The People Teaching People Podcast

Hosted by Tiana Fech

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Jun 2026

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The People Teaching People Podcast is the place to talk about all things teaching and learning. Hosted by educator, course development consultant, lifelong learner, and mom of three, Tiana Fech, this podcast will dive into how education truly plays an important and integral role in all facets of our lives – how we work, do business, live, play, explore, and build relationships. Get curious and be inspired by personal reflections and conversations about the who, what, when, where, why, and how of teaching and learning in a world where there is always more to discover.

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June 16, 202624 min

082: Listening to and Learning from Student Voices with Tiana Fech

What can students teach us about learning? As educators, parents, leaders, coaches, and mentors, we spend a lot of time thinking about how people learn. We design learning experiences. We create opportunities for growth. We look for ways to support, motivate, and engage others. But how often do we pause and ask learners themselves what learning actually feels like from their side of the experience? A few weeks ago, I had the opportunity to spend the morning with three Grade 7 classes at the Calgary French & International School as part of their DaVinci Days program. I was invited to introduce students to the world of podcasting, and as part of the session, I asked them to help me plan a future episode of The People Teaching People Podcast. The focus of that episode was a simple question: What can adults learn about teaching and learning from students? Their responses were thoughtful, honest, insightful, and sometimes surprising. As I read through them afterward, I realized the students weren’t simply answering questions about school. They were offering a window into what it feels like to be a learner today. They shared ideas about what helps them learn, what gets in the way, what they wish adults better understood, and what learning looks and feels like from their perspective. Some responses made me smile. Some made me pause. And – some reminded me of things that can be easy for adults to forget. Listen in as we talk about: 02:27 Student voice and learning 05:25 Learning from student perspectives 07:20 Meaningful learning experiences 11:11 Understanding today’s students 15:05 Lessons beyond the classroom 17:42 Listening to student voices 19:31 Learning goes both ways 21:05 The wisdom of student voices 22:03 The power of connection Learn more about the Canadian French & International School (CFIS): Website: https://www.cfis.com/ LinkedIn: Calgary French & International School Instagram: @yycfrench Facebook: @CalgaryFrenchandInternationalSchool Connect with Tiana: Website: https://tianafech.com LinkedIn: Tiana Fech Instagram: @tianafech Facebook: @tianafech Book: Online Course Creation 101: A step-by-step guide to creating your first online course NEW Workbook: Your Expertise Ready to Download – Turn what you know into an impactful downloadable resource STUDENT VOICE AND LEARNING My visit to the Calgary French & International School’s DaVinci Days program was more than a conversation about podcasting. As part of the session, Grade 7 students helped plan this episode of The People Teaching People Podcast by sharing their thoughts on learning, school, and what they wish adults better understood about students today. Their honest and thoughtful responses offered a valuable window into the learner experience and set the stage for a conversation about teaching, learning, and the importance of listening to student voices. Sometimes the people closest to the learning experience have the most important perspectives to share. LEARNING FROM STUDENT PERSPECTIVES The students’ responses were thoughtful, honest, insightful, and sometimes surprising. As I reflected on their comments afterward, I realized they were doing much more than answering questions about school. They were sharing their experiences, frustrations, hopes, observations, and ideas about learning. Some responses made me smile, some made me pause, and some reminded me of things that can be easy for adults to forget. Their reflections served as a powerful reminder that meaningful learning happens when we take the time to listen to perspectives that are different from our own. When we create space for people to share their experiences, we often discover there is just as much to learn as there is to teach. MEANINGFUL LEARNING EXPERIENCES When students were asked what they would change about learning, a clear message emerged: they were not asking for less learning, they were asking for different learning. Many students spoke about wanting fewer tests, more projects, greater flexibility, and more opportunities for hands-on, interactive learning. They emphasized the importance of engaging with ideas through discussion, movement, creativity, and real-world application rather than simply listening or memorizing information. What stood out most was the thoughtfulness behind their suggestions. Students questioned whether grades and tests always reflect true understanding and highlighted the reality that learners have different strengths, needs, and ways of processing information. Rather than lowering expectations, they were encouraging adults to think more deeply about how learning happens and what helps it feel meaningful. Their responses serve as a reminder that engagement is not an extra feature of learning. It is often an essential part of it. The most powerful learning experiences are often those that create space for curiosity, participation, and diverse ways of demonstrating understanding. UNDERSTANDING TODAY’S STUDENTS As I continued reading through the students’ responses, I realized they were trying to communicate something that extended far beyond classrooms, assignments, and grades. They wanted adults to understand their reality. Many spoke about growing up in a world shaped by social media, constant connectivity, changing expectations, and pressures that previous generations may not fully recognize. They reminded us that young people are navigating complex challenges, balancing academics, relationships, extracurricular commitments, mental health, and uncertainty about the future, all while trying to discover who they are. More than anything, the students expressed a desire to be seen and understood as individuals rather than assumptions. They wanted their experiences, emotions, and perspectives to be taken seriously and their voices to be heard before conclusions were made about them. Their reflections highlighted the importance of relationships, empathy, and taking the time to understand the person behind the learner. Whether in classrooms, families, workplaces, or communities, people thrive when they feel known, valued, and understood. Sometimes the most meaningful thing we can offer another person is not advice or solutions, but genuine understanding. DESIGNING MEANINGFUL EXPERIENCES Joanna reflects on how creating the seamless Taste the City experience that people now enjoy actually began with plenty of trial and error. In the early days, timing issues, confused restaurants, and missed text messages made the experience feel far less polished than it does today. What stands out is the amount of care, learning, and intentionality that has gone into refining every detail over time. Joanna shares how important it is that guests feel guided, supported, and connected throughout the evening, not just through the food itself, but through thoughtful pacing, interactive elements, and small moments of surprise along the way. Rather than focusing only on logistics, Joanna and Melissa continue to think deeply about how people feel during the experience and how to make the night feel personal, engaging, and human. Their story is such a good reminder that meaningful experiences rarely begin perfectly, but they grow stronger through curiosity, listening, and a willingness to keep improving. LESSONS BEYOND THE CLASSROOM “Learning and understanding are more important than grades.” ~ CFIS Grade 7 Student As I reflected on the students’ responses, I noticed that many of their ideas connected to themes that extend far beyond school. They spoke about growth, perspective, balance, well-being, and the importance of recognizing that people bring different strengths, experiences, and ways of seeing the world. Their comments highlighted a level of wisdom and self-awareness that many adults continue to explore throughout their lives, from focusing on personal growth rather than comparison to valuing understanding over grades and recognizing that intelligence takes many forms. The students also challenged adults to consider perspectives beyond their own. They reminded us that different experiences create different insights and that meaningful learning can happen in both directions when we are willing to listen. Their reflections reinforced the importance of balancing achievement with well-being and recognizing that success is about more than outcomes alone. Learning, growth, relationships, and mental health are deeply connected, and when one is overlooked, the others are affected as well. The most important lessons are often not about what we learn, but how we understand ourselves an...

