Pedagogue
Introduction
My pedagogical expertise is rooted in the core belief that every child possesses immense potential, even if they cannot always see it themselves. As a teacher, I view my role as a guide, helping students recognize their strengths and capabilities while also understanding the responsibility we bear in shaping future leaders. I strive to create a positive and safe classroom environment where students are encouraged to explore their identities, engage in problem-solving, and develop critical thinking skills.
Central to my teaching approach is the emphasis on vulnerability and emotional intelligence. I incorporate Social and Emotional Learning (SEL) activities to facilitate self-discovery and promote healthy emotional expression among students. By fostering an open and supportive atmosphere, I build strong relationships with my students, which allows me to adapt my teaching strategies to meet their individual needs.
Over time, my understanding of student needs has deepened, largely due to my interactions with other educators on platforms like Instagram, my own experiences with intensive trauma therapy, and my reflections on my childhood experiences. This ongoing learning has sharpened my vision for teaching and enhanced my ability to create an inclusive learning environment.
As I look to the future, my goals include further developing a safe and nurturing space for all students and taking on mentorship roles within my school community. By sharing my experiences and insights, I hope to inspire and support both students and fellow educators in their growth.
Using SEL in my lessons
One of the core elements of my pedagogical approach is the integration of Social-Emotional Learning (SEL) into my lessons. This focus has been instrumental in creating a classroom environment where students feel emotionally safe and connected, fostering both personal growth and academic success (Porges, 2011; Cole et al, 2005). At the start of each month, I introduce a new SEL theme, which guides our activities and discussions. These themes have included goal setting, perseverance, thankfulness, self-love, growth mindset, diversity, resolutions, and giving back (Elias & Arnold, 2006; Schonert-Reichl, 2017; Life skills – Be Good People curriculum, N.D.). I collaborate with students to create a classroom display reflecting the theme, using creative activities that allow them to express their ideas visually (see pictures # 1). This display remains visible throughout the month, serving as a constant reminder of the theme we’re working on and creating ownership (Andrew-Power & Gormley, 2009; Responsive Classroom, 2017). It provides students with the opportunity to learn from each other, grow appreciation for each others work or ideas, nurtures empathy, respect and a stronger sense of classroom community (Responsive Classroom, 2017).
In addition to the monthly themes, I have developed a three-part bullying lesson sequence (See pictures # 2). The sequence begins with understanding what bullying is and recognizing different forms it can take (Durlak et al., 2011; Woolfolk, 2013; Tuckman, 1965; CASEL, 2013). The second part focuses on setting personal boundaries, while the final lesson emphasizes the importance of being an upstander. Each sequence culminates in a creative display, where students contribute messages of encouragement for peers who might be facing difficult moments (Durlak et al., 2011; Woolfolk, 2013; Tuckman, 1965; CASEL, 2013) (See pictures # 3). This hands-on approach allows students to internalize the lessons in a personal and meaningful way.
These SEL activities have had a noticeable impact on the classroom atmosphere. At the beginning, students were often resistant, unsure of the purpose behind discussing emotions and personal growth in a classroom setting. However, as the activities became a regular part of our routine, this resistance gradually faded. Now, students engage in open discussions about their feelings, ask meaningful questions, and share experiences, either one-on-one or as a group. I have seen students who previously struggled with a fixed mindset adopt a more growth-oriented perspective, openly acknowledging their strengths and qualities.
The impact of this openness has extended beyond individual development, contributing to a stronger sense of community within the classroom. Students have initiated discussions on challenging topics, such as difficult home situations or self-harm, seeking to understand themselves and each other better. This vulnerability has deepened relationships within the group, creating an environment where students feel safe to explore complex emotions and support one another.
Feedback from both colleagues and students has highlighted the success of these initiatives. Students describe the classroom as colorful, inviting, and a space where they feel comfortable sharing their thoughts. My colleagues have praised the displays as a beautiful initiative, noting how they enhance the learning environment. Additionally, at my current school, the support team has decided to work with me to expand these SEL displays and lessons to other teachers and mentors. The goal is to see these displays in classrooms school-wide and to help educators build confidence in implementing SEL and discussing mental health topics with their students.
