Teacher Appreciation Week 2025
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!
Margaret Villalba (MA-CSE, 2024)
Year of teaching: Year 1
Role: I am teaching right now in a TDSB middle school Intensive Support Program (ISP) for students in grade 6-8 diagnosed with Autism Spectrum Disorder.
What made you want to pick "teaching" as a profession?
The moment that really made me “pick” teaching, was an experience from when I was an EA. I was paired 1-to-1 with an SK student on the ASD spectrum. This student had many challenges, socially, behaviourally, and academically, and it got to the point where admin had decided he needed to be isolated from the classroom. It was then up to me (as an EA) to essentially take on the role of teacher for full day 1-on-1 instruction. While it seemed like a lot of responsibility, it was also such a great experience for me to engage with the curriculum, but also find ways to make curriculum connections, fun, and interesting and tailored essentially to the student and what he loves. It made me realize that I want to be able to do this for everyone, watch them light up, and watch them grow.
What led you to choose the CSE program in specific at OISE?
I chose CSE because it seemed to have everything I was looking for when I was applying. As a psychology undergrad I was greatly intrigued by the idea that we would be using research-informed methods to improve teaching practices. One thing that stood out to be is the idea of considering the “why” for everything you do in the classroom.
What is one (or more) of the most impactful experiences you have had with your student(s)?
My current work day is always changing and free-flowing. ISPs follow an inclusion model that allows my students to integrate with mainstream classrooms for subjects that they are academically at grade level for. Therefore, out of eight periods in a day, I rarely have my entire class with me for more than, say, 4 periods. However when they are with me, they are receiving instruction that continues where they left off last year as per their IEP. Many of my students are Modified 2-4 grades below their current grade for subjects such as language and math. This means my job is to find a way to bridge the gap by meeting them where they are while also introducing them to new content. While it might be great idea to solely provide them content for the grade stipulated in their IEP, as a middle school teacher I have to be aware of the fact that when they transition to high school, there will be no IEP modifications for them anymore (even if they continue to another ASD program). And so what I try to do in my day-to-day approach is using as many modalities as possible to have them engage with information as well as produce information and knowledge. We use a lot of assistive technology; including voice to text on their Chromebooks, different applications, such as Lumio and book creator, and other functions on iPads in which text can be read to them. Additionally, I modify how they can produce knowledge. Rather than limiting them to only write by hand or type, I prefer to ask them how they would like to produce their knowledge. Whether they would like to make a poster or make a speech, draw a picture, write or type. They can choose whatever method they prefer and feel most confident in.
What is your current work-day like?
I’m going to list three activities. I’ve given my students just because I have students in each grade. Grade 6: For his science unit he had to learn all the planets. I had him dress up as each planet (create a script that recites all their facts) and recorded him as he was spinning (mimicking the planets rotation) while simultaneously circling the room (mimicking its orbit). He loved the idea that he could spin and move around the room at the same time, while trying to read a paper getting dizzy all at once. And I filmed it all so he could watch and hear himself back. Once we had all the videos, we put adjusted their play back speed to reflect how fast or slow that planet orbits (based on the number of days it’s takes to revolve the sun once). Grade 7: For his science I purchased this glow in the dark “crazy fort” set (with sticks and balls that connect to create different structures). Each day he was to create a new structure (either from the guide book or on his own) and then do research about that structure, the materials needed, its purpose, how many people it could hold, why it had certain design choices, and the best part: how we would change it so that it would work in a completely different environment (i.e. how can we change a regular igloo to house 400 people under the ocean so that we can see outside). For my grade 8, he’s such a stoic kid, but when he’s learning he benefits most by talking things out. So for health the curriculum covers talks about consent in relationships (not just for sex, but everyday life and interactions). We watched the “Consent is like Tea” video, and using prompts from the curriculum to engage in firm communication about boundaries, he brainstormed 10 different ways to say “he doesn’t want Tea” and then we acted each of them out together, with different situations. This way he could iron out which ones sounded off, which ones didn’t get the point across, while also allowing him to practice holding firm to his boundaries and giving him confidence in speaking his mind with some prepared lines.
What is one example of an activity that you have given your students?
My most impactful moments or my giveaways from being a teacher is that I get to have these amazing interactions with different kinds of students who have all sorts of different lived experience. I also get to find a way to make the curriculum something that’s not purely academic, but something fun, something social, something interactive, and I get to find a way to make it “tick” for them— and that is the most rewarding experience; just seeing when it “clicks”. It’s such a rush because I’m wondering “if I can get this student interested in any kind of topic that would otherwise seems so boring then I’m doing something right”. And it makes me want to strive further, what else can I give them???
Bridget Irwin (MA-CSE, 2021)
Year of teaching: Year 4
Role: English Department Head and Resource Teacher at my school. This means I work with all the teachers in grades 1-6 who teach English homeroom classes and oversee the direction of the sector, and I also focus on literacy support as a speciality.
What made you want to pick "teaching" as a profession?
I’m a social person and I’ve always loved working with people and children, so from my very first work experience as a teenager where I was a camp counsellor and also volunteered in a congregated special needs classroom at my high school, I immersed myself in work with children.