June 2, 2026

081: Building Taste the City Through Food, Friendship, and Community with Joanna Pariseau and Melissa Ninaber

What if the best way to reconnect with your city, and each other, started with food? In this episode of The People Teaching People Podcast, I sit down with Joanna Pariseau and Melissa Ninaber, the co-founders behind Taste the City, the experiential food platform transforming how people explore local restaurants, neighborhoods, and human connection. Joanna and Melissa share the story of a friendship that began in grade one, the lessons they’ve learned building a business together, and how authenticity, storytelling, and community have become the foundation of their growth. From turning down a deal on Dragon’s Den to building a brand with millions of organic views, they open up about entrepreneurship, creativity, social media, resilience, and why being willing to look “cringe” might actually be the key to building something meaningful. This episode is a reminder that learning doesn’t only happen in classrooms. Sometimes it happens while walking through a city, sharing a meal, trying something new, or taking a chance on yourself before you feel ready. Listen in as we talk about: 01:00 Joanna and Melissa’s story 04:00 Connection and community through food 09:12 Being kindred spirits since grade one! 13:15 The Taste the City experience 19:19 How Taste the City is so much more than just food 21:00 Technology with a human touch 24:10 Designing meaningful experiences 26:36 Why storytelling matters more than ever in business 34:49 Building relationships with restaurants and local communities 38:40 Learning from great teachers 42:27 The power of friendship in entrepreneurship 47:08 Why the best way to learn is simply to start Connect with Joanna and Melissa and learn more about Taste the City: LinkedIn: Taste the City Joanna Pariseau Melissa Ninaber Website: Taste the City https://www.tastethecity.ca/ Instagram: Taste the City: @tastethecity__ Joanna Pariseau @thetastyceo Melissa Ninaber: @melissajoyliving Facebook: @tastethecityapp TikTok: @tastethecity__ Connect with Tiana: Website: https://tianafech.com LinkedIn: Tiana Fech Instagram: @tianafech Facebook: @tianafech Book: Online Course Creation 101: A step-by-step guide to creating your first online course NEW Workbook: Your Expertise Ready to Download – Turn what you know into an impactful downloadable resource CONNECTION AND COMMUNITY THROUGH FOOD Joanna and Melissa share how their passion for connection and community comes from very different experiences that ultimately meet around food. Joanna talks about studying urban spaces, digital technology, and sustainable tourism. She became fascinated by how experiences can transform spaces into places where people feel connected. Her travels in Italy and frustration trying to navigate local food culture on her own sparked the idea for Taste the City. It became a way to help people discover local restaurants and reconnect with their neighborhoods through guided food experiences. For Melissa, the inspiration is deeply personal. Growing up in a home where everyone was welcomed around the table, she saw firsthand how food could create comfort, belonging, and conversation across differences. Together, Melissa and Joanna have explored the beauty of using technology not to separate people, but to bring people face to face again. Through Taste the City, they help people explore their cities, support local businesses, and share meaningful experiences together. It is a reminder that even in a divided and busy world, simple human experiences, like sharing a meal, still have the power to bring people together. BEING KINDRED SPIRITS SINCE GRADE ONE! Joanna and Melissa talk about the rare kind of friendship that begins in childhood and somehow keeps growing through every stage of life. Although Melissa moved away in grade two and they never lived in the same city again, they stayed connected as pen pals and remained close through the years. Their stories about childhood memories, shared humor, prank calls, music discoveries, and feeling a little different from everyone else paint such a vivid picture of the connection they formed from such a young age. What stands out most is how deeply rooted their friendship is in shared values, trust, and character alignment. Joanna shares that working together as co-founders felt less complicated because they already knew each other so well and genuinely wanted the best for one another. Their story is such a beautiful reminder that some friendships do not just stay with us through life, they continue to grow alongside us and can even become part of building something meaningful together. HOW TASTE THE CITY IS SO MUCH MORE THAN JUST FOOD Joanna shares that Taste the City is about much more than discovering new restaurants. At the heart of the experience is a deeper desire to help people reconnect with their city and the neighborhoods around them. She talks about how walking between restaurants creates more vibrant and welcoming streets while encouraging people to slow down, explore, and notice places they may have otherwise passed by. What stands out is how intentionally the experience is designed, from supporting local businesses to motivating people to spend time downtown.. Joanna also reflects on how something as simple as a short walk between stops can support both connection and wellbeing. Experiences can help people feel more connected not only to one another, but also to the communities and spaces they live in. TECHNOLOGY WITH A HUMAN TOUCH Joanna shares how Taste the City has expanded beyond Calgary and is now helping people explore communities across Canada, from Vancouver and Toronto to Victoria and Edmonton. What excites her most is the next phase of the business, which focuses on partnering with local food bloggers, influencers, and people who truly know the stories and hidden gems within their own cities. Rather than relying only on algorithms or generic recommendations, Joanna wants to create space for local voices and lived experience to guide people toward meaningful food experiences. She also talks about wanting technology to support human connection rather than replace it. While AI and tech can help with systems and operations, Joanna believes there is still something deeply important about real people sharing real experiences, stories, and recommendations. It is a reminder that even in a world filled with technology, people are still searching for experiences that feel personal, authentic, and human. DESIGNING MEANINGFUL EXPERIENCES Joanna reflects on how creating the seamless Taste the City experience that people now enjoy actually began with plenty of trial and error. In the early days, timing issues, confused restaurants, and missed text messages made the experience feel far less polished than it does today. What stands out is the amount of care, learning, and intentionality that has gone into refining every detail over time. Joanna shares how important it is that guests feel guided, supported, and connected throughout the evening, not just through the food itself, but through thoughtful pacing, interactive elements, and small moments of surprise along the way. Rather than focusing only on logistics, Joanna and Melissa continue to think deeply about how people feel during the experience and how to make the night feel personal, engaging, and human. Their story is such a good reminder that meaningful experiences rarely begin perfectly, but they grow stronger through curiosity, listening, and a willingness to keep improving. WHY STORYTELLING MATTERS MORE THAN EVER IN BUSINESS “Your story is the most important and the most interesting thing about your business.” – Melissa Ninaber Melissa and Joanna talk openly about what it really looks like to build a business online in today’s world. Melissa shares that while products and ideas matter, it is ultimately the story behin...

