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Enseigner l'histoire canadienne : des ressources utiles
22 Plays28 days ago
Dans cet épisode vous entendrez Chantal Duplessis, Renée Landry, François Desmarais, Véronique Picard et David Marchand. Notez que Cathy Morais et Manouchka Otis, également finalistes francophones, n’ont malheureusement pas pu se joindre à la discussion.
Au programme, nos invités retracent leur parcours inspirant, parlent de leur projet en lice pour l’obtention d’un Prix d’histoire du Gouverneur général et présentent des ressources éducatives coup de cœur.
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Transcript
Show Introduction & Guest List
00:00:11
Speaker
Hello, my name Jean-Philippe Pau. Welcome to Ensignes l'Histoire canadienne, a in their classrooms.
00:00:28
Speaker
In the with the Francophone finalists of the edition of 2025 of the History of the General of the Excellence in Teaching. so This distinction was created in to
00:00:49
Speaker
In this episode, I will be with Chantal Duplessis, René Landry, François Desmarais, Véronique Picard David Marchand.
00:01:08
Speaker
Au programme, nous retracerons le
00:01:21
Speaker
Nous espérons que vous apprécierez notre discussion. Bonne écoute!
Guest Introductions & Background
00:01:25
Speaker
Hello everyone, it's you the the So, for starting, maybe we'll be able to turn on the table to present each and each guests. Who's launching?
00:01:57
Speaker
allow Okay, I'm first. I'm Renee Landry. I'm teaching at the Wabanaki School in Mountain, New Brunswick.
00:02:08
Speaker
genre saying yeahde yeahm I Dr.
00:02:32
Speaker
Alors, François Desmarais et Véronique Picard, nous enseignons à l'école secondaire Mortagne en secondaire 3, donc des élèves 14-15 ans. Et c'est à Boucherville.
00:02:45
Speaker
Bonjour. Bonjour. Bonjour.
00:02:56
Speaker
Salutations to you, David Marchand-Lappareil. teach for a few years at the Seminary Saint-Joseph of Trois-Rivières. And I also taught in the past at Diap at the Second School of Mathieu-Martin.
00:03:09
Speaker
Hello everyone.
00:03:18
Speaker
C'est un accomplissement remarquable.
00:03:29
Speaker
a eu un élément déclencheur? Est-ce que vous avez eu un modèle inspirant? Ou est-ce que c'est plutôt un bel accident de parcours?
Teaching Motivations and Inspirations
00:03:38
Speaker
and not popular maenic rene why last sing ma um jean jimal iantte Okay. who is dyslexic.
00:03:45
Speaker
Then, growing up, she is also intelligent. She had a lot of difficulty at school. I saw her work le traba yeah yeah four pre f and more bravo the for the resitioqueated weren scaling yeah ah pi me viika vulla at yeah pal san phsan different successful me six success just in paleson um ma cars le la pal saint fer yeah you did asking I
00:04:13
Speaker
That's why I was in my teaching.
00:04:40
Speaker
par l'éducation. What I wanted to bring to her, the
00:04:58
Speaker
I have no regrets. It's really my vocation.
00:05:16
Speaker
I was going to tell him stories. So I loved learning with him. My sister is teaching a of So I'm very happy be teaching. It's a passion. I but I
00:06:01
Speaker
donk em mos butpana it but ta you small attack ah I haven't been in secondary 3. I think I'll do another 6 or 7. I love lot. Why do I teach? I've been a little bit of walk. think it's the contact with young people, with young people, also little kids. I've been a little bit of a walk. I've taught a lot of teaching.
00:06:25
Speaker
but back i not saying money is of plastic al ma So it's Mr. Desmarais who integrated with history and all that. I've always liked to learn. I'm a pedagogue before all, but in a particular matter. I've been teaching long, 14 years, in Montreal, in the field of primates.
00:06:50
Speaker
I was able to see the difficulties in the game.
