Work And Travel
Employment Reflection
My employment experiences have helped me understand education in a more real and meaningful way. Working as a respite worker taught me patience, empathy, and how to support individuals with diverse and sometimes complex needs. I have also had the opportunity to work with two levels of government in education, where I helped create and organize both English and Indigenous learning resources. This showed me the importance of representation and accessibility in what we provide for students. Through my Early Learning and Child Care program, I was part of a language revitalization initiative and attended an international Indigenous educator conference, where I learned alongside others working to protect and strengthen language. These experiences have shaped my understanding of education as relational, inclusive, and deeply connected to culture and community.
Travel Reflection
Travel in my life has been about more than just visiting new places—it has been about connection, learning, and perspective. My family makes a strong effort to travel together every Christmas, which has taken me to places like Cuba, Jamaica, Mexico, California, and the Dominican Republic. These trips have shown me how important it is to slow down and prioritize time together. I have also had opportunities to travel for learning, including a school trip to Mexico where I earned my scuba certification, which pushed me out of my comfort zone and built my confidence. Another trip through Europe exposed me to different histories, cultures, and ways of life. Visiting family in Toronto has also helped me experience a different pace and diversity of community. These experiences continue to shape how I understand people, place, and learning.
Creating A Supportive Environment
About My Teaching Practice
- Relationship-focused (ex: building trust through daily check-ins and conversations)
- Safe and inclusive environment (ex: encouraging all students to share and feel heard without judgment)
- Hands-on, meaningful learning (ex: using group work and real-life connections to keep students engaged)
- Support for diverse learners (ex: offering different ways to show understanding like drawing, speaking, or writing)
- Flexible and responsive teaching (ex: adjusting lessons when students need more time or support)
- Whole-child approach (ex: supporting confidence, emotions, and well-being alongside academics)
Each day, this shows up through things like morning check-ins, flexible lesson pacing, and giving students different ways to participate and feel successful.
Classroom Environment
- Welcoming and comfortable space (ex: greeting students at the door and creating a calm atmosphere)
- Strong sense of belonging (ex: co-creating classroom expectations and valuing student voice)
- Flexible learning spaces (ex: seating choices for independent, group, or quiet work)
- Clear and consistent routines (ex: predictable daily schedule to support security and focus)
- Responsive to student needs (ex: providing a quiet area or break space when needed)
- Connection to land and place (ex: incorporating outdoor and land-based learning regularly)
Each day, this looks like consistent routines, choice in where and how students work, and time built in for outdoor or movement-based learning.
Parent & Community Communication
- Open and ongoing communication (ex: regular updates through messages or newsletters)
- Respect for family knowledge (ex: inviting families to share insights about their child)
- Celebrating student growth (ex: sharing positive moments, not just concerns)
- Approachable and supportive presence (ex: being available for informal conversations)
- Community involvement (ex: inviting community members or guest speakers into learning)
- Culturally responsive connections (ex: including local knowledge and perspectives in respectful ways)
Each day, this can look like quick check-ins at pick-up, sharing small successes, and creating opportunities to bring family and community into learning.
Growth Goals
As I continue my journey as an educator, I recognize that teaching is a lifelong learning process. My experiences so far have shaped a strong foundation, but I also know there is always more to learn, reflect on, and improve. My growth goals are grounded in my values of relationship-building, inclusion, and culturally responsive practice.
One of my main goals is to continue strengthening my ability to support diverse learners, especially students with different learning needs such as ADHD and learning disabilities. Through my own experiences and watching my younger brother navigate school, I understand how important it is for students to feel capable and supported. I want to keep learning new strategies that allow me to adapt my teaching so that every student can succeed in a way that works for them.
Another goal of mine is to deepen my understanding of Indigenous, land-based, and community-connected learning. Coming from the Tłı̨chǫ region, I value the importance of learning from the land, community, and lived experiences. I want to continue building respectful relationships and ensuring that I am creating space for students to connect with who they are and where they come from in meaningful ways.
I also hope to continue growing my confidence in classroom leadership and lesson delivery. While I have had many positive experiences through coaching, babysitting, and my practicum, I want to keep developing my voice as an educator and feel more confident in leading a classroom independently. This includes improving my classroom management strategies in ways that are supportive, not punitive, and that focus on building trust and understanding.