May 19, 202619 min

080: Questions Are Key to Meaningful Learning with Tiana Fech

What’s a question that’s stayed with you longer than expected? In this episode of The People Teaching People Podcast, I explore the idea that questions are more than just part of conversation… They shape how we think, how we connect, and how we experience learning. From the questions we ask in the moment to the ones we design with intention, this episode is an invitation to notice the role questions are already playing in your work and your day-to-day interactions. Through reflections from my podcast, my time in the classroom, and my work at the ARIS Hub, I share how even small shifts in how we ask questions can create more space for thinking, connection, and understanding. Because sometimes, it’s not the answer that changes things… It’s the question. Listen in as we talk about: 01:00 More than “just” questions 03:39 Designing questions in learning 05:07 The power of how we ask 07:35 Questions as listening 09:24 Curiosity in practice 10:18 Creating space for responses 11:52 When questions take time 13:35 Creating a space where questions are welcome 13:58 Questions beyond the classroom 17:17 A question to carry Connect with Tiana: Website: https://tianafech.com LinkedIn: Tiana Fech Instagram: @tianafech Facebook: @tianafech Book: Online Course Creation 101: A step-by-step guide to creating your first online course MORE THAN JUST QUESTIONS Questions are part of almost every interaction, but it’s easy to overlook just how much they’re shaping what’s happening beneath the surface. They don’t just move a conversation along. They guide attention, influence what people notice, and shape how understanding begins to take form. When you slow down and really look at them, you start to see that questions are doing far more than simply filling space. Shifting from thinking about questions as right or wrong to thinking about them as intentional or unintentional opens up a different way of approaching them. It invites you to consider not just what you’re asking, but how it’s landing and what it’s making possible for someone else. Even small shifts in that awareness can change how someone experiences learning. DESIGNING QUESTIONS IN LEARNING Questions don’t always have to be created in the moment. They can be thoughtfully designed as part of a learning experience, helping to guide someone from where they are toward a deeper understanding. When there is a clear question at the centre, it gives direction. It creates a sense of purpose that helps everything else connect. From there, questions can build in a way that supports how people move through the learning. They help connect ideas, invite application, and create opportunities for people to make meaning in their own way. Instead of learning feeling like a series of disconnected pieces, it begins to feel like something that is unfolding. When questions are designed with intention, they help shift learning from something people receive into something they actively take part in. THE POWER OF HOW WE ASK “Questions don’t just gather information. They shape how people feel in the learning and how deeply they engage with it.” The way a question is asked can completely change how it feels to respond. A small shift in wording can move something from feeling heavy or evaluative to something that feels open and supportive. These moments can seem subtle, but they have a real impact on how someone engages. Questions don’t just gather information. They shape how people feel in the moment and how willing they are to step into the learning. When a question is grounded in curiosity and care, it creates space for people to think out loud, to share ideas, and to stay engaged a little longer. The experience becomes less about getting it right and more about working through it. QUESTIONS AS LISTENING There’s a connection between asking questions and truly listening. In podcast conversations, preparation matters, but it’s often the listening in the moment that shapes where the conversation goes. The questions asked ahead of time help create a starting point, but they aren’t meant to be followed exactly. What matters more is paying attention to what is being shared and allowing the next question to emerge from that place. That balance between structure and flexibility creates space for something more natural and meaningful to unfold. Questions become less about control and more about connection. CURIOSITY IN PRACTICE This idea of questions shaping outcomes shows up beyond conversations. In the development of a student engagement framework at the ARIS Hub at SAIT (the Southern Alberta Institute of Technology), the starting point wasn’t answers, it was curiosity. Questions were used to understand experiences, challenges, and needs across different perspectives. What emerged from that process was something grounded in what people actually shared. It wasn’t built on assumptions, but on listening. As well, because the questions continue, the work continues to evolve. When curiosity leads, what is created stays connected to the people it is meant to support. CREATING SPACE FOR RESPONSES Questions can help us understand learning as it’s happening, but how we invite responses matters. Not everyone feels comfortable speaking up in the same way, especially in larger group settings. When the only option is to respond out loud, some voices naturally stay quiet. Creating different ways for people to share their thinking can shift that dynamic. Simple approaches can lower the barrier to participation and make it easier for more people to engage. When that happens, learning becomes something shared rather than something performed, and you gain a clearer sense of where people are at along the way. WHEN QUESTIONS TAKE TIME There’s often a tendency to ask a question and then move quickly to the next thing, but giving people a little more time can make a meaningful difference. That pause, often called “wait time”, allows space for thinking, for processing, and for more thoughtful responses to emerge. Not all questions are meant to be answered right away. Some take time. They stay with people, resurface later, and connect to other ideas in ways that aren’t always immediate. When we allow for that, we begin to see that learning doesn’t stop when the moment ends. It continues beyond it. CREATING A SPACE WHERE QUESTIONS ARE WELCOME For many people, asking a question can feel vulnerable. It requires a sense of safety and a feeling that it’s okay to not have everything figured out. Without that, questions often go unasked, even when others are wondering the same thing. When a space is created where questions are welcomed and not knowing is part of the process, something shifts. People begin to engage more openly, and the learning becomes something they move through together. Often, the question one person is hesitant to ask is the same one others are quietly holding. QUESTIONS BEYOND THE CLASSROOM Questions don’t just belong in formal learning environments. They show up in everyday conversations, in how we support others, and in how we connect. The way we ask can shift a conversation from something transactional to something more thoughtful and engaging. A small change, like moving from checking for completion to inviting reflection, can open up new ways of thinking. In those everyday moments, questions don’t just move things forward. They shape how people see themselves and their role in what comes next. A QUESTION TO CARRY “When questions are intentional, they don’t just move things along. They open things up.” As you think about your own work and interactions, this isn’t about asking more questions for the sake of it. It’s about noticing the ones that are already there and becoming a little more intentional with them. Questions have a way of opening things up, creating space for understanding, connection, and something new to emerge. And sometimes, one thoughtful question is enough to shift how someone experiences learning in a lasting way.

May 5, 2026

079: What Podcasting Teaches Us About Learning, Listening, and Human Connection with Kendall Breitman

What if the most powerful way to learn… isn’t speaking, but listening? In this episode of The People Teaching People Podcast, I sit down with Kendall Breitman, Community Lead at Riverside, to explore how podcasting has become one of the most dynamic spaces for teaching, learning, and human connection. Kendall’s journey from political journalism to leading a global creator community offers a unique perspective on how we absorb information, share stories, and grow through conversation. From interviewing voters across the U.S. to now supporting thousands of creators, she has built her career around one core principle, learning begins with curiosity, and deepens through listening. This episode reframes podcasting as more than content creation. It’s a living classroom. It is a space where ideas are exchanged, perspectives are challenged, and people evolve in real time. We explore how storytelling becomes a teaching tool, how community becomes a feedback loop for learning, and why the ability to truly listen is becoming one of the most valuable skills in a world full of noise. Listen in as we talk about: 01:00 Kendall’s story 03:00 Finding the thread that connects us 07:00 From question to connection 10:00 Listening that leads to acton 16:18 Teaching creators through community at Riverside 20:14 Learning how to podcast 24:19 How experience changes things 26:20 Ways to grow a podcast 29:55 Using tools in new ways 35:10 How AI supports creators 37:49 Podcasting as a modern learning ecosystem 40:43 Learning through life changes 47:15 The impact of mentorship 49:38 Taking a chance on yourself 50:20 Leading with human connection Connect with Kendall and learn more about Riverside: LinkedIn: Kendall Breitman Website: Riverside https://riverside.com/ Instagram: @riverside.fm Facebook: @riversidedotfm Facebook group: Conversation Creators by Riverside YouTube: Riverside Connect with Tiana: Website: https://tianafech.com LinkedIn: Tiana Fech Instagram: @tianafech Facebook: @tianafech Book: Online Course Creation 101: A step-by-step guide to creating your first online course NEW Workbook: Your Expertise Ready to Download – Turn what you know into an impactful downloadable resource FINDING THE THREAD THAT CONNECTS US “How are we all connected? What common ground can we find?” Kendall reflects on her early days in journalism, where instead of focusing on what candidates were saying, she chose to spend time with the people in the crowd, asking what mattered to them and why they were there. Through those conversations, she began to notice something deeper. Even when people held different views, there was often a shared feeling underneath, whether it was hope, fear, or something in between. Her role became less about reporting isolated stories and more about noticing patterns, asking better questions, and finding the thread that connected them. That experience shaped how she understands people and storytelling today. It also grounded her in the idea that learning about others starts by being present, curious, and willing to look beyond the surface to see what we might have in common. FROM QUESTION TO CONNECTION Kendall shares how her background in journalism and television shaped the way she approaches podcasting and community building today. From learning how to distill a story into just a few seconds of video, to understanding how to ask questions that invite both depth and clarity, those early experiences taught her how to hold someone’s attention while still honouring what matters. That same approach carries into how she builds community, where her focus is less about broadcasting and more about genuinely understanding people. She describes it almost like being back at a rally, moving through conversations with curiosity, asking what people care about, what drives them, and what they’re navigating. It’s a reminder that whether you’re creating content or building something with others, it starts by slowing down, asking thoughtful questions, and being willing to truly hear what comes back. LISTENING THAT LEADS TO ACTION “Listening leads to understanding.” Kendall shares how listening within a community goes far beyond simply hearing what people say. For her, it is about understanding what is underneath the question, noticing what someone is really struggling with, and using that insight to respond in a meaningful way. Whether it is passing along feature requests, remembering who asked for what, or following up when something has been implemented, she sees listening as something active and ongoing. It is not just about gathering feedback, but about showing people that their voices matter and that what they share leads to real change. She also reflects on how easy it is for feedback to feel uncomfortable on both sides, yet when it is welcomed and applied, it builds trust, connection, and a sense of belonging. When people feel seen, heard, and respected, they do not just engage, they stay, contribute, and become part of something bigger. TEACHING CREATORS THROUGH COMMUNITY AT RIVERSIDE Kendall describes her role as the Community Lead at Riverside as standing right in the middle, acting as a bridge between the people using the platform and the team building it. On one side, she helps creators understand the tools, offering guidance, education, and support so they can create something they are proud of. On the other, she brings their voices back to the product team, sharing feedback, identifying needs, and even connecting specific users to new features so what gets built is actually useful. At the heart of it, her work is about understanding people, what they are trying to create, what they struggle with, and what matters to them, and making sure that understanding shapes both the tools and the experience. It is a reminder that when you truly pay attention to the people you are serving, the work becomes less about delivering something and more about building it together. LEARNING HOW TO PODCAST Kendall reflects on the reality that starting a podcast often comes with two very different kinds of challenges. On one side, there is the technical learning curve, figuring out equipment, setup, editing, and all the details that can feel overwhelming when you are new. On the other, and often even more present, is the vulnerability that comes with putting something out into the world. Questions start to surface around whether anyone will listen, whether you have something worth saying, and what it means for others to see and hear you. She shares that while some people lean more toward one side than the other, most experience a mix of both, and even as you gain skills, that sense of vulnerability does not completely disappear. What shifts over time is how you hold it, learning to give yourself a bit more grace and recognizing that the discomfort is part of the process. It is a reminder that growth rarely happens without a little uncertainty, and that showing up anyway is often where the real learning begins. HOW EXPERIENCE CHANGES THINGS Kendall shares that while the technical side of podcasting tends to settle as people gain experience, the vulnerability side does not fully go away. As creators become more comfortable, they often build confidence in their voice and style, and the process begins to feel more natural. At the same time, that feeling of putting something out into the world, wondering how it will be received, and hoping it resonates with someone continues to be part of the experience. She notes that even seasoned podcasters still look for those moments of connection and validation, whether it is hearing from a listener or seeing the impact of their work in unexpected ways. Over time, it becomes less about eliminating the uncertainty and more about learning how to move forward with it, trusting that confidence can grow alongside it rather than replace it. WAYS TO GROW A PODCAST Kendall shares that one of the most overlooked ways to grow a podcast is by being a guest on other shows, where listeners are already in the mindset of tuning in and are more open to discovering new voices. She contrasts this with social media, where it can be harder to move someone from scrolling to fully listening. She also highlights the value of using video, especially on YouTube, and thinking beyond just shor...

