Educational Philosophy
As an educator, it is my ultimate goal to help build caring, reflective, resilient, internationally minded global citizens who are well poised to make a positive difference in the world. To make that happen, I believe it is my responsibility to:
Look after the whole learner: body, mind, & spirit
Children and adults learn best when they are healthy and happy. A person who is struggling emotionally will not thrive in the classroom (or world). I know that we will have a better world when the people who are leading it are thoughtful, caring human beings who have emotional intelligence and strength. To that end, education for well-being and strong character are a crucial part of my practice. In addition to employing the strategies of Responsive Classroom, and Mindfulness Practices, I have been developing my own program called Happiness 101, in which I develop curriculum for the Habits for Happiness. Service learning and outdoor education are also key components in my work, as they foster a sense of self efficacy while reinforcing a sense of belonging and responsibility .
Look after the whole learner: body, mind, & spirit
Children and adults learn best when they are healthy and happy. A person who is struggling emotionally will not thrive in the classroom (or world). I know that we will have a better world when the people who are leading it are thoughtful, caring human beings who have emotional intelligence and strength. To that end, education for well-being and strong character are a crucial part of my practice. In addition to employing the strategies of Responsive Classroom, and Mindfulness Practices, I have been developing my own program called Happiness 101, in which I develop curriculum for the Habits for Happiness. Service learning and outdoor education are also key components in my work, as they foster a sense of self efficacy while reinforcing a sense of belonging and responsibility .
Create a nurturing, safe environment conducive to learning
The school building and classroom serve as a secondary teacher; as such, the environment should be intentionally designed. The school is also where children spend the majority of their "awake hours," so it should feel like a secondary home. We know that some children are deeply impacted by colour, sound, layout and clutter. When I design my school environment, I strive to create a calm, inspiring space where children can feel at home, and where all elements are chosen to promote learning. When the children walk through the doors each morning, I want them to be reminded of the community to which they belong. This was evident in my classroom, where elements were carefully chosen to reminded students of previous lessons, to help them feel inspired to learn new concepts, and to feel that they are where they belong. I utilized essential oils such as lavender and orange to help keep the space calm while also serving as antibacterials to ward off germs. I used soft lamps with outdoor lighting bulbs to avoid the use of overhead lamps which can cause eye strain and headaches. Colour schemes were harmonious and consistent. Materials were well organized and easy to find to allow for creative exploration and design. Work displayed was recent, and anchor charts were created with children. Plants were used to bring in nature, and a class pet helped to activate a nurturing, caring spirit. The children were offered a variety of seating options and furniture was arranged to provide for openness and an open flow of space. Parents, children, and visitors describe the environment as "magical," "calming," and "homey." I coach teachers to design their classrooms with similar intentionality, making sure the school is purposefully and thoughtfully designed.
Build a community of learners who support one another
Whether it is with the children under my charge or the parents and teachers to whom I deliver workshops, I always begin by building community which I continually strive to develop and nurture. That can be through class lessons, community celebrations, communication through a class blog, opportunities to play, or gathering people interested in a common cause/concept, I consider myself to be a strong community builder.
The school building and classroom serve as a secondary teacher; as such, the environment should be intentionally designed. The school is also where children spend the majority of their "awake hours," so it should feel like a secondary home. We know that some children are deeply impacted by colour, sound, layout and clutter. When I design my school environment, I strive to create a calm, inspiring space where children can feel at home, and where all elements are chosen to promote learning. When the children walk through the doors each morning, I want them to be reminded of the community to which they belong. This was evident in my classroom, where elements were carefully chosen to reminded students of previous lessons, to help them feel inspired to learn new concepts, and to feel that they are where they belong. I utilized essential oils such as lavender and orange to help keep the space calm while also serving as antibacterials to ward off germs. I used soft lamps with outdoor lighting bulbs to avoid the use of overhead lamps which can cause eye strain and headaches. Colour schemes were harmonious and consistent. Materials were well organized and easy to find to allow for creative exploration and design. Work displayed was recent, and anchor charts were created with children. Plants were used to bring in nature, and a class pet helped to activate a nurturing, caring spirit. The children were offered a variety of seating options and furniture was arranged to provide for openness and an open flow of space. Parents, children, and visitors describe the environment as "magical," "calming," and "homey." I coach teachers to design their classrooms with similar intentionality, making sure the school is purposefully and thoughtfully designed.
Build a community of learners who support one another
Whether it is with the children under my charge or the parents and teachers to whom I deliver workshops, I always begin by building community which I continually strive to develop and nurture. That can be through class lessons, community celebrations, communication through a class blog, opportunities to play, or gathering people interested in a common cause/concept, I consider myself to be a strong community builder.
Hold high/developmentally appropriate expectations to ensure that everyone learns and grows
Every teacher and child comes to the classroom with a story which informs who they are as learners; it is my responsibility to tap into that story, which includes interests, preferences, cultural history and life experience, so that I might reach them where they are and take them further. I keep extensive profiles for each learner in my care, with evidence of their abilities gathered through assessments and anecdotal notes. I use this data to set individual goals with my learners, and then monitor their progress. I believe assessment is ongoing, should be varied, and should meet the needs of the learners. I communicate student progress continually with parents, and use the data I gather to improve my practice while also reflecting upon and improving curriculum. This process involves the child in that they self and peer assess, set personal goals, and have constant conversations with me regarding their progress and needs. I share target expectations before a task, and ensure that the targets are attainable for each learner, while being delivered in a variety of inquiry based ways to help construct conceptual understanding. Children and parents receive constant feedback to help further learning. We compile evidence of progress in a learning portfolio, which is shared with the families. Learning is not linear, and we are not all in the same place at the same time; I celebrate the process and am my learner's greatest cheerleader/coach/and confidant for their learning journey.
Infuse fun into challenging, engaging lessons to motivate every child
Children learn best when they are excited about the concepts and learning engagements, and challenged to be creative, build story, and make connections. In my classrooms, learning is fun, provocative, and student centred. It is inquiry based, constructivist, and differentiated. My theatre background allows me to bring the performing arts in to the classroom, and I utilize my passions for art, photography, and nature to help bring our learning alive. I keep learning relevant and varied through blended learning centers that incorporate technology when appropriate. Student choice and student voice is an important consideration. When you walk into my classroom while the children are working, I want you to walk away knowing that you have just witnessed joy in action.
Children learn best when they are excited about the concepts and learning engagements, and challenged to be creative, build story, and make connections. In my classrooms, learning is fun, provocative, and student centred. It is inquiry based, constructivist, and differentiated. My theatre background allows me to bring the performing arts in to the classroom, and I utilize my passions for art, photography, and nature to help bring our learning alive. I keep learning relevant and varied through blended learning centers that incorporate technology when appropriate. Student choice and student voice is an important consideration. When you walk into my classroom while the children are working, I want you to walk away knowing that you have just witnessed joy in action.