My Commitment

Teaching is part of my identity. It defines who I am and I take great enjoyment in helping others reach their full potential as students, athletes, and leaders of the future. I take the profession of teaching seriously and understand that I have an immense impact on the lives of my students. As such, I am committed to constructing a school environment that promotes innovation, while fostering important aspects of adolescence such as creativity and originality.

I strongly believe that Experiential Learning is the key to achieving the aforementioned. I envision an education system where students are not restricted to learning in the classroom. Exploring the world by doing makes lesson content much more meaningful, especially when concepts are relevant and relatable. Furthermore, the opportunity for students to interact with the outdoors and the world around them instills a sense of connectivity to the local and global community. I believe that the benefits of learning through experience are plentiful and would love to incorporate this vision in my classroom and school.

On this page, I have shared resources and documents that relate to my professional commitment as a future teacher. The video on this page delineates my belief in experiential learning and my dream for the future of education. My responses to the BC Teacher Regulation Branch Standards reflect my philosophical and pedagogical views on education. In these standards, I have offered many tangible example of what learning will look like in my classroom. Finally, I have highlighted a select few current issues that I believe pose a threat to student learning in today’s society.

If you have any questions about my philosophy or beliefs about education, I would love to discuss them with you.

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Experiential Learning

As a Director of the BC Heritage Fairs Society, I organize an annual history camp for students from Grades 4-10 across the province. One of the strengths of the program is the experiential learning component where students are able to delve into the local history of BC's diverse regions.
As a Director of the BC Heritage Fairs Society, I organize an annual history camp for students from Grades 4-10 across the province. One of the strengths of the program is the experiential learning component where students are able to delve into the local history of BC's diverse regions.
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The rates of bullying in today's society are skyrocketing. Teachers have a crucial role in bullying prevention and intervention in schools. However, the fact is, an abundance of bullying is occurring over the Internet. How can we monitor and regulate cyber-bullying like this?
The rates of bullying in today's society are skyrocketing. Teachers have a crucial role in bullying prevention and intervention in schools. However, the fact is, an abundance of bullying is occurring over the Internet. How can we monitor and regulate cyber-bullying like this?

My Responses to the BC Teaching Standards

Folder contents:

  • Standard 1
    Educators value and care for all students and act in their best interests
  • Standard 2
    Educators are role models who act ethically and honestly
  • Standard 3
    Educators understand and apply knowledge of student growth and development
  • Standard 4
    Educators value the involvement and support of parents, guardians, families and communities in schools
  • Standard 5
    Educators implement effective practices in areas of planning, instruction, assessment, evaluation and reporting
  • Standard 6
    Educators have a broad knowledge base and understand the subject areas they teach
  • Standard 7
    Educators engage in career-long learning
  • Standard 8
    Educators contribute to the profession
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Kolb's Learning Styles and Experiential Learning Cycle

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Kolb's experiential learning style theory is typically represented by a four stage learning cycle in which the learner 'touches all the bases':

1. Concrete Experience - (a new experience of situation is encountered, or a reinterpretation of existing experience).

2. Reflective Observation (of the new experience. Of particular importance are any inconsistencies between experience and understanding).

3. Abstract Conceptualization (Reflection gives rise to a new idea, or a modification of an existing abstract concept).

4. Active Experimentation (the learner applies them to the world around them to see what results).

 

For more information about Kolb's process of experiential learning see the link to his publication below:

  • Kolb, 1984
    Experiential learning: Experience as the source of learning and development
Updated on 13 December 2016, 16:17; 2102 page visits from 16 March 2014 to 27 April 2025