April 21, 202612 min

078: The F Word of Teaching and Learning with Tiana Fech

What do you remember most about a meaningful learning experience in your life? If you pause and think about it, it’s often not just what you learned… but how it felt. In this episode of The People Teaching People Podcast, we explore what I’m calling the F word of teaching and learning and no, it’s not what you think. It’s…feelings. This episode is an invitation to shift how we think about learning, from something purely intellectual to something deeply human. Through personal stories, reflections from my time in the classroom, and insights from my work with clients, I explore how feelings shape the learning experience in ways we don’t always name, but always remember. From relevance and discomfort to belonging and connection, this conversation looks at what it really means to design and create learning experiences that people don’t just understand, but carry with them. Listen in as we talk about: 01:00 The F word of teaching and learning 03:31 My grade 4 diary 05:00 Designing for feelings 06:02 When it feels relevant 06:45 Learning through discomfort 08:43 From transactional to relational 10:54 The feeling you create Connect with Tiana: Website: https://tianafech.com LinkedIn: Tiana Fech Instagram: @tianafech Facebook: @tianafech Book: Online Course Creation 101: A step-by-step guide to creating your first online course Previous episodes mentioned: Episode 54: But Why? Making Learning Stick with Tiana Fech Episode 70: Learning in the Messy Middle with Tiana Fech THE F WORD OF TEACHING AND LEARNING We often focus on the visible parts of learning, the structure, the outcomes, what someone will walk away knowing or being able to do. But learning is not just about thinking. It’s about feeling. People don’t just remember the content, they remember how it felt while they were learning it. Whether it’s feeling seen, supported, challenged, or believed in, those emotional experiences are what stay with us long after the details fade. Learning is not just something people think through. It’s something they feel their way through. MY GRADE 4 DIARY I used to share a grade 4 diary entry with my junior high and high school science students at the start of the school year. In it, I wrote about how much I disliked science and how strongly I connected that feeling to my experience in the classroom at the time. It wasn’t about the subject, it was about the feeling. Then, with a bit of a laugh, I would remind them that I went on to become a science teacher. Not because everything changed overnight, but because something about the experience of learning shifted along the way. When the experience of learning changes, what feels possible can change too. DESIGNING FOR FEELINGS Designing for feelings has carried into my work through a simple reflection: what might people be feeling as they arrive, what might they experience as they move through the learning, and how do you hope they leave? Those are not always the same. Someone might arrive feeling unsure or overwhelmed, move through moments of confusion or discomfort, and leave feeling more clear, more confident, or more connected. When we start to think about learning this way, it shifts not only how we design, but how we show up alongside people in the process. WHEN IT FEELS RELEVANT If something doesn’t feel connected to someone’s life, their work, or something they care about, it’s really hard for them to engage. Relevance isn’t just about understanding, it’s about care. When something feels meaningful, people lean in differently. The experience shifts from something they have to get through to something they want to be part of, and that shift changes the depth of learning that’s possible. LEARNING THROUGH DISCOMFORT Learning doesn’t always feel good. It can feel uncomfortable, uncertain, and even a bit vulnerable. There’s a space in learning where things feel unsettled, where you’re still figuring things out and nothing feels fully clear yet. Sometimes what makes that harder is the feeling that you need to get it right, or that you’re being watched or evaluated. In those moments, learning can start to feel more like performing than actually learning. But that discomfort isn’t something to remove, it’s part of the process. This isn’t about making learning easy or perfectly comfortable. It’s about making it feel possible to stay in it. The feeling we’re working toward is something more like being supported, encouraged, capable, and seen. It’s that sense of not having it yet, but believing you can get there. And that belief is often what helps someone keep going. SMALL MOMENTS, BIG IMPACT Often, it’s the smallest things that shape the experience of learning. How someone is welcomed into a space, the tone that is used, whether there is room to ask questions or pause and think, and whether not knowing is acknowledged and normalized. These moments create a sense of belonging, where people feel like they are part of the learning rather than being measured by it. And when that shift happens, it changes how people engage. FROM TRANSACTIONAL TO RELATIONAL “Learning that is felt is learning that lasts.” When we don’t pay attention to how learning feels, it can start to feel heavy or performative, and when that happens, people disengage, sometimes quietly. But when learning feels relational, when people feel connected to what they’re learning, to themselves, and to each other, something changes. It moves from something to complete to something to experience, opening up space for deeper connection and understanding. When learning feels relational, it doesn’t just stay in the moment. It carries forward. It shapes how someone thinks, what they do next, and how they show up. It becomes something they can use in a way that matters to them. THE FEELING YOU CREATE As you think about your own work, whether you’re teaching, leading, creating, or simply connecting with others, here’s something to reflect on: How do you want people to feel? Because people may forget the exact words or the structure, but they won’t forget how it felt to learn with you.

