The Podclass

The National Centre for Truth and Reconciliation: https://nctr.ca/

Truth and Reconciliation Commission of Canada: Calls to Action https://ehprnh2mwo3.exactdn.com/wp-content/uploads/2021/01/Calls_to_Action_English2.pdf

Fanon, F. (1968). The wretched of the earth. Grove Press.

Wilson, Waziyatawin, A. & Yellow Bird, Michael. (Eds.) (2005). For Indigenous eyes only: A decolonization handbook. School for Advanced Research Press.

https://martinbrokenleg.com/

Winnipeg Aboriginal Sport Achievement Centre https://www.wasac.ca/

Freire, P. (1970). Pedagogy of the Oppressed. Continiuum.

Tuck, E. & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education & Society (1), 1-40.

Turtle Lodge https://www.turtlelodge.org/ 

Katz, J. & Lamoureux, K. (2018). Ensouling our schools: A Universally designed framework for mental health, well-being, and reconciliation. Portage & Main Press. 

First Nations Child and Family Caring Society https://fncaringsociety.com/

In this highlights episode of The Podclass, host Sarah Balla takes us on a reflective walk through the past year of episodes, shining a light on the most meaningful moments and impactful takeaways that resonated with educators. Listening to this 27-minute episode is an effective way to gather inspiration and discover what sparks your interest.

This rewind is more than just a recap; it’s a celebration of our guests and their stories and a gateway to some awesome strategies. From student well-being and inclusive practice to the power of movement, community, and connection in education, Sarah threads together the common themes that kept showing up and why they matter now more than ever.

You’ll hear excerpts and reflections from some of our most downloaded episodes, plus Sarah’s behind-the-scenes perspective on what stood out, what surprised her, and what she’s still thinking about.

Whether you’re a longtime listener or tuning in for the first time, this episode is a great way to catch up, reconnect, and refocus on the heart of teaching. Consider it your summer boost, a reminder of the good work you’ve done, and the community that’s with you through it all.

References:

Fearing the Black Body: The Racial Origins of Fat Phobia by Sabrina Strings

In this episode of The Podclass, host Sarah Balla is joined by educator Chris Reinhart to name the thing we’re all feeling: June is a lot. From the moment the final calendar page flips, it’s a sprint of field trips, assemblies, report cards, and emotional goodbyes. Sound familiar? You're not alone.

This 30-minute episode is your permission slip to breathe. Sarah and Chris dive into the beautiful chaos of June in education, where laughter meets exhaustion and everything runs on iced coffee and grit.

We talk about staff room survival hacks, how to take a mental vacation without leaving the school, and why naming the hard stuff matters. You’ll find catharsis, connection, and maybe a little bit of sanity in hearing how others are riding the June wave.

Whether you're counting down the days or soaking up every last chaotic moment, this episode is your reminder: you’re doing enough. Summer is coming and so is your exhale.

https://www.anxietycanada.com/articles/mental-vacations/

In this episode of The Podclass, host Elizabeth Tingle sits down with Dr. Shannon Kell, PhD and Faculty of Education at Mount Royal University, to explore the power of purposeful breaks.

Dr. Kell shares insights into why rest isn't a luxury, it is a necessity for sustainable wellbeing. From pre-service teachers to seasoned educators, we discuss how everyone benefits from intentional pauses in their day. What makes a break meaningful? How can we shift our systems to support collective wellness, not just individual resilience?

We dive into the research on the cognitive, emotional, and social benefits of taking breaks, and how meaningful downtime can improve focus, build stronger relationships, and support mental health. Dr. Kell also reflects on her recent sabbatical in Norway, offering a powerful contrast between European approaches to rest and North America’s tendency to pack days full.

Whether you're an educator, student, or leader, this episode invites you to rethink rest, not as something to earn, but as something essential.

Resources:

Kell, S. (2024). University Students’ Perceptions of a 30-Minute Break During Class: A Realistic Practice for Wellness?. Teaching and Learning Inquiry, 12, 1–30. https://doi.org/10.20343/teachlearninqu.12.17

https://takemeoutside.ca/

https://phecanada.ca/

https://outdoorlearning.com/  

https://werklund.ucalgary.ca/about/indigenous-education/books-to-build-on

position-statement-on-active-outdoor-play-en.pdf

In this episode of The Podclass, host Elizabeth Tingle welcomes Sarah Balla—educator, well-being advocate, and the newest co-host of the podcast. Together, they explore Sarah’s journey through the many pathways of education, from classroom teacher to consultant, and how her personal and professional experiences have shaped a deeper understanding of well-being. The conversation touches on the importance of collective care, navigating career and parenthood, and creating space for teacher wellness through small, intentional actions. With ideas ranging from transition rituals and team teaching to the therapeutic role of music, this episode opens up new possibilities for how schools can support the people at the heart of education.

