April 9, 2025 • 53 mins
In this episode of 'How Do You Divine,' join us for an insightful conversation with Renes, a multilingual teacher based in the UK who has recently published his debut book on the educational system-I Still Love Teaching Despite Having All The Reasons In The World To Quit: Observations Of The Education System. Renes shares his journey into teaching, a path initially directed towards engineering, and how his love for languages led him to his true calling. We delve into the differences in educational systems across countries, the role of critical thinking, and how passion projects and hobbies like music can sustain a love for teaching amidst challenging conditions. Renes also offers advice for aspiring educators and stresses the importance of pursuing one’s interests outside the classroom to maintain a balanced and fulfilling career. Tune in to hear about Renes unique pedagogical methods, his experiences across different countries, and his continued passion for education and music.
Support Renes grab a book -https://www.amazon.com/Still-Teaching-Despite-Having-Reasons/dp/B0D9PCC68T
Thank you for listening and for always adding new dimensions to your definitions. Keep growing, keep exploring, and keep defining life on your terms.🌐 Explore the new website www.howdoyoudivine.com
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Sanika is a storyteller, communicator, and creator passionate about exploring self-discovery, culture, and the power of words. With a background in technology and marketing communications; she has built a platform dedicated to authentic conversations that inspire growth, challenge perspectives, and amplify voices.
As the host of How Do You Divine?, she invites listeners to redefine meaning, embrace transformation, and navigate life—one word at a time. Her mission? To create space for reflection, empowerment, and deeper connections through storytelling.
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Sanika (00:00):
Welcome to this episode of How Do You Divine, and today
we are here with Author, teacherin Poly has published his debut
book to share his experience asa teacher to highlight the
necessary changes required inthe education system.
(00:20):
He's fluent in Haitian Creole,French, English, Spanish, and
familiar with German and AK manof many languages.
He brings a rich educationalbackground to his writing,
including a degree NovellUniversity as a secondary school
teacher, he explores variouseducation facets and spans
(00:42):
fiction and nonfiction genres.
So we'd like to welcome ES tothe show.
Welcome.
Renes Lophanor (00:50):
Thank you Sika, for inviting me to your podcast
show today.
It's a pleasure.
Sanika (00:57):
Oh, thank you.
I really wanted to explore theword teaching with you.
Right.
As a teacher in the UnitedKingdom, and I'm here in the
United States, I think we oftenhave the conversation about how
the educational system varies indifferent countries, right.
And what that means for peopleof various communities and how
(01:17):
that could be better.
But in addition to the systemand outside of the system, I
feel like you have so much toadd to the conversation as a
newly published author.
So tell us a little bit aboutwho is Ranez?
How did you get into teaching?
Renes Lophanor (01:33):
Oh, I got into teaching.
Good question.
But at the same time, quiteeasy.
Before I entered university, mypathway was to become an
engineer or an architect.
So that led me to take math,science as an option at college
I realized that's not where myheart was.
(01:55):
That was becoming an architector an engineer.
That's what my dad wanted me tobe.
And I had always believed that'swhat I wanted and I was missing
something.
And that one thing I was missingwas languages.
So eventually I changed myoptions at
Sanika (02:14):
Yeah.
Renes Lophanor (02:14):
and carried on learning German and English
literature, and that's where Ifound myself.
And all that led me to teachlanguages today.
And I'm, I couldn't be happier.
Sanika (02:28):
Aw,
Renes Lophanor (02:28):
So,
Sanika (02:29):
I love that.
You know, your purpose drew youcloser to language, right?
Because as you know, words arereally important to me and how
we speak and the language inwhich we engage really is
important.
And I think it's the underbellyof unity across the world.
Right?
And I think as much as we knowthat from a conscious
perspective, no one reallyidentifies that language.
(02:53):
similar to like love languagesare really important in how we
communicate and how we unify.
So tell me how language was thething that was calling you when
initially you were like, Ishould be an engineer.
it's like, the pendulum swungreally far.
Renes Lophanor (03:11):
Well, I had always have knack for languages
when when I was.
Little under 10 years old.
I was amazed by English.
That was the language I used tohear on tv the most.
And when I started secondaryschool, English was the first
(03:33):
foreign language that I learned.
I was so pleased.
And there's one thing that Iwill never forget.
I had a bilingual dictionary.
A mini dictionary, French toEnglish.
English to French.
I read that dictionary entirely.
Just like a, a
Sanika (03:49):
like a storybook.
Renes Lophanor (03:50):
Yes, exactly.
from front to back and any wordsthat I liked, I wrote it on a
Sanika (03:59):
Yes.
Renes Lophanor (04:00):
and
Sanika (04:00):
That is so
Renes Lophanor (04:01):
became
Sanika (04:02):
good.
Renes Lophanor (04:02):
dictionary for me.
Sanika (04:03):
Like
Renes Lophanor (04:05):
And
Sanika (04:05):
gonna say, you built your own dictionary similar,
like almost like a journal.
Renes Lophanor (04:09):
Yes, yes.
And when I was in the metro inParis,
Sanika (04:15):
Yes.
Renes Lophanor (04:18):
the line that I used to take to go to uni
Sanika (04:21):
Mm-hmm.
Renes Lophanor (04:22):
the one that comes from was Char Gold, the
airport into
Sanika (04:27):
Yeah.
Renes Lophanor (04:27):
of Paris.
So there were lots of touriststhere and a lot of them speak
English.
And what I used to do, I tendedto go and sit next to the
English speakers and try andlisten what they were saying to
try and understand what theywere saying and pick up words.
And on a few occasions Ihappened to help them out
(04:51):
because.
They were lost.
They didn't know at which stopto get up and say hello.
I can help you.
Sanika (04:59):
I know what you're saying.
I can understand you.
But that's really, that's soawesome because I also want you
to recognize how you putyourself in a situation where
learning became second nature toyou as you was transitioning
from your native language, whichI believe is French.
Right?
And you wanted to learn English.
(05:19):
So what you did was also immerseyourself in your potential
future, which would be to haveEnglish as a secondary language.
Renes Lophanor (05:27):
Yeah.
I would precise that my nativelanguage,
Sanika (05:31):
Mm-hmm.
Renes Lophanor (05:32):
Haitian Creole
Sanika (05:34):
Ooh, yes.
Renes Lophanor (05:35):
one.
English bird one?
Sanika (05:37):
she, I hear you stack them up.
First is Haha, Creole, then it'sFrench,
Renes Lophanor (05:41):
that's right.
Sanika (05:42):
it's English.
Oh my gosh.
So, okay.
As you are collecting theselanguages in uni, what made you
go nexus German?
how did it continue to evolveover time?
Renes Lophanor (05:54):
For German, it's kind of a funny story.
I never wanted to learn German.
I wanted to learn Spanish
Sanika (06:02):
Mm.
Renes Lophanor (06:02):
my next language after English.
So in, you call that eighthgrade,
Sanika (06:09):
Yeah.
Renes Lophanor (06:09):
year nine in the uk.
That's when we learn, we startlearning a second language in
France beside English.
And that can be either German orSpanish.
I wanted to do Spanish, but theclass that did Spanish was
overcrowded.
I had no choice.
(06:30):
They put me in the, yeah.
so they put me in the, theGerman class.
Sanika (06:36):
Yeah.
Renes Lophanor (06:37):
man, that was a blessing, Sika.
Why?
Because of all, I don't think Iwould've decided to learn German
myself like I did for Spanishlater on when I was teaching
qualified teacher
Sanika (06:52):
Yeah,
Renes Lophanor (06:53):
And
Sanika (06:54):
it wouldn't be so sought out.
Renes Lophanor (06:56):
yeah, and that class was the top set.
And with great students andawesome teachers, the teachers
supported me, supported us all.
So well that I am still in touchwith a few of them until today.
Sanika (07:14):
Wow.
Renes Lophanor (07:14):
German, my German teacher is one, Dominic
Le, my math teacher, Luciani mymusic teacher.
Madam Priva, even though inFrance the only instrument you
learn in music lesson was therecorder.
I was not interested
Sanika (07:34):
Listen and listen, we're gonna talk about our love for
music.
No, but that, but I do you, thatis so amazing that, again,
something you didn't seek out,that you ended up being in,
ended up eventually was one ofthe best things that ever
happened to you.
Not only because you learned anew language, but due to the
(07:54):
environment it puts you in.
Right.
And how has those teachers andclassmates who've now become,
you know, mentors and friends ofyours impacted how you teach
your classes today?
Renes Lophanor (08:08):
I mean, starting with the teachers, they were
very supportive.
Like as I said, my Germanteacher again starting with her,
she made sure everyone.
Contributed orally in everylesson.
Sanika (08:22):
Mm-hmm.
Renes Lophanor (08:22):
gonna leave the classroom unless you have said
sentence, at least one sentencein German to the lesson.
So it's always best to put yourhead up to answer a question
that you know, you sure you knowthe answer rather than being
questioned by,
Sanika (08:41):
Yes, because she said, listen, like it or not, you
gonna answer these questions andin
Renes Lophanor (08:46):
Exactly.
Sanika (08:47):
and in German.
So also like forcing you to bepresent, right?
Because we all remember our dayseither in uni or college here in
the United States where you justshowed up because you know you
had to be there, but you don'twanna necessarily participate.
Renes Lophanor (09:02):
yeah,
Sanika (09:02):
See, again, teaching you skills moving forward to add to
your tool.
Renes Lophanor (09:08):
yeah, my math teacher used to organize,
support session on, on aSaturday morning any student.
You did not have to be in hismath class to attend on Saturday
morning, and he would bring insome pancakes and chocolate
spread just out of his ownpocket
Sanika (09:31):
pocket.
Renes Lophanor (09:32):
Yeah.
Sanika (09:33):
to build that sense of community and desire to
fellowship and learn and haveyou guys be in an immersive
situation.
Renes Lophanor (09:39):
Yeah.
Sanika (09:40):
Oh, that was such a beautiful, beautiful experience
as a student.
Renes Lophanor (09:44):
absolutely.
And but not least, my, Frenchteacher, was the one who gave me
the joy for reading.
Before that I had never read, Anovel Before I was not
interested in reading.
Sanika (10:00):
Yes.
Renes Lophanor (10:00):
you know, like all boys who were more
interested in, in
Sanika (10:03):
Being outside.
Renes Lophanor (10:04):
cartoons,
Sanika (10:06):
Yes.
Renes Lophanor (10:06):
outside.
Yes.
but for one piece of homework,she came in with a box of books
and we had to pick one and
Sanika (10:15):
Yeah.
Renes Lophanor (10:15):
Prepare
Sanika (10:16):
or a presentation.
Renes Lophanor (10:17):
yeah, a presentation,
Sanika (10:18):
Yes.
Renes Lophanor (10:19):
that book.
so
Sanika (10:21):
That is, that's so good because I actually spoke to a co
Renes Lophanor (10:25):
Yeah.
Sanika (10:26):
of my colleagues actually these last few days,
and he too, you know, a guy andhe said, you know, I just feel
like people in our generation,like mid, late thirties,
forties, like, you know, he wasjust saying that he too never
had a love for reading.
Renes Lophanor (10:41):
Hmm.
Sanika (10:42):
He never had a love for reading.
So, you know, he met his wife,courtship, got married, and he
was like, his wife just used tobe so immersed in these books
and would have these lengthyconversations with him about it.
And he felt like he was missingsomething,
Renes Lophanor (10:57):
Yeah.
Sanika (10:59):
like, and started to listen to audio books.
And then from audio books, hegave himself a a a goal to read
two hardcover books every year.
