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In honour of Teacher Appreciation Week, we sat down with some of our Master of Arts Child Study & Education alumni and learned more about their careers as teachers, how they got there, why they chose the MA-CSE program and more!

Jayda Lam (MA-CSE, 2023)
Year of teaching: Year 1
Role: Supply teacher (Nursery through grade 6)

What made you want to pick "teaching" as a profession?
Most of my work experience has revolved around working with children. I feel a sense of purpose connecting with kids and building experiences that bring them joy and extend their development as curious and bright people. My previous work in autism services, daycares, and summer camps developed my skills in behaviour management, programming, and relationship-building – for me, learning how to teach academics, social-emotional skills, and foster a love of learning in children was the next step in becoming a well-rounded professional in the field. I hope to continue learning and growing as a teacher to support children in the diverse areas of their lives.

What led you to choose the CSE program in specific?
I was intrigued by the CSE program’s approach in prioritizing research-based practice. I wanted to become the best teacher I can be, and the CSE program seemed to focus on what research shows actually works, not just what teachers have been doing for a long time.

I was also attracted to the CSE program’s social justice lens. I majored in sociology during my undergraduate degree, and enjoy taking a sociological perspective by looking at social factors that produce tangible impacts. The CSE program seemed like the perfect place to learn about educating children within our current social and political systems. I wanted (and continue to want) to learn more about anti-racist education and Indigenous perspectives to teaching.

Additionally, the laboratory school was a major reason I decided to pursue a degree in the CSE program. I loved the idea of a school dedicated to meeting children where they are and extending their learning through whatever curiosities, strengths, and areas of growth each individual child has. My practice has always been relationship-based, and the laboratory school seemed like a great fit for a child-centered approach to learning.

What is one (or more) of the most impactful experiences you have had with your student(s)?
As a supply teacher, my time in the classroom varies day to day. To create some consistency in connecting with the kids, I started a club that focuses on developing vocal technique and making music together. A small group of children and I meet twice a week and learn different vocal and musical skills through vocal exercises and pop music that the children choose. As someone with a passion for music and experience in choirs, it feels amazing to be able to share my knowledge with children who are curious about music and want to grow their skills. I love seeing how excited the students get when they sing harmony in tune for the first time, or how silly they get during tongue-twisting diction exercises. I feel like I’ve carved out a space for these children to explore what’s possible as a singer and musician – singing can make you feel really vulnerable, and I love being able to build students’ confidence through teaching skills and facilitating connection with each other through singing together. It has also been really fulfilling to apply the skills and strategies I learned in the CSE program to a different subject of learning. While it is a club, not a class, I’ve still been able to make it a learning experience by assessing what students know, setting success criteria, and welcoming mistakes as a part of the learning process.

What is your current work-day like? 
My role as the In-House Supply Teacher & Administrative Assistant is quite diverse – my day looks really different depending on what the needs of the school are. Typically, I wake up at 6:30 am and answer any calls from teachers who need to stay home that day. Then, I contact supply teachers and hire them for the day. In some circumstances, I will supply in the class myself.

Once I get to school, I send out an email to administrative team with all of the absences and coverage for that day. As a laboratory school, we have a lot of coverage needs throughout the day as teachers go to meetings, speak in the CSE program, and tour visitors through the school. It is my job to make sure there is classroom coverage, which I often fulfil myself.

The rest of my day is usually a medley of administrative work and classroom coverage. Sometimes I am in the classroom the whole day, sometimes for 1-3 hour blocks of time. On days that are really busy, I may be jumping between classrooms all throughout the school. A few times per week I provide special education support to students with learning needs. My background is with children with developmental disabilities and I have strong interest in differentiation and special education, so I really enjoy being able to contribute to the school this way.  In the office I am typically helping kids who are sick or need first aid, or working on administrative tasks such as our weekly blog post or scheduling. I am also the supervisor of our Work Study program, so depending on the time of year I may be conducting interviews or check-in meetings.

To summarize, my day-to-day can change at really any moment. I like being on the go and taking on projects, so I enjoy the variety the job brings!

What is one example of an activity that you have given your students?
One of my favourite units I’ve taught is an inquiry unit on accessibility.  We had just finished a read aloud novel about a child with cerebral palsy, so this gave me a great opportunity to extend learning and explore some questions students had been asking. While supplying in my Grade 6 internship at the laboratory school, I gave a lesson on accessibility and some related concepts such as asset-based perspectives versus deficit-based perspectives, representation, and accessible architecture. After the presentation, I sent students in small groups to different areas of our school to make some observations about the space. I encouraged the students to think about the supports and barriers these areas present for somebody with a disability. The students then presented their notes to the class.

As an inquiry, the unit was really open to any direction the students wanted to take. The students decided they wanted to produce a pamphlet summarizing their findings and suggestions to make our school more accessible and welcoming to people with disabilities. The students wrote the text and designed the pamphlet, and then we distributed it to teachers and administration in the school, as well as faculty members from the CSE program.

This unit was really impactful for me as a teacher because it showed me how meaningful learning can be when it is based in real-world problems in our community, and allows students to take action in a way that feels authentic to them. It was amazing to see students asking questions, raising issues, and advocating for more accessibility in our school. I was supported by my associate teacher who brought in some amazing guest speakers to extend the unit: the University of Toronto accessibility architect, and the architect responsible for our new playground. The students advocated for a ramp and for poured rubber instead of woodchips so that the playground is more accessible for people with mobility devices.

Copies of the pamphlet are still at reception at the laboratory school today. When I see the pamphlet, the poured rubber, and the playground ramp, it makes me so proud of all of the incredible work my students accomplished.

