Rather than assuming that the educator is the gatekeeper of all the knowledge, the educator is a collaborator who meets their students at their age and stage of their learning. The following questions may help educators build on their collaborative approaches with students and their colleagues, along with fostering healthy relationships in Health and Physical Education (H&PE) and the school community.
- What structural barriers are currently in place in H&PE that are preventing students from learning in a safe and caring environment, free from discrimination, violence, and harassment? (e.g., talk to the students in your class and ask them what they need to support their ability to learn and participate in class, and what they would like to see prioritized in their H&PE program.)
- How can your H&PE program promote a positive experience where students are provided opportunities to develop healthy relationships with each other? (e.g., teaching students how to embrace their differences and the differences among each other through intentional games that foster healthy discussion; ensuring that the visuals used in your H&PE program are representative of the students you teach.)
- How does utilizing a variety of teaching strategies ensure authentic representation of every student? (e.g., take the time to learn about a variety of cultural games and activities when addressing a specific skill to include different ways for the students to learn and demonstrate their learning; provide the opportunity for students to learn about cultural foods and how they contribute to healthy and mindful eating; incorporate a variety of cultural foods when using Canada’s Food Guide.
- How do you recognize and provide opportunities for students to learn about diversity and diverse perspectives of Indigenous peoples and Indigenous ways of learning, various ethnocultural and religious backgrounds, abilities, racialized communities, people with disabilities, people who are part of the 2SLGBTQIA+ community, and to see themselves in H&PE? (e.g., take the time to learn about the importance of land acknowledgements as a small and important step in the process of reconciliation; build a positive relationship with Indigenous peoples; build relationships with local Cultural Education Centres to further your knowledge on cultural programming and services; connect with organizations who serve the community for people with disabilities and learn how they can enhance your physical education program.)
- What steps are you taking to understand the differences and diversity in your H&PE class, in the school, and in the community? (e.g., interactions and building community partnerships should reflect the diversity of both the students, their families, and/or caregivers and the local community; learn about the cultural practices that students may be participating in and how that can be reflected in the physical and/or health education class.)
- How do you incorporate cooperative learning opportunities, reciprocal teaching, guided discovery, and inquiry-based learning with your colleagues and students? (e.g., explore reverse-integration where students from the mainstream setting are blended into a self-contained physical education setting with students with disabilities; utilize a variety of teaching styles where the teacher moves into a supportive role where they are co-learners; get to know your colleagues to build a collaborative community that builds from individual passions and expertise.)