My Journey from Tools to Teaching

My teaching philosophy is grounded in the belief that students learn best when they can connect classroom concepts to real, hands-on experiences. As someone who struggled to find meaning in purely academic learning, I understand what it feels like to be lost in a lesson and how powerful it can be to finally understand something through doing. My own learning transformation began as an adult in trade school, where practical, experiential learning helped me regain confidence and a sense of purpose.

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In my classroom, I aim to recreate that same sense of discovery and accomplishment. I design lessons that encourage students to observe, try, build, and reflect so they can see the results of their own effort and understand the “why” behind their work. I believe that every student, regardless of background or ability, deserves to feel capable, valued, and supported.

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Creating a safe, inclusive, and respectful environment is at the centre of my approach. In hands-on learning spaces, safety is not only physical but emotional. Students must feel comfortable taking risks, making mistakes, and helping one another. I set clear expectations, model respect, and celebrate positive behavior to foster a community of trust and accountability.

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I see my role not just as an instructor but as a mentor who helps students explore new possibilities and develop confidence in their abilities. I want students to leave my class not only with skills in construction technology, but also with pride in their accomplishments and a belief that the skilled trades are a meaningful and rewarding career path.