Building Foundations for Life
On students as learners:
My success in teaching is rooted in the fact that I see all students as individuals and I respect that they are progressively learning who they are and who they will become. I believe that learning is the process that all learners, regardless of age, can experience success in. I have worked in diverse classrooms, with students of varying nationalities, backgrounds, and ages. I believe my openness, acceptance, and respect for all learners creates an atmosphere of comfort and safety in the classroom. Encouraging students to inquire, reflect and take risks is the essence of learning. In my contexts, I encourage and support students to do this at their own pace as much as possible and supported throughout. During this process, it is critical to offer students multiple perspectives in order to gain a better understanding of the world we live in. I also attempt to integrate a multitude of appropriate technologies into all aspects of differentiated strategies for all learners, in the way that suits them best.
On students in society:
Schools allow students time and space to develop their roles as friends, peers, and productive members of our society. I think it is imperative that a school sees itself as a community, working together cohesively with students, parents, support staff and faculty. Some of my most vivid memories as a student occurred outside of the classroom, on an excursion or field trips. The learning that happens outside of the classroom is often as important as what happens within. When school or local restrictions prevent student excursions, the world is always only a click away as we have discovered during the recent global pandemic. With connections to the Internet accessible from almost anywhere, students are connected to the world in seconds. I believe that it is part of the teacher’s role to encourage and guide this worldliness in technology within their pedagogical practice in a positive and beneficial manner that works in conjunction with their respective curriculum.
On international teaching:
Most of my years of teaching have been internationally with a mix of international and local student populations. It has always been my goal to respect my students’ cultures and ideas, their values and traditions while introducing them to differing global perspectives in a sensitive and caring manner. There is an importance as well in respecting my colleagues while sharing teaching ideas and strategies with those members of staff in a collaborative way. Whether that is a shared resource, or a handful of games, an online unit or a specific assessment, I like to feel a part of the local community. Although I am Canadian, I see myself as part of a bigger cultural mosaic, with ties to North America, Europe and Asia, I am a global citizen. I enjoy bringing various types of literature and activities to the classroom, and building units around cultural events or festivals to give scope and meaning to what we are doing. Relevance helps students connect and learn, this characterizes understanding and meaning that resonates with students while offering context.
On the teacher as a learner:
Every year that I teach, I learn something new about myself and the students I work with. Recently, I have taken the time to slow down the process and take time to consider how to teach critical thinking and interpretive skills. I adapt to a new group of diverse students every year. I have taken on various roles over the years, such as student teacher mentor, Athletics director, Physical Education and Health K-12 coordinator to name some. Every year I make it practice to set several meaningful professional development goals to focus my growth towards. I feel this is an important practice professionally as it promotes personal growth and learning. I am constantly learning and developing as a professional and this, I believe, is the essence of what it is to be a life-long learner.
