International Educator specializing in Ontario and IB Chemistry Curriculum, Holds a Masters of Education Degree with +7 Years of Teaching Experience.
International Educator specializing in Ontario and IB Chemistry Curriculum, Holds a Masters of Education Degree with +7 Years of Teaching Experience.
◦ Teaching IBDP Chemistry, Year 1(SL/HL) and Year 2 (HL) + Science (SNC2D) + Chemistry (SCH3U) ◦ MYP Science Lead.
◦ Lead lecturer in Chemistry, teaching Chemistry 12 (SCH 4U), Biology 12 (SBI 4U), and Introductory Kinesiology (PSK4U) for the Ontario Curriculum. ◦ Coaching/mentoring on staff induction and Ontario Science Curriculum. ◦ Graduation Ceremony Chief Organizer. ◦ Yearbook advisory teacher. ◦ Duke of Edinburgh Coordinator. ◦ Environment, Health, and Safety Committee Member. ◦ Organized students to compete in the Annual UofToronto Biology competition, with one student placing in the top 10% internationally.
◦ Assigned teaching to Key Stage 3 & Key Stage 4 using OCR Science Exam Board. ◦ Involved in specialist Continual Professional Development (CPD) in ‘Making Learning Stick. ◦ Special focus on differentiated instructions for SEN students as well as the Gifted & Talented. ◦ Leading BBC School Report project.
◦ Assigned teaching to KS3 & KS4 Students (Grades 9-11). ◦ Teaching A-Level Chemistry (Year 12 & 13). ◦ Involved in teaching and learning research projects.
◦ Assigned full-time teaching to KS3 (Grades 7-9). ◦ Special focus on monitoring progress and differentiated instructions. ◦ Partnering with Warwick University to encourage GCSE students to pursue further studies in Physics. ◦ Assisting with the School’s Basketball Team.
Master of Education, MEd.
Qualified Teacher Status (QTS)
Bachelor of Education in Biology and Chemistry
Bachelor of Science, BSc. in Chemistry & Biology
IBDB Category 1, 2, 3 Certification in Chemistry and Extended Essay
My primary role as a teacher is as a facilitator, a coach, and a mentor. Students must be encouraged to reflect on mistakes rather than fear them and improve learning skills that help with self-regulation and planning.
Assess a student’s strengths/areas of improvement by using an assessment activity followed by an activity that students with a teacher/peer, followed by a closing activity that focuses on problem-solving. Lastly, students self-reflect on what they are confident in and what they need to improve on.
Encourage SMART steps, encourage planning and scheduling, scaffold their learning.
Praise, encourage, provide activities that gamify their learning (e.g., Quizizz).
Modeling a solution clearly, and encourage practice.
Break the question up into smaller parts. Make a plan to answer by using a spider diagram/flow chart.’
Using analogies, encourage drawings, structured organizers.
Embed lessons to real-world applications, global context, and international-mindedness.
Use formative assessments
Encourage, challenge, and praise.
Through observation, through questioning, through google reflection forms, through exit tickets
By assessing regularly and modifying timelines.
Phet simulation, quiz, document camera/tablet