It can be observed that I, along with many other young people, came out of high school unsure of what I wanted to do with the new found freedoms that most secondary school students encounter after graduating. I felt pressured that going to University was the best option, most logical, common, and definitely the most expensive. To say the least, I took a different route. I decided to do some soul searching while traveling the world, learning about other cultures through interactions with the locals. I did not have an academic destination yet, as a result I am so grateful I chose this path. I would not have opened the chapter of my teaching career without the valuable life experiences I learned along the way.
My journey began in the early stages of life through interactions with my family, identifying as settlers on Treaty 4 Territory. I grew up in the cathedral neighborhood of Regina, attending The Crescents Elementary from Pre-k up until grade eight, eventually enrolling into highschool at Sheldon Williams Collegiate. I grew quite fond of field trips and outdoor activities that our school system offered throughout my primary and secondary years, learning how to start fires, work in groups, set up tents and sit in a canoe. Furthermore, I was very fortunate at a young age to be immersed in the outdoors with my family, facilitating a love and passion for the beautiful aspects that the province of Saskatchewan has to offer, through a strong relationship I had with my grandpa and father. I began learning about lakes, animals, bush camping (not to be confused with glamping), through our outdoor adventures up in northern Saskatchewan. Although I grew up as a city kid, these outdoor excursions created a sense of solace, belonging, respect, and understanding of how we humans are so very connected to nature.
Upon graduating highschool in 2013, I was quite unsure still of what my academic pursuit would be like, admittedly I was confused. I had worked a handful of retail and labor jobs, but in turn could now allow me to express myself in ways I knew I could. I had developed an interest in muay thai, Thailand’s national sport which is similar to kickboxing. I knew I liked to be around people, I liked learning about people and I enjoyed conversation which fit in well with the traveling I had experienced locally in my adolescent years. I have traveled to Australia, Ireland, Spain, Denmark and the Netherlands throughout my early twenties. What really began my teaching journey was when I took a plane to Thailand. I took a spot in an intensive three month muay thai training camp, with a primary focus of becoming a better athlete, yet I surprised myself upon arrival with where it would take me. I would often stay after training classes to interact with the trainers, carrying a notebook around with me trying to pick up a better understanding of the Thai language. I began self-studying, learning what I could, offering to help clean the matts after class, making attempts at language exchanges, to their surprise as most westerners would just speak English. It was the third time I went back to Thailand that something special happened within. Throughout my past two trips, I had learned and documented a handful of useful words and phrases (that I still have today), which were noticed by the Thai speaking people. Most of them spoke English, but they soon recognized I wanted to absorb some aspects of Thai culture outside of the boxing class, as I demonstrated effort, desire, and interest in their culture. I was presented with an opportunity to go volunteer at a local orphanage in a rural area an hour outside of Phuket, Thailand. This was my first real hands-on experience working with youth as an adult, my small bit of spoken Thai allowed me to interact with the children at the orphanage, as a westerner they were ecstatic and this moved me. I have always been quite empathetic, as my mother instilled this in my early age, and I thought of that while recognizing that these children did not know their parents the way I knew mine, they did not know how important family was, this made me cry, as many children residing here were still displaced from the devastating tsunami that struck Thailand’s coast in 2004.
Once I arrived back in Canada I knew I wanted to work with youth. I picked up a job at a local daycare, working with children as small as six months and as old as grade six for the summer as well as working with the YMCA Beyond the Bell after school program during the school year. A friend had mentioned how he had just acquired a position as a Special Education Assistant, subbing in schools with the Regina Public School Board. I was interested and accepted a temporary position in a DC classroom at Grant Road Elementary. I then found myself at peace at Seven Stones Community School, working with some of the most encouraging, wholesome, and caring people I had ever met. It was here that I realized my potential of obtaining my Bachelor of Education. I admit I was nervous, being a mature student scared me and I felt it would be too overwhelming. I would often direct subtle questions to my colleague pertaining to what the world of academia was like, if it was possible to balance both school and my current EA job on the side. I knew my heart was already there, and with the motivation of a fabulous grade eight teacher whom I worked alongside, I applied and was accepted into the Faculty of Education.Â
Although I took an alternate route after secondary school, I hold much pride in the ways traveling has influenced my social horizon. I have allowed myself to absorb the beauty in the diversity of our world, through travel, bringing home experiences that have shaped me. As I continue to work as an Education Assistant, while pursuing my degree, I express joy, optimism, and excitement as a future educator while I continue to write the chapters of my teaching journey.
