Educational Philosophy

I see education through the filter of self-actualization because I believe in lifelong learning and continuous growth. To me, the goal of education is to keep stretching to align or realign ourselves to the best that we are capable of being but also, to reflect in the process by self-monitoring, self-regulating and self-modifying.

The role of education is to create the conditions that nurture every individual potential, and provide self-fulfillment. This way, learners are immersed in a culture of possibilities and optimism and feel in control of their learning by constantly looking for ways to grow.

I consider the habits of mind as foundational when it comes to cultivating self-directedness. Indeed, when learners inquire, persist, think about thinking, or even find humor in their explorations, they become autonomous and are truly engaged in the now as well as prepared for the unknown future.

Every learner, whether a child or an adult, must be treated with care and respect and nurtured in a safe, optimistic, and trusted social-emotional environment where it is alright to make mistakes, for those are “mis”-“takes” that allow us to refine ourselves. As an inclusive educator, I believe that we should celebrate diversity and create a culture where everyone belongs, where learning differences are welcomed and where everyone can exercise their agency and feel empowered. To fulfill the needs of our learners, we have the task to engage them in learning through various pathways and at their own pace by exercising flexibility.

One belief I hold is that we have the responsibility, as educators, to know the “whole” student, that is to know our students as people, not just as learners. Creating bonds through fostering a sense of community is of foremost importance to me.

As a proponent of invitational education, it is important to me to consider every person as able, valuable and responsible. I believe that all stakeholders possess untapped potential and that we can only develop a happy and healthy community when we are intentionally inviting in all domains, from creating welcoming spaces to writing engaging policies.

When leading, I value approachability, warmth and positivity but also enjoy soaking in a school culture where engaging in cognitive conflicts is accepted or even expected in order to push our thinking forward with the goal of continuously serving our learners and ourselves better and better.

When collaborating, I appreciate listening for understanding (rather than responding), seeking multiple perspectives and suspending my judgement to be effective and resourceful. When making decisions, I promote the use of data in order to avoid biased interpretations.

To me, practising lifelong learning is an evidence and a habit. I am driven by the desire to keep myself abreast of new educational trends, develop professionally and share back with my community and beyond in order to cultivate my educational vision and always keep my focus on serving students in the best possible ways.