Looking back on my time at Ryerson, I'm reminded of how this program prepared me with a unique set of skills for working with children and families. Iyer (2015) writes that holistic education teaches that if we look only at the structure of a system, then we limit learners ability to think creatively, problem solve effectively and connect globally to others. When education focuses on process and co-learning,  the learner becomes the navigator of their learning process.  

​

As my philosophy continues to take shape and evolve, I realize that I am both a learner and an educator. These qualities are parts of me as a whole, so I must also view the children and families I work with in this same way. We are each changing and working on part of a whole process.  This process is influenced by many components and considers the impact of having a supportive community to guide the learner, to challenge them and to reassure them that their contributions  are valuable.   

 

I believe my role as an educator is to facilitate authentic learning experiences that scaffold learners through inclusive practices that promote meaningful expression of the self. In practice, teaching to me is about investing in the mind, body and spirit of the learner.  Showing them that I value their unique responses, perspectives, self-determination and interests is how I can best foster positive professional relationships.