TEACHING
PHILOSOPY
"Now I become myself.
It’s taken time, many years and places;
I have been dissolved and shaken,
Worn other people’s faces . . ."
~ May Sarton, Now I Become Myself
(as cited in Palmer, 2012, p. 9)
My approach to teaching is grounded in self-reflection. I constantly question the assumptions that inform my practice, striving to understand and improve my teaching methods. I actively seek feedback from students and critical friends to unearth and challenge my views of teaching and learning. This process enhances my teaching and guides my professional growth. My experiences in education, both as a teacher and a learner, have taught me that teaching from an “Undivided Self” - where every major thread of one's life experience is honoured - creates a weave of coherence and strength that can support students, subject matter, and oneself (Palmer, 2012, p. 16).
I was neither engaged nor challenged by my own early education. This changed dramatically when I began my diploma in Early Learning and Childcare in my thirties. I was excited, engaged, and equipped; my class experience was transformative. My professors at MacEwan recognized my strengths and helped me develop into the educator I am today. I aspire to be that kind of educator for my students – someone who ignites passion and fosters a love for learning.
Whitehorse, Yukon
A practice of relationships is central to my teaching philosophy. I view my students as capable, competent learners whose voices should be heard. From a nurturing perspective, I aim to make my classroom a safe and inclusive space where students can freely express their opinions, share ideas, and take risks in the spirit of learning (Makovichuk et al., 2014). Providing students with opportunities to engage in critical spaces lays the foundation for a pedagogy that encourages them, as ECEs, to create such spaces for children (Wynter-Hoyte et al., 2019).
Emphasizing relationality, I believe that emotions play a significant role in decolonizing education and supporting deeper connections with material and among learners (Antoine et al., 2018). Challenging colonialist ideals creates a need for educators to curate spaces that welcome emotional expression, acknowledging that emotions are integral to authentic learning and holistic development (Dirkx, 2008). Like teaching, a pedagogy of care necessitates thoughtful reflection, deliberate intention, and careful evaluation (Garboden Murray, 2021).
Whitehorse, Yukon
I believe that good teachers possess a "capacity for connectedness” (Palmer, 2012, p.11), interweaving knowledge, practical experience, passion for the subject, and the desire to support learners while maintaining an thirst for ones own continued learning. As an educator, I lead from where I am, bringing integrity and a love for learning to my students. I am passionate about quality Early Learning and Childcare, children’s rights and citizenship, equity and social justice, and family-centred practice.
Integrating critical sociocultural perspectives, I recognize that learning is mediated by interactions and shared cultural practices (Rogoff, 2003). I strive to create environments that value diversity and cultural wealth; I share my stories, integrate my funds of knowledge, and I encourage students to do the same.
Framing learning as a change in the quality of thinking, rather than the quantity of information absorbed, encourages teachers to act as guides and build bridges from what is known to what is possible (Pratt & Smulders, 2016). I have high expectations for students and view this as an essential component of a pedagogy of care. I also recognzie and honour their different ways of knowing, being, and doing. This underscores the importance of educators walking alongside students as co-learners, co-researchers, and co-imaginers of possibilities (Makovichuk et al., 2014). By valuing students' perspectives and co-creating a culture of inquiry, we can establish brave spaces where learners feel equipped to have frank and honest conversations and have the courage to make mistakes (Pelo & Carter, 2018; Iruka et al., 2020).
Kluane National Park, Yukon
Ultimately, I strive to be a catalyst in each student’s journey to becoming a difference-maker. By the end of the term, my hope is that students will be passionate about the roles they are stepping into, equipped with the skills and confidence to make a meaningful impact, ready to lead from where they are, and inspired to continue their learning journeys.