And he was like, I've kept tothat goal.
And sometimes it's more thantwo, but he's like, I listen to
a audio book almost every day.
Renes Lophanor (11:20):
Yeah.
Sanika (11:21):
So it was just interesting how those
experiences just open up yourperspective and open up your
framework.
Right?
Because like you said before, itwas like, yeah, I like
languages, but I'm not a loverreading.
Renes Lophanor (11:31):
Yeah.
Sanika (11:32):
Right?
And that teacher brought that toyou.
So now fast forward yourteacher, you found your love for
languages, you've acquired allof these languages, and now
you're implementing them in theclassroom.
Renes Lophanor (11:43):
Yeah,
Sanika (11:44):
to me about how it is to be a teacher in the classroom in
the United Kingdom and how wegot to the book,
Renes Lophanor (11:52):
to be in the United Kingdom.
Sanika (11:56):
You know, the Royal, as they say.
Renes Lophanor (11:59):
yes.
It's, it's hard to be a teacherin the United Kingdom, because
the status of teachers have beendegrading over the decades I've
been teaching for two decadesnow.
And I have seen a, huge declinein the standard of teaching and
the amount of support that weare, supposed to get from
Sanika (12:24):
Yes, the systems
Renes Lophanor (12:26):
the
Sanika (12:26):
and
Renes Lophanor (12:27):
but we don't get them.
If anything we have been losing,support be it financial or
Sanika (12:37):
infrastructure and things like that.
Renes Lophanor (12:39):
and mental support for,
Sanika (12:42):
Yeah.
Renes Lophanor (12:42):
yeah, for colleagues.
And there is an increase on thefocus on standardized testing,
which is something I personallytry to do my best to, instill
joy, the joy.
(13:03):
learning to my students, thenumber of tests that we are
supposed to do with them and forany assessment, which is not, an
official one.
I have my way doing it to makethem more comfortable, more
relaxed about it.
(13:24):
I my students the choice ofdoing the test in pairs rather
than on their own.
Sanika (13:34):
Yeah.
Renes Lophanor (13:35):
But I say also, if you accept to do in pass,
that's fine, but each error youmake would count for two points.
Sanika (13:42):
Oh,
Renes Lophanor (13:43):
that or do you want to do it on your own still
Sanika (13:45):
love the little trickery there.
so while there is a benefit totake a test in pair because then
you will align in terms of, youknow, two resources.
That's two brains and twomemories.
And to apply to the test.
It's also two times theconsequence.
So I like that because I thinkat face value you would think,
(14:08):
oh, we can, you know, kind ofpair to take a test.
Oh, that's great so we canfigure this out together.
But also like, you know, withevery benefit there is a
consequence.
So
Renes Lophanor (14:17):
Yeah.
it's for them to,
Sanika (14:19):
I.
Renes Lophanor (14:20):
to gauge the pros and cons and see what they
want.
And most of them for the pairwork that shows the power of
collaboration in human being.
And that's something I alwayspromote,
Sanika (14:34):
I love that.
And it also promotes criticalthinking,
Renes Lophanor (14:38):
Mm-hmm.
Sanika (14:38):
right?
Because it, in order for you tobe able to collaborate with
someone in order to establish acertain goal, you need to be
able to have that level ofcritical thinking to walk
through each question together,assess who has the right answer,
why and why not, and have theability to let I say like
healthy debate to the successfulgoal.
Renes Lophanor (15:01):
yeah.
Sanika (15:02):
I wanna talk a little bit about the system, right?
You have been a teacher for twodecades, and as a parent, I can
tell you my perspective on why Ithink the educational system has
continued to diminish over timeas someone who comes from the
inner city in New York and nowliving in Nassau County with my
family.
(15:22):
And it's a totally differentsystem.
I have my view as well as one ofmy best friends and like sister
to me as a teacher, like I toldyou.
And she's also been teaching forover two years.
So we talk a lot about theschool system, but I wanna ask
you, what do you think theultimate goal with that is?
And there's been a lot ofconversations around teach to
(15:42):
the test.
Ultimately you're just teachingkids to pass tests, right?
They're not teaching forcomprehension.
There's so many conversations.
So I wanna hear what yourthoughts are.
Renes Lophanor (15:52):
According to the curriculum
Sanika (15:54):
Mm-hmm.
Renes Lophanor (15:55):
the examples, are encouraging you teach to the
test.
And we know, or at least I know,that this is very limiting for
the student to be able to usethe language.
they are learning in realsituation.
So, and that's why a lot ofthem, as soon as they finish
(16:19):
their test, they either don'tremember anything they've
learned because they werelearning it for the test, not
with any, particular furtheruse, after that.
Sanika (16:31):
Yeah,
Renes Lophanor (16:32):
and because there was no incentive for them
to really memorize and use thatknowledge
Sanika (16:40):
No.
And it's so interesting you saythat'cause I so you know, I have
two daughters, 16 and 12 and Iwas speaking to my friends and
my daughters the other day aboutthe difference between
intelligence and knowledge,right?
I think anyone can acquireknowledge, but intelligence is
the implementation of knowledgevia critical thinking and
(17:02):
strategic application, right?
That's what in intelligence, inmy perspective,
Renes Lophanor (17:07):
I
Sanika (17:07):
and that's what intelligence is.
So you can be knowledgeable inmany different topics and just
have that insight that equals toyour intelligent, right?
And I think a lot of the changesthat are happening in the school
system is in an effort to createhumans that are able to be
knowledgeable, but do not havethe tools to gain intelligence.
Renes Lophanor (17:32):
And that's why the students strongly believe
that if they do not pass a testor an exam, they are worthless.
Sanika (17:42):
Hmm.
Renes Lophanor (17:43):
And, and that's,
Sanika (17:45):
is so not good.
It's horrible.
it's so wrong because I'm soglad as someone who is a
teacher.
Right.
And you know the system and youknow how well the system used to
be as someone who is also astudent.
I feel like I had the benefit ofgoing to school in New York
City.
I also went to school in theCaribbean, in Jamaica, and so
(18:06):
I've seen varying schoolsystems.
I went to private school, bothin New York and in the islands.
I've gone to public school.
so I've seen the
Renes Lophanor (18:15):
So
Sanika (18:16):
and experienced.
Renes Lophanor (18:17):
the same background.
Yeah.
Public school, private school,Haiti, France, England, so,
yeah.
Sanika (18:24):
So I have seen the curriculum in various different
states, right?
And I think it also made it veryeasy for me to identify the
intent behind a curriculum.
Renes Lophanor (18:37):
Hmm.
Sanika (18:37):
Right.
Some curriculums and agendas andeven like just ball plate lesson
plans, right?
Because I feel like not allparents and just our listeners
who don't have kids or just anadult trying to learn in the
world, a curriculum doesn'tnecessarily have to be the
entire system of learning.
It can be something as simple asthe agenda to a meeting or the
(19:01):
content to the context table toa book, right?
What are you trying to get outof this time?
And this information that I'mgiving you and I have seen that
overall structure diminish tothe point that critical thinking
is no longer required toprogress along the system.
Renes Lophanor (19:24):
Talking about critical thinking every week
with my tutor group.
I don't know if you have tutorgroup in the US as well.
Sanika (19:30):
No.
What is that?
Renes Lophanor (19:31):
The tutor group is a group of students that a
teacher is responsible for as a,tutor.
Sanika (19:39):
Okay.
Renes Lophanor (19:40):
teachers.
And so we see group of students,which is
Sanika (19:45):
Mm-hmm.
Renes Lophanor (19:51):
eight 30 to nine, so before the first
lesson.
Sanika (19:56):
Nice.
Renes Lophanor (19:57):
tutor is the first link between the parents
and the school.
And so we have a pastoralrelationship with those
students.
So what I do with my tutorialgroup once a week, I call it
roughly she, means to think inFrench.
(20:19):
and I put one question on theboard that we debate about the
latest one we had was would youtrade.
year of your life for$30,000,how many years would you trade?
And that made them think.
And the discussions, thediscussion is so adult like
(20:41):
because they are used to, to doit.
Other topics were we be scaredof death?
What is love?
And so on.
Sanika (20:49):
I love this.
Renes Lophanor (20:50):
in a democracy
Sanika (20:51):
This is amazing.
Renes Lophanor (20:53):
They love it.
Sanika (20:54):
I love these questions, right?
I love these questions becausethey not only force them to
think beyond their currentcircumstance, which is a part of
intelligence, the ability to seebeyond your existing and also
closely align with your faith,right?
to know that it's, it'spossible.
But the fact that this happensat the beginning of the school
(21:16):
day, which is like, you know,fresh and every, and then the
tutor essentially is your pointof contact to the parent versus
the teacher.
Walk me through that.
That is that sounds like a greatsystem because ultimately the
teacher is there for
Renes Lophanor (21:30):
like it.
Sanika (21:31):
Yeah, the teacher is more I wanna say they're the one
providing the service, right?
They're the one more tacticalwhere this tutor sounds more
like the counselor, the personbridging mental and emotional
wellness with education.
Talk to me about how that evencame about.
(21:51):
I like this.
Renes Lophanor (21:52):
yeah.
Absolutely.
And wow.
I've been doing that with mytutorial group since they
started, secondary school, so inyear seven.
Now they're near 10.
So that's, we've been doing thatfor four years now.
And so you can imagine how goodthey
Sanika (22:09):
You have these
Renes Lophanor (22:10):
reasoning.
Sanika (22:11):
group of kids?
Renes Lophanor (22:13):
Pardon?
Sanika (22:13):
Is it the same group
Renes Lophanor (22:15):
Yes.
The same group.
We keep our tutor
Sanika (22:18):
could you imagine how
Renes Lophanor (22:19):
they leave the school.
Sanika (22:20):
to each other as well?
Renes Lophanor (22:23):
Yeah.
So,
Sanika (22:25):
Tell me.
Renes Lophanor (22:27):
and oh, that's, and for every reason.
Oh, we always start by definingthe term in the question.
For example, a question, are weliving in a democracy?
That was one of the question andthe.
The first person who put theirhands up would say, what is
(22:47):
democracy?
Let's define democracy.
Let's agree on the definition
Sanika (22:51):
My heart.
Renes Lophanor (22:52):
and
Sanika (22:53):
a child of my own heart.
And not to interject, but Iwanna say that that is so
important.
So one of the reasons I createdthis podcast is to also help
people understand that it isimpossible for you to be a part
of a conversation around anytopic or word or anything unless
you ensure that our definitionsto what we are exploring is the
(23:14):
same.
Renes Lophanor (23:16):
Yeah.
The must alive.
Otherwise we will both be right,but in our own way.
Sanika (23:23):
two different worlds, which
Renes Lophanor (23:24):
world.
Sanika (23:25):
is not a bad thing.
But the whole point to me, andthe, the intention, the essence
behind a great conversation isto share and to learn and to
connect.
Right?
And in order to do those threethings, we have to be aligned on
the base definition of whatwe're even discussing.
So I love that every time youpose these questions to the
(23:47):
students, there is a smart handthat goes up and go, what does
that even mean?
So walk me through that.
I loved it.
Renes Lophanor (23:55):
And yeah, and a lot of them didn't even know the
words.
Oh, the one I used, one I usedsuccess.
I asked them, what success?
That's a word you use every day.
Sanika (24:13):
Yeah.
Renes Lophanor (24:13):
it to talk to you every day.
You hear every day you think youknow what it means, but can
someone, can someone explain tome?
And you get a reward if youmanage to.
And they'll start and they getmuddled up, have no idea.