Melissa Chan (MA-CSE, 2023)
Year of teaching: Year 1
Role: OCT (Full-Day Kindergarten LTO)

At the moment, I am teaching Full-Day Kindergarten with a focus on instilling a sense of belonging and child security in the early years through child-centred play-based learning. I believe that learning is best achieved through fostering a sense of curiosity that allows children to openly explore their environments and inquiries.

What made you want to pick "teaching" as a profession?
Growing up as a daughter in an immigrant family and raised in the inner-city of downtown Toronto, I witnessed first-hand the deleterious effects that income inequality, racial injustice, drugs and gangs had on my peers and my own upbringing. I also witnessed the power of education and the significance that a good teacher has in helping disadvantaged youth achieve an inflection point in their lives to find a path beyond the obstacles they face, to dream bigger and to strive for a better future. I credit much of my own success to my former teacher, Mr. Cooper, who helped me discover my own potential and inspired me to find my own talents and values. My aspiration is to be the ‘Mr. Cooper’ for all of my future students: to help disadvantaged, marginalized, and misunderstood students realize their potential, to inspire them to find meaning and purpose beyond their surroundings, and to develop meaningful relationships with them on a personal level built on the foundation of trust, respect, equity and compassion.

What led you to choose the CSE program in specific?
My aspiration for choosing the Master of Arts in Child Study and Education program at ÃÈÃÃÉçÇø was to obtain the best academic foundation possible in my journey to becoming a teacher. My particular interest in this program was its curriculum and application of research-informed strategies and theories in child development; the opportunity to choose a practice-based inquiry field of study; the opportunity to take elective courses on special education (e.g. ASD, ADHD) which aligns with my professional goals and interests; the opportunity to learn from the Dr. Eric Jackman Institute of Child Study Laboratory School and be exposed to the leading frontiers of educational research and its application in child development; and to consolidate and apply these learnings through a well-structured experiential practicum.

What is one (or more) of the most impactful experiences you have had with your student(s)?
One of the most impactful experiences that I have had with my kindergarten students is witnessing and being part of their growth throughout the year. From struggling with basic self-help skills like zipping backpacks to confidently dressing themselves and becoming leaders in the classroom. Seeing all of the growth throughout the year reaffirms my passion for teaching and reminds me of the profound impact that we have on students in our classroom and school community.

What is your current work-day like?
My workday starts early, usually about an hour before my kindergarteners arrive. I value this time as it allows me to ease into the day at a calm pace. I begin by touching base with colleagues and getting my photocopying done while the halls are still quiet. This preparatory period is essential for organizing and prepping the classroom. Once the day officially begins, the students are engaged with hands-on activities throughout the day. We dive into a variety of interactive and open-ended activities, from storytime to creative arts and hands-on learning centres. Each activity is designed to cater to different learning styles, ensuring that every child can participate and learn in a way that suits them best.

Throughout the day, I make sure to carve out moments for individual and small group attention, helping to foster each child's personal and social development. By the time the students leave, I've hopefully instilled in them a sense of joy and wonder in discovering new things, setting the foundation for a lifelong love of learning.

What is one example of an activity that you have given your students?
One activity that I implemented in my classroom focused on family and cultural exploration. I created a project where the students create photo collages of their families. Each student brings in photographs from home, and we discuss the different people in their families and the roles they play. This not only helps the students feel connected and represented in the classroom but also introduces them to the diverse family backgrounds and cultures of their classmates.

Faranak Ardekanian (MA-CSE, 2021)
Year of teaching: Year 1
Role: Split grade 5/6 class

What made you want to pick "teaching" as a profession?
My family and I immigrated to Canada from Iran when I was 6 years old. I had always loved school, but was terrified of starting here. I didn’t speak English, had never gone to a coed school, and spent my first day refusing to enter my new class. My first teacher here was so kind, caring, and made me feel so safe at a time where my world had been turned upside down. By the second grade, I knew I wanted to do what he did for me in creating a safe and loving environment to learn and grow! 

What led you to choose the CSE program in specific?
I was drawn to the child psychology and inquiry-based pedagogy as the foundation of many of the courses. It was also a plus that it was a smaller program, and we knew our classmates and professors well. 

What is one (or more) of the most impactful experiences you have had with your student(s)?
Some of the most impactful experiences I’ve had with students has been being able to reach and connect with children who had had challenges with their behaviour and learning. Being able to build positive relationships and having students trust me enough to share their experiences and life with me, or ask for help or advice has been rewarding. 

What is your current work-day like?
I typically get to work much earlier than I should, but it gives me time to plan and allows me to leave work shortly after the bell rings, and not bring too much work home - work/life balance has been key! Majority of my planning, prep, and marking happens between 7-9am. We always start our days with a morning meeting, playing some New York Times games (wordle! Connections!) and then have a community circle. It helps settle the class into our day and supports building connections with one another. Our mornings are literacy and math focused, and afternoons are specialty subjects. I’m usually running a club or supervising an activity during lunch/ after school once a week. 

What is one example of an activity that you have given your students?
An activity we are working on right now that my students (and myself) are really into is a Minecraft project! Minecraft has teamed up with the TDSB with a project that reimagines a TDSB site for future communities, people, animals, and plants. We connected this prompt with Indigenous education and had discussions about Treaties, Wampum’s, land and water rights, the 7 Sacred teachings (specifically the Canopy of the Forest by Dr. Duke Redbird), the 4Rs (respect, responsibility, reciprocity, and reconciliation), and the significance of acknowledging the land that we are on. With this knowledge, students have been engaged in building spaces that include a mix of community centres, community gardens, youth spaces, parks and green spaces, and libraries. It has been a rewarding and fun project!