Reflecting on this journey, I see SEL as a powerful tool in building a resilient and cohesive classroom community. Though my approach is still evolving, the changes in student behavior and engagement affirm that integrating SEL is not only beneficial but essential for fostering a positive learning environment. This positive change motivates me to continue refining my SEL strategies, ensuring that students have the emotional skills they need to navigate both school and life.
Supporting Student Autonomy and Engagement
Promoting student autonomy is a central focus of my teaching practice, as I believe it is essential for fostering motivation, independence, and confidence ( Deci & Ryan, 2000). From the moment students enter my classroom, they are encouraged to take ownership of their learning. To facilitate this, I have established routines that empower students to manage their responsibilities with minimal intervention, which increases their self-efficiency (Bandura, 1997). For example, I have a pick-up and hand-in basket system for assignments, as well as a "missed lesson" basket, where students can independently catch up on any work they may have missed (see picture # 4). I use visual aids like whiteboard magnets to indicate what materials students need to have ready, what we will be doing, and how they should prepare for the lesson (Bandura, 1997; Woolfolk, 2013; Marzano, 2008) (See Picture # 5). Additionally, I incorporate hand signals to gauge levels of understanding, allowing students to communicate their needs quickly and effectively (Lemov, 2015; Marzano, 2008).
Beyond these routines, I make a concerted effort to offer choice in assignments and test preparation (Deci & Ryan, 2000; Glasser, 1998). When it comes to preparing for assessments, students are involved in planning how and in what order they will study. I model study techniques and provide a choice board for assignments, giving them options for how they wish to demonstrate their understanding (Deci & Ryan, 2000; Glasser, 1998; Ur, 2012; Geerts & Kralingen, 2018). Creative assignments, where students can select the books they want to read or the topics they wish to write about, have proven to be far more motivating than traditional, one-size-fits-all tasks (Glasser, 1998; Allington, 2012; Miller, 2009). These opportunities for choice have significantly increased student engagement, as students are more enthusiastic about the material when they have a say in how they approach it (see pictures # 6).
Each week, I implement a week task, where students are provided with a list of exercises to complete independently. They have the autonomy to decide how to distribute the work over the week (Deci & Ryan, 2000). To support this, I developed a system where students can use a hand signal to request access to a correction key, allowing them to check their work independently (Zimmerman, 2002; Marzano, 2008). At the end of the week, they show me their corrected work, and we discuss their progress using a color-coded system (green, orange, red) to track how they are doing (Black & Wiliam, 1998; Speltincx & Vanhoof, 2021). This weekly routine encourages students to take responsibility for their learning while also providing a clear structure for them to follow (Zimmerman, 2002). (See pictures # 7 + document # 1)
In the beginning, some students struggled with this level of autonomy, especially those who had developed learned helplessness (Seligman, 1972; Deci & Ryan, 2000; Woolfolk, 2013). To address this, I created a step-by-step guide to help students navigate the week task and modeled each stage, guiding them through the process and offering support for their executive functioning skills (Geerts & Kralingen, 2018; Guiang-Myers, 2021; Meltzer, 2021) (see pictures # 7). Initially, if students did not finish their work by the end of the week, they were required to stay after class, but I quickly realized that this was counterproductive. It demotivated students and did not encourage the independence I wanted to foster. In response, I shifted to a whole-group/small-group model, where I check each student's progress collectively (Tomilson, 2017). This allows me to engage in meaningful conversations with them about their work, help them with planning, and offer support if they are falling behind (Tomilson, 2017).
The shift towards promoting autonomy has had a positive impact on student motivation and classroom dynamics. Choice-based assignments and creative tasks have led to increased enthusiasm, while the weekly task routine has helped students develop better time management skills. This evolution in my approach has been noted by colleagues and mentors, who have commented on the growth in student responsibility and independence. Reflecting on this, I have learned that autonomy needs to be built gradually, with clear guidance and trust in students' capabilities. I continue to refine my strategies, ensuring that students feel empowered to take ownership of their learning while receiving the support they need to succeed.