Lastly, I want to continue reflecting on my practice and being open to feedback. I believe that some of the most meaningful growth comes from being honest about what is working and what is not. My goal is to remain flexible, open-minded, and committed to becoming the best educator I can be for my students.
Overall, my goal is to continue growing into a teacher who creates a safe, inclusive, and engaging learning environment where all students feel seen, valued, and capable of success.
Other activities
Unit Plans
Foundations Of My Philosophy
Foundations of My Philosophy
The following quotes reflect key ideas that shape my understanding of teaching and learning. They connect closely to my values around relationships, responsiveness, and supporting the whole child.
“Educating the mind without educating the heart is no education at all.”
— Aristotle
“A good teacher must be able to put himself in the place of those who find learning hard.”
— Eliphas Levi
“The goal of early childhood education should be to activate the child’s own natural desire to learn.”
— Maria Montessori
“Children have an absorbent mind. They absorb knowledge from the environment without fatigue.”
— Maria Montessori
“If a child can’t learn the way we teach, maybe we should teach the way they learn.”
— Ignacio Estrada
Connection to My Educational Philosophy
These quotes reflect my belief that education goes beyond academics and must also support the emotional, social, and cultural well-being of each child. I value building strong relationships with students and creating learning environments where they feel safe, supported, and understood. Like Aristotle’s quote suggests, educating the heart is just as important as educating the mind, and I strive to create spaces where students feel a sense of belonging.
I also believe that every child learns differently, and it is my role as an educator to be flexible and responsive in how I teach. The idea of meeting students where they are, and adapting to their needs, connects strongly to my experiences working with children in diverse settings. I have seen how meaningful it is when learning is shaped around the child, rather than expecting the child to fit into one way of teaching.
The Montessori quotes resonate with my belief in hands-on, experiential learning and the importance of environment. I believe that children are naturally curious and capable, and when they are provided with supportive, engaging spaces, they are able to explore, discover, and grow in meaningful ways.
Overall, these ideas connect to my commitment to relationship-based, culturally responsive, and place-based learning. As an Indigenous student and future educator, I aim to create learning environments that honour each child’s identity, experiences, and connection to community, while supporting their natural desire to learn and grow.
References
Aristotle. (n.d.)
Estrada, I. (n.d.)
Levi, E. (n.d.)
Montessori, M. (n.d.)
Philosophy statement
“If a child can’t learn the way we teach, maybe we should teach the way they learn” (Estrada, n.d.).
To me, this quote represents inclusivity and open-mindedness, two things that I truly value in a classroom environment. It reminds me that teaching is not about making students fit into one specific way of learning. Instead, it is about being flexible and willing to adjust so every child has a real chance to succeed. It is important to meet a child where they are and accommodate where you can, so they begin to believe that they are capable of success.
When I think about my own education, I realize I only had a few educators who truly took the time to understand me. I was a quiet student, and quiet did not always mean I understood. Those educators recognized that and supported me in ways that worked for me. They provided scaffolded strategies and broke assignments into smaller, clearer steps. Looking back now, those are some of the only vivid memories I have of my learning experiences. That shows me how powerful it is when a teacher takes the time to adjust their teaching instead of expecting the student to simply “figure it out.”
Instead of trying to squeeze a child into one teaching strategy, I have learned that using multiple means of expression and giving students some autonomy can make a big difference, especially for students who struggle to get started. Not every student learns best through lectures or written work. Some may learn better through discussion, visuals, hands-on activities, or creative projects. Giving students options allows them to show their understanding in ways that feel comfortable and meaningful to them.
In my classroom, this could look like offering choices in how students complete assignments, such as writing, creating a visual, or presenting orally. It could also mean connecting curriculum content to students’ individual interests and backgrounds, so learning feels relevant to their lives. I also plan to regularly check in with students to make sure they understand, rather than assuming they do. Building strong relationships, being patient, and being willing to adjust my approach are all ways I can live out this quote in my own teaching practice.
Overall, this quote reminds me that teaching is not one-size-fits-all. It is about being responsive, reflective, and committed to helping every student learn in the way that works best for them.
“Children have an absorbent mind. They absorb knowledge from the environment without fatigue” (Montessori, 1946).