00:06:56
Speaker
jo coco co de the a don kimi marshmi bets who seepo for you see there also a result so like cap at da vollo quoti few tip remember vorado rat to ramm sher v ah also go die And then, the
00:07:17
Speaker
They need us. So I see a huge difference. It's this human side that I need most in teaching.
00:07:34
Speaker
Excellent. David, from your side?
00:07:38
Speaker
I always liked learning and I always liked being in
00:07:56
Speaker
from a little bit after my first class I got transferred to my teaching and started teaching that sobe for levvo ja call like mu stalicque japre zs fur dis costak two knownvaurri experimentalica And Excellent. So, we're here today, finalist for the attention of the Préditoire of the Gouverneur General for Excellence in Enseignments.
Innovative Teaching Projects
00:08:23
Speaker
We recognize your work for a original and innovative project. So, we would like to hear you that
00:08:39
Speaker
So, who is going to start this time? Maybe you start with...
00:08:58
Speaker
want to community.
00:09:08
Speaker
So every year I want to develop
00:09:18
Speaker
So that's from there that comes my project, like every year. Then we always ask ourselves what we need, what we need in our community.
00:09:30
Speaker
Then with the students, we realized that
00:09:42
Speaker
visit gde pool and for me no more no visitors to on the history of the city. So it's like that started. We decided that we didn't have a kind of guide tour, but we wanted to make it really interactive.
00:09:59
Speaker
So it's a big deal. a li le um is on to plus your list world you cannot do ah so two days ago thephi The the and
00:10:20
Speaker
So people circulate, they're stationed in car, boat, you scan a QR code it brings you a video. This video gives you
00:10:53
Speaker
To make a a companies and organizations in the community.
00:11:10
Speaker
So, in the video, it includes three parts. We have the la clip history.
00:11:25
Speaker
Then there comes the little film of the mystery. pi ma tri misa tulip personage donle mery miser so The the
00:11:45
Speaker
Then they included historical facts. So even all the patent, I
00:12:05
Speaker
So they included historical elements inside the mystery of Meurtre et Meurtre. At the end of the film or of this episode, it guides them towards the next arrêt. So the journey is about 2 km. People walk the city, it brings them to visit the city, all of them giving them historical information
00:12:38
Speaker
So it's really interesting. They had the to They have made official launch.
00:13:03
Speaker
At the of the year, they have prepared a to in September, to invite to come and do the work with the students. It means that
00:13:37
Speaker
Excellent. Fascinating. Maybe we can continue with David's project.
00:13:51
Speaker
Yes, so, at
00:14:04
Speaker
So, to use the museum to teach history, it's also to discover their students' teaching place. Alors, le but de la visite. La médiatrice culturelle a monté une exposition sur le bureau de Maurice Duplessis, qui était député dans la ville, dans le comté de Trois-Rivières.
00:14:23
Speaker
Alors, une reconstitution du bureau, et là, quel bon moyen de périodiser l'histoire? The intention is to the visit to the museum.
00:14:36
Speaker
In the visit to the museum, students will tour with the cultural media. They will be brought the art of art. or that all the historical approach will be shared, the students are going be mini-historic students.
00:14:53
Speaker
can practice everything that the they for learning concepts. a liev um just a man and st xsis a zip and i visited zui swear the cons and nargan zaography And the to history.
00:15:17
Speaker
The economy, the territory, the culture, the society the power. We have collected a 50 of artifacts g s'agency avec un des concepts.
00:15:43
Speaker
Par la suite, de retour dans la classe, une mise en commun des différents concepts for then to have some tasks to do regarding interpretation and the interpretation. Thank you, David. Véronique, what's going in your point of view? So, in general, the activities proposed with the students.
00:16:10
Speaker
but Just
00:16:19
Speaker
Je sais qu'il a un plaisir de partage aussi, mais tout cas, je retiens ce que avez fait. David, on a un lien avec vous. Oui, on a un lien parce que Pierre Boucher, c'est le fondateur de Boucherville. Et notre projet porte justement sur Pierre Boucher.
00:16:39
Speaker
Puis, on a On créé une pièce de théâtre musicale.