And, oh, so actually we know Youreally dunno.
it is a way to make them.
(24:35):
Be aware of their own limit toencourage them to ask, for help
to define words they don't knowor if they need help with
anything else in general,
Sanika (24:47):
Yes.
Renes Lophanor (24:47):
life to seek help and do not pretend, you
know, something
Sanika (24:53):
When you.
Renes Lophanor (24:54):
yeah, one thing I often do if I would ask, oh,
is there anyone who does notunderstand this, the board
during, during normal lessons aswell?
And I look around because Iknow, who is less likely to
know.
And you see maybe one or twohands up.
I said, okay, so guys, you know,So that means you guys don't
(25:16):
know.
That's why you put your handsup.
Thank you.
So that means the rest of theclass, they all know.
So I can pick any of you toexplain.
And if you caught, you'll be introuble with me.
That means you lying.
So I'm gonna give you anotherchance.
Is there anyone who doesn'tunderstand
Sanika (25:31):
exactly.
Renes Lophanor (25:32):
hands
Sanika (25:32):
I love it.
Holding them accountable at anearly age to their own success,
their own learning.
That is amazing.
That is a great tool, and kudosto you for not only creating a
space where they're comfortablesaying, I don't know.
But they're comfortableinquiring for that information.
(25:55):
They're comfortable saying, Ineed help.
They're comfortable saying, canyou explain that a little bit
more?
Right.
Because I think in classsettings as well as out in the
corporate world, people areafraid to say, I don't know, out
of fear of looking incompetent.
Renes Lophanor (26:10):
Exactly.
Sanika (26:11):
I have this running saying that there's no such
thing as a stupid questionbecause the desire to ask a
question is a sign ofintelligence.
So why sit there and nod anduhhuh
Renes Lophanor (26:23):
Mm-hmm.
Sanika (26:24):
you have no idea what I'm saying?
So then we're gonna continuedown a conversation and you
won't even be with me.
I love that you just turned itaround on them with that.
Okie?
Renes Lophanor (26:35):
Yes.
So if you don't ask thequestion, if you don't put your
hands up, you don't put yourhead up because you don't want
to look stupid to the others.
Sanika (26:44):
Mm-hmm.
Renes Lophanor (26:45):
But if you don't put your hand up, that's what
will make you be stupid in away,
Sanika (26:50):
Yes,
Renes Lophanor (26:50):
you will not know the meaning as will
progressing and you'll be leftbehind.
Sanika (26:55):
yes.
Renes Lophanor (26:56):
that shows you
Sanika (26:57):
And
Renes Lophanor (26:57):
what you don't know and you want to know.
Clever.
Sanika (27:00):
absolutely.
Renes Lophanor (27:01):
Yeah.
Sanika (27:02):
building blocks, right?
It's foundational and how youhave to be willing to always be
a beginner.
Renes Lophanor (27:08):
Yeah.
Sanika (27:09):
So tell me about how we came to be an author.
How did you, so you're asuccessful teacher, right?
I love, as you've shared with usthese tools, not only to teach
these children the criteria andthe curriculum that they need to
learn to move on to their nextstage in their life, but also
their wellness, their overallwellbeing and their ability to
(27:31):
think critically in everyscenario beyond these tests,
right?
We have called them statewidetests.
These standardized testing youhave made the conscious effort
to do.
Do what is need to, what youneed to do, right to tot the
line of the system, but alsoensure that as a two tour, you
are providing that level ofinsight and guidance and
(27:53):
encouragement to these childrenso that they become productive
human beings in the world.
So tell me how one day you go,I'm gonna write a book.
Renes Lophanor (28:03):
I wanted to write a long time ago, but what
I wanted to write was myautobiography because to me, my
journey is so interesting andwith lot of curves and ups and,
down, starting in Haiti andbeing now in England, having
(28:25):
gone through France For over 10years and, and father of two
children.
So I thought, oh, life is reallyinteresting compared to my first
10 years, my teenage years inFrance and my adulthood in
(28:48):
England.
I can inspire a lot of people.
But then as I started draftingthe outline, who's gonna want to
read my autobiography whennobody knows me?
I've not done anything foranyone yet to be interested in
finding out more about my life.
So decided, okay, I'm gonnawrite all the books that I
(29:12):
wanted to write as well.
Science, fiction books andnonfiction.
So I decided to finish this oneand publish it first and to make
my mark with book becauseeducation plays such a huge role
in my life.
and also I wanted to bringsomething that can inspire
(29:34):
fellow teachers, parents, policymakers, to see what's working in
the system, but also what hasbeen working for me
Sanika (29:47):
yes.
Renes Lophanor (29:48):
and be inspired by that.
Sanika (29:50):
Needed.
Renes Lophanor (29:51):
'cause it won't work for everyone.
We would
Sanika (29:53):
Yeah.
Renes Lophanor (29:54):
because what works for me my personality as a
person as well.
So it might not work
Sanika (30:01):
Listen, we're thousands of miles apart from each other,
and I still found your book tobe insightful, especially the
title.
Right?
I thought the title grabbed you.
I still wanna teach despitethis.
You know, I still, and I think,yes, go ahead.
Renes Lophanor (30:17):
I still love teaching
Sanika (30:19):
I still,
Renes Lophanor (30:20):
all the reasons in the world to quit.
Sanika (30:24):
yes, and I think that's such a powerful title, right?
Because I think everyone,teacher, parent, even if you're
not a parent, understands theschool system and the difficulty
that.
Not only the system, but thetools that you're given.
So everyone can relate becausethey know like, ooh, despite the
(30:45):
system, that means he is, youknow, you're gonna give us some
insight and also walk us throughthat love that you have for it,
right?
And how you've been able tonavigate the hills and the
valleys of the changes in thesystem despite the policies, the
parents, right?
There's so many differentfactors to actually executing
the job of being a good teacher,right.
(31:08):
It's not just in the classroom.
There's so much around that.
And tell me the things thathave, like, sued you and, and
carried you through thoseseasons.
'cause we see some instrumentsback there.
Tell us about, tell us about thethings that drive you, the love
for music.
Renes Lophanor (31:25):
The love for music is something that is
innate to me.
You know, I'm from theCaribbean, I'm Haitian, you know
what is like, so and the pianois the first instrument that I
learned to play.
It's the instrument I had alwayswanted to learn, but I never had
(31:50):
a piano.
And I had one music lesson in mylife, one.
And after that, one lesson inParis, I was in Paris.
The teacher was so impressed bymy will to learn that.
She said to my parents, okay,res will need to have a piano to
(32:10):
practice at home.
'cause he's, he's really on it.
and we had to look at the priceof pianos.
That was it.
Too expensive.
So that was,
Sanika (32:22):
No, I
Renes Lophanor (32:22):
me.
Sanika (32:23):
That is, that's so funny that I recall the story for
myself.
I was probably like eight yearsold.
And I told my mother I wanted a,a computer, like a desktop
computer.
Renes Lophanor (32:32):
yeah.
Sanika (32:33):
She was like, oh, what do you want for Christmas?
I was like, a desktop computer.
She looked at me like I had 10heads.
Like she was like a what now?
A computer.
So we went down to, at the time,PC Richard.
Okay.
So that we can look at thecomputer prices.
We looked at the computer andshe looked at me and it was
(32:54):
like, she said this, this childclearly has lost her entire mind
Renes Lophanor (33:00):
yeah,
Sanika (33:00):
she thinks we have the money.
She was like, good thing you goto the library.
Renes Lophanor (33:09):
yeah.
So I had to teach myself in theend
Sanika (33:13):
Nice.
So when did you get your firstpiano?
Renes Lophanor (33:16):
when a story that you trust me, want to hear
a separate podcast because if Ishorten the story, it won't have
the same
Sanika (33:28):
Same grit?
Yes.
Renes Lophanor (33:31):
But I'm happy to,
Sanika (33:34):
No, no, no.
Renes Lophanor (33:35):
what's
Sanika (33:35):
So what we can say is, so you got your first piano, you
continued to play.
How has playing the piano helpedyou through different seasons of
your life?
Right?
You're a dad, you're teaching,you're dealing with this
difficult system.
How has music and yourinstrument of piano How has that
assured you in this time?
(33:57):
Throughout this time?
How has it, yes.
How is it comforting you?
Renes Lophanor (34:00):
that's what it has taught me.
The discipline to be disciplinedand to practice, practice,
practice.
Whatever I want to achieve, Ican achieve.
And that has helped me in mylife as a father.
I wanted to be young when I hadmy children, you know, by age
23, married and got them so thatwe could.
(34:23):
Play games together and growtogether.
And I didn't want to be agranddad, having children who
are, toddlers Exactly.
So until today, we're likebrothers.
when we are doing things and wehave so, many videos, memories
(34:44):
that we've built, along theyears, films that we've made of
ourself.
We wrote the scripts and, themovies
Sanika (34:51):
So you guys shoot your own like skits.
Renes Lophanor (34:54):
yes,
Sanika (34:55):
an
Renes Lophanor (34:55):
For,
Sanika (34:56):
experience.
Renes Lophanor (34:57):
From age one, two until the late teenage
years.
Sanika (35:03):
That is so beautiful that you guys write your, so did
you teach your children how toplay piano?
Renes Lophanor (35:09):
Yeah.
The piano, the bass, the guitar,the drums.
Sanika (35:12):
Lemme find out.
Y'all like a little Jackson Fiveover there.
Renes Lophanor (35:15):
just Jackson three.
Sanika (35:18):
Yes.
Listen, we can remix it.
Have y'all out here like.
How your little dance movestogether.
I love that.
So tell me, how often do you getto play
Renes Lophanor (35:31):
I play regularly, I would say almost
every weekend, performing asolo, artist or in full band
across the country.
And with the occasional,overseas game, during school
holidays,
Sanika (35:45):
Nice.
Renes Lophanor (35:46):
So what I will not allow you to do is just
casually throw that under it.
Like you are not a performingmusician as well as a teacher
and an author.
Okay.
We're not just gonna casuallylike, yeah, I take overseas
gigs.
I'm, you know, my band performsevery other weekend.
Sanika (36:04):
You are also a performing musician, a paid
performing musician.
Renes Lophanor (36:09):
Mm-hmm.
Sanika (36:10):
us about that.
how have you been able tonavigate that as a teacher and a
dad?
Renes Lophanor (36:15):
Well, practically that's what helps me
still enjoy teaching.
The fact that I'm able to pursuemy hobbies outside of,
Sanika (36:24):
Endeavors.
Renes Lophanor (36:25):
Yeah.
so that I leave the schoolpremises, at the end of the day,
I leave everything behind.
I am in my new world, the newme.
So that way when I return toschool in the morning.
I am happy as well because I'vehad a good time outside the
school and when I'm in, I'mready to have another good time
(36:49):
during the school day.
And so that's what I encouragecolleagues to try and do, is to
pursue their own outside of theschool building and try to take
as little as possible of school,work, home so that, you know.
Sanika (37:09):
So smart.
Renes Lophanor (37:10):
healthy.
Sanika (37:11):
Yes, and that is so smart and it is extremely
healthy, right?
I work in technology,essentially corporate America.
My husband works in lawenforcement and a lot of our
friends and our family, we talkabout this all the time, the
importance of having your ownpassions and your creativity.
Renes Lophanor (37:30):
It does not, it's not in competition with
your professionalism at all,right?
It actually feeds yourprofessionalism because you have
the ability to have yourcreative endeavors and not all
of them have to be like aplatform and generate revenue,
but as long as something thatyou're pursuing and you're happy
doing outside of work, but alsohelps you evaluate your
(37:54):
influence within the workplace,right?