April 7, 202622 min

077: A Winding Journey of Learning and Leadership with Heather Setka

What does it look like to lead with empathy? In this episode of The People Teaching People Podcast, I sit down with Heather Setka, Academic Chair of Electrical Trades at the Southern Alberta Institute of Technology (SAIT), to explore how a winding career path, from small-town journalist to academic chair, shaped her philosophy on leadership, education, and impact. Heather shares how her early career in journalism prepared her for everything she does today. Problem solving. Relationship building. Truth seeking. Communication. The seeds planted as a small-town reporter now blossom in her role leading one of the largest academic portfolios on campus. The conversation dives deep into women in leadership in male-dominated spaces, feminine leadership styles, and the power of empathy in building trust and cohesion. Heather also reflects on her decade-long research into women teaching in all-male classrooms and what she has learned about influence, collaboration, and creating “we” cultures over “me” cultures. We also explore her life-changing experience with the Light Up the World project in rural Peru, where she was part of a team who helped bring solar energy to off-grid communities, an experience that reshaped her understanding of electricity, teamwork, and service. From Princess Leia as a leadership metaphor to raising a daughter as a single mother, Heather’s story is layered, honest, and deeply human. If you are navigating leadership, education, gender equity, or simply building a life on a winding road, this episode will meet you where you are. Listen in as we talk about: 01:00 Heather’s story 03:00 A winding path to leadership 10:00 The role of an academic chair 11:55 Feminine and empathetic leadership 17:45 Light Up the World in rural Peru 26:35 Learning through story 33:50 A teacher who inspired 37:20 Raising an incredible human 41:22 Remembering to never stop learning Connect with Heather: LinkedIn: Heather Setka Connect with Tiana: Website: https://tianafech.com LinkedIn: Tiana Fech Instagram: @tianafech Facebook: @tianafech Book: Online Course Creation 101: A step-by-step guide to creating your first online course A WINDING PATH TO LEADERSHIP Heather describes her career path as anything but straight. It has been more like a winding river. She has come to see that as one of its greatest strengths. She began as a small-town newspaper reporter in Vulcan, Alberta, where she wrote stories, took photos, built relationships in the community, and constantly solved problems to keep the paper running. While that role may seem worlds away from her current position as Academic Chair of Electrical Trades at SAIT, she realized that the core of the work is surprisingly similar. Journalism taught her how to ask questions, connect with people, investigate situations, communicate clearly, and piece together information to understand what is really going on. These are skills she now uses every day while supporting instructors and navigating complex situations within her department. Looking back, she can see how those early experiences planted seeds that are still shaping her work today, even though she never would have predicted where the path would lead. Sometimes the experiences that seem unrelated at the time are quietly building the exact skills we’ll need later on. THE ROLE OF AN ACADEMIC CHAIR When Heather tries to explain what it means to be an academic chair, she laughs and describes it as “everything, everywhere, all at once.” In many ways, the role is similar to being a principal, but for a specific academic portfolio. In her case at SAIT, that means supporting and managing faculty, helping instructors work through challenges and reach their goals, and having conversations with students about their needs while connecting them to the right supports. At the same time, she’s also responsible for things like budgeting, scheduling, and collaborating closely with her two co-chairs to help lead one of the largest portfolios on campus. The work spans people, systems, and strategy, and requires constant communication and problem solving. Heather has come to appreciate that the role is less about one single responsibility and more about bringing many pieces together to help both instructors and students succeed. Some of the most important work in organizations happens in roles that quietly hold many moving parts together. FEMININE AND EMPATHETIC LEADERSHIP Heather’s interest in leadership really took shape through her research on women teaching in predominantly male classrooms. While completing her master’s degree in leadership at Athabasca University, she began exploring what it was like for women instructors working in technical programs where most students were men. That work eventually grew into interviews and focus groups with women across similar environments, helping her better understand the dynamics at play. Today, she leads a largely male team of instructors in the electrical trades, and she sees clear value in the perspective she brings as a woman in that space. Through her research and experience, she’s come to appreciate the role of what’s often called feminine leadership – an approach rooted in empathy, relationship-building, and understanding. For Heather, leadership in these environments is less about authority and more about presence, conversation, and trust. She believes teams benefit when empathy is part of the culture, because regardless of gender, people want to feel heard, supported, and connected to the work they are doing. Sometimes the most powerful shift a leader can make is simply moving a team from “me” toward “we.” LIGHT UP THE WORLD IN RURAL PERU Heather describes her trip to rural Peru with the Light Up the World project, alongside a small team of students and volunteers, as one of the most profound experiences of her life. The Calgary-founded organization brings solar-powered electricity to remote communities far beyond the reach of traditional power lines. Supporting the team, and living without electricity during the trip, gave her a completely new appreciation for something many of us rarely think about. When the lights finally turned on in the community, the moment felt almost miraculous. The experience deepened her respect for the role of electrical trades in everyday life and strengthened her commitment to preparing the next generation of tradespeople. For Heather, it was a powerful reminder that something as simple as turning on a light can transform opportunities for learning, safety, and connection – something most of us only begin to understand when we experience life without it. LEARNING THROUGH STORY “You can use stories to capture people’s attention. In many stories, the path – the journey – is universal to the human experience.” Heather’s love of using pop culture in her work comes from something simple: stories stick with people. Growing up, she was fascinated by Princess Leia in Star Wars – a character who was tough, intelligent, compassionate, and unapologetically herself. That early connection stayed with her and eventually found its way into her teaching, research, and presentations. For Heather, stories like Star Wars follow a universal narrative arc – the hero’s journey – that mirrors many of our own experiences of growth, struggle, and leadership. Using characters like Leia as analogies helps her communicate ideas in ways that are memorable and relatable, while also highlighting complex ideas about leadership, identity, and resilience. She especially appreciates Leia’s evolution from princess to general, a journey that reflects the ways women can grow into leadership while still embracing their full identities. In Heather’s view, bringing stories and cultural touchstones into learning isn’t just fun. It helps people see themselves in the ideas being shared, and that’s often when the learning really lands. A TEACHER WHO INSPIRED When Heather thinks about the teachers who shaped her path, one person stands out right away – her Grade 7 English teacher, Mrs. Colleen Morgan. Heather had just moved from Saskatchewan to Alberta at the time, and Mrs. Morgan quickly made an impression with her passion for books, stories, and language. She was the kind of teacher who balanced high expectations with real inspiration. Mrs. Morgan was someone who could be tough when needed but who also made students genuinely care about what they were learning. That combination left a lasting mark on Heather, who says it was the first time she experienced a truly incredible teacher. Over the years, she’s made a point of tracking Mrs. Morgan down and telling her just how much that experience meant, especially when Heather began teaching herself. Sometimes the influence of a great teacher echoes far beyond the classroom, shaping who we become and the paths we choose long after those early lessons end. RAISING AN INCREDIBLE HUMAN When Heather reflects on what she’s most proud of in her life, her answer comes quickly: her daughte...

