Background and Journey to Teaching

I am Lucas Johnson, a fifth-year student at the University of Calgary, pursuing two degrees: a Bachelor of Education in Elementary and a Bachelor of Arts in Spanish with an Embedded Certificate in Canadian Studies. My career path has been somewhat of a rollercoaster. I initially began in business, but it didn't quite align with my aspirations. When the pandemic hit in 2020, I realized I wanted a career that truly mattered to me so I returned to university as a mature student. Five years later, here I am, more mature and ready to teach.

Personal Values and Identity

My identity as an educator is deeply rooted in my personal values of compassion, empathy, and cultural awareness. I believe that understanding diversity is fundamental to creating inclusive learning environments where all students can thrive. Not just cultural diversity, but also diversity in teaching philosophies, learning styles, interests, and backgrounds.

Beliefs Shaping My Perception of Learning and Teaching

My educational philosophy is shaped by Kieran Egan's imaginative education. Imaginative education focuses on engaging students emotionally through storytelling and narrative, making learning more memorable and meaningful. This approach aligns with my belief that education should connect students' emotions with their intellect, fostering deeper understanding and appreciation. For example, using stories and metaphors can help students understand complex language concepts by linking them to familiar experience. This is how I teach second language and literacy.

I am also inspired by Peter Liljedahl's concept of building thinking classrooms. This approach focuses on creating environments where students are encouraged to think deeply and independently about mathematical concepts. It involves using innovative teaching practices such as starting lessons with challenging "thinking tasks," promoting group collaboration through randomized group work, and using non-permanent vertical surfaces to facilitate problem-solving.

Low-Floor, High-Ceiling Projects

These projects are designed to be accessible to all students while providing opportunities for advanced learners to extend their thinking and creativity. Every big project I design has a low-floor, high-ceiling structure. For example, in a science unit on ecosystems, I might start with a simple task of creating a food web using familiar animals (low-floor) and then challenge students to imagine and design their own ecosystem with unique organisms and interactions (high-ceiling). This approach allows all students to engage with the content at their own level while encouraging deeper exploration and creativity in science. Additionally, I co-design projects with students to better understand their needs and discover what is relevant and important to them. This collaborative approach has proven to be meaningful and engaging for all learners with nearly 100% participation.

Perception of School Culture

I envision school culture as a community that supports students' cognitive, social, emotional, and physical development. Compassion and empathy are central to my teaching practice, aligning with the ethic of care. Building trust with students is crucial, and I strive to create an inclusive environment where every student feels valued and supported.

As I continue my journey toward becoming an educator, I am committed to creating a classroom environment that reflects my beliefs in imaginative education and critical thinking. By drawing on my experiences and educational background, I aim to inspire students to become open-minded, culturally aware lifelong learners who are prepared to navigate an increasingly complex world.