une voiture”, while a native Québécois would just say “un char” (but we are taught “souliers” for shoes even though in France they are normally called “chaussures”).

While many Québécois terms are anglicismes, sometimes it is the opposite, and Québec kept an old/obscure/regional French term that got anglicized or or lost in France for various reasons like the standardization of the language during Napoleon’s time. For example, in France the word for a ferryboat is “ferry-boat”, while in Québec it is "traversier".

-

I think they should teach Québécois French in Canadian schools. bc if you live in ontario are you more likely to go to France or Québec? you can’t be talking about voitures when you go to the next province over

it’s really a fascinating language difference... especially the times when Québécois actually has the more “historical” French. I don’t think it’s different enough to be considered a “dialect” but to me it seems worth learning. or at least worth learning about

[dialogues-across-centuries]

Thank you @becomingapoet for tagging me. 🙏 I've never done anything like this, so it should be fun! 😊

1. Are you named after anyone?

I'm named after two people, actually – my first name is my dad's (Tim/Timothy), and my middle name is my grandfather's (Michael).

2. When was the last time you cried?

Twice this morning. 😆 I'm a super watery person, so it doesn't take a whole lot to move me emotionally lol.

3. Do you have kids?

Not of my own (in the biological sense), but I do have a 12-year-old stepson who lives with my partner and I half the time, and his dad the other half. There aren't really any words I can say that will do him justice, but he's a wonderful guy, and we have a great relationship. He's helped me grow as a person more than pretty much anyone I've ever met.

4. Do you use sarcasm a lot?

Not in the traditional sense. My partner and I have a few semi-sarcastic inside jokes between us, but they're really quite light-hearted and silly — they're never at anyone's expense or anything like that. (I'm also on the autism spectrum, so I'm admittedly not very good at detecting sarcasm lol. Sometimes I even have to ask her whether she's joking about something or not.)

5. What’s the first thing you notice about people?

I notice different things about people at different times/in different situations, but one of the most common is how they treat others.

6. What’s your eye color?

My eyes are brown, but they also appear green at times.

7. Scary movie or happy ending?

I am a definite lover of happy endings, but I'm also a great lover of the macabre, so that's a tough one. I would say my natural preference for peaceful resolution comes out on top, though.

8. Any special talents?

Other than poetry, I'm pretty good at divination, especially via Tarot, astrology, geomancy, and dream interpretation.

Bonus secret talent — I used to be a decent rapper in my late teens/early 20s, which, in all honesty, is where I got my start in poetry.

9. Where were you born?

I was born in St. Catharines, Ontario, Canada, but I've lived in Niagara Falls for pretty much all my life, other than two brief periods in Toronto and Hamilton.

10. What are your hobbies?

As an autistic person, my "hobbies" are more like all-encompassing obsessions that I can neither live nor function without. 😆

That being said, I spend a great deal of time studying and practicing esoteric traditions like alchemy, astrology, Kabbalah/Qabalah, Tarot, & ritual magic — and my partner Julia and I also do a lot of teaching in this realm through a blog we run called Spiral Sea Tarot.

I also love studying a number of different world religions, comparative mythology, psychology, philosophy, art, & literature.

I am also a great lover of Chinese/Taiwanese tea and tea culture. I'm especially fond of puerh — a post-fermented tea that undergoes a gradual transformation over several years from a vibrant, yellowish brew to a complex, earthy red.

11. Do you have any pets?

We have a highly-strung, but always lovable muted tortie cat named Maeby.

12. What sports do/have you played?

Mostly baseball, but I've played a bit of hockey, football, and volleyball as well.

13. How tall are you?

6'1"

14. Favorite subject in school?

English and Psychology

15. Dream job?

I'd love for my partner and I to be able to do our work together on a larger scale, and in more of a full-time capacity than life currently allows. You can't really beat doing what you love with the person you love doing it with!

I haven't been here long enough to get to know anyone yet, so I tag anyone who is reading this. Thanks for your time! 🙏

[preoccupied-educator]

15 Questions 15 Mutuals

Thank you for the tag @claire8216 (let's pretend it hasn't been 5 months since you tagged me, k? K!)