00:16:56
Speaker
the flight of the story of Secondaire III. So, the to a And it should be found on his next album, next year. With the themes,
00:17:29
Speaker
the them a on eighty grier and that a piece that Véronique wrote with the students. This piece theatre, because she we if you see i on that i thats a see on caies just like what did meoneip presentant man and lamon gal she on a federalist work utra map juesy villaicica conter brilap is musical piece.
00:17:59
Speaker
First of all, the
00:18:18
Speaker
We had some problems with some individuals and
00:18:34
Speaker
laot ti the link between them, which they liked, to find little of a Second thing, we have no art dramatic at school here. So, it was another thing. They didn't have base ailleurs who came and said, okay, it's been a long time that I've done a spectacle. Most of the time, it was the first time they were stage and played something that was secure also because they saw it in history.
00:18:57
Speaker
Les personnages, les voyaient, ils étaient capables de comprendre. On faisait juste comprendre l'histoire différemment. On passait, les jeunes, on a
00:19:27
Speaker
the all the days, we were together, it was almost... And something that most people say, well, we haven't seen our year before.
00:19:44
Speaker
because it was fun, it was fun, it was fun, we were together, it was a lot fun.
Interactive and Cultural Learning Methods
00:19:51
Speaker
Yes, and we did three presentations in public. We had the chance to have a and we had 1800 people who were watching our show. It was extraordinary. And what's good that the young people kibing seek secure ah lesure We took the taste the lecture because we did research. We did research.
00:20:11
Speaker
We used the documents of primary sources, secondary sources. a on and national one but tech ah and post money and me say at laville she We but we helped a little to research.
00:20:23
Speaker
So, we were very happy to how they discovered more the of doing the history. They read it and they saw it. They saw it again. They saw it and they said,
00:20:34
Speaker
It's great. We loved our school of 10th grade 4. were much more habiles. don't care thelic methods to regular like i share ahers at the art musical game musical of etc So, <unk> someday likeandbaakki stay asia trying to for the piece.
00:20:52
Speaker
With the Quebec yeah then you can over approve ah and thean venneur barto and ah of a on we will do with other songs, other themes.
00:21:23
Speaker
Well, inspiring. david coti ah rene and hugan wi a fair proge a but colleague getim more don't protect new palettes but the project gives the very za and delaa i goev Okay. First of all, my school is the Wabanaki School. For those of you who don't know, Wabanaki is the first nation in New Brunswick, in the south-est of Quebec, and north of Maine.
00:21:52
Speaker
So, it's from there that the name of our school comes. It's a new school that was opened just in September. So, what we did is we had
00:22:03
Speaker
yeah ah Elder Augustine, don't who it is in French, but there's a person who is the First Nation of Pekmeekma who coming to our class, coming our class, several aspects her culture.
00:22:14
Speaker
Then we had discussions because my class is very multicultural. I think it's because I was like... Immersion tardive, ce qui veut dire que c'est comme des élèves qui commencent juste à étudier le français en sixième année.
00:22:35
Speaker
Pour la plupart d'entre c'est leur cinq, sixième, septième langue, mais ils commencent juste à apprendre le français en sixième année. don't So what we did we studied the lacutia webinarbanaki pleaseel this special like kuto webinarna here know you decrease your class um elder ah thisinki minu visit um suit on demo file the comparison um la qu Wabanaki
00:23:01
Speaker
and we looked at different
00:23:10
Speaker
but vlaki newman no and um the different us may We but also similarities with all cultures. We did the technological aspect, all the different aspects of the culture.
00:23:22
Speaker
Then they presented their project to other students the class. because, as I already said, it's just a very multicultural me you today They don't know lot of the culture of the other students in our class.
00:23:34
Speaker
So, it allows them to learn to the other students in and and so on.
00:24:03
Speaker
Excellent. Thank you, Renée. the vi of government that aboutre project i up with media kisske but experience malt as su suje equequequetaant provozeier but honor projectki start guard trener demurle class pufeo projectjeki deboage company da community
00:24:26
Speaker
is long
00:24:31
Speaker
François?