However, my undergrad in Bachelor of Science in Health Promotion, I started thinking from a system lens. These studies affirmed my core belief that educational is instrumental in influencing the lives of children and has long lasting effects for their long-term health outcomes, and also piqued my interest in working at a systems-level within the education sector. I then had an opportunity, first as an intern and then as a consultant, at SchoolsPlus in the Department of Education in Nova Scotia, where I got my first taste of this kind of work. I realized from this work experience however, that to understand how to creative effect policy-level change, I also needed content-expertise -- meaning I needed to know what teaching is like! This interest and learning led me to apply to the MA CSE program to become a certified teacher.
What led you to choose the CSE program in specific?
I chose CSE for its focus on inquiry-based learning, academic rigour, and its program structure. I was drawn to the opportunities for research and collaboration with professors, and I was able to learn so much from some of the greatest experts in the field. I also liked how program offered a lot of practicum hours (because I believe one of the best ways to become prepared to teach is to spend more time in the classroom!) and an integrated model of learning, where you are in practicum and courses at the same time. I found the ability to apply learning from courses almost immediately in practicum instrumental in my teacher preparedness. I am grateful for the quality of the program because I believe it prepared me in the best way possible (although you will never feel 100% ready your first year teaching!).
What is one (or more) of the most impactful experiences you have had with your student(s)?
My current workday has a combination of prep periods and teaching periods. During prep periods, I will work on administrative tasks such as preparing literacy assessments reports, analysing school-level data, planning events, reviewing files for students who are receiving Tier 2 and 3 supports, and visioning for sector. During teaching periods, I support homeroom teachers using both the push-in and push-out model. Push-in support is in grade 1 & 2 classrooms in a Tier 1 setting. Push-out support is with grade 3 students in a Tier 2 and 3 setting. The Tier 2 setting is through teaching Empower Reading. There is another teacher at the school who offers support to grade 4-6 classrooms and we will meet periodically to check-in, assess, and plan. I also work with the RTI department of the school board to spearhead the RTI process at the school by facilitating and shaping the direction of RTI meetings once a 6-day cycle with each teacher team. Lastly, I work with oversee the PLCs for the English Sector as well, visioning, planning, and facilitating these meetings on a bi-weekly basis.
What is your current work-day like?
A really cool cross-curricular experiential-based learning project that combined science, language arts, art, and math. I launched with my students when I taught grade six came about in an inquiry-based way. I teach in an indigenous Cree community in Northern Quebec, and the community collectively celebrates Christmas. Letting students lead with their interests, one day I heard students asking about how people get real Christmas trees. This sparked an inquiry into Christmas tree farms and the types of trees that grow in the community. I also connected to Cree culture and land-based learning by collaborating with the Cree Culture teacher to take the students into the forest and cut down our own class Christmas tree. Students used nature journals to make observations about the types of trees in the forest and select one. Once back in the classroom, I incorporated an art project to make our own holiday ornaments for the tree. Lastly, I integrated math and language arts to organize a Secret Santa amongst students. The school granted us a class budget, and another interest among students is to spend time at the local grocery stores after school (they were always asking to go on outings to the store!), so I created a budgeting and decimals project to have students calculate the total for the items they wanted to get for their Secret Santa. I also taught a letter-writing unit so that students wrote a letter to their Secret Santa. On one of the last days before the holidays, we had a class celebration! There was not only deep academic learning but also a lot of socio-emotional learning involved in this project. I think the most impactful parts of this project for me was seeing how every single student was highly engaged throughout each aspect of it, and how it strengthened our classroom community.
What is one example of an activity that you have given your students?
So many experiences every day, but a big takeaway might have to be the following: the little neutral moments throughout the day with students – the things they say, the stuff they notice about the world, their perceptiveness and curiosity, always bring me joy and also serve as a humble reminder: as we age across our lifespan, life can become busy and we can forget to stop and return to more fundamentally simple things. Children exude a sense of unbridled inquiry and curiousity that reminds me as a teacher that my greatest learnings are often from the students.
Michael Badali (MA-CSE, 2024)
Year of teaching: Year 5
Role: Grade 7-9 Phys Ed, two Phys Ed classes with autistic children and children with developmental disabilities.
What made you want to pick "teaching" as a profession?
I enjoyed the fact that I could work with children and be a positive influence on their lives. I have coached sports for many years which in a way is similar to teaching and I think that helped with the transition. I always had a lot of respect for the teachers I had growing up as well.
What led you to choose the CSE program in specific?
The CSE program had a very good reputation. The courses looked interesting, I enjoyed the fact that I would be placed in schools. It was a small program as well, which is something that is important to me. I liked the fact that I would be able to develop a close relationship with my professors and peers.
What is one (or more) of the most impactful experiences you have had with your student(s)?
Every six weeks, I change the activity I do with my students. We have done ball hockey, basketball, flag football, soccer, frisbee, tennis, parkour, tchoukball, volleyball, handball, badminton and workouts in our weight room this school year. I grade them based on the curriculum provided by the Government of Québec.
What is your current work-day like?
I coached the school soccer team as well and I came up with a strength and conditioning program that the students followed.
What is one example of an activity that you have given your students?
I work at a school in a poor area where around 20% of the students come to school hungry. We offer free breakfast and subsidized lunches. A lot of them are really happy and like school despite the fact that their home life is far from easy. That has had a positive impact on me. A few of my students are non verbal and learning methods to effectively communicate with them has also been impactful.