March 24, 202615 min

076: Education and AI with Tiana Fech

Should we be worried about AI? It’s a question that’s showing up in classrooms, workplaces, homes, and conversations everywhere. Sometimes it’s asked directly: Will AI replace teachers? Other times it shows up more quietly: What does this mean for how we learn? What does this mean for the future of work? In this episode, I explore how the rapid rise of generative AI is reshaping how we think about teaching and learning. Rather than focusing only on tools or policies, this conversation looks at the deeper questions underneath the technology – questions about identity, trust, creativity, and what it means to remain human in a world where machines can generate information so quickly. Drawing on experiences from my own teaching career and the People Teaching People Framework, I reflect on how AI intersects with the science, art, and heart of learning, and why this moment might be less about replacing educators and more about clarifying what matters most in the work we do together. Listen in as we talk about: 01:00 AI and the future of teaching 04:18 Technology when I started teaching 05:51 Technology when I was a student 08:06 The science, art, and heart of learning 09:30 The value of human voice 10:19 Rethinking learning in an AI world 11:10 Trust, ethics, and AI literacy 12:51 The messy middle of change 13:18 The human heart of teaching and learning Connect with Tiana: Website: https://tianafech.com LinkedIn: Tiana Fech Instagram: @tianafech Facebook: @tianafech Book: Online Course Creation 101: A step-by-step guide to creating your first online course AI AND THE FUTURE OF TEACHING As educators, leaders, parents, creators, and lifelong learners – as people who care deeply about teaching and learning – many of us are wondering what AI might mean for the future. Will teachers still matter? Will students still learn how to think deeply? Beneath the headlines and rapid technological change, these questions are often less about the tools themselves and more about what we value in learning. When we pause long enough to ask them honestly, the conversation shifts from fear toward curiosity about how teaching and learning might continue to evolve. TECHNOLOGY WHEN I STARTED TEACHING When I started teaching in 2002, the classroom looked very different. Students handed in printed assignments, we used overhead projectors, and the computer lab had to be booked in advance. Smartphones weren’t yet part of everyday life, and a phone ringing in class usually meant someone’s parent, or even grandparent, calling with a reminder about something waiting at home after school. Within a few years, that began to change. Smartphones appeared in pockets, social media became part of daily life, collaboration tools emerged, and learning increasingly moved online. TECHNOLOGY WHEN I WAS A STUDENT Looking back even further, the tools of my own childhood learning feel almost nostalgic now: programming the turtle in elementary school, using CD-ROM encyclopedias, listening to the screech of dial-up internet, and printing directions from MapQuest. Education has always adapted alongside technology. Calculators, the internet, search engines, and smartphones have all changed how we access information. What feels different about this moment isn’t that change is happening. It’s the speed at which it’s unfolding. THE SCIENCE, ART, AND HEART OF LEARNING One way to make sense of this moment is through the lens of the People Teaching People Framework. The science of teaching includes the structures that support learning: clear objectives, thoughtful assessment, and feedback that helps learners grow. The art brings learning to life through creativity, voice, and energy. But at the centre of it all is the heart – connection, trust, belonging, and the emotional experience of learning together. While AI may support parts of the science and the art, the heart of learning continues to be deeply human. THE VALUE OF HUMAN VOICE “In a world of synthetic content, genuine presence stands out. Human voice becomes valuable. Messy thinking becomes valuable. Emotion and imperfection become valuable.” As AI-generated content becomes more common, authenticity becomes more noticeable. Imperfect thinking, lived experience, and genuine human perspective stand out in a world where polished content can be produced almost instantly. In many ways, the rise of AI may actually highlight the value of real voices, real stories, and real presence. The things that make us human become easier to recognize and more meaningful. RETHINKING LEARNING IN AN AI WORLD If AI can generate an essay in seconds, it invites us to reconsider what we are truly assessing in learning. Instead of focusing only on polished final products, educators may increasingly look for visible thinking – the reasoning, reflection, and the process behind ideas. Struggle and effort have always been part of meaningful learning, and this moment offers an opportunity to think carefully about how we continue to support deep understanding in a changing landscape. TRUST, ETHICS, AND AI LITERACY As AI becomes more integrated into daily life, questions of trust, ethics, and access become increasingly important. Not all learners have equal access to these tools, and the systems that power them can carry bias from the data they are trained on. Developing AI literacy, understanding how these systems work, where their limits are, and how to use them responsibly, is becoming an essential part of learning in the modern world. THE MESSY MIDDLE OF CHANGE Moments of technological transition rarely arrive with clear answers. Policies are still developing, best practices are still emerging, and many educators and organizations are experimenting in real time. This period can feel uncertain, but it is also where growth happens. The messy middle is often where reflection, adaptation, and new possibilities begin to take shape. THE HUMAN HEART OF TEACHING AND LEARNING “AI may support the science and the art of teaching and learning. But the heart still requires – us.” Technology will continue to evolve, and the ways we teach and learn will evolve alongside it. But the deeper purpose of education – helping people think, grow, connect, and understand the world – remains rooted in human relationship. AI may support parts of the work. It may help us generate ideas, summarize information, and move more quickly through certain tasks. But the qualities that make learning meaningful – critical thinking, lived experience, emotional intelligence, ethical reasoning, and our ability to build trust with one another – are still deeply human. In the end, even in an AI-shaped future, it is still people teaching people.