00:24:38
Speaker
e kiadijac nivo be se secure umcomma ah like somebody else in maori but dawn over fire feit toni as prime earlier quebec professor so on a zy especially ze le vo concern oner yeah as a supposed
00:25:03
Speaker
For the and to revivre that. But come back to what I the local TV, the officials were present, council city was present.
00:25:24
Speaker
It was a as it was a beautiful rayon, the students arrived this year saying, and we, what are we going to do three? We are in secondaire 2. What are we going to We know that it was done the of it's are full ideas. It was rayon like that.
00:25:49
Speaker
this goes mo pounce su see had is arrest in flatterti ch of web tribu who does legal of theul don yeah these are ask us so it is a success century tree deportta thejuma but buts capbolo got kind convo or sign pd and <unk> po de tenma smi um of sign italy zo rayard de baqueek I Wow!
00:26:16
Speaker
It's to I didn't think was able to do.
00:26:23
Speaker
Les autres, le retour de l'autre qui dit « Hey, t'es vraiment bon, mais c'est pas pour le niaiser, c'est pas pour lui dire, c'est pas messieurs, c'est vrai. Hey, tu m'impressionnes. » Et ça, je pense que ce côté-là, à cet âge-là de
00:26:54
Speaker
C'était facile, c'est déjà terminé. Maintenant, on vient de commencer. Donc, ce côté-là de
00:27:14
Speaker
to say, wow, a beautiful generation, you're beautiful, you're good, you're capable. I think it's Marky. You're right. ah liage dija The the the
00:27:34
Speaker
And all the others who invited around, whether the sound or the clairvoyance, They met the young people after, because they had a exchange. After that, the young people could come and questions. It
00:28:02
Speaker
Excellent. David, what does it make for your students to start from the class? It's a little bit of the philosophy of the seminar, a milieu that marks the mindsets. realize that inside the school we have museum.
00:28:17
Speaker
For the students, they know since we are in second grade 1, because in second grade 1, they visit the school, they visit the archives, they visit the entrepots, they visit other rooms of the museum. But to realize that inside the school we could learn the history directly with concrete to increase the knowledge, they would realize that the history is around them.
00:28:40
Speaker
And there are also sometimes, just take a look at the number of cities the city. you go the seminar, you go to the city, you go to the city, the park, so with the different names, you make history.
00:28:52
Speaker
So it's bringing the students to realize that we're able to make history within the museum, a place that maybe not necessarily traditional, but that is convivial with people super habiletés to share history with the students.
00:29:06
Speaker
or who make them live the experience of a mini-historian. They can even touch some artifacts to And So it's that, I would say that the the of the words, of the names that have attributed to some places.
00:29:43
Speaker
Thank you for you, Chantal. The fact of exploring your community with students, what good effect, what a retombie you saw with them?
00:29:56
Speaker
It's certain, as François Véronique said, to And then, the others applaud and want to do another, it's really special.
00:30:24
Speaker
And really, my experience through projects like this, It's really that when a
00:30:40
Speaker
The students speak to us and
00:30:53
Speaker
but they don't get excited about the
00:31:08
Speaker
So
00:31:20
Speaker
They become proud of their history.
00:31:24
Speaker
It gives them a sense of responsibility and of pride. affect socha diir asa the class if rammo be zi look at traditional delic soparmet will left the co hor ah kak kill zakana ramon poter reel So,
00:31:49
Speaker
don't pare ah
00:32:09
Speaker
The next year, I only teach half-time. because had contract, and I
00:32:36
Speaker
I discovered the La Sagwine.
00:32:49
Speaker
have auditioned for other things. It develops some passion. Even in the entrepreneurial, the community and all that, I have an student told me that I learned the story of my community, my country,
00:33:05
Speaker
but I learned to be proud of my roots. As Acadians, we often say also d onif fia taka yeah okay ma poor esca leev super support po on if yeah yeah that
00:33:30
Speaker
So, it gives sense to the school to exit the walls of the classroom and it's something where the students are engaged and invest in. It's a good thing to see. It's an apprentice. Excellent.