Resources:

The Podclass Ep. 39 | Weight-Neutral Approaches to Physical Activity with Natalie Costa and Sarah Balla

The Podclass Ep 56 | Regulating Through Rhythm: The Power of Physical Literacy with Janna Tait

In this episode of The Podclass, we're diving into the fascinating world of rhythm, regulation, and physical literacy with Janna Tait, Physical Literacy Education Coordinator for Yukon schools.

Janna takes us on a journey through how rhythm isn’t just about music or movement—it’s a powerful tool for learning and regulation. She explains how rhythmic activities help regulate emotions, improve focus, and boost learning in both kids and adults.

We explore how physical literacy goes beyond just being active—it’s about building confidence in movement, connecting with others, and fostering a deeper understanding of our bodies.

Resources:

Canada's Physical Literacy Consensus Statement

Understanding Physical Literacy: A Canadian Perspective by Sport for Life

Find out about Ready to Learn Schools by Yukon Schools

Ready To Learn YouTube videos by Yukon Schools

Dr. Dan Siegel's Hand Model of the Brain

What Happened to You: Conversations on Trauma, Resilience and Healing by Bruce D. Perry & Oprah Winfrey

Ever Active Schools DPA Greatest Hits

Ever Active Schools Games & Activities to Optimize Self-Regulation

Ever Active Schools Outdoor Learning Quickdraw

Ever Active Schools Workshops

NME - YouTube 

Nothing Heals Like Sport: A New Playbook for Coaches by The Center for Healing & Justice Through Sport

Neurosequential Network

In this episode of The Podclass, host Elizabeth Tingle explores how AI can transform education with guests Dr. Sarah Eaton, Michelle Baragar, and Chris Gonzalez. They discuss how AI can streamline administrative tasks—like lesson planning, newsletters, and quizzes—giving teachers more time to focus on meaningful interactions with students. The conversation highlights the importance of ethical AI use, emphasizing transparency, student privacy, and open discussions in the classroom. The guests also explore AI’s potential to create inclusive educational materials and support diverse learning needs, ultimately fostering a healthier, more efficient school environment.

Resources:

https://claude.ai

https://www.magicschool.ai/

https://gemini.google.com

https://chatgpt.com/

https://copilot.microsoft.com/

https://innoverse.ca/

https://www.youtube.com/@innoverse_

https://heygen.com

https://suno.com

https://teachers.ab.ca/professional-development

ATA Professional Development YouTube Channel: https://www.youtube.com/c/ATAProfessionalDevelopment

Some tips for using AI in school (ATA article): https://teachers.ab.ca/news/some-tips-using-ai-school

Artificial Intelligence Policy Guidance by the Alberta School Boards Association:https://www.asba.ab.ca/uploads/files/Documents/Artificial%20Intelligence/ASBA%20AI%20Policy%20Guidance.pdf

Co-Intelligence by Ethan Mollick https://www.penguinrandomhouse.com/books/741805/co-intelligence-by-ethan-mollick/

Daniel Fitzpatrick's The AI Educator: https://www.theaieducator.io/

In this episode of The Podclass, host Elizabeth Tingle delves into the role of humor in the classroom with Dr. Kim Lenters, Canada Research Chair (Tier II) in Language and Literacy Education at the University of Calgary, and teacher Jason Avramenko. They explore how humor can boost student learning and enhance teacher well-being. The discussion covers the benefits of humor, including improved retention and engagement, and offers practical strategies for integrating humor into teaching. Jason emphasizes the importance of thoughtfully planning humor and understanding student dynamics, while Dr. Lenters discusses how improvisation can create a playful and engaging learning environment. They also highlight the potential challenges of humor in the classroom, underscoring the importance of inclusivity and appropriate use.