Sanika (37:58):
Either it being a school or boardroom, whatever it is, we
all have.
A limit to our influence when weare working for someone else.
And I think in order to honorand respect that position that
you hold, we need to be able toassess our actions and not be
overly invested to the pointthat you think you run the
(38:19):
place, right?
But understand that this is aservice I'm providing, which I
enjoy, right?
Because you love teaching andyou pour so much into these kids
beyond the description of yourjob.
Renes Lophanor (38:31):
Yeah.
Sanika (38:31):
then you also feed yourself in a way that has
fortunately, you know, alsogenerat a revenue.
Come on, paid gigs overseas,like, you know what I mean?
Renes Lophanor (38:43):
and I bring my music skills to the, the
classroom occasionally as well.
So it's, it's a win-win,bringing your, your hobby in
your place of work.
That's, yeah, for me it's, it'sthe music, but it can be
anything.
It can be art, drawing and Yeah,anything.
Sanika (39:05):
And what has that taught you?
Renes Lophanor (39:07):
Pardon?
Sanika (39:09):
Oh, I love that you said the kids.
The kids love that.
And I said, what has it taughtyou?
Renes Lophanor (39:13):
the fact that the teachers do other things
other than teaching the subjectthat they teach, because in
their mind.
teacher, a math teacher, canonly teach math and nothing
else.
A French teacher can only teachFrench.
Nothing else.
Seeing the teachers doing Idon't know, doing a marathon or
playing an instrument playing ina bar or for them.
(39:36):
What, that's, that's not right.
Sanika (39:37):
You're a whole human being.
Renes Lophanor (39:39):
yeah, that's not possible.
Sanika (39:41):
What?
Renes Lophanor (39:42):
Yeah,
Sanika (39:43):
But then it also helps them be so much more
compassionate,
Renes Lophanor (39:47):
yeah.
Sanika (39:48):
right?
Because now they begin to seeyou as a entire human being.
Renes Lophanor (39:52):
as a human being, that's it.
Sanika (39:55):
Now you remind them of their mom and their friends and
their uncles and their familymember.
'cause they're like, wait, Mr.
Es out here playing, playing thekids like for fun.
What songs, you know, and thenyou start to relate to them and,
and when everything that
Renes Lophanor (40:12):
respect.
you gain natural respect fromthem.
Sanika (40:16):
yes, Because in everything we do, I think
sometimes when we occupy thesespaces, like a school or a
corporate space, we begin to seepeople as their titles.
Renes Lophanor (40:25):
Yes.
Sanika (40:27):
You begin to see people as their role.
Like you are the French teacher,you are the CEO, so you're no
longer a human being.
You're no longer a dad.
You're no longer the person thatloves to cook, and without this
crack
Renes Lophanor (40:41):
Mm.
Sanika (40:41):
this or you as an individual leaving this space
for who you are to shine throughbeyond your role, I think it
starts to diminish a light in usas a human being, right?
Then that's when bitterness andangry come up, and then you
can't even love to teach anymorebecause of the system, because
then all that's your focus,right?
Your, your entire focus is, ugh,this system.
(41:04):
I used to be able to have thesebooks and these laptops and all,
and now I have nothing, and nowthat energy where you could have
been pouring into knitting,singing, painting, something
that brings you joy, you'reessentially thrown in away in
something you can't control.
Renes Lophanor (41:20):
Yeah.
And it doesn't happen only tothe kids, it happens to adults
as well.
And I'm speaking fromexperience.
one colleague, one deputy headwhich was very strict.
Everyone was scared of her.
When I say everyone, the kidsand the staff, outside, of
(41:44):
school, during a school trip,that she took part in she was
completely person as a friend,like
Sanika (41:55):
Yeah.
Renes Lophanor (41:56):
that was impressive.
And that, that was a turningpoint for me.
Which made me, be conscious thatthat's the way the kids perceive
us as well.
And that reminded me of the wayI perceived my own teachers when
I was in school as well.
Sanika (42:17):
Yes.
Renes Lophanor (42:17):
taking all that into account, I tried to change
that perception and help themsee us as human being and as
well, rather than just theteacher.
Sanika (42:30):
Yes.
Because there's so much more tous, right.
Than our roles.
And you sound like, like myself,a lifelong student.
Right.
And you've learned so muchthroughout your journey as
teaching, learning languages,being a musician.
What stands out the most to you?
(42:51):
Right?
when you come across someonewho's like, I wanna be a
teacher, but I know it's a hardroad.
Right?
What stands out to you assomething that you would advise,
if not an inspiring teacher,just another inspiring adult
who've been in, who has been inan industry for two decades like
yourself, and they want to findroom to pursue their creativity
(43:15):
and their happiness.
What, what advice would you tellthem as a teacher?
I.
Renes Lophanor (43:19):
to think what they liked doing before they
became a teacher, not to putthat aside at all when they
actually.
Become that teacher.
and I would like what theywould, it would be beneficial
for them to keep on feeding thatinterest that they had before
(43:44):
entering the profession and, andsustain that and even if
possible, developing furtherhobbies for outside of school
and,
Sanika (43:55):
of school in your career, it helps.
It helps you become moresubstantial, in my opinion.
Right?
Renes Lophanor (44:03):
Do not
Sanika (44:03):
Not.
Renes Lophanor (44:04):
be your cent the cent of your life.
Sanika (44:07):
Yes, because it makes you become a more substantial
human being because you have theability to pour from a full cup.
Renes Lophanor (44:16):
Yeah.
Sanika (44:17):
Right?
Not only as a teacher, but as aprofessional, because especially
as a teacher, you are moldingthe minds and the hearts of the
future.
Renes Lophanor (44:25):
You know, why teachers should be hide there in
the hierarchy of, society, justlike doctors, surgeon, I mean in
societies like Singapore,Finland, China, Japan, that's
where they are.
Sanika (44:40):
Yeah.
Renes Lophanor (44:41):
are well respected and, well compensated
Sanika (44:45):
Mm-hmm.
Renes Lophanor (44:46):
For that reason.
They feel happy to do theprofession and they get more
respect from the society ingeneral.
the results are there as well toshow that these countries are
often at the top of the pizzalist
Sanika (45:02):
yes.
Renes Lophanor (45:03):
Yeah.
So,
Sanika (45:05):
a hundred percent, and I'm so glad you brought that up.
Right, because I don't thinkpeople understand the full
gambit of the perception of aprofession.
Right?
Because like you said, in China,teachers are highly regarded,
Renes Lophanor (45:21):
Yeah.
Sanika (45:22):
Because students in China, I just saw an article
that children in elementaryschool in China are learning how
to do surgical stitching.
Renes Lophanor (45:35):
Yeah.
I saw video recently.
Sanika (45:38):
Okay.
Renes Lophanor (45:38):
week.
they, can we should stopoverprotecting the children.
Sanika (45:44):
I It's sweet that you say overprotecting, I call it
with a spade a spade.
Dumbing them down.
Renes Lophanor (45:50):
yeah, it is.
Sanika (45:51):
them down.
Because as someone who has goneto private school, who has gone
to public school, who has beenra, like, gone to school on the
islands of Jamaica, and I remindpeople while you've watched all
the movies about Jamaicans andRastafarians and weed and all
this, and reggae and all that,the national, that means the
(46:11):
entire island of Jamaica,
Renes Lophanor (46:13):
Yeah.
Sanika (46:14):
average of students is 4.0.
Renes Lophanor (46:17):
Hmm.
Sanika (46:18):
like, that's not a guesstimation.
Renes Lophanor (46:20):
Yeah,
Sanika (46:21):
I remember it being in school and it was a competition
about learning and applying anddebating.
Do you understand what I mean?
And so now where these firstworld countries, air quotes,
Renes Lophanor (46:38):
Mm-hmm.
Sanika (46:40):
they're
Renes Lophanor (46:40):
quotes
Sanika (46:42):
exactly, we are teaching.
it's beautiful that you saythey're protecting the students,
whereas I feel like they areactively done
Renes Lophanor (46:49):
Overprotecting.
Sanika (46:51):
Yeah.
Renes Lophanor (46:51):
Yeah.
Sanika (46:52):
them from education.
Renes Lophanor (46:53):
Yeah.
Sanika (46:55):
How
Renes Lophanor (46:55):
No, protecting
Sanika (46:57):
how do you compete on the world stage?
How do you compete on the worldstage when teachers aren't as
regarded as much as doctors andprofessionals when they are the
ones guiding and.
Renes Lophanor (47:13):
the society.
I mean, it's so blatant.
We are shaping the nextgeneration.
Teachers could basically destroya whole country,
Sanika (47:29):
They wanted to,
Renes Lophanor (47:30):
just if they wanted to.
Sanika (47:32):
and I'm telling you, 'cause I've had this
conversation with teachers atprivate schools, teachers at
charter schools, teachers atpublic schools, right.
I think the desire to be ateacher is not about money at
all.
It is so much about the callingto be impactful to a generation
to pour into these humans.
(47:53):
And that's why I think it's sotwisted that as a society we're
like teachers.
Me?
Renes Lophanor (48:00):
Because personally, if it was just for
the money, I would not be
Sanika (48:05):
No.
Renes Lophanor (48:05):
in
Sanika (48:06):
I don't think any teacher would be a.
Renes Lophanor (48:08):
use my languages for other things, my skills for,
other professions.
So,
Sanika (48:13):
Oh, you hit it right on the head.
And I wanna thank, this has beensuch an amazing conversation,
and I can go on with you fordays talking about this.
Not only as a parent, just as aprofessional who, while I work
in tech, and in sales, I seeclear parallels with teaching,
right?
And this system and the desireto be able to provide value to
(48:38):
the people you are serving,right?
Because that's the through linewhen we think about teaching,
Renes Lophanor (48:44):
Yeah.
Sanika (48:44):
I teach our partners, our clients.
I teach them as much as theyteach me every single day in
corporate America.
On How this technology isvaluable to them, how they see
value in other collaborativeefforts and initiatives.
Similar to how you teach thesestudents.
The pursuit of teaching is notnecessarily in a classroom.
(49:05):
We're teaching and learningevery single day as we pursue
life.
And this conversation was sogreat because it shows just that
through line of how, althoughthe system may not be working
Renes Lophanor (49:20):
Yeah.
Sanika (49:21):
to undercut and encourage that success, you can
still find a love for it.
Renes Lophanor (49:26):
Yeah.
And, make our bit work for usand our students
Sanika (49:32):
Yes.
Renes Lophanor (49:32):
the system.
Sanika (49:33):
the system.
Renes Lophanor (49:34):
And by using your passions and your love to
keep your cup full, right?
Because music keeps you full.
your sons keep you full so thatyou can pursue and shine light
and pour back into thesechildren.
Sanika (49:49):
Similar
Renes Lophanor (49:49):
Yeah.
Sanika (49:49):
like how I pour back into our partners.
So before I let you go,'causeyou are a musician and you know
here at the How Do You Divinepodcast, we talk about the vibe
of the week.
We talk about the music that isshaping us for the week and kept
us grooving and keep us moving.
So what you vibing on Re
Renes Lophanor (50:09):
You would like me?
Two.
Sanika (50:14):
Yeah.
Ooh.
Are you gonna vibe on your own?
You gonna play something?
Renes Lophanor (50:21):
Well,
Sanika (50:23):
He said, I'm not vibing on no tracks on Spotify.
I'm vibing on my own.
Renes Lophanor (50:28):
I.