Rules: answer the questions and tag fifteen mutuals.

1. Are you named after anyone? My mom and I share a middle name, which is after my great aunt

2. When was the last time you cried? Oh gosh, recently anything can make me tear up...I cried over a Jiara fan edit yesterday 🤷🏼‍♀️

3. Do you have kids? One!

4. Do you use sarcasm a lot? Absolutely yes, a second language for me basically

5. What’s the first thing you notice about people? Hmm...usually their expression, are they happy? sad? do they look approachable?

6. What’s your eye color? Grey-blue

7. Scary movies or happy endings? Team HEA 4ever <3 (scary movies are not really for me)

8. Any special talents? Umm...I am particularly good at cooking/replicating favourite dishes without a recipe, which is probably due to the amount of time I spent in the kitchen during my formative years

9. Where were you born? A tiny town in Northern Ontario

10. What are your hobbies? I currently don't have much time for hobbies but, when I do, I enjoy reading, writing, hiking/exploring, baking and gardening

11. Have you any pets? I have a cat and a dog

12. What sports do you play/have played? Slo-pitch baseball, figure skating, hockey, volleyball, basketball, badminton, dance (ballet, jazz, tap), and horseback riding (English showmanship, hunter/jumper, western games)

13. How tall are you? 5′4″ (on a good day)

14. Favorite subject in school? English, Photography, Woodworking, and Outdoor Ed

15. Dream job? Hm..something in education, I'm happy where I am teaching elementary right now, but it would be nice to do something where my livelihood didn't rely on the incompetence of our elected officials

Um...I don't know that there are 15 people who haven't already been tagged in this, so! I'm going to break the rules and say, anyone who wishes to participate/didn't get tagged feel free!

[sapphicacademic]

After you finish your studies will you be able to teach English?

it depends what you mean by teach English. Here in Ontario, I'd need additional couple years in teachers' college before I'd be able to teach something like high school English

If you mean teach English to people who don't know the language, I honestly don't know. I think it depends on if I were to go to work in another country or not, or what qualifications they had. It isn't something I've really looked into

[onlinepteielts]

Top IELTS Coaching in Ontario: The Way to Success with Onlinepteielts

If you want to score well in the IELTS exam, then the right coaching center is a must. For those residing in Ontario, Onlinepteielts offers the top IELTS coaching in Ontario, designed to meet the needs of every student. Combining experienced trainers, personalized attention, and flexible online classes, you will be fully prepared to excel in all four sections of the IELTS test.

What makes Onlinepteielts stand apart is its structured curriculum along with effective teaching methods directed at improving your English language skills. Regardless of the IELTS test type-General or Academic-they have prepared online coaching sessions that assist you in your reading, writing, speaking, and listening skills.

The online site makes it convenient to learn anywhere, thus learning at one's own pace while receiving expert guidance. You'll also get mock tests with feedback to track your progress and confidence before sitting the exam.

Get ready to pass that IELTS exam with Onlinepteielts! Sign up today and take that step toward reaching your goals.

For more information, kindly visit Onlinepteielts – your true choice for the best IELTS coaching in Ontario.

[qwschool-1]

The Best High School Online In Brampton 

QW School leads the league of the best high schools online in Ontario, Canada. Complete focus on teaching students to achieve credit courses to get their OSSD (Ontario Secondary School Diploma), opportunities for all students, Preparatory language classes, English Language Program, University Preparation and Placement Assistance, and a range of part-time and full-time courses are some reasons for it. Visit our official website to know in detail about it.  https://www.qwschool.ca/

[mariacallous]

As 350 Jews with roots in the former Soviet Union gathered recently for a weekend conference at a Canadian Niagara Falls resort, Montreal was experiencing one of the worst outbreaks of antisemitic violence in Canada in this century.

Hundreds of protesters smashed shop windows, attacked police officers, set fire to cars, and waved Hamas and Hezbollah flags. The violence sent chills through Canada’s Jewish community—at over 330,000, the Diaspora’s third-largest after the United States and France.

