Design For Learning
My Teaching Philosophy
Incorporating Indigenous ways of knowing, being, and understanding into my teaching practice is deeply important to me. I believe that learning should be connected to relationships, land, and community. I want to create a classroom where stories, lived experiences, and different worldviews are valued equally. By including land-based learning, circle discussions, and opportunities for reflection, I hope to help students see knowledge as something holistic and interconnected. I also want to learn from local Elders and Knowledge Keepers so I can teach with respect and authenticity. As a future educator, I see this as part of my responsibility toward reconciliation—building understanding, respect, and a sense of belonging for all students.
Mission
My mission as an educator is to create a learning environment rooted in respect, connection, and understanding. I aim to weave Indigenous ways of knowing, being, and understanding into my teaching by embracing storytelling, land-based learning, and reflection. I am committed to learning from Elders and Knowledge Keepers, ensuring that Indigenous voices and perspectives are honoured in meaningful and authentic ways. Through this approach, I strive to nurture empathy, gratitude, and a sense of belonging in every student, helping them see learning as a holistic journey that connects heart, mind, and spirit.
Vision
My vision is to inspire a classroom community where all learners feel valued, connected, and empowered to see the world through multiple perspectives. I envision a learning space grounded in Indigenous ways of knowing, being, and understanding—one that honours the land, respects all cultures, and fosters relationships built on empathy and care. I see my students growing not only in knowledge but also in kindness, gratitude, and awareness of their shared responsibility toward reconciliation. Through this vision, I hope to help create a generation of learners who carry respect for diversity and the natural world into everything they do.