Sanika (50:28):
listen, let's hear a little number.
I love a live musical moment.
Renes Lophanor (50:40):
Don't worry,
Sanika (50:44):
Hey,
Renes Lophanor (50:51):
don't worry.
Sanika (51:03):
thank you.
Renes Lophanor (51:04):
you.
So beautiful
Sanika (51:10):
Live musical moment.
I feel special.
I know you don't just play foranybody now.
I didn't even cut your check.
Renes Lophanor (51:17):
No, that's the first time I've done that
Sanika (51:19):
Aw, thank you.
Renes Lophanor (51:21):
So especially for you.
Sanika (51:23):
am honored.
Thank you so much for thisamazing conversation,
Renes Lophanor (51:28):
Sika.
Sanika (51:30):
This is how do you divine teaching?
Welcome to this episode of How Do You Divine, and today
we are here with Author, teacherin Poly has published his debut
book to share his experience asa teacher to highlight the
necessary changes required inthe education system.
(00:20):
He's fluent in Haitian Creole,French, English, Spanish, and
familiar with German and AK manof many languages.
He brings a rich educationalbackground to his writing,
including a degree NovellUniversity as a secondary school
teacher, he explores variouseducation facets and spans
(00:42):
fiction and nonfiction genres.
So we'd like to welcome ES tothe show.
Welcome.
Renes Lophanor (00:50):
Thank you Sika, for inviting me to your podcast
show today.
It's a pleasure.
Sanika (00:57):
Oh, thank you.
I really wanted to explore theword teaching with you.
Right.
As a teacher in the UnitedKingdom, and I'm here in the
United States, I think we oftenhave the conversation about how
the educational system varies indifferent countries, right.
And what that means for peopleof various communities and how
(01:17):
that could be better.
But in addition to the systemand outside of the system, I
feel like you have so much toadd to the conversation as a
newly published author.
So tell us a little bit aboutwho is Ranez?
How did you get into teaching?
Renes Lophanor (01:33):
Oh, I got into teaching.
Good question.
But at the same time, quiteeasy.
Before I entered university, mypathway was to become an
engineer or an architect.
So that led me to take math,science as an option at college
I realized that's not where myheart was.
(01:55):
That was becoming an architector an engineer.
That's what my dad wanted me tobe.
And I had always believed that'swhat I wanted and I was missing
something.
And that one thing I was missingwas languages.
So eventually I changed myoptions at
Sanika (02:14):
Yeah.
Renes Lophanor (02:14):
and carried on learning German and English
literature, and that's where Ifound myself.
And all that led me to teachlanguages today.
And I'm, I couldn't be happier.
Sanika (02:28):
Aw,
Renes Lophanor (02:28):
So,
Sanika (02:29):
I love that.
You know, your purpose drew youcloser to language, right?
Because as you know, words arereally important to me and how
we speak and the language inwhich we engage really is
important.
And I think it's the underbellyof unity across the world.
Right?
And I think as much as we knowthat from a conscious
perspective, no one reallyidentifies that language.
(02:53):
similar to like love languagesare really important in how we
communicate and how we unify.
So tell me how language was thething that was calling you when
initially you were like, Ishould be an engineer.
it's like, the pendulum swungreally far.
Renes Lophanor (03:11):
Well, I had always have knack for languages
when when I was.
Little under 10 years old.
I was amazed by English.
That was the language I used tohear on tv the most.
And when I started secondaryschool, English was the first
(03:33):
foreign language that I learned.
I was so pleased.
And there's one thing that Iwill never forget.
I had a bilingual dictionary.
A mini dictionary, French toEnglish.
English to French.
I read that dictionary entirely.
Just like a, a
Sanika (03:49):
like a storybook.
Renes Lophanor (03:50):
Yes, exactly.
from front to back and any wordsthat I liked, I wrote it on a
Sanika (03:59):
Yes.
Renes Lophanor (04:00):
and
Sanika (04:00):
That is so
Renes Lophanor (04:01):
became
Sanika (04:02):
good.
Renes Lophanor (04:02):
dictionary for me.
Sanika (04:03):
Like
Renes Lophanor (04:05):
And
Sanika (04:05):
gonna say, you built your own dictionary similar,
like almost like a journal.
Renes Lophanor (04:09):
Yes, yes.
And when I was in the metro inParis,
Sanika (04:15):
Yes.
Renes Lophanor (04:18):
the line that I used to take to go to uni
Sanika (04:21):
Mm-hmm.
Renes Lophanor (04:22):
the one that comes from was Char Gold, the
airport into
Sanika (04:27):
Yeah.
Renes Lophanor (04:27):
of Paris.
So there were lots of touriststhere and a lot of them speak
English.
And what I used to do, I tendedto go and sit next to the
English speakers and try andlisten what they were saying to
try and understand what theywere saying and pick up words.
And on a few occasions Ihappened to help them out
(04:51):
because.
They were lost.
They didn't know at which stopto get up and say hello.
I can help you.
Sanika (04:59):
I know what you're saying.
I can understand you.
But that's really, that's soawesome because I also want you
to recognize how you putyourself in a situation where
learning became second nature toyou as you was transitioning
from your native language, whichI believe is French.
Right?
And you wanted to learn English.
(05:19):
So what you did was also immerseyourself in your potential
future, which would be to haveEnglish as a secondary language.
Renes Lophanor (05:27):
Yeah.
I would precise that my nativelanguage,
Sanika (05:31):
Mm-hmm.
Renes Lophanor (05:32):
Haitian Creole
Sanika (05:34):
Ooh, yes.
Renes Lophanor (05:35):
one.
English bird one?
Sanika (05:37):
she, I hear you stack them up.
First is Haha, Creole, then it'sFrench,
Renes Lophanor (05:41):
that's right.
Sanika (05:42):
it's English.
Oh my gosh.
So, okay.
As you are collecting theselanguages in uni, what made you
go nexus German?
how did it continue to evolveover time?
Renes Lophanor (05:54):
For German, it's kind of a funny story.
I never wanted to learn German.
I wanted to learn Spanish
Sanika (06:02):
Mm.
Renes Lophanor (06:02):
my next language after English.
So in, you call that eighthgrade,
Sanika (06:09):
Yeah.
Renes Lophanor (06:09):
year nine in the uk.
That's when we learn, we startlearning a second language in
France beside English.
And that can be either German orSpanish.
I wanted to do Spanish, but theclass that did Spanish was
overcrowded.
I had no choice.
(06:30):
They put me in the, yeah.
so they put me in the, theGerman class.
Sanika (06:36):
Yeah.
Renes Lophanor (06:37):
man, that was a blessing, Sika.
Why?
Because of all, I don't think Iwould've decided to learn German
myself like I did for Spanishlater on when I was teaching
qualified teacher
Sanika (06:52):
Yeah,
Renes Lophanor (06:53):
And
Sanika (06:54):
it wouldn't be so sought out.
Renes Lophanor (06:56):
yeah, and that class was the top set.
And with great students andawesome teachers, the teachers
supported me, supported us all.
So well that I am still in touchwith a few of them until today.
Sanika (07:14):
Wow.
Renes Lophanor (07:14):
German, my German teacher is one, Dominic
Le, my math teacher, Luciani mymusic teacher.
Madam Priva, even though inFrance the only instrument you
learn in music lesson was therecorder.
I was not interested
Sanika (07:34):
Listen and listen, we're gonna talk about our love for
music.
No, but that, but I do you, thatis so amazing that, again,
something you didn't seek out,that you ended up being in,
ended up eventually was one ofthe best things that ever
happened to you.
Not only because you learned anew language, but due to the
(07:54):
environment it puts you in.
Right.
And how has those teachers andclassmates who've now become,
you know, mentors and friends ofyours impacted how you teach
your classes today?
Renes Lophanor (08:08):
I mean, starting with the teachers, they were
very supportive.
Like as I said, my Germanteacher again starting with her,
she made sure everyone.
Contributed orally in everylesson.
Sanika (08:22):
Mm-hmm.
Renes Lophanor (08:22):
gonna leave the classroom unless you have said
sentence, at least one sentencein German to the lesson.
So it's always best to put yourhead up to answer a question
that you know, you sure you knowthe answer rather than being
questioned by,
Sanika (08:41):
Yes, because she said, listen, like it or not, you
gonna answer these questions andin
Renes Lophanor (08:46):
Exactly.
Sanika (08:47):
and in German.
So also like forcing you to bepresent, right?
Because we all remember our dayseither in uni or college here in
the United States where you justshowed up because you know you
had to be there, but you don'twanna necessarily participate.
Renes Lophanor (09:02):
yeah,
Sanika (09:02):
See, again, teaching you skills moving forward to add to
your tool.
Renes Lophanor (09:08):
yeah, my math teacher used to organize,
support session on, on aSaturday morning any student.
You did not have to be in hismath class to attend on Saturday
morning, and he would bring insome pancakes and chocolate
spread just out of his ownpocket
Sanika (09:31):
pocket.
Renes Lophanor (09:32):
Yeah.
Sanika (09:33):
to build that sense of community and desire to
fellowship and learn and haveyou guys be in an immersive
situation.
Renes Lophanor (09:39):
Yeah.
Sanika (09:40):
Oh, that was such a beautiful, beautiful experience
as a student.
Renes Lophanor (09:44):
absolutely.
And but not least, my, Frenchteacher, was the one who gave me
the joy for reading.
Before that I had never read, Anovel Before I was not
interested in reading.
Sanika (10:00):
Yes.
Renes Lophanor (10:00):
you know, like all boys who were more
interested in, in
Sanika (10:03):
Being outside.
Renes Lophanor (10:04):
cartoons,
Sanika (10:06):
Yes.
Renes Lophanor (10:06):
outside.
Yes.
but for one piece of homework,she came in with a box of books
and we had to pick one and
Sanika (10:15):
Yeah.
Renes Lophanor (10:15):
Prepare
Sanika (10:16):
or a presentation.
Renes Lophanor (10:17):
yeah, a presentation,
Sanika (10:18):
Yes.
Renes Lophanor (10:19):
that book.
so
Sanika (10:21):
That is, that's so good because I actually spoke to a co
Renes Lophanor (10:25):
Yeah.
Sanika (10:26):
of my colleagues actually these last few days,
and he too, you know, a guy andhe said, you know, I just feel
like people in our generation,like mid, late thirties,
forties, like, you know, he wasjust saying that he too never
had a love for reading.
Renes Lophanor (10:41):
Hmm.
Sanika (10:42):
He never had a love for reading.
So, you know, he met his wife,courtship, got married, and he
was like, his wife just used tobe so immersed in these books
and would have these lengthyconversations with him about it.
And he felt like he was missingsomething,
Renes Lophanor (10:57):
Yeah.
Sanika (10:59):
like, and started to listen to audio books.
And then from audio books, hegave himself a a a goal to read
two hardcover books every year.
And he was like, I've kept tothat goal.
And sometimes it's more thantwo, but he's like, I listen to
a audio book almost every day.
Renes Lophanor (11:20):
Yeah.
Sanika (11:21):
So it was just interesting how those
experiences just open up yourperspective and open up your
framework.
Right?
Because like you said before, itwas like, yeah, I like
languages, but I'm not a loverreading.
Renes Lophanor (11:31):
Yeah.
Sanika (11:32):
Right?
And that teacher brought that toyou.
So now fast forward yourteacher, you found your love for
languages, you've acquired allof these languages, and now
you're implementing them in theclassroom.
Renes Lophanor (11:43):
Yeah,
Sanika (11:44):
to me about how it is to be a teacher in the classroom in
the United Kingdom and how wegot to the book,
Renes Lophanor (11:52):
to be in the United Kingdom.
