Insprired by miniature paintings of India. Students used crayons to depict something important to them.

Completed by the students of 

Regina Mundi Catholic Elementary School's Grade 1/2 class.

As a Catholic teacher I hold a sacred space in the future of Ontario's learners, and the Catholic Education System. I approach this role with respect, and integrity to upload our religious values, and establish safe, inclusive learning environments for all. Students will feel affirmed in their faith, and develop their self-confidence to become leaders of their Catholic faith,

I will support students through the Stages of Faith that will be in during their elementary school years.

Imaginative Faith

This stage occurs for children between the ages of four, and eight. They are full of wonder, and imagination at this stage, and will believe fully in what they are exposed to. This critical part of their faith journey will establish their ability to believe without seeing. If families model their own ways to follow God at home, practice forgiveness, and are loving their child will have their own belief in God as well. 

Literal Faith

This stage occurs for children between the ages of six, and twelve. During this time students are becoming more independent, and developing their own meaning for faith. Students thrive on routines, and structures and transition to a more critical attitude with their faith. They view God as a divine influence that punishes evil, and rewards good. 

Throughout my own faith journey I have been working towards the completion of my Bachelor of Education. As I move onto becoming an Occasional Catholic Teacher I am bringing with me a solid foundation in my understanding of Catholicity, and teaching students in urban communities. Having a trauma-informed lens along with my faith, and culturally relevant, and responsive pedagogy is the foundation of my practice. I respect human dignity, and believe that every child has the fundamental right to a high quality, inclusive educational experience. Every child is a child of God, and if every one in the world could know God they would be happier, and the world would be a better place. 

Being a Catholic teacher is the smiles, enthusiasm, and joy that my students experience while I am working with them. I diligently spend many hours crafting lesson plans, sourcing our new materials, and actively engaging in professional development to best support my students. This kind of teaching is more than just finishing the Bachelor of Education program. It is about establishing yourself as a leader, and positive influence in your schools community, and do so with heart, and passion. 

When it comes to the vocation of being a Catholic teacher it is actually about being a Catholic educator for me. We can not teach our students if we do not first love our students so that they can love themselves, and understand that they're a child of God. They have been made in the image, and likeness by God himself, and that my classroom is a space where all children belong. Every child will feel a sense of belonging, and that they're loved for when they're empowered as a child first they can work towards being a student second. 

Below you will find some of the things I consider within my practice as a Catholic educator:

Truth, and Reconciliation

As a Catholic teacher I actively seek out knowledge, and ways of knowing to share with my students in an act of truth, and reconciliation. I am familiar with the Truth, and Reconciliation Report(2015) and use this as a valuable tool in my classroom. Using age appropriate curriculum, and resources I share information with students about Indigenous peoples of Canada that is respectful, and informative around the history, and legacy of residential schools. Students should be aware of the educational history of Catholic schools, and the political influences that shaped them into what they're now. In the same way as a teacher I can ensure that they're educational experience is based up honesty, reflection, and repatriation of Indigenous schooling in Canada.

Daily Prayer

Each morning I would project prayers to incorporate religion within the morning announcement period. The prayers would include the Lord’s prayer, the Apostles Creed, Hail Mary, and a prayer for learning that can be changed throughout the year to be relevant to the current events/holidays for the liturgical calendar. At the end we can include intentions, and the students can offer intentions for things that are important to them. The reason I would project them as slides is so that I can use my mouse cursor to follow along as they read to instill language word recognition, and support universal design for learning within my classroom. As each day goes by my students will become more confident in knowing important prayers, understand themselves, and their community in the likeness of God, and reflect on meaningful issues within their classroom. By building empathy, communication, respect, and awareness of the history, and legacy of residential schools we will seek to inform future generations of the imp

Pray the Rosary

As a class we can dedicate time each week to pray the rosary together. We can start off by discussing the importance of praying the rosary, and holding an in-class retreat where we watch the story of the rosary, and then using plastic beads, and crosses each student can create their own rosary. This can remain in the classroom for the year so that when needed they’ll be able to use their rosary. Through partnership with our local parish we can also arrange a time for the priest to pray the rosary with us, and share any available resources to support our classrooms faith journey.

Family Friday

We know that students thrive in their learning when their families are involved in their education. To encourage family involvement in student learning with collaboration from administration I would hold a monthly Family Friday where parents/caregivers can sign up to visit our classroom for the first period of the day. They would be able to come in to read a story, facilitate an activity, or assist with something in our schedule that day. To support family inclusion in our classroom they will always be welcome at community events such as cross country practices, track, and field, open houses, and parent/teacher interviews. Fostering parent engagement on a regular basis will help students who’s families may not have had that experience, or opportunity as children themselves to find a way that they can contribute to their child’s education in a meaningful way. Using apps like Class Dojo can foster communication with parents who may not be able to be physically present due to work constraints during the school day can see updates of their child’s learning, and have a way to share information with me. I would also challenge families to get creative, and share videos or photographs that there child can bring in about their family. Last year I created a video of my husband(a mechanic) changing a tire with our son at work since he couldn’t come in for career day. We sent in the video, and a copy of a If I Built A Car to donate our sons classroom, and inspire any future mechanics.

Service

Involving our local school community, and investing in initiatives that are vital to them can help our students develop empathy, and compassion to the real world. Together we can explore social justice issues, and brainstorm how we can contribute to the solution as Catholics. Organizing a coat, and boot exchange in our school gym in the fall to help families get rid of good used condition items, and benefit others in need who may be without. Food insecurity is prevalent across many communities in Toronto so starting a little free pantry, or organizing a food drive for the local food bank would be an easy way for students to contribute to taking care of others. Within the school I would organize with the junior students for reading buddies to support primary students with reading during language once a week. This would help the primary students to understand what it is like to receive service from others, and appreciate how it can help them improve their reading skills while working collaboratively to learn with a peer. Some other ways we can promote service within our classroom would be by organizing a school yard clean up, visiting a local senior home, or organizing a bake sale to fundraise for their school.

Fostering the Catholic Graduate Expectations

Through a variety of experiences within the classroom I can facilitate opportunities for students to practice, and display important life skills, and morals to others. Through classroom roles students can take on responsibilities for their learning environment, and for others. Incorporating the arts within the classroom can help students deepen their connection to their faith through song, drama, dance, and visual arts. When working with young children we have to find ways to incorporate a variety of ways for them to make meaningful connections to their faith. Teaching a variety of hymns, and songs such as Jesus Loves Me, This Little Light of Mine, or Peace Like a River can help students to better self-regulate, work collaboratively, and become a discerning believer. I want to always take a holistic approach when working with students so that school can feel like a second home where they can be safe, and comfortable to open up, and learn.