“This is a clear warning sign that demands a decisive response from all who uphold democratic values,” Raheli Baratz, head of the World Zionist Organization’s Department for Combating Antisemitism and Enhancing Resilience, said of the Niagara Falls conference organized by Limmud FSU Canada. “We must unite in the fight against hate and protect the safety of all Canadian citizens.”

Several speakers at the event focused on the problem of antisemitism. The conference was hosted by Limmud FSU, the nonprofit organization that caters to the 60,000 or so Canadian Jews with roots in countries like Russia, Ukraine, Belarus and others that once comprised the Soviet Union. Since the first conference in 2005, at least 90 events across the globe have been hosted by 13 volunteer teams with over 80,000 participants.

The Nov. 22-24 gathering at Ontario’s White Oaks Resort & Spa also coincided with a sharp escalation of the Russian war in Ukraine, now in its third year. Shelly Pisarenko, 32, has roots in both countries. In 1989 her parents moved to Israel, where she was born. Now married, Pisarenko attends Toronto’s York University, where she says antisemitism is pervasive.

“I don’t feel physically threatened, but it’s dangerous to disclose who you are,” said Pisarenko, a psychology major also studying for her Ontario teaching license. “You have to be very careful with whom you share your Jewish identity. Really, I try to avoid any sort of protests on campus.”

Pisarenko leads Limmud FSU Canada’s Young Professionals committee, whose focus this year was on responding to Jew hatred and verbal abuse, whether on campus or at the workplace.

The festival’s theme was “We Will Dance Again,” a tribute to the 364 people massacred by Hamas terrorists on Oct. 7, 2023 at the Nova music festival near Kibbutz Re’im in southern Israel.  

Workshops in English and Russian covered weighty topics such as “God and the Holocaust: Can They Coexist?” and “Wars in Ukraine and Israel: Against a Common Enemy.” Lighter fare was on the agenda too, such as a lecture on the history of Jamaica’s Jews, a halachic analysis of artificial intelligence, and a debate on the relative health benefits and risks of drinking coffee.

Pro-Israel social influencer Rudy Rochman offered a seminar on understanding and combating antisemitism. Mayor Jeremy Levi of Hampstead, a heavily Jewish upscale suburb of Montreal, spoke on what it’s like to be a politician and a Jew in Canada post-Oct. 7. Uzi Dayan, former head of the Israeli National Security Council, spoke on “What happened on Oct. 7: First 24 hours and beyond.”

Melissa Lantsman, 40, the first Jewish woman ever to serve as a Conservative Party lawmaker in Canada’s House of Commons, also spoke. Elected three years ago, she represents the Toronto suburb of Thornhill, home to more than 10,000 Jews of ex-Soviet origin.

One of the most powerful presentations came from Maya Regev, 22, and her brother Itay, 18, who were kidnapped from the Nova festival, dragged to Gaza and held hostage there by Hamas. The siblings were released in a hostage deal and returned home 59 days later.

Vicky Sirkovich, 19, a Canadian-born business technology student whose mother is from Russia and father is from Moldova, said, “It was difficult for me to listen to them, but everyone should have been at that lecture.”

This was Sirkovich’s first Limmud FSU event; she had planned to volunteer at last year’s conference, but it was cancelled after the Oct. 7 attack. 

“It was so nice to see everybody together,” Sirkovich said. “I don’t attend conferences very often, but everyone there had the same background: Jewish and Russian-speaking. And any event where I can be among Jewish people is a great event for me.”

Participants came not just from Canadian cities like Toronto, Montreal and Ottawa but also from Atlanta, New York and Boston.

“Despite the challenges facing Israel and the Jewish world, we see a real enthusiasm for Jewish learning, for community and for being together,” said Limmud FSU founder Chaim Chesler. “It’s an incredible thing to witness.” 

Co-founder Sandra Cahn added, “Our amazing Canadian team continues to inspire and impress with its dedication and impact.” 

