My Philosophy
I believe the purpose of education is to empower high school students as they develop the knowledge, skills, and confidence they need to succeed in life beyond the classroom. Education should foster critical thinking, curiosity, self-reflection, and empathy so students can navigate challenges and contribute positively to their communities. My goal as an educator is to create a classroom environment where every student feels safe, respected, and supported in their learning journey to become future-ready individuals.
I see teaching and learning as a collaborative process where both the teacher and student are actively involved. Students learn best when they are engaged and encouraged to ask meaningful questions connected to real-world experiences. This reflects constructivist theories, which emphasize building on prior knowledge through active learning to develop a more holistic understanding. I am drawn to inquiry-based, student-centered approaches that promote curiosity and critical thinking through exploration and choice. In my practicum, I noticed how offering students project options supported deeper engagement with topics they cared about, and how investigating science through hands-on activities helped them learn through experience rather than passive listening. I believe the curriculum should be inclusive and relevant, incorporating Indigenous perspectives alongside Western knowledge, especially as a settler here in beautiful Secwepemcúl’ecw. Incorporating a variety of perspectives allows students to see themselves in the curriculum and helps foster culturally-sensitive students. In addition, I appreciate the flexibility of the BC curriculum as it allows educators to explore student interest while ensuring curricular and core competencies are developing.
I view assessment as a way to support learning rather than just measure achievement. I value formative assessment and regular feedback, using open-ended projects, presentations, conversations, and observations to reflect different learning styles and to better understand student progress. In my practicum experiences, I consistently made an effort to assess development of curricular competencies rather than accumulation of knowledge. Additionally, although it can be challenging at times, I am committed to differentiating instruction and assessment to meet the diverse needs of my students and create an equitable environment, in line with UDL principles and the BC curriculum.
As a teacher, I see myself as a facilitator who supports students to discover and develop their abilities. I strive to create an emotionally safe space where students feel comfortable taking risks and learning from mistakes, while also maintaining high expectations. My own experiences have shown me that success requires effort, and I want my students to know that I challenge them not to bring them down, but to help them realize their potential and that they can accomplish whatever they set their mind to. I aim to support and guide them as they develop critical thinking skills, confidence, and self-efficacy — qualities every citizen should possess.
Finally, at the heart of my teaching philosophy are empathy, resilience, compassion, and respect. I see school as a place for both academic and social development. Growing up with family challenges taught me the value of building strong relationships and emotional safety in my classes. I will work to create inclusive spaces where all students, including students with diverse abilities, Indigenous students, and LGBTQ2SAI+ youth, feel welcomed and valued as their authentic selves. Regardless of the subject, I will incorporate social justice through open conversation and opportunities for everyone’s voice to be heard.
Sculpture and Artist Statement
My “sculpture” is a pipe cleaner branch with some aspects of nature I could find on campus interwoven within it. Incorporating nature in my sculpture was important to me as I have a passion for the outdoors and protecting our environment, and I used purple and green as they are my favourite colours and it is important to stay true to yourself. On the bottom of my sculpture I have incorporated some Gingko tree leaves. As one of my favourite trees that reminds me of my travels to Asia, this signifies the importance that my world experiences have contributed to my sense of being. My travels, particularly my solo trips, have allowed me to experience different cultures and ways of living that have pushed me to grow and mature and have shifted me into the person I am today. In my sculpture I have also incorporated an oak leaf. To me, this symbolizes wisdom and strength, which are two qualities that an educator must bear. Lastly, I have incorporated two different flowers in my “sculpture” – part of a lilac shrub and a dandelion. Dandelions are often overlooked, sometimes even considered weeds, but they are a very important part of our ecosystem and serve as a food source in early spring for our pollinators. To me, this relates to how many students likely feel that they are just one in a crowd of people, and maybe that they’re not valued, but it is important as educators to ensure that students understand that everyone has a part to play in our community, no matter how small or insignificant that role may seem to them. Lilacs are one of my favourite flowers due to their colour, scent, and appearance, and they signify to me that in time, everything will bloom. Every year I find myself anxiously waiting for lilac season and I need to remind myself to be patient. Similarly, as an educator I must remind myself that learning takes patience and time and with consistent care and nurturing, all students will bloom.