Sanika (11:56):
You know, the Royal, as they say.
Renes Lophanor (11:59):
yes.
It's, it's hard to be a teacherin the United Kingdom, because
the status of teachers have beendegrading over the decades I've
been teaching for two decadesnow.
And I have seen a, huge declinein the standard of teaching and
the amount of support that weare, supposed to get from
Sanika (12:24):
Yes, the systems
Renes Lophanor (12:26):
the
Sanika (12:26):
and
Renes Lophanor (12:27):
but we don't get them.
If anything we have been losing,support be it financial or
Sanika (12:37):
infrastructure and things like that.
Renes Lophanor (12:39):
and mental support for,
Sanika (12:42):
Yeah.
Renes Lophanor (12:42):
yeah, for colleagues.
And there is an increase on thefocus on standardized testing,
which is something I personallytry to do my best to, instill
joy, the joy.
(13:03):
learning to my students, thenumber of tests that we are
supposed to do with them and forany assessment, which is not, an
official one.
I have my way doing it to makethem more comfortable, more
relaxed about it.
(13:24):
I my students the choice ofdoing the test in pairs rather
than on their own.
Sanika (13:34):
Yeah.
Renes Lophanor (13:35):
But I say also, if you accept to do in pass,
that's fine, but each error youmake would count for two points.
Sanika (13:42):
Oh,
Renes Lophanor (13:43):
that or do you want to do it on your own still
Sanika (13:45):
love the little trickery there.
so while there is a benefit totake a test in pair because then
you will align in terms of, youknow, two resources.
That's two brains and twomemories.
And to apply to the test.
It's also two times theconsequence.
So I like that because I thinkat face value you would think,
(14:08):
oh, we can, you know, kind ofpair to take a test.
Oh, that's great so we canfigure this out together.
But also like, you know, withevery benefit there is a
consequence.
So
Renes Lophanor (14:17):
Yeah.
it's for them to,
Sanika (14:19):
I.
Renes Lophanor (14:20):
to gauge the pros and cons and see what they
want.
And most of them for the pairwork that shows the power of
collaboration in human being.
And that's something I alwayspromote,
Sanika (14:34):
I love that.
And it also promotes criticalthinking,
Renes Lophanor (14:38):
Mm-hmm.
Sanika (14:38):
right?
Because it, in order for you tobe able to collaborate with
someone in order to establish acertain goal, you need to be
able to have that level ofcritical thinking to walk
through each question together,assess who has the right answer,
why and why not, and have theability to let I say like
healthy debate to the successfulgoal.
Renes Lophanor (15:01):
yeah.
Sanika (15:02):
I wanna talk a little bit about the system, right?
You have been a teacher for twodecades, and as a parent, I can
tell you my perspective on why Ithink the educational system has
continued to diminish over timeas someone who comes from the
inner city in New York and nowliving in Nassau County with my
family.
(15:22):
And it's a totally differentsystem.
I have my view as well as one ofmy best friends and like sister
to me as a teacher, like I toldyou.
And she's also been teaching forover two years.
So we talk a lot about theschool system, but I wanna ask
you, what do you think theultimate goal with that is?
And there's been a lot ofconversations around teach to
(15:42):
the test.
Ultimately you're just teachingkids to pass tests, right?
They're not teaching forcomprehension.
There's so many conversations.
So I wanna hear what yourthoughts are.
Renes Lophanor (15:52):
According to the curriculum
Sanika (15:54):
Mm-hmm.
Renes Lophanor (15:55):
the examples, are encouraging you teach to the
test.
And we know, or at least I know,that this is very limiting for
the student to be able to usethe language.
they are learning in realsituation.
So, and that's why a lot ofthem, as soon as they finish
(16:19):
their test, they either don'tremember anything they've
learned because they werelearning it for the test, not
with any, particular furtheruse, after that.
Sanika (16:31):
Yeah,
Renes Lophanor (16:32):
and because there was no incentive for them
to really memorize and use thatknowledge
Sanika (16:40):
No.
And it's so interesting you saythat'cause I so you know, I have
two daughters, 16 and 12 and Iwas speaking to my friends and
my daughters the other day aboutthe difference between
intelligence and knowledge,right?
I think anyone can acquireknowledge, but intelligence is
the implementation of knowledgevia critical thinking and
(17:02):
strategic application, right?
That's what in intelligence, inmy perspective,
Renes Lophanor (17:07):
I
Sanika (17:07):
and that's what intelligence is.
So you can be knowledgeable inmany different topics and just
have that insight that equals toyour intelligent, right?
And I think a lot of the changesthat are happening in the school
system is in an effort to createhumans that are able to be
knowledgeable, but do not havethe tools to gain intelligence.
Renes Lophanor (17:32):
And that's why the students strongly believe
that if they do not pass a testor an exam, they are worthless.
Sanika (17:42):
Hmm.
Renes Lophanor (17:43):
And, and that's,
Sanika (17:45):
is so not good.
It's horrible.
it's so wrong because I'm soglad as someone who is a
teacher.
Right.
And you know the system and youknow how well the system used to
be as someone who is also astudent.
I feel like I had the benefit ofgoing to school in New York
City.
I also went to school in theCaribbean, in Jamaica, and so
(18:06):
I've seen varying schoolsystems.
I went to private school, bothin New York and in the islands.
I've gone to public school.
so I've seen the
Renes Lophanor (18:15):
So
Sanika (18:16):
and experienced.
Renes Lophanor (18:17):
the same background.
Yeah.
Public school, private school,Haiti, France, England, so,
yeah.
Sanika (18:24):
So I have seen the curriculum in various different
states, right?
And I think it also made it veryeasy for me to identify the
intent behind a curriculum.
Renes Lophanor (18:37):
Hmm.
Sanika (18:37):
Right.
Some curriculums and agendas andeven like just ball plate lesson
plans, right?
Because I feel like not allparents and just our listeners
who don't have kids or just anadult trying to learn in the
world, a curriculum doesn'tnecessarily have to be the
entire system of learning.
It can be something as simple asthe agenda to a meeting or the
(19:01):
content to the context table toa book, right?
What are you trying to get outof this time?
And this information that I'mgiving you and I have seen that
overall structure diminish tothe point that critical thinking
is no longer required toprogress along the system.
Renes Lophanor (19:24):
Talking about critical thinking every week
with my tutor group.
I don't know if you have tutorgroup in the US as well.
Sanika (19:30):
No.
What is that?
Renes Lophanor (19:31):
The tutor group is a group of students that a
teacher is responsible for as a,tutor.
Sanika (19:39):
Okay.
Renes Lophanor (19:40):
teachers.
And so we see group of students,which is
Sanika (19:45):
Mm-hmm.
Renes Lophanor (19:51):
eight 30 to nine, so before the first
lesson.
Sanika (19:56):
Nice.
Renes Lophanor (19:57):
tutor is the first link between the parents
and the school.
And so we have a pastoralrelationship with those
students.
So what I do with my tutorialgroup once a week, I call it
roughly she, means to think inFrench.
(20:19):
and I put one question on theboard that we debate about the
latest one we had was would youtrade.
year of your life for$30,000,how many years would you trade?
And that made them think.
And the discussions, thediscussion is so adult like
(20:41):
because they are used to, to doit.
Other topics were we be scaredof death?
What is love?
And so on.
Sanika (20:49):
I love this.
Renes Lophanor (20:50):
in a democracy
Sanika (20:51):
This is amazing.
Renes Lophanor (20:53):
They love it.
Sanika (20:54):
I love these questions, right?
I love these questions becausethey not only force them to
think beyond their currentcircumstance, which is a part of
intelligence, the ability to seebeyond your existing and also
closely align with your faith,right?
to know that it's, it'spossible.
But the fact that this happensat the beginning of the school
(21:16):
day, which is like, you know,fresh and every, and then the
tutor essentially is your pointof contact to the parent versus
the teacher.
Walk me through that.
That is that sounds like a greatsystem because ultimately the
teacher is there for
Renes Lophanor (21:30):
like it.
Sanika (21:31):
Yeah, the teacher is more I wanna say they're the one
providing the service, right?
They're the one more tacticalwhere this tutor sounds more
like the counselor, the personbridging mental and emotional
wellness with education.
Talk to me about how that evencame about.
(21:51):
I like this.
Renes Lophanor (21:52):
yeah.
Absolutely.
And wow.
I've been doing that with mytutorial group since they
started, secondary school, so inyear seven.
Now they're near 10.
So that's, we've been doing thatfor four years now.
And so you can imagine how goodthey
Sanika (22:09):
You have these
Renes Lophanor (22:10):
reasoning.
Sanika (22:11):
group of kids?
Renes Lophanor (22:13):
Pardon?
Sanika (22:13):
Is it the same group
Renes Lophanor (22:15):
Yes.
The same group.
We keep our tutor
Sanika (22:18):
could you imagine how
Renes Lophanor (22:19):
they leave the school.
Sanika (22:20):
to each other as well?
Renes Lophanor (22:23):
Yeah.
So,
Sanika (22:25):
Tell me.
Renes Lophanor (22:27):
and oh, that's, and for every reason.
Oh, we always start by definingthe term in the question.
For example, a question, are weliving in a democracy?
That was one of the question andthe.
The first person who put theirhands up would say, what is
(22:47):
democracy?
Let's define democracy.
Let's agree on the definition
Sanika (22:51):
My heart.
Renes Lophanor (22:52):
and
Sanika (22:53):
a child of my own heart.
And not to interject, but Iwanna say that that is so
important.
So one of the reasons I createdthis podcast is to also help
people understand that it isimpossible for you to be a part
of a conversation around anytopic or word or anything unless
you ensure that our definitionsto what we are exploring is the
(23:14):
same.
Renes Lophanor (23:16):
Yeah.
The must alive.
Otherwise we will both be right,but in our own way.
Sanika (23:23):
two different worlds, which
Renes Lophanor (23:24):
world.
Sanika (23:25):
is not a bad thing.
But the whole point to me, andthe, the intention, the essence
behind a great conversation isto share and to learn and to
connect.
Right?
And in order to do those threethings, we have to be aligned on
the base definition of whatwe're even discussing.
So I love that every time youpose these questions to the
(23:47):
students, there is a smart handthat goes up and go, what does
that even mean?
So walk me through that.
I loved it.
Renes Lophanor (23:55):
And yeah, and a lot of them didn't even know the
words.
Oh, the one I used, one I usedsuccess.
I asked them, what success?
That's a word you use every day.
Sanika (24:13):
Yeah.
Renes Lophanor (24:13):
it to talk to you every day.
You hear every day you think youknow what it means, but can
someone, can someone explain tome?
And you get a reward if youmanage to.
And they'll start and they getmuddled up, have no idea.
And, oh, so actually we know Youreally dunno.
it is a way to make them.
(24:35):
Be aware of their own limit toencourage them to ask, for help
to define words they don't knowor if they need help with
anything else in general,
Sanika (24:47):
Yes.
Renes Lophanor (24:47):
life to seek help and do not pretend, you
know, something
Sanika (24:53):
When you.
Renes Lophanor (24:54):
yeah, one thing I often do if I would ask, oh,
is there anyone who does notunderstand this, the board
during, during normal lessons aswell?
And I look around because Iknow, who is less likely to
know.
And you see maybe one or twohands up.
I said, okay, so guys, you know,So that means you guys don't
(25:16):
know.
That's why you put your handsup.
Thank you.
So that means the rest of theclass, they all know.
