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Teaching Philosophy

 

 

I am because you are 

—Ubuntu Proverb 

The platform I have been given and the voice I use in the classroom have been afforded to me through the sacrifice and contributions of many who stood before me. Who I am as a teacher is because of the connection and care of community, which has molded my experiences and guides my approach to student learning. My purpose for teaching is centered on the emancipation of marginalized voices— honouring those who came before me and those who are yet to come. 

Prior to entering the field of education, my academic journey began in business. During the 11 years I have spent as a post-secondary student I have met several interdisciplinary educators who employed a variety of teaching approaches. Some educators were transformative leaders, some exuded empathy and empowered students to succeed, while some only met the course requirements. Some had great public speaking skills and some displayed great subject matter expertise. However, out of all my educators, only two recognized the significant role that my visible identity as a Black woman played in informing my academic experiences and the social norms that regulated their classroom. By tailoring their course outlines and providing individualized learning experiences, those two educators unknowingly taught me how to disrupt the status quo while being an effective teacher. 

The philosophy that guides my teaching approach is rooted in 5 key principles which enable me to expand students’ learning experiences outside of the confinements of a classroom and challenge them to push past the barriers that define success. As a teacher I believe that: 

  1. Teaching has to be culturally-and-socially responsive 

  2. Teaching must be committed to community and fostering relationships 

  3. Teaching must be student-centered and driven by passionate pedagogy 

  4. Teachers should use an evidence-based approach 

  5. Teachers must engage in critical reflexivity and value feedback 

 

 

 

 

 

 

 

 

 

 

 

 

 

My approach to designing a course entails an iterative process whereby consultation from students is factored into the individualized strategies of each students’ learning needs. Although each principle plays a distinct role in informing my teaching approach, it is necessary that the principles are enacted in a collaborative manner to ensure students receive the necessary tools to fuel their life-long learning journey.

Prospective Course Syllabus

Teaching Certificates

Certificate in University Teaching and Learning for Graduate Students and Postdoctoral Scholars —Western University 

 

  • Course Design

  • Active Learning 

  • Authentic Assessment

  • Microteaching

  • Classroom community

EDGE—Mitacs

 

  • Fostering a Culture of Reconciliation, Equity, Diversity, and Inclusion 

  • Incorporating Reconciliation, Equity, Diversity, and Inclusion 

  • Leadership Skills

  • Research and Development Management 

  • Project and Time Management

  • Networking Skills 

Certificate in Teaching and Learning in Higher Education—Brock University 

 

  • Mindfully Making Our Way in the Classroom

  • Facilitating Seminar Discussions Workshop

  • Ice-Breakers and Energizers: Strategies to Enhance Motivation Workshop

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