TEACHING PHILOSOPHY

My approach is child centered, holistic, interprofessional, and evidence informed. I am an advocate for trauma awareness and understanding. I believe in the importance of having a sociocultural, trauma informed lens, and to consider all impacting environments for my students. Through my trauma informed practice, I hope to create safe, and trustworthy classrooms for both students, families, and educators where we can foster learning, and development. This will help everyone to develop coping mechanism that are necessary to process, and integrate new experiences that will help the learner to retain information, and thrive. Trauma is a Greek word meaning wound and we know that where there are wounds there can be healing. Through this practice I acknowledge that no one is immune to trauma, and recognize that it may appear in many forms within my classroom. Together we are learning everyday about, and from each other. 

In my classroom I share my love of God, and Catholic faith practices with my students so that we strengthen our core values, and understandings of the Lord. I strive to foster a safe environment where students feel welcomed, and accepted. This will be a diverse space that offers rich learning experiences that is inquiry based, and sensitive to the needs of all learners. More than ever we are seeing vast differences in the learning styles, and needs of students as impacted by the pandemic which I hope to address with a responsive learning environment. The mental health, and emotional well-being of my students is just as important as their physical health. 

As a Primary/Junior Teacher I bring a unique experience to the role as I am also an Early Childhood Educator. I bring forth compassion, and understanding of Early Childhood Development, and growth for children ages 0-12. I will blend my understanding of the Code of Ethics, and Standards of Practice from the College of Early Childhood Educators alongside the Ethical Standards of the Ontario College of Teachers. Families today come in a variety forms, and no matter how different they're all to be celebrated. Children bring a unique experience to parenthood, and joy to those who provide a stable, loving, and permanent home. 

I am passionate about parental rights, co-parenting, blended families, and adoption. I feel strongly that all children are deserving of love, care, and that their well-being is to be held in the highest regard at all times to foster secure relationships in their interoception, and five senses. In the classroom this will take place through daily prayer, reflection, and meditation. It can also take form in religious retreats that I organize specifically for my students. This will help them to better self-regulate their bodies, feelings, and emotions. As a Catholic educator I enjoy spreading the love, and word of God to my students. I aspire to be a force of knowledge, compassion, and understanding for them so that they too can develop a relationship with God, and discover their own meaning of the Catholic Faith. I want them to know that prayer can help them to stay grounded, and that in difficult times it is ok to talk to God, and to turn to him in times of need. That we can show kindness to others, and find ways to help those in need in our community. Every child deserves to know that they are a child of God, made in his likeness, and image.

In the classroom students can look forward to engaging in a holistic environment that provides a diverse array of lesson plans, and assessment strategies that support student success in all areas. Differentiation will be implemented in a responsive way to address students educational needs for those with, or without identifications, and English language learners. Through daily prayer, and meditation students will be able to connect to God, and their classroom as a community that is reflective. This will create a space where they can share prayer intentions, and develop their bonds with each other. Culturally responsive, and relevant pedagogy will always be at the forefront of my practice, the materials I rely on, and experiences for students to embrace the rich, diverse cultural backgrounds that will be present in our classroom. As a trauma informed educator I will plan activities for my class to better understand our privilege for the land we occupy which will contribute to the Truth, and Reconciliation Calls to Action #64 I, II, and III (Truth and Reconcillation Commission of Canada, 2015). 

Lastly, I believe in the importance of life-long learning especially within my constructivist approach to learning. As time proceeds, and new teaching strategies, and pedagogy arise I hope that I will be able to continue to be informed on all the best practices for my future students. I look forward to working towards a Masters of Education in the upcoming months as I return to York University in the fall of 2024.

Stephanie Soares