Resources:

Lenters, K., & Smith, C. (2018). Assembling improv and collaborative story building in language arts class. The Reading Teacher, 72(2), 179–189. https://doi.org/10.1002/trtr.1689

Lenters, K. (2018). Comedy in the classroom? How improv can promote literacy. The Conversation. https://theconversation.com/comedy-in-the-classroom-how-improv-can-promote-literacy-89900

The Awkward Yeti by Nick Seluk: The Awkward Yeti 

The Far Side by Gary Larson: The Far Side Comic Strip by Gary Larson - Official Website | TheFarSide.com

Fey, Tina. Bossypants. Reagan Arthur Books/Little, Brown and Company, 2011.

TED. "Tina Fey’s Rules of Improvisation Will Change Your Life | TED." YouTube, 6 Jan. 2016, https://www.youtube.com/watch?v=NmafmRIeet0.

Celik, B., & Gündoğdu, K. (2016). The effect of using humor and concept cartoons in high school ICT lesson on students’ achievement, retention, attitude and anxiety. Computers & Education, 103, 144-157. http://doi.org/10.1016/j.compedu.2016.10.008

In this episode of The Podclass, Dr. Jerome Cranston (he/him), a race-conscious scholar-educator, discusses racial equity in K-12 Canadian schools. With a Ph.D. from the University of Manitoba and decades of experience, Dr. Cranston focuses on uncovering and addressing systemic racism in education to foster equity and racial justice. He has led numerous initiatives, including the development of an equity and racial justice learning program for the Canadian School Boards Association.

In this discussion, he examines the historical and systemic roots of racism in education, including the legacy of residential schools and the Brown vs. Board of Education case. Dr. Cranston emphasizes the need for educators to confront racism in classrooms, advocating for systemic change, deep listening, and collective action to advance justice in education.

Resources:

Cranston, J., Labman, S., & Crook, S. (2021). Reframing Parental Involvement as Social Engagement: A Study of Recently Arrived Arabic-Speaking Refugee Parents’ Understandings of Involvement in Their Children’s Education. Canadian Journal of Education, 44(2), 371–404. https://doi.org/10.53967/cje-rce.v44i2.4439

Kendi, I. X. (2019). How to be an antiracist. Random House.

Cranston, J. (2019). Beyond the classroom walls : teaching in challenging social contexts. Lexington Books.

Cranston, J. (2023). Half-Caste: Decidedly Brown in a Black or White world. Tellwell Talent.

In this episode of The Podclass, Dr. Sunaina Sharma, Lecturer and Practicum Advisor at Brock University, discusses the evolving relationship between digital technology, student engagement, and classroom well-being. She advocates for a thoughtful integration of technology to foster critical thinking, collaboration, and autonomy, moving away from blanket cell phone bans. Dr. Sharma emphasizes co-creating technology use norms with students, using tech for knowledge construction, and teaching responsible tech management. She underscores the importance of understanding student perspectives to enhance engagement and well-being in the classroom.

Sharma, S. (2024). Fostering academic integrity in the digital age: Empowering student voices to navigate technology as a tool for classroom policies. Brock Education Journal, 33(3). 99-121. https://doi.org/10.26522/brocked.v33i3.1180

Shama, S. (2023). Inquire, connect and disconnect: Technology implementation to (re-)engage post-pandemic students. Forum on Public Policy. https://www.forumonpublicpolicy.co.uk/_files/ugd/553e83_1733cf309fed4c8cba447250f9febf9e.pdf

Sharma, S. (2023, July 5). Supporting student engagement with technology. Edutopia. https://www.edutopia.org/article/using-technology-support-student-engagement

Sharma, S. (2022, Fall). Cellphones in the classroom. Canadian Teacher Magazine. https://canadianteachermagazine.com/2022/09/27/11426/

Sharma, S., & Parr, M. (2018). Technology and student engagement: What educational leaders and teachers need to know. CAP Journal: Technology Leader or Leading Technology, Fall, 17–20. https://mzpinc.ca/ebooks/CAP/PDFs/CAP-T0318.pdf

Sharma, S. (2018). An exploration of the relationship between digital technology use and student engagement in a grade 11 English class: A classroom ethnography. [Doctoral Dissertation, Nipissing University]. TSpace Repository. https://tspace.library.utoronto.ca/bitstream/1807/100568/1/exploration%20of%20the%20relationship%20between%20digital%20technology%20use.pdf