Key supporters of Limmud FSU in Canada include the Conference on Jewish Material Claims against Germany, the Jewish National Fund (KKL), World Zionist Organization, UJA Federation of Greater Toronto, the Canadian Forum of Russian-Speaking Jews, and philanthropists Harry Rosenbaum, Diane Wohl, Shoel Silver, Warren Kimel, Henry Koschitzky, Mickey Blayvas, Alex Shtein and Bill Hess, among others. Besides Chesler and Cahn, the organization’s leaders include Matthew Bronfman and Malcolm Hoenlein. 

Sergey Petrenko, president of Limmud FSU Canada, learned about Limmud FSU from his son Dan, who attended his first Limmud conference in 2015 along with friends from the Jewish summer camp where he’d worked. Petrenko and his wife Ella, both from Odessa, immigrated to Israel at a young age and moved to Canada 18 years ago for business reasons.  

“A huge part of the Russian-speaking Jewish community was robbed of its Jewish roots while living in the Soviet Union,” Petrenko said. “The main goal of Limmud FSU is to gain it back.”

Limmud FSU festivals generally feature kosher food, klezmer music, Russian-language comedy shows and a cheerful atmosphere. 

“But this year it was different,” Petrenko observed. “We gathered under the very heavy shadow of the events of Oct. 7. The whole community is heartbroken over the hostages.”

Petrenko said Oct. 7 was a turning point for his family. His son Dan, 26, and his daughter Michal, 24, found themselves blocked on social media by non-Jewish friends in the weeks following.

“Our daughter said she didn’t feel safe in Canada anymore and started to look for a job in Israel, which she eventually found,” he said. “Hate has increased enormously in all countries where Jews live, and Canada is no exception.”

Amid these challenges, Natasha Chechik, the executive director of Limmud FSU, expressed a sense of hope and trust in the strength of the community. 

“Canada has rapidly become one of our flagship events, with so much potential for growth,” she said. “Despite the antisemitism on the rise, this incredible team and community continue to shine as a beacon of resilience, and we cannot wait to see what 2025 has in store for them.”

[adrabas]

How Jewish High School Credits are Enhancing Modern Education

This is today’s fast-paced, unified and well-organized world where education has evolved to meet the needs of diverse learners! It is exceeding traditional physical classroom learnings. Innovative online classes are revolutionizing the way we learn. In this regard, ADRABA- is the leading offer of accredited high school courses to deepen Jewish literacy among students. They are offering students a unique opportunity to engage with their heritage while developing modern skills. The flexible learning environments seamlessly integrate Jewish high school credits and perspectives—the cutting-edge educational approaches of ADRABA, creating a holistic experience that resonates across generations.

Understanding Jewish High School Credits

In Jewish high schools, students are required to earn credits in both secular subjects—such as math, science, English, and social studies—and religious subjects, including Torah study, Hebrew language, Talmud, and Jewish history. These credits are essential for graduation and contribute to a student's academic standing. It is similar to public or private non-religious schools. The incorporation of religious studies distinguishes Jewish high schools from others. Students earn credits for courses in Jewish theology, ethics, rituals, and texts, creating a holistic educational experience that integrates intellectual growth with spiritual and cultural development.

Balancing Secular and Jewish Studies

One distinctive feature of a Jewish high school education is the integration of secular and religious studies. Unlike typical high schools where the focus is solely on academic subjects, Jewish high schools require students to divide their time between standard coursework and Jewish studies. This dual focus fosters a comprehensive educational experience, blending academic achievement with a deep connection to Jewish heritage. Innovative online programs at ADRABA are deeply rooted in Jewish teachings and principles which is useful in Jewish high school credits in Ontario. They are ensuring that students develop both academically and spiritually.

ADRABA Jewish high schools go beyond merely awarding credits. They emphasize the significance of learning through a Jewish lens. The curriculum is crafted based on Jewish high school credits and perspectives. It will deliver academic knowledge while instilling values such as charity, justice, and community service. Jewish studies provide students with a unique viewpoint on moral and ethical issues. The education has the historical traditions and contemporary relevance. Through this approach, students develop a strong sense of identity and responsibility,

The Modern Classroom: Anywhere, Anytime

One of the standout features of online education is its flexibility. Whether students are in bustling cities or remote corners of the world, they can now access high-quality lessons tailored to their schedules. This approach breaks down barriers, enabling Jewish students to connect with their faith, culture, and peers without sacrificing their pursuit of academic excellence.