Community Engagement and Student Growth
00:33:41
Speaker
You're going to see your students in Canada. What kind of times have you seen? There are many things that they did in their culture, like, say, they come from different countries of Africa. They didn't know that their ancestors made their paniers. They didn't know. They said, oh, ma'am, I've got this. I've got this. I've got this.
00:33:55
Speaker
sa po lazae fee de pani savepo you and ah prisi shariea man and he to what level see um sora mo yeah on man you did para so so so create new dis design mercida vodon la shoamonafa daranda propus his aha so ah premier paque aiv ne delac cory this preer focus on nafari posee deest ah prabu on set apropu the
00:34:30
Speaker
this this so set thank you the digital kind of ah becky cut so so yeaha pop buu de keski fee kaitakoi etc daniel rahan yeah prapu do i um salleo usyap pre apropula fuja webinarbanaki okay kna uvalli pop the newo andev so cool wabanay um thewa know webinar ki um because they didn't even know what the word Wabanaki meant.
00:34:54
Speaker
They discovered their culture, but also culture the first inhabitants our region. So it was authentic learning. I have lot of appreciation for students who have learned about themselves and about what they lived here in the first
00:35:14
Speaker
place.
00:35:25
Speaker
Inspirant.
00:35:42
Speaker
Oui, Chantal.
00:35:48
Speaker
Personnellement, je ne pourrais pas faire autrement. Je serais malheureuse comme enseignante prise dans les murs de la salle de classe. Puis, ce que j'ai à dire aux enseignants qui veulent se lancer, parfois est inquiet de ne pas pouvoir couvrir tout le programme et tout mais une chose importante à se rappeler que If we
00:36:28
Speaker
mathématiques, the and program because it's done inside the project.
00:36:51
Speaker
a message ask a meeting with hong ko ta islam municipality. It's much more significant than asking me to
00:37:08
Speaker
for grandma putlis are saying okay of lack of time because of the load of programs. The material does not exist alone. To
00:37:29
Speaker
Because if live in a research project, we don't forget it. As said earlier, just maauto If the student learns for an exam, he will forget it, but here he will never forget it. These projects here transform the students. They transform them into actors of their learnings. They develop curiosity, critical spirit, pride, team work, collaboration.
00:38:02
Speaker
see my students as motivated and engaged devoir mis see moiv e engay and to see them being proud themselves. think that the pedagogic project gives the chance to the students to demonstrate their knowledge of my profession. As I said, sister would never see me do it. If we give them a test and you say that it's done on the history, she would not have passed the test.
00:38:29
Speaker
But if she had the project, of a project, she have the chance to demonstrate her knowledge of another way, they were certainly able to do it. That's one of the biggest reasons why I do my teaching, not individually.
00:38:47
Speaker
teach mathematics, and I think that's the only way an student will develop their potential, giving them the chance to express themselves in their own way. So we gave them the chance to do you want to a PowerPoint? you want to do a piece theatre to show their learning? Do you want to show them the project in the way they want?
00:39:12
Speaker
They gave them the
00:39:35
Speaker
In a world where young people are always stimulated by screens, sit, to read, to focus on a challenge.
00:39:47
Speaker
with projects, with multidisciplinary projects, it allows us to get out of field that learning. One of the reasons we have here that when we have our songs, students have learned by heart, they have chanted on stage,
00:40:06
Speaker
and lisia song they tell the So, to learn differently, gagnant.
00:40:37
Speaker
see ganga But we can't avoid the the the Martineau who
00:41:02
Speaker
pure yeah ah singing si si seporati may see see the the ph so u arian ataverwena program ah project s verran fas pleasures unequi mea praka i um pretty good the probably allow you to but that we have.
