About Me

Teaching Philosophy

The core of my teaching philosophy is to approach pedagogy from a place of learning and building relationships.  I always aim to learn with and about the students. Being open to learning about who they are, their likes and dislikes, habits, and quirks enables me to create more inclusive learning environments. Not only is learning about the students as individuals important, but learning from them is a privilege that educators receive. As persons, the students bring background knowledge, cultures, and lived experiences to the classroom life and to the curriculum. I always appreciate discovering how they perceive information and add nuances to mine and everyone else’s understanding in the class.

My learning about and with the students extends beyond the classroom to include colleagues, parents, and other members of the community. I always want to acknowledge the interconnection of peoples in how we develop our view points and how we live our daily lives. Whether through an art project or a discussion about a reading, I try to foster a playful and generative sense of collaboration between us: isn’t that how we all learn?

I believe that transparency and open discussion with students are vital ways to build relationships of mutual respect and trust. In a world where critical thinking is more and more important, addressing students’ questions and helping them to assess their sources is a very important skill.

Modelling an attitude of care, respect and openness is the thread that ties my teaching philosophy together; they can see what I believe in and it helps to build their trust. Once we develop those bonds of trust, as a classroom we can truly create rich and educational environments of discovery and growth.

My Art Practice

My multimedia art practice focuses on themes of culture, intergenerational relationships, identity, and memory. I am a second generation Canadian whose family comes from Myanmar. Born and raised in Canada, I grew to realize that certain aspects of my family’s culture and background were lost to me – such as language and traditions. Using art, I have been trying to reconnect with my heritage to keep it alive as the next generation of my family emerges. This study has shown me the importance of cultural sharing and giving platforms for people to speak about, and explore, their cultures.

Making art has allowed me to bloom as a person, not only developing my identity, but giving me a different way to look at the world. I have come to feel that every moment contributes to my art practice, building ideas that may come to life now or in the future.

Visualizing the Teaching Journey

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Almost a year has gone by since I embarked on this journey of becoming an educator. Although I anticipated for the unexpected to arise, I could never have predicted the twists and turns that have occurred, COVID-19 being a key example. I can feel that I am a different person from when I began, enriched by the bonds formed and all the learning that has occurred in all its different forms.

To visualize this journey, I decided to try a medium of art that I have never tried before – weaving. This exploration of a new way of making art, the uncertainty, trial and error, and moments of triumph, all embodied what I have felt this past year.

The most prominent part of this entire experience has been all the ties and connections that I have created. The people around me, from my teachers, to fellow students, to school advisors, have all taught me so much. Alongside those relationships, are the connections made between the theory and research that have been focused upon during classwork and practicum. Being able to connect content from one class to another has helped me develop a varied and rich perspective.

This weaving illustrates those bonds and the shift from where I was before this program to where I have come to now, and beyond. I find it important to also present the back of the weaving, made messy by knots and strands out of place. Of course this journey has not been without its hardships and moments of doubt, but even those moments of uncertainty and tension enrich the experience.

Teaching is textural, involved, and fulfilling. I cannot wait for how the rest of this journey builds upon this tapestry.