Our Story
Knowing the person beyond the screen is essential for building trust and ensuring that your child feels supported in the right hands. That is why we have chosen to share our own journeys in Mathematics and English education. By reflecting on our experiences, we hope students can recognize connections to their own learning journeys, helping them feel more comfortable, confident, and supported during each session.
We are both in our final year of the NHL Stenden International Teacher Education for Secondary Schools program. This innovative program emphasizes the importance of multicultural education and global perspectives equipping us to connect with students from diverse backgrounds. Through our experiences, we've gained valuable insights into the unique challenges and aspirations of learners worldwide, helping us foster meaningful relationships with students.
My Passion for Maths
In Primary, I never enjoyed Maths because it was always too difficult, I liked when I could do the questions easily. Due to this I was placed in the lowest set where I remained for the majority of the year. When my teacher began examining my working, she understood that I enjoyed the comfort of getting questions right. She explained to me that I would never learn if I only got questions right and never felt challenged. She took a leap of faith and put me to the top set, where I learned through failure. I felt proud when I was able to complete a question because I knew this was knowledge I didn't have before.
Soon after, Maths became one of my favorite subjects as I covered more complex GCSE topics in Secondary. One of my teachers created a classroom environment of inquiry-based learning where us students researched and questioned the why of processes. We would create our own questions to challenge our peers, and we had open-dialogue to discuss our different methods.
As many teachers are learning, there is not one correct way to do Maths. Often times students that find Maths difficult to understand are only being shown one method or explanation. There is not a one-size-fits-all to learning Mathematics, and I aim to meet students where they are at and guide them to discovering the magic of Maths for themselves.
My Enthusiasm for English
Growing up Canadian, but having lived across Canada, Washington State, and the Netherlands, I was constantly navigating different cultures, classrooms, and perspectives. This movement shaped not only my identity but also my relationship with language. English became more than just a subject, it was a tool for connection, expression, and understanding the world around me. Experiencing different education systems showed me how powerful teaching can be when it is done with intention and care.
My passion for teaching is rooted in my family. With a mother and many relatives in the profession, education was always part of my everyday life. I also had English teachers who went beyond the curriculum, they challenged my thinking, encouraged my voice, and showed me the impact that a great teacher can have. Their influence stayed with me and gradually shaped my decision to become an English teacher myself.
I began my journey in the classroom as a substitute teacher in an elementary school in Canada, where I learned how to adapt, connect quickly with students, and create meaningful learning moments in a short time. Since then, I have worked in various IB international schools across Germany, Spain, and the Netherlands. These experiences have reinforced my belief that English is not just about reading and writing, it is about empowering students to think critically, communicate confidently, and find their place in a global community.