With the world at their fingertips through the use of the internet, and considering that their time spent on the internet is and will continue to increase, information has never been more accessible to students. School, therefore, cannot be a place to simply gather information and increase knowledge, but must also facilitate the processing and analysis of this information by the students. Through inquiry-based learning, students will have a say in what they learn, creating relevancy, promoting engagement and setting a standard for taking ownership of their education.

I believe it is important for learning to be student-focused. Students should have learning experiences that are hands-on and allow for experimentation, investigation and independent and collaborative problem solving. Explicit instruction from the teacher is not as effective, as the transfer of knowledge is not a one-way street; students must be willing and active participants in their learning. I would much rather give them a map and have them tell me what they know about it through investigation and accessing prior knowledge than having me standing in front of the class and pointing out the legend and the compass rose. This will foster an inquisitive spirit, a desire for understanding, and a personal connection to everything they’re learning.

I recognize the importance of imaginative and creative play in the classroom, not just for kindergarten and primary students, but for students of every age. Ample time should be set aside in the day to allow students to explore and play in an unstructured way, with an emphasis on the outdoors and risky play to encourage resiliency and a love of the environment. Slipping play into school work where possible, such as through Readers Theatre and other creative literacy activities, will make learning accessible, engaging and fun.

In regards to classroom environment, drawing from various teaching philosophies and borrowing concepts from them will provide students with a learning space that appeals to the wide diversity of my students and their learning styles. Work spaces will not be assigned or permanent, allowing opportunities for students to choose one that suits them and their daily needs, including the choice to work near or far from their fellow students. Communal tables will foster the social aspects of learning and allow for collaboration and group work. The classroom aesthetics will reflect the natural world, with colors and elements of nature being present in order to foster a connection to the students’ environment and emphasizing the concept of place and its role in their learning.

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A pluralistic approach to pedagogy is essential to a diverse classroom, as too much value has been placed on the dominant discourse around education. With a specific focus on Indigenous perspectives around learning and knowledge, but allowing ample room for others, I intend to provide students with tools to help them form opinions while continuing to value and consider the perspectives of others. Through this approach, my students will grow to be critical thinkers.

I intend to teach effectively and with purpose, with a focus on the primary years, through a lens of social justice and humanity, as social injustice is so prevalent, in various degrees, in the lives of every student. An air of inclusion will weave its way through everything we do in the classroom, especially when it comes to students with differing abilities, gender identities, sexual orientations, and race, as an acknowledgment of the diversity represented in my students. I hope to help guide a new generation of human beings who are kind, free-thinking, and socially conscious, that not only want to facilitate change but have the skills to actually do it.