Teaching Philosophy

My philosophy of teaching is rooted in the belief that children flourish in relationships. I see each child as a growing tree that is in a vast and living forest. Trees are linked through the Wood Wide Web, exchanging nutrients and protection (Wohlleben, 2026), children are similarly strengthened by networks of care, collaboration, and shared understanding that surrounds them. Growth does not happen in isolation but unfolds through connection.

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 Drawing on Vygotsky’s views that learning is first social before it becomes internal (Mooney, 2013), I understand my role as walking alongside children by offering guidance, thoughtful questions, and responsive support. I am not the only source of knowledge, but part of the ecosystem that nurtures it. I am inspired by How Does Learning Happen? (OMEd, 2014), I believe that belonging, well-being, engagement, and expression as important steps that allow children to root deeply and reach out into the world confidently.

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Land-based perspectives and Etuaptmumk/Two -Eyed Seeing also shape my views on how I wish to practice. I honor both Indigenous and Western ways of knowing, recognizing and believing that wisdom lives in relationships with people, with places, and with the community. I believe that land is not a backdrop for learning but that it is an active teacher (Zimanyi et al., 2023).

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Emergent curriculum reflects my philosophy by encouraging flexibility rather than following a ridged script. I listen closely to children’s curiosities and co-construct experiences that evolve through child-led exploration (Bonello et al., 2025). Like a forest adapting to seasons, learning shifts and grows in response to the needs of those with in it.

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At its heart, my philosophy supports that children become their strongest selves when they are supported by a community that grows together