At the foundation of my classroom and teaching environment is teacher-student relationships. I have invested much time and effort into building a trusting and welcoming atmosphere both with and among the students. This has proved effective in my work as a TOC, creating an environment that allows students to work together, free from social status and academic standing. I have allowed my classroom and subject area to develop unity among students in a tolerant, respectful and caring community. Instilling this in the classroom did not come from rule-making or severe discipline but instead by relating to individuals as real people. Late policies, behavioural issues or absences were addressed by talking to the individual privately until a pattern occurred that compelled me to distribute deeper consequences. Having students open up to me has required trust, understanding and allowing myself to be known by students, all of which topped my priority list in the classroom.

    Part of my teaching theory also recognizes that students vary culturally, socially, behaviourally, psychologically and this will certainly cause them to differ academically. A belief like this has called me to be an adequate observer of students, capable of receiving student feedback and responding appropriately. This has also called me to be a “Jack of teaching trades”, being equipped with an assortment of strategies and being able to adapt the unit plan to accommodate learning needs. Amongst many strategies has been the use of lecture, video, library, independent projects and assignments, group work and peer questioning. Along with creating a lesson that doesn’t potentially exclude learners is also creating a lesson that draws students to participate and take responsibility in their learning.