I have spent the majority of my life on an educational journey in pursuit of a communicative connection to the world around me. As a child, I created narrative landscapes through imaginative play and learned to better communicate with my fellow playmates, enriching the experience and forming strong bonds that have lasted for years. As an adolescent, school allowed me to explore other forms of sharing and connecting. Whether it be on the softball field, the stage, or in heavy debate over a literary device, middle and high school were safe settings in which my communicative skills were challenged and encouraged. Into my early adult years, I experimented with the formal tactics and tricks of communicating as a teacher and graduate student. From my studies as an academic researcher, to several stints as an arts educator, I discovered that by finding a common ground on which to communicate with my colleagues and students alike, deeper levels of understanding and meaning making could be reached. To this point, all of the stages of my educational journey have been woven with the same threads that make up, without a doubt, the lifeblood of who I am as a person and as an educator: communication and connection.

Over the years, as I’ve taught in many classrooms in different capacities, I’ve come to appreciate how the common key to unlocking any hesitations that arise in education settings is that of making connections. Once a connection has been made, for instance, between a teacher and a student, the barrier of discomfort is lifted and effective communication can begin. Whether it be finding a moment to have a one-on-one chat with a student about her/his successes on the playing field or challenges writing a persuasive essay, or being aware of and mentioning her/his passion for baking, I strive to develop strong rapports with my students that clearly communicate my interest and care in their well-being. It is through varying forms of communication (notes left in desks, conversations outside of the classroom, reaching out to every individual student over the course of the day) that trust grows, problems can be critically examined, better decisions can be made, and a classroom community that values the practice of learning can grow.

Good communication requires that the educator be explicit in her instruction, expectations, and flexibility. One example of this is when the teacher uses many techniques (oral, written, modelling, etc.) to give instructions so that all learners feel included and are given the chance to succeed. Another example would be acknowledging when an activity is not working. For example, I have admitted to my class when a Socials lesson about the judicial system was above their level, which opened up a discussion about the need to reach beyond one’s comfort zone to learn something new – or sometimes to admit defeat and start fresh!

Students, however, who are encouraged to make challenging choices for themselves will feel their input is valued and are more likely to be engaged. Good communication involves setting a goal for learning while hearing the goals students have for themselves. Students are often aware of their own abilities and when given a range of opportunities to succeed, they will gravitate toward the quickest route to success. By giving students a choice to write about a topic (from hockey to strawberries to Lord of the Rings) the teacher communicates to them that their ideas and opinions are important – which, in turn, builds the students’ sense of ownership of their education.

It is my hope that the communicative precedent established in my classroom, inherent in my philosophy, and truly defining me as a person will serve as a model for my students to develop honest relationships, methods of critical thinking and self-reflection, and the ability to make healthy choices in the future. My classroom is one where communicative connections (between myself and my students, as well as between the students themselves) are encouraged to attain deeper understanding of the material and to create supportive bonds between members of the class. I strive to give my students reason to trust me as their guide through their educational journeys – since they are key players in my own journey.