ADRABA online platforms offer a distinctive educational setting where secular and religious studies are integrated. Their dual curriculum not only equips students for academic achievement but also strengthens their connection to Jewish traditions. A crucial aspect of this education is the credit system, which includes both general and Jewish studies. Grasping the workings of Jewish high school credits and their impact is vital for students, parents, and educators.

ADRABA online platforms provide tools like live classes, interactive discussion forums, and on-demand resources that empower students to learn at their own pace. This adaptability is a game-changer for families balancing religious observances, extracurricular activities, and modern commitments to Jewish high school credits and perspectives.

Jewish high school creditsat the Core

ADRABA provides outstanding Jewish studies courses, for credit, to Jewish public high school students. Being an Ontario Ministry of Education accredited organization, they are backed by a community of parents, Jewish role models, and educators. They always advocate dedicated to making Jewish learning meaningful, engaging, and experiential. They allow students to explore their Jewish identity through classroom experiences. It will extend beyond traditional learning. With a fun and personalized approach, ADRABA meets the growing demand for accessible and affordable Jewish education. For families seeking an education that respects their heritage while preparing their children for tomorrow, the approach of Jewish high school credits in Ontario can be transformative.

[qwschoolca]

Exploring The Best Private Online High Schools In Canada

QW School tops the list of the Best Online Schools in Canada. It is in this league for several reasons. Our English Language Learners Policy is a big reason for it. Our teachers develop and implement effective teaching and assessment strategies to help English learners succeed in their online courses. Please visit the official website and see everything. Have any questions? Let's make a call!

[kmindzfaridabad]

Why Enrolling in a CELPIP Preparation Course is Essential for Your Success

If you are thinking about immigrating to Canada or seeking permanent residency, then you probably know how cardinal the test of language proficiency gets. The CELPIP is one of those outlined examinations in English, usually meant for immigration and professional certification. Though some people might have confidence in their English command, it always pays to join a CELPIP preparation course, since that will remarkably increase the chances of passing. At K-Mindz Education, we believe proper preparation through the practice provided here will play a key role in achieving desired scores and deal with the CELPIP exam accordingly.

Understanding the CELPIP Exam

Before looking at the advantages that come with taking the CELPIP preparation course, it is relevant to explain what this kind of exam comprises. The CELPIP test is meant to measure your English-language proficiency in the areas of listening, reading, writing, and speaking. Ontario initially developed the test as reliable evidence of one's ability to function in real-life situations, quite critical in effective communication in Canada. The test has two forms: CELPIP-General usually key in most immigrant processes and CELPIP-General LS, which focuses on the listening and speaking aspects.

While many students may have a good grasp of the English language, CELPIP requires familiarity within its specific format and type of question asked. It is also where a specialized course of preparation concerning CELPIP will come in.

Structured Learning Environment These are just some of the major advantages that one can have by enrolling in a CELPIP preparation course. Here at K-Mindz Education, we design our courses to take students through each component of the CELPIP exam in a systematic manner. With a set curriculum, you will not need to struggle with where to begin and what your focus should be. You will, instead, be put through a detailed study plan that covers all areas in the test.

Expert Advice By enrolling in the CELPIP Preparation Course, you will be introduced to expert instructors who have great experience teaching and handling CELPIP. Such professionals know not only the peculiarities of language but also those requirements this test has. Instructors here at K-Mindz Education offer great insight into effective test-taking strategies, common pitfalls to avoid, and the best ways to manage your time during the exam.

Targeted Practice Targeted practice cut across success in the CELPIP examination. Consistent practice sessions are part of our CELPIP preparation course to help you build up the skills necessary in each test component. You would do writing exercises to enhance coherence and clarity, for example, practice structured speaking, and improve listening comprehension through mock tests and scenarios emulating real-life situations.

Access to Study Materials Once you decide to register with K-Mindz Education for the CELPIP preparation course, much study material is provided, including but not limited to textbooks, practice tests, and online resources. These course materials are designed in such a way that they conform to the required format of the CELPIP exam and are hence relevant. Furthermore, access to a number of resources will try to address multiple learning styles and make your preparation accordingly more efficient.

