I first knew I wanted to become a teacher when I was in my second year of University. I joined the UBC Trek program to gain some volunteer experience and ended up working at Thunderbird elementary in a Grade 3 and 4 combined classroom. I immediately saw how I was able to impact the lives of the students that I was working with and shape the way they view their education. I also saw how I was able to apply my passions into the classroom in hopes of igniting a similar passion in my students. For example, I was able to incorporate my love of music into the classroom and assist students in learning to read notes and play the recorder. It was this experience in the classroom that made me see that teaching was something I wanted to pursue. After this, I continued volunteering in classrooms and working with students in sports and summer camps, and the joy I felt while working with and educating students never dwindled.
I believe that as an educator it is my role to provide my students with diverse learning experiences that cater to students of all cultural backgrounds. These experiences should not only involve them mastering set skills, but also having them experience and be involved in the learning process. I believe that education should be accessible for everyone, and that learning never stops. Instead, learning occurs naturally and constantly, and thus I consider it my role to facilitate this ongoing learning through active engagement and providing learning environments that encourage critical thinking, reflection, and students’ own construction of knowledge. Furthermore, by providing students with opportunities to experience events while cooperating with their peers, they are more equipped for life in the real world.
Providing regular and timely feedback to students to help them learn and reflect on their progress provides them with a valuable learning experience. Furthermore, I believe the feedback I provide should not only focus on areas of improvement, but also on the students’ strengths to give them confidence in their abilities within the classroom. Giving opportunities for self-assessment also ensures students are reflecting on themselves and the learning process, and this assessment also allows me to see areas of improvement for my own teaching practice.
Students bring their own unique experiences, cultures, and interests into the classroom and it is important to utilize these perspectives so that students are both engaged and feel valued in the school community. Part of creating an effective learning environment for diverse needs is the establishment of a safe and welcoming classroom community. Students should feel supported and comfortable to ask questions and raise any concerns that may arise. In creating a sense of community, I believe it is important that I establish strong and trusting relationships with all of my students while still setting clear expectations regarding behaviour and academic performance. In addition, students should also have the opportunity to work in groups with their peers so that they may further feel supported and included.
I believe that education is not only about teaching students information, but also involving them in situations that allow them to experience and make meaning of the world for themselves. I also believe it is essential to nourish their social and emotional well-being too so that they feel safe in an inclusive classroom community. Throughout my journey as a teacher, I hope to exhibit my passion for teaching and in turn ignite a spark in my students that extends their love of learning beyond solely the classroom setting.