So I can pick any of you toexplain.
And if you caught, you'll be introuble with me.
That means you lying.
So I'm gonna give you anotherchance.
Is there anyone who doesn'tunderstand
Sanika (25:31):
exactly.
Renes Lophanor (25:32):
hands
Sanika (25:32):
I love it.
Holding them accountable at anearly age to their own success,
their own learning.
That is amazing.
That is a great tool, and kudosto you for not only creating a
space where they're comfortablesaying, I don't know.
But they're comfortableinquiring for that information.
(25:55):
They're comfortable saying, Ineed help.
They're comfortable saying, canyou explain that a little bit
more?
Right.
Because I think in classsettings as well as out in the
corporate world, people areafraid to say, I don't know, out
of fear of looking incompetent.
Renes Lophanor (26:10):
Exactly.
Sanika (26:11):
I have this running saying that there's no such
thing as a stupid questionbecause the desire to ask a
question is a sign ofintelligence.
So why sit there and nod anduhhuh
Renes Lophanor (26:23):
Mm-hmm.
Sanika (26:24):
you have no idea what I'm saying?
So then we're gonna continuedown a conversation and you
won't even be with me.
I love that you just turned itaround on them with that.
Okie?
Renes Lophanor (26:35):
Yes.
So if you don't ask thequestion, if you don't put your
hands up, you don't put yourhead up because you don't want
to look stupid to the others.
Sanika (26:44):
Mm-hmm.
Renes Lophanor (26:45):
But if you don't put your hand up, that's what
will make you be stupid in away,
Sanika (26:50):
Yes,
Renes Lophanor (26:50):
you will not know the meaning as will
progressing and you'll be leftbehind.
Sanika (26:55):
yes.
Renes Lophanor (26:56):
that shows you
Sanika (26:57):
And
Renes Lophanor (26:57):
what you don't know and you want to know.
Clever.
Sanika (27:00):
absolutely.
Renes Lophanor (27:01):
Yeah.
Sanika (27:02):
building blocks, right?
It's foundational and how youhave to be willing to always be
a beginner.
Renes Lophanor (27:08):
Yeah.
Sanika (27:09):
So tell me about how we came to be an author.
How did you, so you're asuccessful teacher, right?
I love, as you've shared with usthese tools, not only to teach
these children the criteria andthe curriculum that they need to
learn to move on to their nextstage in their life, but also
their wellness, their overallwellbeing and their ability to
(27:31):
think critically in everyscenario beyond these tests,
right?
We have called them statewidetests.
These standardized testing youhave made the conscious effort
to do.
Do what is need to, what youneed to do, right to tot the
line of the system, but alsoensure that as a two tour, you
are providing that level ofinsight and guidance and
(27:53):
encouragement to these childrenso that they become productive
human beings in the world.
So tell me how one day you go,I'm gonna write a book.
Renes Lophanor (28:03):
I wanted to write a long time ago, but what
I wanted to write was myautobiography because to me, my
journey is so interesting andwith lot of curves and ups and,
down, starting in Haiti andbeing now in England, having
(28:25):
gone through France For over 10years and, and father of two
children.
So I thought, oh, life is reallyinteresting compared to my first
10 years, my teenage years inFrance and my adulthood in
(28:48):
England.
I can inspire a lot of people.
But then as I started draftingthe outline, who's gonna want to
read my autobiography whennobody knows me?
I've not done anything foranyone yet to be interested in
finding out more about my life.
So decided, okay, I'm gonnawrite all the books that I
(29:12):
wanted to write as well.
Science, fiction books andnonfiction.
So I decided to finish this oneand publish it first and to make
my mark with book becauseeducation plays such a huge role
in my life.
and also I wanted to bringsomething that can inspire
(29:34):
fellow teachers, parents, policymakers, to see what's working in
the system, but also what hasbeen working for me
Sanika (29:47):
yes.
Renes Lophanor (29:48):
and be inspired by that.
Sanika (29:50):
Needed.
Renes Lophanor (29:51):
'cause it won't work for everyone.
We would
Sanika (29:53):
Yeah.
Renes Lophanor (29:54):
because what works for me my personality as a
person as well.
So it might not work
Sanika (30:01):
Listen, we're thousands of miles apart from each other,
and I still found your book tobe insightful, especially the
title.
Right?
I thought the title grabbed you.
I still wanna teach despitethis.
You know, I still, and I think,yes, go ahead.
Renes Lophanor (30:17):
I still love teaching
Sanika (30:19):
I still,
Renes Lophanor (30:20):
all the reasons in the world to quit.
Sanika (30:24):
yes, and I think that's such a powerful title, right?
Because I think everyone,teacher, parent, even if you're
not a parent, understands theschool system and the difficulty
that.
Not only the system, but thetools that you're given.
So everyone can relate becausethey know like, ooh, despite the
(30:45):
system, that means he is, youknow, you're gonna give us some
insight and also walk us throughthat love that you have for it,
right?
And how you've been able tonavigate the hills and the
valleys of the changes in thesystem despite the policies, the
parents, right?
There's so many differentfactors to actually executing
the job of being a good teacher,right.
(31:08):
It's not just in the classroom.
There's so much around that.
And tell me the things thathave, like, sued you and, and
carried you through thoseseasons.
'cause we see some instrumentsback there.
Tell us about, tell us about thethings that drive you, the love
for music.
Renes Lophanor (31:25):
The love for music is something that is
innate to me.
You know, I'm from theCaribbean, I'm Haitian, you know
what is like, so and the pianois the first instrument that I
learned to play.
It's the instrument I had alwayswanted to learn, but I never had
(31:50):
a piano.
And I had one music lesson in mylife, one.
And after that, one lesson inParis, I was in Paris.
The teacher was so impressed bymy will to learn that.
She said to my parents, okay,res will need to have a piano to
(32:10):
practice at home.
'cause he's, he's really on it.
and we had to look at the priceof pianos.
That was it.
Too expensive.
So that was,
Sanika (32:22):
No, I
Renes Lophanor (32:22):
me.
Sanika (32:23):
That is, that's so funny that I recall the story for
myself.
I was probably like eight yearsold.
And I told my mother I wanted a,a computer, like a desktop
computer.
Renes Lophanor (32:32):
yeah.
Sanika (32:33):
She was like, oh, what do you want for Christmas?
I was like, a desktop computer.
She looked at me like I had 10heads.
Like she was like a what now?
A computer.
So we went down to, at the time,PC Richard.
Okay.
So that we can look at thecomputer prices.
We looked at the computer andshe looked at me and it was
(32:54):
like, she said this, this childclearly has lost her entire mind
Renes Lophanor (33:00):
yeah,
Sanika (33:00):
she thinks we have the money.
She was like, good thing you goto the library.
Renes Lophanor (33:09):
yeah.
So I had to teach myself in theend
Sanika (33:13):
Nice.
So when did you get your firstpiano?
Renes Lophanor (33:16):
when a story that you trust me, want to hear
a separate podcast because if Ishorten the story, it won't have
the same
Sanika (33:28):
Same grit?
Yes.
Renes Lophanor (33:31):
But I'm happy to,
Sanika (33:34):
No, no, no.
Renes Lophanor (33:35):
what's
Sanika (33:35):
So what we can say is, so you got your first piano, you
continued to play.
How has playing the piano helpedyou through different seasons of
your life?
Right?
You're a dad, you're teaching,you're dealing with this
difficult system.
How has music and yourinstrument of piano How has that
assured you in this time?
(33:57):
Throughout this time?
How has it, yes.
How is it comforting you?
Renes Lophanor (34:00):
that's what it has taught me.
The discipline to be disciplinedand to practice, practice,
practice.
Whatever I want to achieve, Ican achieve.
And that has helped me in mylife as a father.
I wanted to be young when I hadmy children, you know, by age
23, married and got them so thatwe could.
(34:23):
Play games together and growtogether.
And I didn't want to be agranddad, having children who
are, toddlers Exactly.
So until today, we're likebrothers.
when we are doing things and wehave so, many videos, memories
(34:44):
that we've built, along theyears, films that we've made of
ourself.
We wrote the scripts and, themovies
Sanika (34:51):
So you guys shoot your own like skits.
Renes Lophanor (34:54):
yes,
Sanika (34:55):
an
Renes Lophanor (34:55):
For,
Sanika (34:56):
experience.
Renes Lophanor (34:57):
From age one, two until the late teenage
years.
Sanika (35:03):
That is so beautiful that you guys write your, so did
you teach your children how toplay piano?
Renes Lophanor (35:09):
Yeah.
The piano, the bass, the guitar,the drums.
Sanika (35:12):
Lemme find out.
Y'all like a little Jackson Fiveover there.
Renes Lophanor (35:15):
just Jackson three.
Sanika (35:18):
Yes.
Listen, we can remix it.
Have y'all out here like.
How your little dance movestogether.
I love that.
So tell me, how often do you getto play
Renes Lophanor (35:31):
I play regularly, I would say almost
every weekend, performing asolo, artist or in full band
across the country.
And with the occasional,overseas game, during school
holidays,
Sanika (35:45):
Nice.
Renes Lophanor (35:46):
So what I will not allow you to do is just
casually throw that under it.
Like you are not a performingmusician as well as a teacher
and an author.
Okay.
We're not just gonna casuallylike, yeah, I take overseas
gigs.
I'm, you know, my band performsevery other weekend.
Sanika (36:04):
You are also a performing musician, a paid
performing musician.
Renes Lophanor (36:09):
Mm-hmm.
Sanika (36:10):
us about that.
how have you been able tonavigate that as a teacher and a
dad?
Renes Lophanor (36:15):
Well, practically that's what helps me
still enjoy teaching.
The fact that I'm able to pursuemy hobbies outside of,
Sanika (36:24):
Endeavors.
Renes Lophanor (36:25):
Yeah.
so that I leave the schoolpremises, at the end of the day,
I leave everything behind.
I am in my new world, the newme.
So that way when I return toschool in the morning.
I am happy as well because I'vehad a good time outside the
school and when I'm in, I'mready to have another good time
(36:49):
during the school day.
And so that's what I encouragecolleagues to try and do, is to
pursue their own outside of theschool building and try to take
as little as possible of school,work, home so that, you know.
Sanika (37:09):
So smart.
Renes Lophanor (37:10):
healthy.
Sanika (37:11):
Yes, and that is so smart and it is extremely
healthy, right?
I work in technology,essentially corporate America.
My husband works in lawenforcement and a lot of our
friends and our family, we talkabout this all the time, the
importance of having your ownpassions and your creativity.
Renes Lophanor (37:30):
It does not, it's not in competition with
your professionalism at all,right?
It actually feeds yourprofessionalism because you have
the ability to have yourcreative endeavors and not all
of them have to be like aplatform and generate revenue,
but as long as something thatyou're pursuing and you're happy
doing outside of work, but alsohelps you evaluate your
(37:54):
influence within the workplace,right?
Sanika (37:58):
Either it being a school or boardroom, whatever it is, we
all have.
A limit to our influence when weare working for someone else.
And I think in order to honorand respect that position that
you hold, we need to be able toassess our actions and not be
overly invested to the pointthat you think you run the
(38:19):
place, right?
But understand that this is aservice I'm providing, which I
enjoy, right?
Because you love teaching andyou pour so much into these kids
beyond the description of yourjob.
Renes Lophanor (38:31):
Yeah.
Sanika (38:31):
then you also feed yourself in a way that has
fortunately, you know, alsogenerat a revenue.
Come on, paid gigs overseas,like, you know what I mean?
