Throughout my teaching career, I have come to understand that my role is not only to impact knowledge but to guide and support students in unlocking their full potential. I believe that I am teaching the future leaders of the world, and my task is to instil in them the confidence and tools they need to thrive, both academically and personally. This belief has shaped every aspect of my teaching, from the environment I create in my classroom to the methods I use to engage students. My commitment to fostering a safe, inclusive, and differentiated learning environment is deeply rooted in both my personal experiences and my understanding of research-backed strategies.

A key principle that informs my approach is the importance of creating a safe environment, rooted in Polyvagal Theory (Porges, 2011). I learned about this theory during my own journey with PTSD, and it has reshaped my views of my classroom environment. I know firsthand how essential it is to feel secure in order to focus and engage (Porges, 2011; Bluestein, 2001). Learning cannot happen if we do not feel safe (Porges, 2011).This understanding has led me to implement structured routines, brain breaks, and predictable lesson formats to help reduce students' anxiety, boredom and allow them to engage more fully with the material (Bluestein, 2001). By fostering this sense of safety, I am not only enabling students to access higher-order thinking skills, but I am also creating an environment where they feel supported emotionally (Porges, 2011; Geerts & Kralingen, 2018). In today’s world, where many students face challenges related to mental health or adverse experiences, a trauma-informed approach is critical. My goal is to teach the subject matter while also equipping students with emotional regulation skills that will benefit them in everyday life long after they leave my classroom.

Over the course of my career, my teaching methods have evolved significantly. In the beginning, I followed a more traditional approach, focusing heavily on direct instruction. However, once I began teaching independently after my first year in the bachelor program, I had the freedom to experiment with new ideas. During my second year, I developed a station-based curriculum that integrated reading and writing, designed to improve writing skills through hands-on activities. What struck me most was how students who had previously struggled with grammar found themselves more motivated and confident as they focused on reading and practical applications of language.

One of the most significant turning points in my teaching journey came during my third year of the bachelor program when I had to adapt to teaching in a wheelchair after developing a disability. Navigating the challenges of mobility while maintaining the same level of engagement with my students required both flexibility and creativity. This experience taught me invaluable lessons about perseverance and adaptability, qualities that I now strive to pass on to my students. The experience also deepened my empathy for students facing their own challenges, reminding me of the importance of meeting each student where they are, rather than expecting everyone to fit the same mold.

In addition to the physical adaptations I made, I incorporated brain breaks into my lessons, which improved attention and reduced disruptions. Research shows that brain breaks can boost focus and help students sustain attention over longer periods (Jensen, 2005). I witnessed firsthand how these short breaks, paired with educational games like Jenga and memory challenges, increased participation and made learning more enjoyable. It wasn’t just about academic progress—students seemed happier, more engaged, and eager to learn. This shift in atmosphere was especially noticeable after I started teaching at my new school this year. Working with a new group of students, I’ve been able to bring this combination of structured engagement and flexibility to create an environment where learning feels both fun and safe.

Throughout this time, I have also maintained a focus on inclusive education, ensuring that my classroom is a space where every student feels welcome and supported, regardless of their background or ability. Differentiation is key here—each student comes with their own strengths, needs, and learning styles, and it is my responsibility to adapt my teaching to meet these diverse needs (Geerts & Kralingen, 2018; Woolfolk, 2013). Whether through station work, hands-on activities, or targeted feedback, I strive to create opportunities for auditory, visual, and kinesthetic learners alike. I have seen how this approach can transform the classroom into a space where all students feel they have a chance to succeed.

In the end, teaching for me is about much more than just academics. I see my role as nurturing the emotional resilience and critical thinking skills that will prepare my students for the world beyond school. My vision is grounded in the belief that learning should be inclusive, engaging, and supportive. Every student has the potential to achieve great things, and it is my mission to help them discover their own strengths and believe in their ability to succeed. By blending trauma-informed practices with innovative, research-backed teaching methods, I aim to create a classroom where all students feel safe, valued, and empowered to reach their full potential.

 

 

Throughout my degree program, my professional development has been marked by significant challenges and invaluable growth opportunities. Early in my teaching career, I was deeply engaged in academic theory, but my second year brought an unexpected personal challenge when I was diagnosed with fibromyalgia. This diagnosis required me to navigate ongoing surgeries, intensive therapy, and chronic pain—all while maintaining my teaching responsibilities. Balancing these aspects of my life forced me to adapt, developing resilience and flexibility that are now central to my approach in my classroom.

Teaching during this period became more than a professional obligation; it was a space of growth, learning, and healing. Facing these health challenges changed how I viewed my role as an educator, making me more empathetic toward students grappling with their own obstacles—whether academic or personal. This awareness fostered a commitment to creating a supportive and inclusive classroom environment, where students feel safe to express themselves and engage without fear of judgment (Porges, 2011; Bluestein, 2001; Woolfolk, 2013). It also instilled in me the importance of prioritizing both the mental and emotional well-being of my students, aligning with my application of Polyvagal Theory and trauma-informed practices (Porges, 2011).

