From Conversation to Connection

Grade 6 classes at St. Michaels University School have been exploring empathy in their Creative Writing unit through lived experience. Students were paired with seniors at two local retirement communities, Berwick House and The Cridge Centre, with the task of interviewing, listening and then transforming those lived experiences into written stories. What began as a structured conversation would, over time, grow into something more personal.

“What better way for students to really develop and understand the feelings of others than to spend time with people outside of their usual bubble,” said Humanities teacher Tanya Lee, who helped bring the project into the Grade 6 curriculum.

Listening First

During the first visit, students took time to get acquainted and settle into conversation. As they grew more comfortable, the discussions opened up, laying the groundwork for stories that would take shape in the weeks ahead. From childhood adventures, their wedding days, exciting travel, to work and family life, there was no shortage of variety. Some seniors shared photographs and artifacts and most answered questions without hesitation. It was clear the seniors were delighted to revisit moments that shaped their lives. Students began with prepared prompts but increasingly moved beyond them, allowing conversation to unfold more naturally.

“You can’t really say who gets more out of it,” Lee said, reflecting on the exchange between students and seniors. “It feels equal.”

Once they returned to school, students got started on drafting and revising their stories through weekly workshops. The assignment was not to retell a biography, but to create a narrative shaped by careful listening and imagination.

Returning the Story

With their stories complete, students returned a month later and it was clear that the atmosphere was different. The greetings were easier. Some pairs resumed conversations as though little time had passed. This time, the seniors were there to listen.

Title pages, complete with illustrations, hinted at the range of stories that had emerged: Unconscious, Frostbite, Elizabeth and the Whale, Edge of the Ice, Ruth and the Swimming Catastrophe. In some cases, seniors paired with two students received two stories, each reflecting a different memory shared during the initial visit. For Gene, that meant one story about a beloved pigeon and another centred on a gold medal game.

As students began to share their stories, some reading aloud while others passed the pages across the table, there was a sense of care in the room. Students watched closely for reaction. Seniors listened intently, their expressions revealing recognition and delight, occasionally adding a detail or a gentle correction.

“Oh yes, he had the idea to go swimming in the lake,” one said, while another laughed, “That would be my husband. He always did things like that.”

When the readings concluded, responses came easily. Several seniors described the stories as “very well written” or “a very nice story,” while others simply said, “I loved it.”

A few were curious about the writing process, asking how long it had taken and whether the stories were drafted by hand. One student explained how he used voice-to-text, speaking his ideas aloud before revising them on screen.

“I can keep it? Wow,” one senior said, echoing the surprise around the room as students presented the printed copies for them to keep.

As the readings wrapped up, board games and decks of cards appeared on tables. Conversations continued without prompts or prepared questions. The notes and printed pages were set aside. Now they were simply enjoying each other’s company.