“Every time we teach a child something, we keep him from inventing it himself. On the other hand, that which we allow him to discover for himself will remain with him visible for the rest of his life” (Piaget, 1972).
To me, these two quotes go hand in hand because they both highlight how much students absorb from their environment. Children are constantly learning, even when we are not directly teaching them. The classroom environment itself sends messages about curiosity, safety, independence, and expectations. If the environment invites exploration and encourages curiosity, students will naturally absorb meaningful learning without feeling forced. It can feel almost effortless to them because they are learning through experience.
On the other hand, if the environment feels scattered, unorganized, or stressful, students may focus more on feeling unsure or unsafe rather than on their learning. The classroom often reflects the educator. If it reflects calm structure, intention, and care, students are more likely to feel secure enough to take risks and explore. So much of traditional education focuses on sitting quietly, listening, and following strict rules. While structure is important, these quotes remind me that learning is deeper when students are given opportunities to explore, question, and discover things on their own.
Both Maria Montessori and Jean Piaget emphasize that children are capable learners. Montessori speaks to the idea that children absorb knowledge naturally from their surroundings. Piaget reminds us that when children discover something for themselves, it stays with them longer. This shows the importance of creating environments where students can experiment, make mistakes, and try again without fear.
In my own classroom, I plan to be very intentional about the environment I create. I want it to feel welcoming, organized, and calm. I will include materials that encourage hands-on learning and open-ended exploration. Instead of always giving direct answers, I will ask guiding questions and allow students time to figure things out. I also want to normalize mistakes as part of the learning process, so students feel safe taking risks.
An environment that encourages discovery helps foster growth in many areas, including social-emotional skills, independence, creativity, and individuality. When students feel secure and curious, they are more willing to engage deeply. Overall, these quotes remind me that the classroom environment is not just a background for learning, but a powerful teacher on its own.
The Truth and Reconciliation Commission of Canada Call to Action 62 states that age-appropriate curriculum about residential schools, treaties, and Indigenous peoples’ historical and contemporary contributions to Canada should be mandatory from Kindergarten to Grade 12 (Truth and Reconciliation Commission of Canada, 2015). To me, this call to action is extremely important, not just as a future educator, but also as an Indigenous student who went through the school system.
Growing up, I did not learn about residential schools or much about my own ancestors in school. It was not until Grade 11 that I was properly taught about residential schools. Before that, I never fully understood certain parts of myself, my family, or our history. There were gaps in my understanding that made it harder to connect the dots. Learning the truth later on was emotional, but it was also empowering. It helped me understand my family in a deeper way and gave context to experiences that were never openly explained. That is why I believe this learning needs to happen earlier and in a thoughtful way.
In my classroom, I would implement Call to Action 62 by intentionally including Indigenous perspectives throughout the year. For example, in an elementary classroom, this can look like using the book When We Were Alone by David A. Robertson (Robertson, 2016). This story introduces residential schools in a gentle but honest way. After reading, I would guide students in a discussion about identity and respect. We could create an “identity flower” activity where students reflect on what makes them who they are. This connects to the story by helping students understand how harmful it was when children were forced to hide or lose parts of their identity.
I also believe this education supports Indigenous families who may struggle to talk about painful history at home. Schools can help carry that responsibility in a respectful way. At the same time, it provides meaningful education to non-Indigenous students and families who may misjudge Indigenous families or misunderstand the impacts of colonial policies on education. Honest learning builds empathy, reduces stereotypes, and creates more informed communities. Overall, teaching this consistently and thoughtfully is a step toward true reconciliation.
References:
Estrada, I. (n.d.). If a child can’t learn the way we teach, maybe we should teach the way they learn. In Not Just Cute. https://notjustcute.com/2017/04/18/maybe-we-should-teach-the-way-they-learn/
Montessori, M. (1946). The 1946 London lectures. Montessori-Pierson Publishing Company.
Piaget, J. (1972). Play and development. In M. W. Piers (Ed.). Viking Press.
Robertson, D. A. (2016). When we were alone. HighWater Press.
Truth and Reconciliation Commission of Canada. (2015). Calls to action. Government of Canada. https://publications.gc.ca/site/eng/9.828047/publication.html