I believe in an educational paradigm in which needs are understood. A paradigm where a student can join a class two weeks from the end of a year and still get something out of a class. I believe in a system that has high expectations for its learners, and does what it can to aid students in meeting those expectations. I believe in a system that recognizes its treaty connections, and values the stories and histories of all people, near or far. I believe in Treaty Education.
I believe in Education.
I became an educator, not because school was easy, but because it was hard. I found it difficult to navigate a system designed for a very specific kind of learner, with tasks and assessments to match. Needs assessment and inclusion are therefore at the forefront of my educational philosophy. True education for all is necessary should we wish to equip our youth with the tools necessary to navigate situations, technologies, tasks, difficult political environments, global issues, and more that we cannot possibly imagine. In a world that changes overnight, learners will need tools to adapt, survive, and succeed.
All students deserve someone willing to learn who they are, especially those who they will learn from. Students and teachers are very similar when you look closely. Both learn, work, and socialize within the school environment. Their identities are formed through and by the school. Both teachers and students continue to learn new things every day. Understanding this, a big part of my educational philosophy revolves around the care for all, fellow teachers, administration staff, educational assistants, speech pathologists, custodial staff, and many more. When we work as a team, we are more powerful than the sum of our parts.
Whole, effective, compassionate, and inclusive education. These are the qualities with which I define my teaching.
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