Letter of Introduction

A Teachers’ Autobiography and Philosophical Journey

I was born and raised in Vancouver, British Columbia. I have a diverse cultural background, with family all over the world, but a big family base here in Vancouver. Family dinners often consist of two dozen of my immediate family members. As a result of my upbringing, family is a core value that I believe must be immersed throughout ones education. 

I have always worked with children, ever since I was a child. Becoming a teacher was an obvious choice for me, but also a difficult choice to make. I debated about becoming a children’s rights advocate, having studied children in areas of conflict throughout my undergrad. I decided to go into education because I wanted to have a more direct impact on children. Now I have my Bachelor of Education, I am completing my Early Childhood Education Diploma. I currently teach a class of 8 Junior Kindergarten students. 

Ultimately it was one day when I was volunteering at the Ronald McDonald House BC that solidified my decision to become a teacher. I was doing arts and crafts with two sisters, one 3 and one 5. The 5 year old was complaining about the school at BC Children’s Hospital, saying that it was boring and she did not want to go, because she wasn’t learning anything new. She kept telling her teacher she wasn’t learning anything new, but the teacher was unable to listen. With everything else, however big or small, that goes on in children’s live I think it is important that at the very least they feel their voices are being heard and listened to. So I decided to become a teacher, to listen to as many voices as I can.

I have been involved in drama and musical theatre throughout my life, all because one of my elementary school teachers told me to audition one time for the school play. Ever since, I have found theatre to be an irreplaceable subject matter. Learning through play and drama is an invaluable experience. The life skills that theatre can teach a student are essential, to every other curricular subject area. Socio-dramatic play is a big focus of my teaching philosophy.

I am very passionate educator and I believe I bring a good quality of enthusiasm into the classroom. I learned that my passion was visible far outside the bounds of my classroom, and that with just a few interactions I had an impact as a role model on many different students in the school. This feeling of being a role model no matter where I am definitely changed my philosophy as an educator. I became aware very quickly that in coaching the older grades, or going on a field trip, I had eyes on my at all times, absorbing everything I did. I was happy to see how much learning occurs outside of the classroom, and happy to bring my passion outside of the classroom as well. 

I am excited to show my prior learning from past volunteer and work experience, as well as course work. A great deal of my experience educating children has come from my years volunteering and working at the Ronald McDonald House BC & Yukon. Though I am fortunate in having had the opportunity to work with all age levels, teaching grades 3, 6, and 7, I know that early childhood education is where I would most like to make my career. I have enjoyed teaching Kindergarten summer camps, working at UBC Daycares with infant and toddlers, and this year teaching my own class of Junior Kindergarten. My philosophy of teaching emphasizes inclusion and equal opportunities. I believe that all students can experience success given the right context; my job as an educator is to create that context. To do so, I must discover how a student learns best, create a trusting relationship, and establish a safe environment in the classroom. Having participated extensively in athletics and fine arts all my life, I am very enthusiastic about providing a balanced education to produce well-rounded children. My training in the Kindergarten & Primary Years Cohort at the University of British Columbia, my Kindergarten Instructor Certificate, and years of work and volunteer experience have helped me become aware of how to create an inclusive environment, affording students with the tools to succeed.