My emerging teaching practice has been shaped through a combination of academic coursework, practicum experiences, coaching experiences, previous job experience as a private Kindergarten Teacher, as well as my personal experience as a Mother of three children, ages 19,17 and 14. Across the six TQS competencies, my theoretical learning directly informs how I teach in the classroom. My experiences have shown me that teaching is relational, reflective, ethically grounded, and requires ongoing growth. “Professionalism is more closely linked now with school development; in other words, to be a professional is to see your part in the whole picture and to play a role beyond your own immediate sphere of influence (Stoll & Louis, p.2, 2007).”  

 

Building strong relationships is foundational to my practice as a teacher. I believe that relationships are the heart of learning and of teaching. Through my various teaching roles, I have learned that students build relationships first, and once those are established they will be more willing to engage in learning both in and out of the classroom. It is imperative to invest time in building these student connections, and making meaningful connections. Humans naturally gravitate towards things that interest them. By learning first about who my students are outside of the classroom, this will allow me to incorporate their interests into my lessons, and in turn will likely lead to increased engagement in my classroom. The area of Mathematics is based on building and forming relationships. It is foundational to learning in that area specifically. When students start to understand that life in general is built on relationships, they begin to understand the importance of Mathematics outside of the walls of the classroom.

 

Reflection has been central to my professional growth. Through Professional Learning Conferences such as Teachers Conventions, collaboration with mentor teachers, and targeted professional development, I learned to examine my instructional choices and welcome constructive feedback. Brookfield (2017) highlights that critical reflection involves questioning assumptions and viewing practice from multiple perspectives—an approach that resonated with me. Honest reflection on challenges consistently became the catalyst for meaningful improvement.

My background in secondary mathematics shapes my approach to planning, instruction, and assessment. Because math can be abstract, I prioritize multiple representations, real-world contexts, and flexible strategies so students can access concepts in different ways. Practicum and EA experiences taught me to observe student thinking closely and provide timely, specific feedback, allowing me to adjust instruction to meet diverse needs and become more responsive.

 

Building inclusive classrooms has been central to my developing practice as an emerging teacher. Supporting learners with diverse needs and learning difficulties really hit close to home as my youngest son has epilepsy and developmental delays. Learning more about student mental health and anxiety has shown me that inclusion is fundamental, not optional. Simple, intentional adjustments, which I integrate at home with my youngest son, such as chunking instructions, offering quiet workspaces, and using positive reinforcements, really help students feel safe and capable and increase participation. “As educators we need to slow down, to be present and to pay attention to what truly is required in order to create “engaged, ethical and entrepreneurial citizens” (Inspiring Education, Alberta Learning, 2010)” (Holmes, p.94, 2014). We often rush through educating students, everything is about deadlines and curricular targets, we lose sight of the true purpose of education. Kindergarten through Grade 12 teaches children how they learn, what they need to succeed given their skill sets and their own abilities. K-12 exposes students to the ‘why’ behind their learning, and starts to create advocacy in their learning process. This is why the teacher is the facilitator of learning. They are the guide to help students learn about themselves as individuals. Socially, Emotionally and Academically. We frequently lose sight of this and can benefit from gentle reminders to stay intentional in our teaching. That’s why integrating Indigenous ways of knowing and being from our TQS requirements into our practice as emerging teachers is so important. It deepens our cultural responsiveness, broadens students’ perspectives, and fosters respectful relationships with Indigenous communities. Embracing these approaches supports more inclusive curriculum design, helps address historical omissions and biases, and models humility and reciprocity in the classroom. Ultimately, it enriches learners’ identities and learning experiences while aligning professional practice with ethical, community-centered education.

 

Practices like talking circles amplify student voices and foster respectful dialogue. Together, these experiences reflect my emerging teaching approach which is grounded in reflection, inclusion, relationships, and ongoing professional growth. Taking several Indigenous Studies courses at university, learning about First Nations, Métis, and Inuit perspectives, has truly deepened my humility and inspired my ongoing learning alongside students and community members. I accept that I will not possibly have all the answers, but prioritizing practices that center on student voice, such as talking circles, help foster respectful dialogue and belonging. Together, these experiences reflect an integrated emerging practice grounded in reflection, inclusion, strong relationships, and a commitment to ongoing professional growth.