TIE-BC Book Study

Identity shift has two parts: shifting individually and in groups. In the individual shifting section, Beach and Strijack Neufeld explain that while inspiration can be helpful, it isn’t enough to create lasting change. True identity shifts happen through things like reframing and flipping the reward system on its head. As they write, “Reframing the situation can allow a child to see the good in themselves in the midst of perceived failure or upset” (p. 207).

This chapter came at the perfect time for me. What really stood out was the reminder that some of our most challenging kids often miss out on the rewards and experiences that help build confidence and connection. When they do get those moments, it can make such a big difference. I was especially struck by the line, “For many of these prickly kids, no one in their lives has yet seen them beyond their difficult behaviour” (p. 217). It’s such a powerful reminder of how important it is for us to see past the surface and believe in their potential.

The second part of identity shift focuses on shifting the negative of a group. This means helping to create a positive collective identity — turning the “you” into a “we.” Building relationships, leading with good intentions, and focusing on what connects the group instead of what divides it can completely change the atmosphere. I really connected with this idea and plan to reread this section so I can use these strategies in my own work. It feels like such a hopeful and practical way to bring more unity and positivity to the groups I lead.

This chapter left me thinking about my own leadership — how can I be more intentional about creating those identity-shifting moments, both for individuals and for the groups I work with?

written by Heather McIntosh revised, refined by chat GPT

Reclaiming our students by Hannah Beach and Tamara Neufeld Strijack

Three: Common Challenges

In this section, Beach and Strijack-Neufeld explore different types of student behaviours — the child who is anxious, the child whose head is in the clouds, the child who is disruptive or resistant, the child who has shut down and doesn’t seem to care about anything, the child who acts bossy, the child who is aggressive, and the child who bullies others.

For each of these behaviours, they walk us through what’s actually going on beneath the surface, what the child needs in the moment, and what they need from us over time. I found this section so informative — definitely one I’ll reread multiple times.

For me, the biggest takeaway was the reminder that the child who is anxious needs us to slow down (page 97). That really resonated with me.

What about you? What was the take-home message for you from this section?

Written by Heather McIntosh revised and refined by Chat GPT

Becoming the Leader Our Students Need

As we all know and have experienced, how we lead really matters.

On page 35, the authors remind us that “without an adult guiding and caring for them, children feel emotionally unsafe, which results in challenging behaviours.” This line really stuck with me. Our students need us to lead with confidence and warmth — to be clear, consistent, and caring. They need adults who set boundaries, give direction, and create routines that help them feel safe and supported. (Summarized from pages 43–44.)

Lately, I’ve been working on building clear routines and structures in my classroom, and I’ve noticed such a difference. When students know what to expect, they relax and engage more easily. The whole classroom feels calmer and more connected.

Pages 49–64 talk about the idea of “collecting students” — making sure they feel comfortable, seen, and ready to learn. As a math teacher for junior and workplace classes, I revisit this idea every year. Every group of students is different, and I’m always learning new ways to connect and bring them in.

What are some of the ways you collect your students?

Beach and Neufeld talk about how important it is to protect and extend our relationships with students — to be on their side, show good intentions, bridge discipline moments with care, correct behaviour privately, and even “matchmake” to help build a sense of community. These small, intentional acts of leadership and connection truly make a difference in how students show up and engage.

So, I’m curious — what are some things you and your school team do to help extend and protect relationships with your students?

written by Heather McIntosh edited and revised by chat GPT

📚 Book Club Learning Series: September–October 24th

We’re excited to explore the book Reclaiming Our Students together through a series of reflective posts leading up to our in-person book club meeting at the conference.

To participate in our book study, send an email to

tiebclearning@gmail.com.

Participants can apply to be reimbursed for the cost of the book.

SECTION ONE : STUCK

In the first section of Reclaiming Our Students, Hannah Beach and Tamara Neufeld Strijack explores why the classroom so many teachers dream of—a space where students feel safe, are fully engaged, willing to make mistakes, filled with curiosity, and excited to learn—is often not the classroom we actually experience.

On page 11, they write that “Classrooms have become an overwhelming place for far too many of us—teachers and students alike. Our classrooms are often filled with anxious children, displaying the alarm they feel inside in various ways.”

This reality stems from many factors, but one key theme is that students need to respect and have a connection before they will truly engage. I was reminded of my own tree-planting days: the leaders who had the most productive crews weren’t necessarily the strictest or most skilled, but the ones who were respected and who built strong connections with their planters.

The authors also describe how changes in parenting and family dynamics affect the way children relate to adults.

On page 17, they note:

• “Today’s children are less likely to listen to adults.”

• “Many children also seem to become easily bored when they are not able to be with their friends or use technology.”

• “This breakdown in the child–parent relationship also affects us as teachers.”

Instead of turning to their parents or other adults, children often turn to the internet for guidance. I’ve seen this in my own daughter, who will sometimes come to me with questions, but only after she has already checked online.

Another important factor is the decline in play. Play is such a vital learning tool, yet many children have far fewer opportunities for it. I see this in my nephews, who have plenty of toys but prefer screens, and in my nieces, whose evenings are packed with scheduled activities. Even my daughter, who loves dance, is encouraged to take multiple classes just to keep up—leaving little space for unstructured play.

The result is that many students are operating in survival mode. As teachers, our role is to create emotionally safe classrooms. On page 27, the authors outline how this can be done:

• Building a relationship with our students—the right kind of relationship, one in which we are a caring leader.

• Protecting that relationship, even when challenges arise.

• Responding to difficult behaviors in ways that support emotional health.

• Helping students shift how they see themselves.

Personally, I can’t wait to dive deeper into these four points about creating emotionally safe classrooms. They feel like the foundation for the kind of learning environment we all want for our students—and for ourselves.

Post written by Heather McIntosh and edited using ChatGPT.