As an educator in today’s classrooms, I orient myself around the implementation of a critical pedagogical philosophy and a learner-centred approach to teaching. I believe that to truly teach a student is not to impose one’s educational will on their classroom but to act as a guide to their process of learning and most importantly to their own processes of self-learning and improvement. In centring my practice as a teacher on the desires of my students, I hope to provide them with critical learning and thinking skills through their own avenues of interest while challenging and advancing their views and beliefs, whether they be philosophical, political, historical, literary or otherwise.

In particular, through my practice, I aim to model the practices of allyship and approach education as a way of liberating oneself through my teachable subjects of History and English. Through the critical skills garnered by these disciplines, students can confront and reframe their pre-established beliefs and develop essential problem-solving, research and writing skills applicable to the humanities and across subjects. In this way, my teaching practice is a chance for students to develop their unique perspectives to change and better their communities, lives, and fundamentally themselves through schooling.

What matters most to me as a teacher is passion. Through my work in classrooms with various students, the fundamental principle of great learning is the arousing of passion for material and learning in the classroom setting. Through my practice, I aim to teach to ignite passion. In teaching successful students, I believe that your practice depends not just on the lessons you teach but the fires you light within the minds and hearts of your students with. To prepare students to flourish in an ever-changing and specialized world, educators must focus on refining our student’s particular strengths and weaknesses to help them find a meaningful way to be successful and critical within the world today.