00:41:22
Speaker
that but and new ze And working by project, it's been to be entourated by a good team. are in secondaire, so teachers, like it's great school, teach just the secondaire 3 regular for that we can meet, for that we can make a connection our French, for that we can make a connection with our other students,
00:41:42
Speaker
Also, the students can communicate together, that we are team for also a difference. So, and sa ah co ah but keep if i buy we
00:41:57
Speaker
And then the students can see a bit like the community, sometimes, you it's a little bit smaller, and it's more together.
Collaboration and Challenges in Teaching
00:42:04
Speaker
I worked for a long time in the primate too. um professor sucu soba you come In a the Ms. Bélanger is important. Okay, there's nothing.
00:42:22
Speaker
ah okay lawyer yeah piece sitrofa on swearon dancing it to a personal did veron meoepri honestchi is sat security we see as our sound is some yeah the count but i just topic people worry croyja see so that um shavi anda privateviage boidkina fabe sa praton communityity but ah its fee And like of the future.
00:42:48
Speaker
just three
00:43:06
Speaker
Et on enseigne pour les élèves. It's in listening to them that we have the be able to learn better.
00:43:18
Speaker
In history, the reading, reading, period z o it j a vi zib OK.
00:43:44
Speaker
Alors, tu arrives avec un projet, tu as plaisir, les élèves sont tout suite inspirés. Et le but aussi des projets, il ne faut pas avoir peur de le dire, combattre la flemme.
00:43:57
Speaker
So you're with an idea where the student has the goal of being in action.
00:44:10
Speaker
admit, I'm a student paresseux. So that they also are not paresseux and that in 25 words they should achieve their school year. and along serla to zia <unk>ra da comes to laen the lior kaze is toouri a tolo togui create the mu jaui So
00:44:36
Speaker
And with your five or six requis, it's possible that can understand your interpretation. But there, it's all your talents that are made in work. It's you who have the go of offering you. It's your parents who call me during the weekend.
00:44:54
Speaker
So, the
00:45:04
Speaker
And by project, is to offer the students the possibility of being well and to able to get to the school.
00:45:18
Speaker
David. We have an objective of broadcasting this ballad during the for ideas resources to planify the next year.
00:45:32
Speaker
Do you have no a heart-coups resource, maybe known, that going to go with the of Mr. Bissonnet.
00:45:56
Speaker
round letter and theka night cons secondisance ari de sotan el le but pre letter the around as on so long c for
00:46:12
Speaker
I think that it's almost impossible to find resources at the the
00:46:31
Speaker
So, what I do is just look at the curriculum.
00:46:44
Speaker
Then look at the the very difficult to find resources.
00:46:55
Speaker
especially because, so lot of personal creation.
00:47:21
Speaker
Oui, François, good evening.
00:47:27
Speaker
soque backup charve on na not in nobi and and chance that work visual it's not u exan bellia a composer plane plane chance so atte mr rike ne deores will kind of but theurera and apssoner stores ah yeah galma We much to love our young people. think one the problem.
00:47:57
Speaker
When we love them, we will take them to wherever they are. So it's to
00:48:09
Speaker
We have monuments, we have museums not to hesitate to make school trips, to make trips. In my career, I started 50 trips with students.
00:48:21
Speaker
ah voyage viquievv And we have colleagues who take flambeau to go to different places where we were going, so that it was outside of the country or in the province.
00:48:35
Speaker
There are so and the
00:49:01
Speaker
We are for the young people, and that's what we need to Something
00:49:09
Speaker
to add?
00:49:23
Speaker
So, if we talk about history, you have to passionate and passionate, you transfer it to your students. Honestly, I don't have a
00:49:48
Speaker
who the students.
Recognition and Reflections
00:50:02
Speaker
but far vi least stra the fast automat automatic picing if you want please <unk>us tweety thero nu apppao la corelli de finalis de li So
00:50:20
Speaker
but and see
00:50:28
Speaker
It's an immense privilege to have been taken, it's an immense pride. In the it can allow us to know our project to other communities. It's a whole Canada's prize.
00:50:44
Speaker
If we can succeed to give ideas to others and integrate them in their way, it's fantastic. But to come back, it's a huge prestige to make part of this short list.