Science Philosophy
‘I would teach how science works as much as I would teach what science knows.’
– Neil deGrasse Tyson
This quote demonstrates the value of teaching using a balance of content and encouraging students to explore their ways of thinking. Reflecting on my own high-school and university educational experiences, there was more of an emphasis on the “what science knows”, without many opportunities to ask questions, play, and discover on our own. This type of education risks squandering curiosity and turning students into passive recipients of information. That being said, there is an importance in teaching background knowledge, particularly in the sciences, but equally so there is an importance in teaching the thought processes that have led scientists from the beginning of history to wonder, test, and discover much of what we know today.
Curiosity and critical thought are fundamental in the field of science. Inquiry-based learning allows students to become active participants in the scientific process where they learn to ask questions, hypothesize, strategize problem-solving techniques, and critically reflect on their methods in order to truly learn “how science works”. In my classrooms, I aspire to promote curiosity and critical thought through inquiry and problem-solving however I can. Rather than presenting conclusions or stating the “knows” of science, I will encourage students to ponder and come to their own conclusions with the information that they already have. Hands-on activities and lab experiments are great ways to promote scientific inquiry and practice investigative skills, furthering students’ connection with “how science works”. Finally, I will lead through example, and model the type of thinking I wish to see from my students. I myself will practice curiosity and ask “how” or “why” whenever I see something new that I may not understand, and emphasize that the processes that lead to discoveries are just as important as the discoveries themselves.
Inclusion Statement
As an educator, I am committed to fostering an inclusive, equitable, and safe learning environment where all students feel valued, heard, and supported. I recognize that the existence of systemic barriers — particularly for students who are Indigenous, belong to the LGBTQ2SAI+ community, or have diverse abilities — has and continues to impact feelings toward education as well as success within it. My approach to equity and inclusion is grounded in relationship-building, compassion, and the belief that every student has a place within our schools and our communities. I strive to incorporate diverse perspectives and Indigenous ways of knowing when meaningful and relevant, and to address social injustices through open and informative conversations and critical thinking. By creating space for student voice, honoring and celebrating individual identities, and ensuring basic needs are met, I aim to empower all learners to grow with confidence and curiosity.
Commitment to the BCTF Professional Standards for Educators
Standard 7
As an educator, I am committed to life-long learning and professional development. I want to model a growth-mindset to my students, where I am always eager to learn from my mistakes and educate myself in any way, shape, and form. Some individual professional needs I have identified in myself are classroom management and formative assessment. I would really like to learn more strategies on how to not only get and maintain focus in a class, but have students feel more of a sense of importance to attend class and to submit their work, as I struggled with these things during my qualifying practicum. For formative assessment, I need to implement some sort of quick system that I can use at multiple points in a unit to see where every student is at.
I would also like to expand my teachable areas by taking additional university courses. I am a few courses away from having psychology as a teachable, so once I have a steady income I am going to look into taking additional upper level psychology courses. Additionally, I have recently signed up for two free online courses to expand my knowledge on Indigenous worldviews and perspectives in Canada, which I hope to complete before the summer :). I am also interested in coaching, and I recently took a basic level track and field coaching course. Although it doesn’t directly relate to student learning, I hope to use these skills to help out in school sports wherever I end up.
