My professional practice is guided by a commitment to thoughtful, responsive teaching rooted in the unique needs of each learner. I strive to apply what I know about curriculum, pedagogy, and student development in ways that foster growth, engagement, and success. Every day in the classroom presents an opportunity to reflect, adapt, and improve—because teaching isn’t static; it’s dynamic and always evolving.
Throughout my placements in Grade 4/5, 6 and 8 classrooms, I’ve seen firsthand that effective teaching begins with intentional planning and a deep understanding of who my students are. I design lessons that are accessible, inclusive, and challenging, using a variety of teaching strategies, assessment tools, and technology to support learning. I use ongoing formative assessment to guide my instruction and ensure students receive meaningful feedback that helps them improve and reflect on their own progress.
Equally important is my commitment to reflection and continuous improvement. After each unit, project, or even a single lesson, I reflect on what worked, what didn’t, and why. I engage in dialogue with colleagues to exchange ideas and consider new approaches. These conversations, along with feedback from students, fuel my desire to refine and strengthen my teaching practice.
I’ve come to understand that meaningful growth happens through this process of teaching, reflecting, and adapting. Working closely with associate teachers and peers has shown me that professional practice is never about perfection—it’s about being willing to learn, grow, and adapt so that every student has the opportunity to succeed.
Looking ahead, I’m committed to maintaining this reflective stance throughout my career. Whether through formal professional development, collaborative planning, or daily classroom reflection, I know that thoughtful professional practice will always remain central to who I am as a teacher.
Artifacts:
The following artifacts demonstrate my commitment to professional practice. Lesson plans and worksheets are downloadable.
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Measurement Scavenger Hunt
The Measurement Scavenger Hunt aligns directly with Strand E of the Ontario Grade 6 Mathematics Curriculum: Measurement. This strand emphasizes understanding and applying measurement concepts related to length, mass, capacity, and units of measurement through practical, real-world tasks. In this activity, students estimate and measure using appropriate tools and units, reinforcing key expectations such as selecting suitable units of measurement, converting between metric units, and justifying their reasoning.
Additionally, this activity supports the Professional Practice standard outlined by the Ontario College of Teachers (OCT). It demonstrates the thoughtful application of professional knowledge and experience by engaging students in an inquiry-based, hands-on task that connects mathematics to their everyday environment. The activity promotes student learning through active participation, use of appropriate pedagogy, and differentiated opportunities for success. By integrating estimation, accurate measurement, drawing, and reflection, it fosters critical thinking and meaningful assessment. The reflection component also encourages ongoing professional inquiry and dialogue about how to improve instruction, meeting individual student needs and deepening understanding in alignment with both the curriculum and professional standards.
Grade 6 – Healthy Eating Lesson Plan
This “Mindful Eating and Factors That Influence Food Choices” lesson for Day 1 fits perfectly with what Grade 6 students need to learn in Ontario’s Health and Physical Education program.
The lesson helps students understand what affects their food choices while building important life skills like self-awareness and empathy. Students will explore different reasons why people eat what they eat – including health needs, feelings, practical considerations, and social influences.
The teaching approach uses student-friendly activities like Think-Pair-Share and group sorting to keep everyone engaged. The lesson is designed to include all students, respect different cultures, and can be adjusted to help different types of learners succeed.
This lesson follows the Professional Practice standard set by the Ontario College of Teachers (OCT) by using thoughtful teaching methods, creating an inclusive classroom environment, and adapting to meet each student’s needs.
Assessment for this lesson plan was gathered through watching students work, listening to group talks, and reading or hearing student reflections. Written tests don’t work well for healthy eating classes. Students need to show they can talk about, think through, and use what they learn in real-life situations. Health class is about living well, not just memorizing facts. We should assess students on how they apply health concepts to everyday choices, not just how well they write about them.
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