Global Perspectives can be a challenging class as students are required to learn new skills like evaluate, reflect, analyse, communicate and research. However these skills are very important life skills and life changing supporting students to extend knowledge, reflect consciously and become aware of many aspects of society and the world we live in from a personal, local, regional and global view. It also largely supports learning how to communicate, write and communicate ones understanding in discussions and essays or fun interactive presentations.

I am a certified Canadian educator, and my teaching experience includes Primary Years Cambridge curriculum in English Language Arts, English Literature, Maths, Humanities and Global Perspectives for both Primary Years (Grades 3,4,6 and Lower Secondary. I also have experience teaching Personal, Social, Health Education (PSHE) as well as Physical Education, and life skills for classes in both Primary, Lower and Upper Secondary. My education philosophy is rooted in pedagogy which is focused on the empowerment of children, teachers and parents to support the full development of children and assist in maintaining a joyful environment in which children can thrive, learn and realize their potential in a fun way. Why is this important? Well, firstly, a happier childhood in which children are equipped with a keen sense of themselves can help them to better transition into adulthood. What I have realized is that a balance is required between academic learning and life skills which includes social, emotional learning. My work involves supporting a teaching approach which focuses on student and parent engagement working together to support the child's individual needs. In the classroom, it is supporting children to be engaged and motivated learners by focusing on a truly student-centered approach at their pace and level of understanding and moving towards their learning goals step by step. This approach not only builds tremendous self-confidence but also boosts the child's understanding that they are cared for and their personal identity is more than just their academic abilities; supporting the whole development of the child. Upon recently completing a Masters of Arts in Childhood studies and Early Years, my autoethnographic dissertation on supporting well-being in international schools with third culture kids demonstrates that there is a need for a new approach towards well-being in schools. Well-being support is necessary for all children and cannot be compartmentalized but requires an integrated and unique approach. The goal of my teaching approach is to support students to have a happy childhood by helping schools to support their student’s well-being in a more integrated and engaging way since our approaches towards children greatly impacts their personal development.