I took part in a professional development day during my qualifying practicum, where I observed 3 different sessions. The first one was on ADHD in the classroom and strategies to help students with ADHD engage in the material and reach their potential. ADHD diagnoses are on the rise and I had multiple students in my practicum who had ADHD. Learning how to help these students with organization, sustaining attention, and following through on instructions was super helpful even for only the 7 or so classes I had left of teaching after this PD Day. The second was on promoting health education in schools by educating students about the harmful affects of diet culture, teaching students to have a healthy relationship with food, and using strategies in class to enhance critical thinking skills regarding what they see on social media and online. Lastly, I took part in an assessment discussion titled “Most Frequent or Most Recent?”, which was extremely informative for me in ways it probably wasn’t intended to be but as a pre-service teacher I got to see and discuss with others how they grade their students. Here, I learned some really useful information on how to set up a gradebook and what I should be looking for when it comes time to report student grades (organize them by curricular competencies). This last one will really help me with student learning in the future because not only will I change up my activities to ensure I am touching on each of the competencies at least a few times in the semester and students are getting a well-rounded experience, it will allow me to see which competencies need to be addressed as a class so I can shape my units/lessons/activities to further learning in these aspects. I am actually pretty excited about this!
Standard 8
I believe contributing to the teaching profession means being part of a supportive and reflective community of educators that are always looking for ways to grow. I am committed to this growth through collaboration and meaningful discussion with my colleagues and a willingness to both share and learn. My own personality, thoughts, and beliefs are shaped by the people around me, and I want to be someone who helps shape other professionals in a positive manner through contributing to a strong, respectful, and inclusive staff culture.
My experiences travelling and studying abroad have helped me develop a broad worldview and an openness to diverse perspectives. These qualities influence how I connect with colleagues and how I approach challenges in the profession. I value reflective practice and believe in creating space for honest conversations about what is working, what is not, and how we can do better in order to support student growth, which is our collective goal as educators.
Although I am naturally usually quiet, I contribute thoughtfully and consistently. I care deeply about topics like inclusivity, student well-being, and equitable assessment. I plan to welcome and support new teachers and student teachers, especially through their first experiences with tasks like writing report cards, navigating MyEd, and adjusting to school culture. I hope to take on student teachers in the future and contribute to creating and sharing teaching resources that help reduce workload and improve practice. I am eager to engage in department meetings that focus on organizing initiatives and improving systems to support student learning. I also value interdisciplinary learning and hope to co-plan units and lessons that bridge different subjects to help students get holistic understandings of this world. Reflective practice is a priority for me, and I welcome opportunities to observe colleagues and to be observed to strengthen my own teaching and support others. As I continue to grow in my career, I plan to stay involved in professional learning communities, engage in collaborative planning to support student development. Contributing to the profession means showing up with purpose and participating in all the community has to offer, and that is what I aim to do.
Standard 9
Before coming into this program, my knowledge of Indigenous worldviews and ways of knowing and being were quite limited. Despite living in Kamloops my whole life, I can shamefully admit that I did not take the time to educate myself on many matters revolving around Secwépemc people and their history. That being said, I was aware of many practices related to the environment and sustainability that have been traditionally practiced by Indigenous people across Canada. Specifically, I have had many conversations regarding cultural burning as a practice with my dad and one of my close friends, both of whom are environmental scientists. I have always respected and valued traditional ecological knowledge and am glad to see that this knowledge is finally being incorporated in new projects/developments within BC.
Science is an interesting and exciting field when it comes to Indigenous worldviews and ways of knowing and being. While western knowledge holds a lot of weight in our current understanding of science, particularly chemistry, physics, and certain aspects of biology, there is a plethora of Indigenous knowledge that can and should be braided into western teachings of environmental science, earth science, and teachings of local flora and fauna. Where relevant and meaningful in my classrooms, I will include story as a way of understanding our local environment. I plan to have guest speakers, knowledge keepers, and/or elders in my class to allow students to build a more well-rounded and diverse understanding of where we live. Living in such a beautiful place with lovely weather most of the year, I plan to spend time outdoors and encourage students to connect with the environment. Moreover, I believe that learning should be hands-on and experiential. This is something that is at the forefront of my mind when lesson planning and is something that I tried to do as often as possible during my practicums.
Going forward, I am committed to finding new ways to incorporate my local Indigenous culture in my class. This includes professional development, self-reflection, and keeping myself informed and educated on the history of the land.