March 10, 202653 min

075: Teaching and Learning Through People and Places with Morgan Jones

What happens when a small-town kid from the Northwest Territories follows curiosity instead of certainty? In this episode of People Teaching People, I sit down with Morgan Jones, high school teacher, musician, global educator, and proud dad, to explore how teaching and learning through travel shaped his worldview and his classroom. Morgan shares what it was like growing up in Fort Smith in the Northwest Territories, where community involvement opened doors to leadership, confidence, and opportunity. He reflects on how attending Pearson College, part of the United World College movement, transformed his sense of identity and introduced him to intercultural learning in a way that permanently shifted his path. Morgan’s story is a reminder that education is not confined to classrooms. It lives in grocery stores in foreign cities. It lives in choir rehearsals. It lives in dorm conversations at two in the morning. It lives in risk, curiosity, and human connection. If you’re a teacher, parent, student, or lifelong learner navigating a rapidly changing world, this episode will ground you in what matters most. Listen in as we talk about: 01:00 Morgan’s story 03:20 Growing up in a small town 06:20 Finding purpose in service 08:00 A life changed at Pearson College 13:20 Learning across cultures 17:10 Being stretched as a learner 20:40 Finding a place to land 24:45 Choosing teaching over the stage 30:10 Teaching through music 31:40 Following curiosity in research 38:10 Teachers who see you 41:10 Pride in his daughter 45:40 There is always more to learn 48:13 Learning for a changing world Connect with Morgan: LinkedIn: Morgan Jones Email: morgandjones@sd8.school Connect with Tiana: Website: https://tianafech.com LinkedIn: Tiana Fech Instagram: @tianafech Facebook: @tianafech Book: Online Course Creation 101: A step-by-step guide to creating your first online course GROWING UP IN A SMALL TOWN Morgan reflects on how growing up in a small town in the Northwest Territories quietly shaped his openness to the world. With fewer people and fewer barriers to participation, he found himself saying yes to everything – sports teams, academic opportunities, conferences – not because he excelled at all of them, but because there was room to try, to belong, and to step into experiences that might not have been available in a bigger place. Alongside that openness to opportunity was a deep closeness to the land and the rhythms of nature: falling asleep to the sound of rapids, growing up with the Northern Lights as something ordinary and magical at the same time, and being held by a tight-knit community that looked out for its own. Even with the long winters and tough conditions, those early experiences planted a lasting sense of curiosity, appreciation, and gratitude for where he came from – a reminder that where we grow up can quietly expand how we learn to say yes to the world. FINDING PURPOSE IN SERVICE Morgan shares that one of the biggest surprises for him wasn’t a sport or an academic pursuit, but discovering how meaningful community involvement could feel. What started as a very practical, extrinsically motivated choice – taking on a leadership role to qualify for an award he wanted – quietly shifted into something deeper when he realized how much he enjoyed stepping up, organizing people, and doing something that helped others. Running events like the 30 Hour Famine showed him that leadership wasn’t just about recognition, but about creating moments where people could come together for a shared purpose, and that feeling stuck with him. That unexpected entry point opened doors to more opportunities over the years and helped shape the path he’s still walking today, a reminder that sometimes the things we step into for one reason end up revealing a part of ourselves we didn’t even know we were looking for. A LIFE CHANGED AT PEARSON COLLEGE “If I could inspire one student the way my teacher inspired me, my life would be a success.” Morgan describes arriving at Pearson College, on Vancouver Island, without really knowing what he was walking into, drawn more by stories and curiosity than a clear plan for his future. What he found there reshaped how he saw the world and what felt possible. Learning alongside people from many cultures, and being invited to stay open to the unknown, changed how he understood himself. New experiences, especially music, revealed parts of him he didn’t know were there. Teachers noticed that potential and encouraged him to try, even when he wasn’t sure. Being seen in that way didn’t just change what he studied. It changed how he thinks about learning and teaching. That shift still shows up in how he works with students today, a reminder of how one place and a few people can quietly change the direction of a life. LEARNING ACROSS CULTURES Morgan shares how moving through different parts of Canada and eventually teaching overseas deepened his curiosity about people, culture, and differences in ways that staying in one place never could have. Being surrounded by diverse perspectives at Pearson left him wanting more of that richness, and teaching abroad gave him a chance to step fully into unfamiliar worlds. He talks about choosing to lean into local culture rather than staying on the edges of it – learning the language, wandering grocery stores, trying unfamiliar food, and letting small missteps become stories instead of reasons to retreat. That openness helped him feel at home in places that were once completely foreign and shaped how he approaches new communities with humility and interest. Those experiences taught him that belonging grows when we show up curious and willing to learn. BEING STRETCHED AS A LEARNER Morgan shares that teaching at United World College in Eswatini, South Africa was the place that stretched him most as a learner, in ways he didn’t fully expect. Living in a country where he was both a visible minority and carried unearned privilege forced him to sit with discomfort and question assumptions he hadn’t had to face before. Life on campus meant teaching didn’t end when classes did. It continued in dorms, late-night conversations, and moments of care for young students far from home, some carrying heavy family realities and long separations. The pace was intense and the emotional weight was real, but so was the sense of purpose, connection, and awe at the resilience of students who chose to stay and learn, even when it was hard. That experience reshaped how he understands responsibility, privilege, and what it really means to show up for others across differences. FINDING A PLACE TO LAND Morgan shares that coming back to Canada after years overseas came with a big question about where to build a life next. After returning to Nanaimo and retraining as a teacher, he and his family made a very deliberate choice to explore small towns across southern B.C., looking for a place that felt right for their season of life. Creston stood out for its natural beauty, its pace, and the chance to be closer to aging parents, making the move feel grounded in both heart and practicality. Taking a temporary teaching role during the uncertainty of COVID meant risk, long stretches of being apart from his family, and a lot of stress, but it also opened the door to belonging in a new community. What began as a short-term step became a place to put down roots, grow into new teaching opportunities, and find a sense of fit in a town that quietly made space for him to spread his wings. CHOOSING TEACHING OVER THE STAGE Morgan traces his move toward teaching and academia back to a few pivotal moments that helped him see what kind of life he wanted to build. One came from an honest, uncomfortable conversation with a professional singer that forced him to reflect on what he was truly willing to sacrifice for a performing career, and what kind of stability he wanted as his personal life took shape. Another came through being inspired by a professor who showed him that scholarship and performance didn’t have to be separate worlds, and that learning could be shared in ways that brought people into the story behind the music. With teachers woven throughout his life, both at home and in his own schooling, he began to see teaching as a meaningful profession where performance, storytelling, and care for learners could live side by side. That blend offered a way to stay close to music while choosing a path rooted in connection, purpose, and showing up for others in a more sustainable way. TEACHING THROUGH MUSIC Morgan shares that music is never far from his teaching, even when he’s in a social studies classroom. Because he studied music and history together, he naturally looks for the stories, movements, and cultural moments inside songs and arti...

February 24, 202617 min

074: Everyone Has a Story with Tiana Fech

Have you ever moved through your day surrounded by people… and realized how little you actually know about the stories they’re carrying? The person at the checkout.A colleague in a meeting.Someone you pass on the sidewalk. Each one is living a story shaped by experiences, relationships, loss, hope, and questions you may never fully see. In this episode, I reflect on what happens when we slow down enough to remember that everyone has a story and how that awareness quietly changes how we listen, connect, and show up with one another. Through moments from podcast conversations, personal experiences, and reflections on learning in relationship, this episode explores what becomes possible when we move through the world with a little more presence and curiosity. Listen in as we talk about: 1:00 Remembering that everyone has a story 4:01 Practicing curiosity in everyday conversations 4:58 Seeing the human behind the work 8:09 Learning in relationship with one another 12:31 Noticing whose stories we’re used to hearing 14:02 Making space to listen 15:35 The invitation beneath the stories we share Connect with Tiana: Website: https://tianafech.com LinkedIn: Tiana Fech Instagram: @tianafech Facebook: @tianafech Book: Online Course Creation 101: A step-by-step guide to creating your first online course REMEMBERING EVERYONE HAS A STORY Every person we encounter is shaped by experiences we often know nothing about. Remembering this doesn’t require knowing someone’s whole story. It’s more about carrying a gentle awareness that there is always more beneath the surface than what we see in passing. When we move through the world with this in mind, it softens quick judgments and invites more care into everyday interactions. It changes how we interpret behaviour, how we hold moments of tension, and how we notice the humanity in people we might otherwise overlook. PRACTICING CURIOSITY Curiosity doesn’t have to look like asking big questions or having profound conversations. Often, it shows up quietly in the way we stay present, allow pauses, and follow the threads of someone’s story when it takes an unexpected turn. When curiosity leads, conversations become less about steering toward an outcome and more about making room for what wants to be shared. Over time, this kind of presence builds trust and opens space for people to show up more fully as themselves. SEEING THE HUMAN BEHIND THE WORK Behind every role, title, or area of expertise is a person shaped by lived experience. When we make space for that story, learning becomes more than information-sharing. It becomes relational. We start to notice how someone’s work is connected to what they care about, what they’ve lived through, and what they’re still figuring out. The conversation shifts from “what do you do?” to “who are you becoming?” and that shift changes how learning lands. LEARNING IN RELATIONSHIP So much of what shapes us happens in relationship with others. Learning deepens when it’s grounded in connection, conversation, and shared experience rather than delivered in isolation. When people feel seen and heard, they’re more willing to reflect, to try, and to stay with the messy middle of growth. Learning in relationship creates conditions for honesty, for uncertainty, and for real change over time. NOTICING WHOSE STORIES WE HEAR The stories we’re exposed to shape how we understand people, places, and events. And often, the versions we receive are partial. Some voices are amplified. Others are missing. Holding this awareness gently doesn’t mean doubting everything we hear. It means staying open to the possibility that there is more to the story than the version we’ve been given. This kind of openness expands perspective and makes room for learning that includes more people and more lived realities. MAKING SPACE TO LISTEN Listening isn’t just about hearing words. It’s about creating space for someone else’s experience to land without rushing to fix, advise, or relate it back to ourselves. Small shifts – pausing before responding, asking one curious follow-up question, staying with what feels unfinished – can quietly change the quality of connection. These moments don’t need to be dramatic to matter. Over time, they shape how safe people feel being real with us. THE INVITATION BENEATH THE STORIES “Let stories make the world feel a little smaller, and our connections to each other feel a little more possible.” Different lives, different paths, and still familiar human threads. Beneath every story is an invitation to see the person, stay curious, and let our sense of “we” grow a little wider. When we listen with care, we begin to notice what we might have otherwise missed – the courage behind decisions, the grief beneath defensiveness, the hope woven into uncertainty. Stories don’t just inform us. They quietly reshape how we move through the world with one another. Podcast episodes mentioned: The Part-Time Jungle Podcast Episode 16: Good Sleep is a Game Changer with Eva Klein Episode 36: Behind the Scenes with Catriona Le May Doan The People Teaching People Podcast Episode 16: Transforming Menstrual Equity Through Education and Sustainability with Madeleine Shaw Episode 27: Nursing Education and Mentorship with Karen Lane Episode 46: Ecofriendly Cleaning and Community Spirit with Monika Scott and Robyn Mair of Mint Cleaning