Renes Lophanor (38:43):
and I bring my music skills to the, the
classroom occasionally as well.
So it's, it's a win-win,bringing your, your hobby in
your place of work.
That's, yeah, for me it's, it'sthe music, but it can be
anything.
It can be art, drawing and Yeah,anything.
Sanika (39:05):
And what has that taught you?
Renes Lophanor (39:07):
Pardon?
Sanika (39:09):
Oh, I love that you said the kids.
The kids love that.
And I said, what has it taughtyou?
Renes Lophanor (39:13):
the fact that the teachers do other things
other than teaching the subjectthat they teach, because in
their mind.
teacher, a math teacher, canonly teach math and nothing
else.
A French teacher can only teachFrench.
Nothing else.
Seeing the teachers doing Idon't know, doing a marathon or
playing an instrument playing ina bar or for them.
(39:36):
What, that's, that's not right.
Sanika (39:37):
You're a whole human being.
Renes Lophanor (39:39):
yeah, that's not possible.
Sanika (39:41):
What?
Renes Lophanor (39:42):
Yeah,
Sanika (39:43):
But then it also helps them be so much more
compassionate,
Renes Lophanor (39:47):
yeah.
Sanika (39:48):
right?
Because now they begin to seeyou as a entire human being.
Renes Lophanor (39:52):
as a human being, that's it.
Sanika (39:55):
Now you remind them of their mom and their friends and
their uncles and their familymember.
'cause they're like, wait, Mr.
Es out here playing, playing thekids like for fun.
What songs, you know, and thenyou start to relate to them and,
and when everything that
Renes Lophanor (40:12):
respect.
you gain natural respect fromthem.
Sanika (40:16):
yes, Because in everything we do, I think
sometimes when we occupy thesespaces, like a school or a
corporate space, we begin to seepeople as their titles.
Renes Lophanor (40:25):
Yes.
Sanika (40:27):
You begin to see people as their role.
Like you are the French teacher,you are the CEO, so you're no
longer a human being.
You're no longer a dad.
You're no longer the person thatloves to cook, and without this
crack
Renes Lophanor (40:41):
Mm.
Sanika (40:41):
this or you as an individual leaving this space
for who you are to shine throughbeyond your role, I think it
starts to diminish a light in usas a human being, right?
Then that's when bitterness andangry come up, and then you
can't even love to teach anymorebecause of the system, because
then all that's your focus,right?
Your, your entire focus is, ugh,this system.
(41:04):
I used to be able to have thesebooks and these laptops and all,
and now I have nothing, and nowthat energy where you could have
been pouring into knitting,singing, painting, something
that brings you joy, you'reessentially thrown in away in
something you can't control.
Renes Lophanor (41:20):
Yeah.
And it doesn't happen only tothe kids, it happens to adults
as well.
And I'm speaking fromexperience.
one colleague, one deputy headwhich was very strict.
Everyone was scared of her.
When I say everyone, the kidsand the staff, outside, of
(41:44):
school, during a school trip,that she took part in she was
completely person as a friend,like
Sanika (41:55):
Yeah.
Renes Lophanor (41:56):
that was impressive.
And that, that was a turningpoint for me.
Which made me, be conscious thatthat's the way the kids perceive
us as well.
And that reminded me of the wayI perceived my own teachers when
I was in school as well.
Sanika (42:17):
Yes.
Renes Lophanor (42:17):
taking all that into account, I tried to change
that perception and help themsee us as human being and as
well, rather than just theteacher.
Sanika (42:30):
Yes.
Because there's so much more tous, right.
Than our roles.
And you sound like, like myself,a lifelong student.
Right.
And you've learned so muchthroughout your journey as
teaching, learning languages,being a musician.
What stands out the most to you?
(42:51):
Right?
when you come across someonewho's like, I wanna be a
teacher, but I know it's a hardroad.
Right?
What stands out to you assomething that you would advise,
if not an inspiring teacher,just another inspiring adult
who've been in, who has been inan industry for two decades like
yourself, and they want to findroom to pursue their creativity
(43:15):
and their happiness.
What, what advice would you tellthem as a teacher?
I.
Renes Lophanor (43:19):
to think what they liked doing before they
became a teacher, not to putthat aside at all when they
actually.
Become that teacher.
and I would like what theywould, it would be beneficial
for them to keep on feeding thatinterest that they had before
(43:44):
entering the profession and, andsustain that and even if
possible, developing furtherhobbies for outside of school
and,
Sanika (43:55):
of school in your career, it helps.
It helps you become moresubstantial, in my opinion.
Right?
Renes Lophanor (44:03):
Do not
Sanika (44:03):
Not.
Renes Lophanor (44:04):
be your cent the cent of your life.
Sanika (44:07):
Yes, because it makes you become a more substantial
human being because you have theability to pour from a full cup.
Renes Lophanor (44:16):
Yeah.
Sanika (44:17):
Right?
Not only as a teacher, but as aprofessional, because especially
as a teacher, you are moldingthe minds and the hearts of the
future.
Renes Lophanor (44:25):
You know, why teachers should be hide there in
the hierarchy of, society, justlike doctors, surgeon, I mean in
societies like Singapore,Finland, China, Japan, that's
where they are.
Sanika (44:40):
Yeah.
Renes Lophanor (44:41):
are well respected and, well compensated
Sanika (44:45):
Mm-hmm.
Renes Lophanor (44:46):
For that reason.
They feel happy to do theprofession and they get more
respect from the society ingeneral.
the results are there as well toshow that these countries are
often at the top of the pizzalist
Sanika (45:02):
yes.
Renes Lophanor (45:03):
Yeah.
So,
Sanika (45:05):
a hundred percent, and I'm so glad you brought that up.
Right, because I don't thinkpeople understand the full
gambit of the perception of aprofession.
Right?
Because like you said, in China,teachers are highly regarded,
Renes Lophanor (45:21):
Yeah.
Sanika (45:22):
Because students in China, I just saw an article
that children in elementaryschool in China are learning how
to do surgical stitching.
Renes Lophanor (45:35):
Yeah.
I saw video recently.
Sanika (45:38):
Okay.
Renes Lophanor (45:38):
week.
they, can we should stopoverprotecting the children.
Sanika (45:44):
I It's sweet that you say overprotecting, I call it
with a spade a spade.
Dumbing them down.
Renes Lophanor (45:50):
yeah, it is.
Sanika (45:51):
them down.
Because as someone who has goneto private school, who has gone
to public school, who has beenra, like, gone to school on the
islands of Jamaica, and I remindpeople while you've watched all
the movies about Jamaicans andRastafarians and weed and all
this, and reggae and all that,the national, that means the
(46:11):
entire island of Jamaica,
Renes Lophanor (46:13):
Yeah.
Sanika (46:14):
average of students is 4.0.
Renes Lophanor (46:17):
Hmm.
Sanika (46:18):
like, that's not a guesstimation.
Renes Lophanor (46:20):
Yeah,
Sanika (46:21):
I remember it being in school and it was a competition
about learning and applying anddebating.
Do you understand what I mean?
And so now where these firstworld countries, air quotes,
Renes Lophanor (46:38):
Mm-hmm.
Sanika (46:40):
they're
Renes Lophanor (46:40):
quotes
Sanika (46:42):
exactly, we are teaching.
it's beautiful that you saythey're protecting the students,
whereas I feel like they areactively done
Renes Lophanor (46:49):
Overprotecting.
Sanika (46:51):
Yeah.
Renes Lophanor (46:51):
Yeah.
Sanika (46:52):
them from education.
Renes Lophanor (46:53):
Yeah.
Sanika (46:55):
How
Renes Lophanor (46:55):
No, protecting
Sanika (46:57):
how do you compete on the world stage?
How do you compete on the worldstage when teachers aren't as
regarded as much as doctors andprofessionals when they are the
ones guiding and.
Renes Lophanor (47:13):
the society.
I mean, it's so blatant.
We are shaping the nextgeneration.
Teachers could basically destroya whole country,
Sanika (47:29):
They wanted to,
Renes Lophanor (47:30):
just if they wanted to.
Sanika (47:32):
and I'm telling you, 'cause I've had this
conversation with teachers atprivate schools, teachers at
charter schools, teachers atpublic schools, right.
I think the desire to be ateacher is not about money at
all.
It is so much about the callingto be impactful to a generation
to pour into these humans.
(47:53):
And that's why I think it's sotwisted that as a society we're
like teachers.
Me?
Renes Lophanor (48:00):
Because personally, if it was just for
the money, I would not be
Sanika (48:05):
No.
Renes Lophanor (48:05):
in
Sanika (48:06):
I don't think any teacher would be a.
Renes Lophanor (48:08):
use my languages for other things, my skills for,
other professions.
So,
Sanika (48:13):
Oh, you hit it right on the head.
And I wanna thank, this has beensuch an amazing conversation,
and I can go on with you fordays talking about this.
Not only as a parent, just as aprofessional who, while I work
in tech, and in sales, I seeclear parallels with teaching,
right?
And this system and the desireto be able to provide value to
(48:38):
the people you are serving,right?
Because that's the through linewhen we think about teaching,
Renes Lophanor (48:44):
Yeah.
Sanika (48:44):
I teach our partners, our clients.
I teach them as much as theyteach me every single day in
corporate America.
On How this technology isvaluable to them, how they see
value in other collaborativeefforts and initiatives.
Similar to how you teach thesestudents.
The pursuit of teaching is notnecessarily in a classroom.
(49:05):
We're teaching and learningevery single day as we pursue
life.
And this conversation was sogreat because it shows just that
through line of how, althoughthe system may not be working
Renes Lophanor (49:20):
Yeah.
Sanika (49:21):
to undercut and encourage that success, you can
still find a love for it.
Renes Lophanor (49:26):
Yeah.
And, make our bit work for usand our students
Sanika (49:32):
Yes.
Renes Lophanor (49:32):
the system.
Sanika (49:33):
the system.
Renes Lophanor (49:34):
And by using your passions and your love to
keep your cup full, right?
Because music keeps you full.
your sons keep you full so thatyou can pursue and shine light
and pour back into thesechildren.
Sanika (49:49):
Similar
Renes Lophanor (49:49):
Yeah.
Sanika (49:49):
like how I pour back into our partners.
So before I let you go,'causeyou are a musician and you know
here at the How Do You Divinepodcast, we talk about the vibe
of the week.
We talk about the music that isshaping us for the week and kept
us grooving and keep us moving.
So what you vibing on Re
Renes Lophanor (50:09):
You would like me?
Two.
Sanika (50:14):
Yeah.
Ooh.
Are you gonna vibe on your own?
You gonna play something?
Renes Lophanor (50:21):
Well,
Sanika (50:23):
He said, I'm not vibing on no tracks on Spotify.
I'm vibing on my own.
Renes Lophanor (50:28):
I.
Sanika (50:28):
listen, let's hear a little number.
I love a live musical moment.
Renes Lophanor (50:40):
Don't worry,
Sanika (50:44):
Hey,
Renes Lophanor (50:51):
don't worry.
Sanika (51:03):
thank you.
Renes Lophanor (51:04):
you.
So beautiful
Sanika (51:10):
Live musical moment.
I feel special.
I know you don't just play foranybody now.
I didn't even cut your check.
Renes Lophanor (51:17):
No, that's the first time I've done that
Sanika (51:19):
Aw, thank you.
Renes Lophanor (51:21):
So especially for you.
Sanika (51:23):
am honored.
Thank you so much for thisamazing conversation,
Renes Lophanor (51:28):
Sika.
Sanika (51:30):
This is how do you divine teaching?
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