00:50:58
Speaker
And it's great price. So first, thank you. And to all, good success.
00:51:07
Speaker
We're not going to catch this. It's a beautiful table in the dos. A good encouragement word, but above all, it's an elixir double effort.
00:51:20
Speaker
It's been a long time that I didn't have any hope in September. Already, wow, wow, I'm starting to be in shape. I feel like I'm starting learn to learn well.
00:51:32
Speaker
Wow, wow. And I'm going to admit, I love school.
00:51:42
Speaker
Super. Chantal?
00:51:50
Speaker
C'est vraiment spécial. Puis surtout de pouvoir le vivre avec les élèves. Ça fait que personnellement, je... I informed the students about the award, and they were like, Ms. where are we going? We have done the next step. They were all excited. It's really hard to live with the students, which is special for me.
00:52:18
Speaker
that for their city, to offer permanent tourist attraction in their city.
00:52:31
Speaker
At the beginning, he was like, no, no, ma'am, you're going to put rights to production on project. We don't want to copy it. said, no, but the students, if we copy it, give us a touch on the table.
00:52:45
Speaker
It means that it's a You a for them. So just to able live with the students, For me, it's very important because we work hard, I work hard, the students work hard, it's hard to recognize themselves, it's pleasant.
00:53:08
Speaker
And as the
00:53:23
Speaker
So, we are passionate about what we do and for our students. So, fake ahs just be recognized... First of all, we were in shock because a mean
00:53:46
Speaker
has Maybe a lack of confidence in our abilities. But for us, it's not just our project, so hard, that our students have worked hard.
00:54:04
Speaker
We've done a lot of steps, we've done lot work. What we've been doing to good luck to all.
00:54:32
Speaker
Merci.
00:54:52
Speaker
mon meilleur cours de l'année.
00:54:56
Speaker
Merci.
00:55:03
Speaker
François? and if de ah can a can was an carrie is spe could chose maya ah lamama or kuja sit there kind of termin like down yeah yes and mill then cat laadma de fiti de ze like devoir kill point the
00:55:35
Speaker
It's pay entire for a teacher. To see their students happy and
00:55:50
Speaker
Le sourire sur les lèvres. On
00:56:08
Speaker
sensé, logique, sensible, réfléchi. Donc, on voyait vraiment qu'on avait fait vraiment, tu sais, une différence sur leur confiance, sur tout qu'ils avaient vécu, qu'ils avaient appris autrement.
00:56:21
Speaker
Ça, avec le sourire, puis dire, hey, merci. La reconnaissance aussi, avec eux, de dire, bien, c'est la première fois que... We've been doing much, that teachers have
00:56:47
Speaker
Thank you. the vakaer
00:56:55
Speaker
We have a that is aware of that. We have a completely inclusive class, which means in my class there are 20 students.
00:57:13
Speaker
cookiele I have students who read at the first grade, who can be under the spectre of the hotel. So, it's really inclusive. So, it's see all students being able to participate and shine. For example,
00:57:40
Speaker
and do Then, an student came to me and said, Madam, for the first time in my school life, I'm proud of myself. So, to be able to have an student who is non-verbal,
00:57:57
Speaker
Everyone has made a part of acting.
00:58:09
Speaker
somebody but money up say of jesus water and coca Madame, I was not able to do this, but the
00:58:32
Speaker
Madame,
00:58:43
Speaker
Then was teaching a prior to Riverview, which is even close to the school where teaching. Then she made the steps to find me. She made the steps to find where I was teaching. Then she came to me to take a photo with me with her graduation, because had left my mask on her. So it was like, oh, not only that it was autistic, but not only that I was teaching I left a small mark, but she
00:59:33
Speaker
Excellent.
00:59:41
Speaker
pu m'entretenir avec vous aujourd'hui. Je vous souhaite bon succès pour la suite, puis j'espère qu'on aura la chance de se reparler. Donc, merci d'avoir pris tout le temps avec nous aujourd'hui, puis à très bientôt.