“Robin Hood” of École Allain St-Cyr inspires heads and hearts

“We must stop pushing earlier and faster. We need to better support early childhood, involve families and communities more, and give more space to approaches that respect human rhythms rather than a checklist of content,” says Christine Ratel.

Honoured this year with a Prime Minister’s award for excellence, among only 70 educators in the country, the teacher from École Allain St-Cyr in Yellowknife says working with children is about giving space for natural rhythms.

Known as the “Robin Hood of the North,” her students say that with her, learning is an adventure. Ratel says early childhood education is a journey that involves both the “head and the heart,” a space of “active learning through play,” hands-on activities and observation.

In her teaching approach, Ratel says she draws on inspiration from Dene values, such as gratitude, respect, collaboration and “zest for life.” Her classroom is a place of exploration, creativity and diverse culture. She has been called the “Robin Hood of the North” because of her love of bringing the classroom outdoors.

“Indigenous pedagogies have deeply influenced me: observe before intervening, give space, and nurture relationships,” explains Ratel.

“Today, I put much more emphasis on identity, well-being, and meaning, rather than just “doing for the sake of doing.” There is no point in rushing or pushing concepts before a child has had the time to explore, manipulate, feel, and make sense of what they’re learning. When we offer them that time, learning becomes real, lasting, and far more powerful,” adds Ratel.

Teaching now for nearly 10 years, Ratel says that becoming a teacher was a long standing calling.

“I think it was already part of who I am. When I was little, my favourite game was pretending to be a teacher. But I never imagined it could become a career, because school was difficult for me and it felt completely out of reach. So I took a very different path,” remembers Ratel.

“When I arrived in Yellowknife, I didn’t speak English. One of the only job options available to me was at the Plein Soleil daycare. That’s where I discovered, almost by accident, that I had a real passion for working with children,” adds Ratel.

The re-emergence of her passion, set in motion a journey that circled back to learning and more formal training.

“The dream of working in a school came back, so I started an online program in special education assistance with Éducacentre. Shortly after, I had the chance to get a position as an education assistant at the school. The following year, the school opened the pre-kindergarten program and asked me if I was interested in the position. I accepted, but I needed an early childhood education diploma. Two years later, I graduated… and I got the pre-kindergarten teaching position. It truly felt like a dream coming true,” reflects Ratel.

The love of working with children, continues to push Ratel to learn and grow in her own journey.

“Deep down, though, I always wanted to go further and become a full teacher. My principal has been encouraging me for a few years to take the leap. So this year, I finally did: I began my Bachelor of Education at Campus Saint-Jean, online. One more step toward what I’ve always wanted to do,” she reflects.

Ratel says that many teachers have inspired her and shaped her philosophy and practice over the years.

“There isn’t just one person. It’s a mix of influential teachers, hands-on experiences, and simply the fact that I love creating spaces where children feel good. It just came naturally,” says Ratel.

A parent remarked that Ratel’s “unique and caring” approach provides a sense of safety while also allowing space for growth and adventure.

“In Ms. Christine’s class, each child is treated in a unique and caring way. Our daughter feels safe, appreciated and challenged every day,”said the parent.

Ratel explains that when working with children, it’s important to treat them like people and respect their voice.

“I see each child as a whole person, not just as a student. I take the time to slow down, observe, and listen. I want them to feel that they have a unique place, their own rhythm, and a real voice in the classroom. I can be firm when needed, but always with respect. For me, the relationship comes before performance,” says Ratel.

With Ratel’s approach to teaching, there is a focus on understanding the “meaning behind” behaviours.

“A child doesn’t wake up in the morning intending to make their teacher’s day difficult. If they react in a certain way, it is often because they are trying to express discomfort or an unmet need. My role is to decode that message and support them with kindness,” explains Ratel.

Each child brings their own unique background and unique strengths, explains Ratel. And in response, she shapes her teaching methods in ways that will respond to their distinct talents and specific needs.

Ratel says that “far from being limited to the classroom” learning is about a “continuous” dialogue between the “child, nature, culture and the community.”

She says that over time she has learned to cherish small victories and celebrate each moment of learning.

“I rely a lot on emotional safety, humour, routine, and trust. When a child feels respected and understood, they can finally open up, learn, and grow at their own pace,” says Ratel.
Over the years, she has learned to be “less focused on perfection and more focused on presence.”

“With time, I realized that children don’t need a perfect teacher—they need an authentic, available, and attentive adult,” says Ratel.

Teaching often means juggling an “invisible workload” explains Ratel. There is a lack of time but a desire to be able to respond to every child’s needs.

Ratel says if a child feels safe, recognized, and respected, learning follows naturally.

Being around her students is also a source of inspiration and learning for Ratel.

“The children. They don’t lie, they don’t pretend—they live fully. They remind you of what truly matters. And every time I see a child open up, feel proud, or find their place, it gives me new energy. Every hug, every kind word is a motivation to keep going and a reminder that we make a difference in their daily lives.”

Children are facing unprecedented pressures which can deprive them of their ability to learn and to just be kids, says Ratel.

“Children today arrive with much more anxiety, fatigue, and emotional load than before. They don’t have enough time to move, play, and simply breathe. With the rise of screens and video games, we see a noticeable difference in fine motor skills, social skills, autonomy, and even the ability to wait. Children now have fewer moments with nothing to do—moments in the car, in a waiting room… before, they would observe, chat, or daydream. Now, a screen is usually placed in their hands.”

“The school system needs to slow down. We must stop pushing earlier and faster. We need to better support early childhood, involve families and communities more, and give more space to approaches that respect human rhythms rather than a checklist of content. When the child’s overall development is at the centre, everything else falls into place much more effectively,” adds Ratel.

Ratel’s own work is evidence of that, her students are fully present in each moment of learning by her side.