Teaching Philosophy
"Every child deserves a champion: an adult who will never give up on them, who understands the power of connection and insists they become the best they can possibly be."
-Ron Ritchhart
Physical Education Philosophy:
Physical Literacy is a crucial and fundamental puzzle piece to a healthy lifestyle, mindset, relationships, body, and overall well being. Every walk of life should have the opportunity to actively participate in authentic and purposeful physical activity to gain maximum health benefits that continually develop overall wellness. Physical educators are not only responsible for students' physical abilities, but their mental growth regarding intellectual, emotional, and social growth for their students. Creating and guiding these connections and emotional milestones will assist all learners though mental health, building a stronger and healthier youth. By facilitating physical literacy principles, individuals will be able to experience a growth mindset, range of flexibility, a developed understanding of their bodies capability, as well as the chance to experience the feeling of winning and losing in a safe environment. In my teaching practice, physical education is encouraging, hands on, engaging, inclusive, and an overall fun learning experience that naturally expands one's physical literacy. Welcoming and encouraging students of all abilities to engage in an active lifestyle is crucial. I carry a strong passion for adapted physical literacy where all students are able to develop an understanding & appreciation of adapted sport. Including this within my practice is important for a full circle learning experience, and relevancy in our society. Innovation, creativity, problem solving, cultural and global citizenship, as well as personal health and well being are all important competencies that help support this.
Sledge Hockey
MRU
Featured in MRU Health, Community and Education Article, 2021.
https://www.mtroyal.ca/AboutMountRoyal/MediaRoom/Stories/2021/04/capping-off-an-mru-education.htm
Day in a Wheelchair
MRU
Effective Relationships:
In order to have students learn, a teacher must create trust, connections, and mutual respect. Every student wants to be heard, valued, and seen! I prioritize effective relationships to ensure the base of all future learning stems from a meaningful connection which students can confide in. Throughout my practice, I do this through connecting with families, getting to know students interests, as well as sharing certain elements about myself to create an appropriate level of familiarity. I also implement student voice and opinion, as it begins to create a strong presence that offers students the opportunity to feel they can lead their learning. Honouring cultural differences and creating opportunities for the sharing of student backgrounds offers a classroom who is culturally rich, establishing connections to one another. I believe this creates an appreciation inside every unique classroom. Bringing educational adventures such as unique field trips to students as well as professionals who may help and connect to topics being learned, is also important as it brings relevancy into the classroom, connecting them to communities right outside their back door! While doing this it is important to welcome the knowledge students previously have, while leading them discover new knowledge that is crucial for an exciting, memorable, and successful learning year.
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Career Long Learning:
I am a growth mindset educator who believes I can only be impactful if I too, commit to continual and purposeful life long learning. During my practice I am committed to exploring new things, collaborating with colleagues, specialists, and family members to understand and welcome multiple perspectives. Attending professional learning seminars, The Calgary Teachers Conventions, as well as inside opportunities through Mount Royal University and differing school boards allows me to reflect on my current teaching practice, and weave in new ideas and principles. I also value professional learning that places me in the process, offering me the "in student" experience". If I expect students to have a growth mindset and continually evolve their knowledge, I must hold the same standards of myself to lead education harmoniously and effectively.
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Professional Body of Knowledge
Reaching every learner in the classroom is a concept that I value. I do this through developing a deep understanding of my classroom profile in regards to student culture, language, history, interests, areas of strength, as well as areas for growth. I engage students through inquiry based learning which connects to current events, encouraging real world application and relevancy. Involving students in the co-creation of assessments, as well as teaching through a multi and interdisciplinary learning lens, engages learners through interests and passions. Being able to connect to multiple subjects, and experiences ensures students feel heard, valued, and prioritized. I implement music and outdoor learning into my practice as these are personal passions that can fuel student inspiration. I advocate for experiential learning honouring "learn by doing" practices in my classroom as I feel students receive the most influential and memorable experience by encouraging them to try new things in a hands on environment. With this concept comes higher collaboration, classroom morale, and student led learning creating an engaged group of learners.
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Inclusive Learning Environments:
My teaching philosophy revolves around fostering an inclusive classroom where all learners are welcomed, encouraged, challenged, and celebrated. As an educator, I see students as creators. Therefore, it is my role to inspire and create an inclusive classroom where the learner is placed first, fostering a place where students feel opportunities are limitless. I strive to establish classrooms that push students to reach for their goals discovering a passion for life long learning. Understanding and reaching every students individualized needs are important to achieve fairness versus equity inside the classroom. Implementing this practice ensures every student can have learning opportunities that are fun, engaging, and completed in an environment they feel safe. As a committed educator I strongly believe we are on a learning path together that can only take flight if respect and all needs are a priority.
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Knowledge about First Nations, Metis, and Inuit:
Engaging students in authentic Indigenous ways of knowing inside my classroom is a fundamental part of my teaching practice. Connecting with Indigenous community members, and elders first hand is crucial when developing meaningful and life long relationships, as well as collecting authentic and accurate teachings. Incorporating resources that have come from specific and purposeful resources ensures learnings are true in nature. Acknowledging and differentiating between our First Nation, Inuit, and Metis communities is key to an inclusive and accurate practice. Exploring through land based learning, as well as collaborating and connecting with others creates a variety of experiences offering learners enhanced and diverse learning opportunities. Throughout my last practicum I was able to understand the different ways we can meaningfully incorporate The Grandfather Teachings throughout everyday life, connecting with others, learning through the teachings of Wisdom, Respect, Love, Truth, Humility, Bravery & Honesty.
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"If students recognize that we see their genius, who they really are, they will have the confidence and resilience to take risks in learning."
-Steven Levy