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Selected reflections, learning artifacts, and professional growth from my studies at the University of British Columbia. This page highlights my developing understanding of British Columbia’s curriculum, assessment, inquiry, Indigenous education, and reflective teaching practice.
Selected reflections, learning artifacts, and professional growth from my studies at the University of British Columbia. This page highlights my developing understanding of British Columbia’s curriculum, assessment, inquiry, Indigenous education, and reflective teaching practice.
WHO AM I AS AN EDUCATOR
WHO AM I AS AN EDUCATOR
These are my Grade 7 students during a reflection activity in my first year of teaching. This experience reflects my belief that meaningful education begins with students’ experiences and active participation. By creating opportunities for reflection and engagement, I strive to foster a safe and inclusive environment where every learner’s voice is valued and respected.
As an educator, I believe that every student brings valuable experiences, knowledge, and cultural perspectives that serve as foundations for learning. My role is to create an inclusive, student-centered environment where learners feel respected, challenged, and empowered to succeed. This philosophy aligns with Dewey’s (1938) constructivist view that learning occurs through meaningful experiences. I am committed to culturally responsive teaching, recognizing the importance of connecting instruction to students’ diverse backgrounds. My strengths include building positive relationships, adapting instruction to meet diverse needs, and fostering critical thinking. Following Schön’s (1983) concept of reflective practice, I view continuous learning and self-reflection as essential to becoming a more effective educator.
References:
Dewey, J. (1938). Experience and education. Kappa Delta Pi.Links to an external site.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
I USED TO THINK, NOW I THINK...
I USED TO THINK, NOW I THINK...
I used to think that my identity as an educator was mostly shaped by my teaching experience, my subject area, and the strategies I brought into the classroom. Now I think my identity as an emerging BC educator is also shaped by my beliefs, relationships, responsibilities, and willingness to keep learning within a professional community. In Module 1, the synchronous sessions and learning group conversations helped me see that teaching is not only about delivering curriculum, but also about knowing who I am, what I stand for, and how my values show up in my pedagogy. The early focus on community, land acknowledgement, and sharing our stories reminded me that educators do not work in isolation; we bring our histories, strengths, and hopes into a shared learning space.
My thinking has also grown through exploring the Professional Standards for BC Educators, the BCTF Code of Ethics, the BC Curriculum, and the Core Competencies. I used to think curriculum was mainly about required content, but now I think it is also about helping students develop the skills, confidence, and identity they need as learners. The Professional Standards reminded me that belief in the success of all students must be at the centre of my practice, while the Core Competencies helped me think about how communication, thinking, and personal/social awareness can be woven authentically into learning. As I reflect on Module 1, I am beginning to see my beliefs not just as ideas I hold, but as commitments that should be visible in my relationships with students, my classroom decisions, and my ongoing growth as an educator.
Responsibility Begins with Relationship
Responsibility Begins with Relationship
Finding Out and Sorting Out Module helped me see that professional responsibility in B.C. is closely connected to relationship. Inquiry, authentic Indigenous perspectives, transparent assessment, and student agency work together to create a classroom where students feel seen, understand their learning, and have a voice in what comes next. My own teaching experiences have shown me that trust often comes before participation. Moving forward, I want to listen, learn, co-construct, reflect, and act with students and communities.
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