Teaching Philosophy

In my teaching practice, I view students as active learners, constantly re-evaluating practice and re-creating knowledge. My teaching goals are to (a) offer up-to-date knowledge based on recent research and progressive ideas in the field, (b) facilitate students’ growth in their authentic learning journey, (c) treat the group as a community of learners, actively contributing to the course, and (d) advocate for the incorporation of social justice and equity in considering this new knowledge and in its application to practice.

In class tasks, I aim for deep understanding and active engagement in meaningful learning, fundamentally constructing knowledge through individual metacognitive processes and through experiential learning opportunities. I also apply an open pedagogical approach, where the intention is for students’ work produced in class to move beyond the ‘classroom’ and filter into their professional work as well as the community.

I hope that students use knowledge and skills gained in their ongoing reflective process and continuously critique and create new knowledge for the good of all children and their families’ well-being.

Sample Lecture Excerpts

Below are sample excerpts of recent micro-lectures as part of the Literacy in the Early Years course in the Bachelor of Early Childhood Education program at Brock University. These micro-lectures are presented to undergraduate students covering current research and theories on the conceptualization of literacy, literacy development, and traditional and contemporary educational practices.

Clip#1: Literacy

This clip is from the first module in the course covering conceptual and theoretical aspects of literacy in the early years. The aim of this segment is to encourage students to think about literacy as it is constantly in use in our daily lives, reflecting the notion of multiliteracies.

Clip #2: Relationships

This segment is derived from a micro-lecture on the centrality of relationships in literacy development. It includes intra- and inter-generational literacy, the role of relationships in building trust, feeling open to share meaning, and how literacy fosters one’s sense of self.

Clip #3: Literacy and Identity

This clip is part of the closing module in the literacy course titled “Human Identity: Sociocultural and Posthuman Worlds”. It drives home the connection between literacy and human identity, particularly as it is set strongest in the early years and fostered in early learning settings.