Mock Tests and Feedback One of the best ways to study for the CELPIP test is by taking practice tests. In our class of CELPIP preparation, we shall be able to incorporate full-length practice exams so that you get a feel of what the actual test will be like. This will also help you know your current weak points so that you may work on those aspects. Instructors will provide you with constructive feedback about your performance after each mock test, which would enable you to identify your strengths and weaknesses. The type of focused feedback is essential to fine-tune the skills and subsequently build up the confidence you need to take the examination.

Building Confidence For many students, the idea of sitting for an English proficiency test is intimidating. Signing up for a CELPIP preparation course will go a long way in soothing these nerves. As you study through the course and find yourself getting better with each passing day, your confidence naturally will rise. As a matter of fact, a well-prepared candidate is generally a more confident candidate, and this confidence leads to better performance.

Peer Support and Networking Studying with others who have the same goals is a pretty motivating experience. A CELPIP preparation course offered by K-Mindz Education is fully supportive, letting you share experiences, strategies, and resources with fellow students. Interaction with peers will enhance your learning process and develop a sense of community among the students who prepare for the same challenge.

Post Course Support Moreover, many CELPIP preparation courses offer post-course support, which is important to maintain success. Students often have questions or need guidance regarding final preparations after the course is completed. At K-Mindz Education, we offer ongoing support since instruction would help you stay focused and motivated for an approach toward your exam date.

Conclusion

In short, enrolling in a CELPIP preparation course will be a very sure way for anyone to achieve success in the CELPIP examination. These are organized sessions that offer professional instruction through concerted practice and worthwhile materials that should make all the difference in your results. At K-Mindz Education, we try to help you unlock your potential to achieve your goals. Call us now to find out about our intensive CELPIP preparation course if you are ready to take an advanced step toward your CELPIP success!

[ivenvs3000f24]

2: Teaching Learners (and my ideal interpreter role)

My ideal nature interpretation role would involve making environmental education more accessible to youth by working as an outdoor education teacher. Natural spaces can often be intimidating to those who are unfamiliar with them. I want to show youth (and their caregivers) practical ways to stay safe in nature, and the benefits of interacting with the natural spaces around us.

I also want to instill the importance of environmental protection and education. Oftentimes, environmental education is not privileged in school curriculum and brushed to the side. Given student’s limited time in school and the difficulty of teaching important subjects such as math and English, this is understandable (although still unfortunate.) I want to use the limited time given to environmental education in a way that will help students appreciate nature, instead of just absorbing some knowledge about it.

I believe that tactile, in-person experiences are the best way to achieve this goal, as it allows learners to connect with the world around them on a personal level. I think that the principle of spark described in our textbook (Interpreting Cultural and Natural Heritage for a Better World, page 85) encompasses this approach well; you need to connect your subject to learner’s personal lives in order to inspire them.

This ideal role would involve a wide range of interpretative activities. For example, I could help younger students learn about the diversity of plants that grow in their schoolyard, take older students on short hikes, and arrange canoe trips for high schoolers. Many students (whether due to physical, economical or social barriers) lack opportunities to engage with the natural world around them outside of school activities such as these. Overall, my goal would be to make nature accessible and empower students to take an interest in the natural world around them. In this role, I would likely be working for a schoolboard, or an educational non-profit.

A role like this one would require a wide range of skills. I would need to be highly adaptable to accommodate my learners and their needs, have a good working knowledge of outdoor safety and skills and be very familiar with the requirements of the school curriculum. Working with children and youth requires a lot of soft skill building and experience. Like any good nature interpreter, I would also need insightful knowledge of the ecosystems and natural features of the surrounding area.

On a practical level, this would mean earning a degree from the Ontario College of Teachers, being certified in Wilderness First Aid, keeping up a good amount of fitness and expanding my own environmental learning by attending workshops and certifications.

Working in this role would also mean learning how to teach a wide variety of learning styles. Although I am an auditory learner, I know that value in providing visual examples and exploratory learning that helps everyone engage with nature and learning.