February 10, 202651 min

073: Learning by Doing: Building Frock Box with Jenna Hill

What does it really take to build a successful brand without retail experience, paid ads, or chasing trends? In this episode of People Teaching People, I sit down with Jenna Hill, founder and CEO of Frock Box, to break down the real mechanics behind growing a community-led business from a basement startup into a multi-million dollar brand. Jenna shares how Frock Box began as a solution to a personal pain point during early motherhood, and how listening closely to women has shaped every stage of the business, from the styling model to customer experience to team culture. We talk about building without outside funding, why Jenna avoided ads and hype-driven growth, and how education, trust, and connection became the company’s true growth engine. This conversation is a grounded look at what actually works when you build slowly, intentionally, and in alignment with real life. No shortcuts, no theatrics, just honest lessons from the inside. If you’re building a business, nurturing an idea, or questioning whether you need to follow the “standard” playbook to succeed, this episode offers clarity, reassurance, and practical insight. Listen in as we talk about: 01:00 Jenna’s story 03:50 Going from idea to Frock Box 06:58 Creative roots to retail 11:24 Choosing a word of the year 17:21 Learning through the messy middle 23:26 Listening to the nudges 26:42 Behind the scenes of Frock Box 30:50 Education at the heart of Frock Box 35:14 Being a mentor 39:05 Learning by watching mom 41:00 Looking ahead at Frock Box 42:32 The teacher who challenged her 44:50 Being proud of the people 46:48 Always being curious to learn 47:55 Dream conversations 49:14 The power of connection Connect with Jenna: Website: https://www.frockbox.ca/ Instagram: Jenna Hill: @iamjenna3 Frock Box: @frockboxcanada LinkedIn: Jenna Hill Facebook: @frockboxcanada TikTok: @frockbox Connect with Tiana: Website: https://tianafech.com LinkedIn: Tiana Fech Instagram: @tianafech Facebook: @tianafech Book: Online Course Creation 101: A step-by-step guide to creating your first online course GOING FROM IDEA TO FROCK BOX Jenna traces the start of Frock Box back to early motherhood and the long days spent roaming malls with babies in tow. She remembers a small but real frustration: loving comfy leggings but never finding tops that felt good to wear with them. What began as a personal need for something thoughtful on a changing body slowly became a bigger idea about how clothing shapes how you show up in the world. She noticed how the right outfit could shift your mood, your posture, and even your sense of possibility. She also saw a gap in Canada for something that felt personal and accessible, without the hassle of cross-border shopping. Out of everyday conversations with friends and a desire to help women feel more seen, a business began to take shape. It was rooted in the belief that small, thoughtful experiences can change how a day feels. CREATIVE ROOTS TO RETAIL Jenna shares that Frock Box did not come from retail experience at all. It came from a love of building things, creating, and bringing people together. Her background in graphic design and photography shaped how she thinks about business. Those creative roots taught her that community comes first, that people want to feel like they belong, and that connection is often what turns an idea into something real. She brings that same lens into Frock Box, grounding the brand in belonging rather than trends. Alongside that heart for community is her bias toward action. She is willing to try ideas quickly, knowing that some will work and some will not. For her, momentum comes from starting before everything feels perfect. Even with hindsight about branding or naming, she holds an easy honesty about building with what you know at the time. The courage to begin is often what carries things forward. CHOOSING A WORD OF THE YEAR Jenna reflects on how one word can become a steady guide for the year. It becomes a simple anchor for how you move, decide, and show up. Her word, rooted, helps her hold two things at once. It keeps her grounded in her instincts and values while also giving her permission to flow, experiment, and try new things. She notices how different seasons of life call for different kinds of energy. Her past word, bloom, captured growth and expansion. Rooted, on the other hand, is about staying steady below the surface, even when things stretch and shift above ground. For her, this practice is not about chasing perfection. It is about choosing something that keeps her connected to who she is while she explores what is next. It becomes a small habit that brings clarity back to everyday decisions. LEARNING THROUGH THE MESSY MIDDLE Jenna says that building Frock Box has been a daily lesson in trusting herself, embracing the creative chaos of how her mind works, and leading in a way that actually fits who she is. Along the way, she has become deeply aware of how emotional this work can be, especially in how women speak to themselves and what they believe they are allowed to wear. She notices how old messages and quiet self-criticism show up in the mirror. Her hope is to offer small moments of lightness and confidence through the styling experience. She also speaks honestly about the harder lessons, including missteps, financial risks, and choices that do not land the way you hoped. Her story holds both truths at once. Not every decision works out, and there is always more happening behind the scenes than what we see on social media. LISTENING TO THE NUDGES “How fun it is to sit and dream about what could be.” Jenna shares that she has learned to recognize her nudges by paying attention to how her body responds, especially as she has gotten older. For her, the signal is clear when an idea keeps her awake at night because she feels excited and can’t stop thinking about it. She mentions that this pull usually shows up around business, and while she knows not everyone is wired the same way, she gently challenges people to consider what it might feel like years from now to have never answered that call. When she looks honestly at the risks of trying something and strips away the fear of being judged, what’s left often feels far more manageable than it first appeared. She speaks about the joy of dreaming about what could be, paired with a willingness to do the work to make it real, and her hope that her daughters will one day find work that feels meaningful, even if not every part of it is enjoyable. BEHIND THE SCENES OF FROCK BOX Jenna explains how Frock Box has evolved from a simple idea of delivering an outfit to someone’s door into a more flexible, thoughtful experience shaped by listening closely to what women actually need. She realized early on that bodies are not one-size-fits-all, that stylists cannot see what is already in someone’s closet, and that choice matters, so the model shifted to a five-piece favourites box that women can try at home and keep only what works for them. The process is designed to fit real life, with personal stylists using profiles and visual cues to make thoughtful selections, and with easy returns that remove pressure from the experience. Over time, small changes, like previewing a box by text before it ships, have helped build more trust and better results. At the heart of it all is her commitment to making personal styling more accessible for busy Canadian women, including those in rural communities, and to building real connection through listening, adapting, and growing alongside the people she serves. EDUCATION AT THE HEART OF FROCK BOX Jenna shares that teaching and learning are woven into everything Frock Box does, and that the business has become less about selling clothes and more about helping women feel confident through thoughtful styling support. She explains how education now sits at the centre of their work, from colour analysis sessions that help people understand what actually works for them, to in-boutique styling sessions where small, practical shifts can change how someone feels in an outfit. These experiences are not about chasing trends, but about learning what fits your body, your life, and your sense of self. As Frock Box continues to grow, she sees this education piece expanding even further, shaped by listening closely to what th...