One of the most transformative aspects of this time was learning to teach independently, outside the traditional internship frameworks. Having been offered a teaching position right out of my first year internship, I started teaching independently very early on. This autonomy allowed me the freedom to experiment with various teaching strategies tailored to my students' unique needs. Lacking the same levels of supervision, I relied on my instincts and real-world feedback from students and colleagues to guide my decisions, cultivating a student-centered environment focused on engagement through practical activities.

To compensate for limited in-person exposure to diverse teaching styles, I turned to an online community of teacher influencers. These digital platforms became invaluable sources of inspiration, providing insights into classroom management, technology integration, and creative lesson planning. For instance, I learned to use games like Jenga and dominoes to teach grammar in an engaging manner, transforming potentially dry lessons into lively experiences (Jensen, 2010). Observing fellow educators share their successes and challenges fostered a sense of community and reinforced that teaching is a shared, evolving practice.

Engaging with these online resources highlighted the importance of blending theoretical knowledge with practical, real-world strategies. While my academic training provided a strong foundation, it was through interactions with teacher influencers that I realized the potential of creative, interactive teaching methods to elevate learning. They taught me to make grammar enjoyable, integrate movement through brain breaks, and manage a classroom with warmth and structure. These experiences have significantly shaped the teacher I am today. I am now adaptive, open to learning, and consistently seeking ways to make my classroom more inclusive and engaging for all students.

This past school year has been particularly pivotal, marked by both challenges and profound growth. After experiencing burnout and illness, my transition to a new school this September has felt like a breath of fresh air. The warmth and welcoming atmosphere here has allowed me to feel genuinely accepted and supported by both colleagues and students. I have received positive feedback about my structured routines and classroom management, which have been essential in fostering a productive learning environment. The decorations in my classroom, which reflect my commitment to social-emotional learning (SEL), resonate with my students and contribute to our classroom culture. Additionally, I am thrilled to collaborate with the support team to adapt these SEL activities for school-wide implementation, reinforcing our collective commitment to creating a supportive community.

Despite these positive changes, I remain aware of my critical nature, which can sometimes affect my self-perception as a teacher. However, the growth I’ve experienced through therapy has equipped me with the tools to navigate these feelings, enabling me to embrace constructive self-reflection without overshadowing my achievements. Reflecting on this journey, I recognize how far I have come since my initial struggles. The combination of a supportive environment, engaging teaching practices, and personal growth through therapy has not only improved my teaching but has also reinforced my belief in the transformative power of education.

During my PD 4B internship, I experienced a significant shift in my development as an educator, marked by a the changes applied after the challenges I faced in my previous internship (PD 4A). Last year, I struggled with difficult classroom dynamics and received increasingly negative feedback from my mentor, which severely impacted my confidence and led me to question my suitability as a teacher. This experience was very difficult, as it contrasted sharply with my earlier successes and positive feedback. The weight of these challenges was heavy, and I found myself feeling crushed and retriggered by past trauma.

Determined to turn this around, I engaged in a digital course over the summer, where I learned from fellow educators and researchers to develop a comprehensive classroom management plan. This preparation became crucial as I transitioned to a new school environment in September, where I was met with a warm and welcoming atmosphere. The difference was palpable; I received compliments and was told that I was inspiring. Slowly, I began to reclaim my personality, creativity, and unique teaching style, which had been suppressed during my earlier struggles.

While I still grapple with the lingering effects of my past experiences, I have learned invaluable lessons. I now understand the importance of being authentic in my teaching approach. I can no longer force myself to adopt a style that doesn’t resonate with me; my quirky decorations, engaging games, and adapted routines are integral to my identity as an educator. When I embraced my true self in the classroom, I noticed that my students responded positively, sensing my authenticity and enthusiasm.

This journey of growth has been an uphill battle, but I was pleasantly surprised by how my summer preparation, a three-month sick leave, and a new mindset positively influenced my teaching. The feedback I received from my students and colleagues during this internship was a complete turnaround. It was heartening to witness how my efforts translated into a thriving classroom environment.

In terms of actionable feedback from my OTA, I plan to pay closer attention to the timing and effectiveness of brain breaks, ensuring they enhance rather than impair productivity. Additionally, I aim to model the planning steps for completing weekly tasks to provide the necessary structure for students who struggle with executive functioning skills. By focusing on these areas, I hope to continue building a supportive and structured learning environment for all my students. My development-oriented feedback also included questions in regards to how I track student progress. This is acheived through the use of a weekly task that students complete, correct and then discuss with me. I keep track in my book of their progress (green, orange, red system) and meet with every student (small-group intervention) for ten minutes every week in order to either offer more challenge, extra practice, extra support or to formatively evaluate their progress through a CLT task. So far I have really like this system as I have a clear over view of students learning and can intervene earlier. Furthermore, the feedback for my internship evaluation was very positive. One comment mentioned that by creating my own materials, I give myself a bigger workload. This is something I truly enjoy making and which gives me energy but I also want to make sure I keep a good work life balance and have moments or rest in between my working days.

 

> Scroll down to see my internship evaluation and OTA