Jul
9
How did I become Ms. Chiang?
Posted by: Natasha Chiang | July 9, 2013 | Leave a Comment
Autobiography
My education has led me to various opportunities that have shaped who I am as an educator. I have been lucky to have many thoughtful, wise mentors, and from them I have learned many skills and habits that inform how I learn and teach. In this autobiography I will outline a few important highlights.
In 2006 I entered the University Transition Program which is an accelerated high school program funded by the VSB but situated on UBC campus. It was the intensity of the program, supported by the meaningful mentorship that has shaped who I am as a learner. My mentor in the program was insistent on us finding a way to document and express ourselves, especially because we were mentally preparing ourselves to enter university at 15. Ever since, I have practiced a habit of reflection.
In my second year at university, I struggled with my identity on campus. Though I knew I was a strong academic, I did not appreciate the faculty I had chosen in freshman year. I struggled with the purpose of studying and furthering myself as I lost motivation for studying my subject. Through series of intense reflection, I realized that I was fascinated by creating activities when I was a child. I found old booklets that I compiled in primary school for my imaginary students. This realization gave me courage to switch faculties, and I worked towards being in this Bachelor of Education program. This process of self- realization helped me appreciate the importance of purposeful learning, as I always strive to create meaning for students to make a personal connection to their learning environment.
From when I was 16, I worked in a language school named the Vancouver Academy of International Studies. I was blessed with an exceptional woman who took me under her wing as an intern, and introduced me to some of the students there who needed tutoring. These four years I have been working at this private academy has built up the core of my work ethic. In that environment, it is imperative that students show considerable improvement. This is only achieved if the instructor is patient and creates a disciplined class, works overtime to ensure each student gets sufficient one-on-one time outside of class time, and creates supplemental activities to reach the wide range of ESL students. I still teach the first student I taught then—over time, she has gone from being a ESL Level 1 primary student to being near the top of her intermediate class in a Vancouver private school. Not only am I proud of my work with this student, I also value the reputation I have built for myself at this academy.
I hope to create a safe learning community where different ways of knowing and learning are valued. In my school years, I have been blessed with teachers with genuine care for their students’ growth. In my growth and reflection, I strive to be the best teacher I can be for my students.