I am currently a Teacher Candidate at UBC. I am in the PL-Tech cohort, where my specialization is in personalized learning and technology. I am strongly passionate about incorporating my inquiry on differentiated instruction into my practicum practice as well as technology to enhance student learning.

My teaching philosophy heavily relies on building a strong and caring teacher to student relationship (at an individual and collective level). By building a strong relationship with my students, I believe that I would be able to engage, respond and address areas where my students are either struggling in or excelling in. My goal as a future teacher is to help “students interact in socially skilled and respectful ways; practice positive, safe, and healthy behaviors; contribute ethically and responsibly to their peer group, family, school, and community; and possess basic competencies, work habits, and values as a foundation for meaningful employment and engaged citizenship” (Jennings & Greenberg, 2009, p. 491), which will in turn build compassionate global citizens.

This blog documents my journey as a TC through my practicum reflections, as well as my on-going research of my inquiry question:

All learners come at different academic levels in a classroom setting, so how as educators can we treat, support and respond to them all equitably through differentiated instruction.

Jennings, P. A., & Greenberg, M. T. (2008). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom out comes. Review of Educational Research, 79, 491-525.