The practices of an educator defines who they are as an individual and an instructor. Throughout the experiences I have had as a coach, teacher or tutor I have continually been adapting how I teach in order to optimize the learning in individual and group settings. One of the most important things I have learned is how to address students. The role of a teacher in the classroom is often seen as higher or more powerful as the students. Through experience and many of the classes I have taken at the University of Victoria I have learned to abandon this role and try to find ways to address my players and students as equals. 

       As instructors begin to shift from the "supervisor" or "master" role students can then have the freedom to think critically about course material. Once teachers abandon this role everything they instruct is no longer absolute truth or fact which allows it to be questioned and refuted, In the right environment and setting this critical questioning and thinking is the most effective way to promote learning. It is not the regurgitation of material which shows learning but the application of ideas and strategies. 

   Below I have attached an article I wrote about instructing open mindedness in the physics classroom. This article in essence shows how even in a purely scientific course, questioning the norm can promote learning.