Here you will find writings that give some insight into Trinity’s programs.

Peer to Peer: Respect Workshop

Posted on Apr 29, 2015 in

Throughout the development of the Peer to Peer program trinity members worked in nearly thirty different high schools in Toronto as well as schools in Vancouver, Ottawa, Montreal, and Halifax.

Responding to the needs of the transition students and the insights of the older Peer Leader mentors a variety of exercises were developed to address the most common issues faced by students transitioning to high school.

Six theme issues were finally chosen to form the core of the program on the basis of their importance in the young students social/emotional growth, and the development of their resilience. Respect is the theme of the introductory workshop in the Peer to Peer program. Dealing superficially at first with how a person expresses respect for oneself, one’s peers, and with adults, the workshop moves to deeper concerns of self.

Respect is the theme of the introductory workshop in the Peer to Peer program. Dealing superficially at first with how a person expresses respect for oneself, one’s peers, and with adults, the workshop moves to deeper concerns of self-respect and respect in interpersonal relationships in the exercises and talking circles. 

Becoming self-aware of one’s interconnectedness with peers and becoming strong enough within oneself to extend openness and support for others is what underlies respect between people. A degree of self-awareness is also necessary to understand how to respect yourself.

Developing this attitude of attention, openness and empathy is the basis of all respect and the core training begun in workshop #1.

Intergenerational Mentoring

Posted on Apr 22, 2015 in

Intergenerational mentoring is very important for learning whether between teacher and student or elder educator teacher and student. This fact has been obscured because societal change has become almost entirely associated with technological change.

In the past when the rate of technological change was much slower a new generation faced many of the same challenges as the previous generation and so it made sense to apprentice with an elder etc.

But as technological change accelerated the previous generation was left behind and the new generation looked to its own members for support and mentoring in handling the circumstances created by the new technology.

This makes sense if we are talking about technology. But when we are talking about our social/emotional development that has not changed as much as technology makes it appear. In fact what has not changed at all in terms of positive social/emotional development for an individual is the need we have to be able to handle change and increase our capacity to learn while feeling assurance there is some sense of continuity in our growth and identity. This assurance is the primary benefit of being mentored by an elder as we realize the common ground under growth changes and the variety of ways we all handle these changes.

In our Peer to Peer program retired educators mentor the Peer Leaders and the Peer Leaders mentor the younger students.


Trinity Encounters: Meet Aman

Posted on Apr 17, 2015 in



“I don’t know what I really want to do, as a career. I’m in university. I’m in a program which I like, but the thing is I don’t know if I really want to do that for the rest of my life. And I’ve seen people that are very confident in what they do, and they love their career and it’s a passion. It’s not just a job it’s a passion. It’s something that you eat, live and breathe. It’s something that you always think about. And I don’t really have that… yet. I’m trying to find that. But I can’t find that unless I find myself. And it’s hard, like I said because I don’t like one thing. So Trinity is helping me find who I really am. It’s all about self-awareness.”

– Aman, Peer Leader and Leadership Lab Alumni, Currently in his 3rd year at Ryerson University.


Trinity Encounters: Meet Mendy

Posted on Apr 15, 2015 in


“My best experience is actually the second or third workshop, watching the students take over. Just watching them come in, and be confident in the classroom. They are able to handle different management situations that came up, and I like just watching the grade 8’s interacting with high school students. Watching them taking leadership, and really just enjoying themselves and the experience, has been the best memory.

I love my job. I love working with high school students. I love their energy. I love their new insights and I like just watching them mature, from grade 9 to grade 12; watching them grow and mature and just fit into their skin. That’s what I like most about my job.”

– Mendy, Teacher at White Pines Collegiate, Sault Ste. Marie

Trinity Encounters: Meet Shobi

Posted on Apr 13, 2015 in


“Having a brother with autism I’ve realized that different words have different impacts on people. You have to be aware, you have to be resilient to these sensitivities because you could be hurting someone without even realizing it. For example, the word ‘retarded’ hits home hard for me. A lot of teenagers spread it around like it’s nothing. ‘Oh you’re so retarded’; ‘you’re so dumb’. I think being educated on what you say helps you become a better person, helps you grow as an individual, and helps you realize that you have to be open-minded to all these different sensitivities.”

– Shobi, Peer Leader and Leadership Lab Alumni.

Help Shobi with South Asian Autism Awareness Centre (SAAAC) ‘s cause, visit:

Members of Community

Posted on Apr 10, 2015 in

The greater goal of the Peer to Peer program is to enable students, both the Peer Leaders and the younger students they mentor, to take a greater part in their own education. This is done by addressing their social/emotional development both in personal terms and as a member of a community.

Coming to school is every person’s first introduction to community not entirely filtered by their birth family. This is the place where we can make important changes for the future by addressing the community members’ social/emotional development as both a matter of self-development and being a self-defining member of a community.

It is important to understand that we can only make better learning environments by improving the social/emotional dynamics of the school community as a whole and the self-development of the individuals in the community simultaneously.

When the Peer Leaders visit a classroom to hold a workshop that event is halfway between the externally imposed ‘order’ of the academic classroom, and the public of the hallways and playground where we expect certain moralities and laws to pertain the same as we assume they apply in our society’s public spaces. As such the workshops are an ideal way to learn to understand ourselves while developing insight into others, our associations and institutions.