Brizo Marine Services

Brookfield Chapter 2

As instructors, we are lifelong learners constantly evolving and refining our craft based on experience and feedback. Teaching is a dynamic process, and our students play a pivotal role in shaping how we teach by revealing what methods resonate and what fall flat. I too have experienced lectures that felt uninspired, and it served as a powerful lesson: engagement is the linchpin of effective learning. Without engagement, students are left questioning their purpose in the classroom, wondering, "Why am I even here?" and "Why does this matter?"

I view knowledge as something that should flow naturally, much like a river. When information is forced upon students in a deluge, it leads to overwhelm and disengagement—much like trying to drink from a waterfall. In instances where I must cover a large amount of material in a limited time frame, I make a conscious effort to vary my teaching methods. Switching between lectures, interactive games, discussions, and assignments keeps students attentive and engaged. This multifaceted approach accommodates diverse learning styles and maintains interest.

As instructors, we must also be responsive to feedback. When a student struggles with a concept or finds a topic difficult, it is our responsibility to adapt, shifting the flow of our "knowledge river" to better suit their needs. By remaining flexible and open to change, we can ensure that our teaching is not only effective but also meaningful and memorable for every learner in the room.

Chapter 8, 9 or 18 Diversity and Racism

As an instructor, I am acutely aware that many of my students come from marginalized backgrounds, often facing societal and systemic discrimination. I understand the challenges of being judged for inherent aspects of one's identity and the courage it takes, especially for older students, to return to school and pursue further learning. This journey can be fraught with fear and self-doubt, making it essential for me to create a supportive and inclusive learning environment.

In the spirit of fostering empathy and understanding, and as society progresses toward truth and reconciliation, it is crucial to provide space for listening and sharing stories. Reflecting on the past and learning from historical injustices is essential to avoid repeating mistakes and to move forward with compassion and awareness. This commitment shapes my teaching philosophy, extending beyond technical instruction to encompass broader social values.

To lay the foundation for these conversations, I begin my courses with an assignment on Human Rights. This serves multiple purposes: it ensures that every student is aware of their fundamental rights, empowers them to act if their rights are violated, and equips them to stand up for others. By fostering this awareness from the outset, I aim to cultivate a classroom atmosphere rooted in respect, empathy, and shared responsibility. I believe my role as an instructor extends beyond facilitating subject-specific learning; it involves nurturing thoughtful and informed individuals who can contribute to creating safer, more equitable industries and a more inclusive society.

Chapter 16 or 17 Resistance to Learning

Teaching my eighth cohort of students in a four-month course has highlighted an important evolution in my approach to instruction. While I have gained proficiency in online teaching over the past seven cohorts, I’ve recently recognized a significant difference between in-person and virtual learning experiences. One critical revelation has been the importance of visual cues such as facial expressions that convey resistance or disengagement. In online settings, with many cameras off, it is easy to miss these non-verbal indicators. This has proven to be a challenge because such expressions often signal when a shift in teaching approach is necessary.

Additionally, the practical, hands-on component of my course is far more engaging in person. This transition has underscored the value of adapting teaching styles to meet students' needs. Moving from videos and demonstrations to hands-on activities has increased student engagement and retention, keeping them more invested in their learning journey. The experience of returning to the classroom has also prompted me to reflect on my own teaching fatigue. Online teaching can become monotonous without the spontaneity and energy of in-person interaction. This realization has further motivated me to diversify and energize my teaching strategies, making learning dynamic and responsive for every student.

Brief Description on where you'd like to be in the next 5 years, Specific Measurable, Achievable, Realistic and within a time frame.

My career has been rooted in a commitment to promoting access to education, fostering diversity, and championing equality and inclusion within my industry. This path was further shaped in 2021 by a tragic accident. Charley Craggs' mother approached me with a request to share the story of a young man who lost his life on his first day at work due to inadequate training. In parallel, I sought the blessing of Troy Pearson’s widow to recount his story, and her response was a powerful call to action: “Help me build a school in the north.” It was a daunting aspiration, seemingly impossible for one individual to achieve alone. Yet, I recognized its necessity and committed to pursuing it, setting a five-year goal from October 2021 to teach in northern regions.

Today, I write this from Kitimat, BC, where I am teaching students essential maritime safety skills with the hope of preventing such tragedies. Achieving this goal felt improbable at first. I had no clear roadmap, only a determination to bring people together to make a difference. With the support and dedication of many allies, we began making meaningful strides toward change.

Looking ahead, I envision transforming Kitimat's existing work camp, which currently accommodates 5,000 workers for the LNG project, into the first Indigenous-owned trade school in the north once demand for remote workers declines. This initiative would empower local communities and foster long-term, sustainable development. Reflecting on my initial goal, which I achieved in just three years instead of five, I am inspired to continue setting ambitious targets. There are no limits to what we can achieve when we aim high, even if success is not immediate. Every step forward marks progress and brings us closer to making a lasting impact.

What Students Value in teachers.

I believe that what students value in teachers mirrors what people value in each other: respect, collaboration, and integrity. In any team, every role contributes to the overall success, and each member holds unique value. On a ship, for example, the lookout may spot an iceberg, averting a collision and saving the day, but they still rely on the captain's wisdom and experience to make crucial decisions. This interdependence highlights the importance of teamwork, trust, and communication.

To foster these values in my classroom, I begin each morning with an icebreaker question. This activity encourages connection and builds camaraderie within the group, setting a tone of mutual support. While I value teacher-led instruction, I believe it is equally important to nurture trust among students so that they can rely on one another. This trust is built not just through activities but also through demonstrating accountability and credibility as a teacher. I openly acknowledge that I don’t have all the answers and have made mistakes. Sharing this vulnerability helps to cultivate an atmosphere where mistakes are seen as learning opportunities rather than failures.

In my class, I model the principle of "Fail Forward Fast." This philosophy emphasizes learning from mistakes quickly and using setbacks as stepping stones for growth rather than reasons for shame. When students know that failure is not only accepted but celebrated as a chance to try again, they become more willing to take risks, learn, and contribute meaningfully. Nothing truly valuable is easy, and it is through effort and resilience that respect and understanding are earned. My goal is to ensure every student feels like an integral part of the team, with a voice that matters, contributing to a shared journey of growth and discovery.

Professional Development Plan

I’ve been so focused on teaching and completing my PIDP that I haven’t really taken the time to think about what comes next. It’s been a rewarding yet demanding process, and I’ve truly enjoyed the assignments in this course, particularly those that encouraged us to reflect on our roles as educators. I know there’s more I’d like to do in the future, but I’m still figuring out what "more" actually looks like.

One thing I’m certain of is that I want to keep learning and exploring subjects that inspire me. Brene Brown’s books have had a profound impact on me, and I’m seriously considering attending her workshop at Douglas College. I appreciate how she talks about vulnerability, leadership, and empathy—qualities that I find essential both in my teaching and in my personal growth.

Time, however, always feels like my most limited resource. Once it’s spent, I can’t get it back, so I’m trying to be intentional about how I use it. Right now, that means focusing on what’s right in front of me while keeping an eye out for opportunities that align with my values and passions. I know that by continuing to read, learn, and reflect, I’ll be better prepared to make the most of whatever comes next—without letting the present moments slip by.