The path that leads towards becoming a teacher is a very unique and personal journey. My inspiration to be a part of the teaching community has resulted from significant life experiences and the subsequent proficiencies I have continually developed.
Chosen to represent my high school at the Ontario Educational Leadership Centre
During high school I began to babysit, was a member of student council and volunteered at the high school day care and programs for children with special needs. These experiences enriched my life, for they propelled me to become adept in taking responsibility for the safety of others and treating others with respect and dignity. This is important within the education setting, for as Susan D Martin’s states, “if there is a safe environment in which to learn, than learning becomes something a child can embrace”.
I believe music uplifts the soul, and contributes to the development of creative and inquisitive individuals
Through my fathers love of playing organ and piano I developed my own passion for music and completed my Royal Conservatory of Music. This transitioned to myself excelling in music class, where my high school music teacher became influential to the development of my educational values. Much of my educational philosophy has been guided by his ability to foster a learning environment that promoted the emotional, intellectual and social development of his students, his understanding of his students’ individual learning styles, and his ability to make learning a fun and enjoyable experience.
Air Cadets, Snowy Owl Squadron, Brampton ON
My service in the Royal Canadian Air Cadets was also influential to my educational values, where I learned the importance of working collaboratively with my colleagues and where servicing my community lead to a deepened compassion for others.
McMaster University Graduation Bachelor Hons. Kinesiology
I graduated from McMaster University with Deans Honours and a Bachelor Honours Degree in Kinesiology. In search for a rewarding career I found an opportunity to teach children sport and fitness and instantly fell in love with the experience. For five years I immersed myself in diverse community centres and school settings teaching children ages 16 months to 12 years old. What I experienced can be described through a quote by Shelly Wright from her TED Talk The Power of Student Driven Learning in that “students often exceed our expectations if we only give them the opportunity”. This job showcased my innate ability to positively connect with each child by creating a comfortable and fun learning environment where I was able to reinforce a child’s love to learn through my own. This experience has made me stand alongside Parker Palmer in his beliefs that “good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher.” As well, working with children has shown me that some of my happiest moments in life have been when in a teachable environment where I have dedicated myself to enriching a child’s life
Being apart of a child’s life and having the opportunity to make a positive difference in their self-esteem and their abilities is the most incredible feeling – Coaching with Sportball
Coaching young talented boys and girls made me aware of my passion in making a difference in a child’s life.
Working with children allowed me to recognize the importance of different learning styles and pace. It allowed me to developed awareness to the importance of an inclusive teaching environment with adaptation to each student’s needs. Being exposed to a supportive family has proven to me the need for recognition, praise and guidance towards a student’s efforts. I believe children should be given the opportunity to be active in their learning. I also believe that it is the role of a teacher to spark conceptualization and inspire wonder and inquiry. In the words of Shelly Wright, “Schools need to be places that set the kids hearts on fire where they can pursue their passions and make a difference now”.
References:
Martin, S. D. (2004). Finding balance: Impact of classroom management conceptions on developing teacher practice. Teaching and Teacher Education, 20, 405-422
Parker J. Palmer (1997) The Heart of a Teacher Identity and Integrity in Teaching, Change: The Magazine of Higher Learning, 29:6, 14-21
Shelly Wright. (2013, May 11). The Power of Student Driven Learning [Video file]. Retrieved from http://tedxtalks.ted.com/video/The-power-of-student-driven-lea;search%3Atag%3A%22tedxwestvancouvered%22