Classroom Managment
As an educator, I create a classroom environment that prioritizes inclusion and wellbeing. School can be a safe place for some students and a place of activation for others, such as neurodiverse learners and students who have experienced trauma. I lead my classroom management through a trauma-responsive framework. This means that I build rapport and relationships with students as my first priority. Students cannot learn when they feel unsafe, they are hungry, or disconnected (from the lesson or each other). I get to know their interests to weave their skills and ideas into lesson planning, which assists in the content-to-context delivery of material to help students make connections. I am a dynamic and movement-based facilitator, who makes links to curriculum through storytelling and current media. This practice is successful in helping students to be attentive, and sometimes, we get active to shake out the exhaustion or difficult feelings. I respect the knowledge and experiences the students bring into the room and keep my door open, and my ears open, for how to connect the syllabus and topics to their learning and life goals. When a student is activated or dysregulated, I support all students to take a pause, and use wellbeing strategies to carry us through the moment and complete the lesson goals.
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Classroom agreements
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Reliable class routine
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Trusting relationships
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Accountability in the space
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Consistency & care
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Universal design
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Use of technology & media
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Student goal setting
Diversity and Inclusion
As an intersectional feminist, I am a champion for equity. This means that I recognize the ways in which marginalizations, such as classism, racism, sexism, homophobia, transphobia, xenophobia, colonialism, ableism and saneism, are reinforced within and by hegemonic, white-settler-designed educational institutions.
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Through my work in developmental services, with survivors of sexual trauma, as a volunteer with immigrant settlement work and 2SLGBTQIA+ inclusion, I have engaged in diversity, equity and inclusion as an educational professional and in my personal life, as an advocate and ally, and as a person with lived experience.
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We are whole beings, connected to our values and culture, our environments, our community, our food, and each other. We can learn to think critically and democratically, self-reflect and build empathy for others. We can nurture a sharing economy, of ideas, skills, produce and products, where all people can contribute and be known.
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I believe that a welcoming classroom is where we belong.
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Critical pedagogy
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Place-based learning
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Critical race theory
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Queer theory
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Disability theory
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Culturally relevant and responsive pedagogy
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Anti-Racism/Anti-Oppression
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Intersectionality
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Critical Feminism