Supporting Students with Disabilities
Supporting students with disabilities or challenging home situations is a cornerstone of my pedagogical approach. I believe in creating a learning environment that accommodates each student's unique needs, ensuring they feel understood and supported both academically and emotionally (Meye et al, 2014). One of the most significant experiences in this area involved a student, who has severe dyslexia and struggles particularly with language-based subjects like English and French. His frustration with learning languages had begun to manifest in his classroom behavior and declining grades, leading to a noticeable shift in his engagement and mood.
To address these challenges, I observed the student during lessons, consulted with his parents and RT (remedial teaching) teacher, and experimented with different interventions. Based on my observations and conversations, I identified several key strategies to support him. For example, I recommended extra time for tests to help the student process information at his own pace and encouraged the use of Claroread, an assistive technology that offers auditory support (Edyburn, 2013; Shaywitz, 2003). Additionally, I proposed that whenever possible, he be assessed orally rather than through traditional written tests. This shift acknowledged that the student's verbal proficiency was much stronger than his writing ability, allowing him to demonstrate his knowledge without the constraints of his dyslexia (Shaywitz, 2003). After implementing oral assessments, his grades improved significantly, even if not yet to a passing level, demonstrating the effectiveness of this accommodation.
To ensure that the student could focus during written tasks, I suggested adjusting the font and background color of his tests and using darker-colored paper to help him concentrate on one section at a time (Shaywitz, 2003, Huxham, Campbell & Westwood, 2012). These small adjustments, grounded in research on dyslexia, reduced the visual stress that often hindered his performance. Furthermore, I emphasized the importance of creating a positive learning environment where the student felt safe to make mistakes without fear of judgment. I encouraged all of his teachers to recognize his effort, providing consistent and compassionate support. These efforts aimed not only to improve his academic performance but also to address his emotional well-being, reducing the somberness and frustration he felt from previous experiences.
This approach is rooted in my commitment to equity in education, where every student receives the support they need to succeed. My belief in Universal Design for Learning (UDL) guided my recommendations, advocating for flexible learning environments that accommodate diverse learners by offering multiple means of representation and expression (Meyer et al., 2014). In the student's case, this meant allowing him to engage with content in ways that bypassed his reading difficulties, enabling him to showcase his strengths.
The results of these accommodations were evident not only in the student's improved academic outcomes but also in his behavior. He became more engaged in lessons, participating actively and expressing a newfound willingness to take on challenges. His parents expressed relief and gratitude, noting that the interventions made him feel seen and understood. This experience underscored the importance of personalized support and the profound impact it can have on a student’s emotional and academic journey (Meyer et al., 2014).
Beyond my work with the student, I extend this personalized support to other students facing various challenges. I have worked with autistic students, providing printed notes and seating arrangements that minimize distractions, and with students who have severe anxiety or face difficult home situations (KES, 2005; Woolfolk, 2013; Porges, 2011; Cole et al., 2005). For one student struggling with anxiety and self-harm, I developed an intervention plan in collaboration with her mentor, meeting with her regularly to check in on her progress and emotional well-being (KES, 2005; Woolfolk, 2013; Porges, 2011; Cole et al., 2005). This consistency and personalized attention have allowed students to open up, become more engaged in lessons, and show marked improvement both emotionally and academically (KES, 2005; Woolfolk, 2013; Porges, 2011; Cole et al., 2005).
Reflecting on these experiences, I am constantly reminded of the resilience and potential of my students when they are given the support they need. My commitment to providing accommodations is driven by my own experiences with trauma, wrist injuries, and learning challenges, which have given me a deeper understanding of the barriers students may face. This personal connection fuels my dedication to ensuring that every student feels valued, capable, and seen for who they are, not just their academic performance.
