I believe that a teacher should not hide their true self from their students.

I believe that parents should be active participants in the education of their children.

I believe that a teacher should not impose their personal, religious, or political beliefs on their students. Teachers should be open to discussion and accommodating to the personal, religious, and political beliefs held by students and their families.

I believe that all learners have the right to learn in the manner that best suits them: they have the right offer constructive criticism and question my teaching methods if they feel that their needs are not being met.

I believe students have the right to guide their own learning.

I believe that all students learn differently and at their own pace. Students who learn at a slower pace should be given the attention and care required to meet course expectations.

I believe that it is unfair to evaluate all learners based on the same criteria.

I believe that it is important for teachers to be concerned with nurturing and improving society and the surrounding community.

I believe that learners should work both cooperatively in groups as well as individually.

I believe students should be constantly encouraged to think critically and question themselves, others, and the world around them.

I believe that teaching is not just a career, but a lifestyle: I will behave the same inside and outside of the classroom, always exhibiting professional behaviour.

I believe that the focus of education is not solely academia, but to foster socially responsible citizens by equipping students socially and emotionally for life outside of school.

I spent my first practicum teaching English to grade seven and eight students at the Sambhota Tibetan School in Chauntra, Himachal Pradesh, India. Teaching in a Tibetan classroom, I learned to be flexible and willing to adapt to the given circumstances, whatever they may be: I also developed a great appreciation for the teaching resources that we have in Canada. While the students I taught were fairly proficient English speakers, the teaching experience I gained is closely related to that of a Canadian ESL or ELL teacher.

Through this experience, we were provided with unique cultural insights as we connected with both Indian and Tibetan members of the community. The cultural experience was unmatched and I learned much about Buddhist, Hindu, Sikh, and Muslim culture. This knowledge will prove useful as I begin teaching and am faced with students of varying cultural and religious backgrounds.