She/They

I sprouted and grew up in Montreal's urban soil, which is the unceded territory of the Kanyen'kehà:ka (Mohawk nation). My greatest joys come from exploring nature with beings of all ages and re-learning how to learn with our hearts, senses and instincts. I completed my BEd at Vancouver Island University and I have been teaching in the French Immersion public schools of the Comox Valley (unceded K'ómoks territory).

In 2018/19 I worked at Thriving Roots and Wisdom of the Earth’s Wolf Kids Program with Alaina and Frog and I am absolutely delighted to return to working outdoors and collaborate again. A classroom in the forest is one of the most engaging, exciting, grounding and supportive learning environments possible. I love teaching and I am also very fond of allowing opportunities for nature and community to be the teachers! I continually seek ways to integrate experiential learning, service-based learning, project-based learning, and inquiry-based learning.

For example, my learners enjoy taking part in service-based learning during a cross-curricular Science, Social Studies and Physical and Health Education (PHE) unit centered around stream restoration. My learners often get an opportunity to work on ADST projects like garden planter boxes, bird houses and benches. I am committed to differentiating my instruction as much as possible and do so by organizing work in stations, providing tiered assignments, and by sharing content learning in multiple different formats. 

My 15 years of experience in outdoor education and my 5 years of teaching in BC public schools have allowed me to develop the skills to support neurodiverse learners and offer empowering experiences for all. I embrace a growth mindset for myself and those around me. Cultivating curiosity rather than judgement—and considering situations from many perspectives—is important to me and is reflected in my teaching. As a queer person, I am dedicated to cultivating a brave space for 2SLGBTQIA+ learners and their peers that is trauma informed and social justice oriented. I focus on inclusive language, celebrating differences, and open communication that allows learners to express thoughts, questions, and concerns. I uphold a classroom culture where we share stories and achievements of people from different ethnicities, gender identities, sexual orientation, abilities, and socio-economic backgrounds. My learners have opportunities to think critically, to collaborate, to have voice and choice, and to be involved in local issues that are important to them. Actions toward Truth and Reconciliation occur frequently. For example, learners are involved in a daily territory acknowledgment, and together we learn the local Indigenous language. 

As a wilderness guide in Québec, I led multi-day trips for teens and young adults (hiking, canoeing, snowshoeing, cycling). Expeditions are so fun and they truly create a need for multi-faceted deep learning (cognitive, physical, social-emotional) and foster a strong sense of community.

As a nature connection mentor trained at Wilderness Awareness School (2009-2011), I continue to be passionate about singing, playing games, friction fire, ethnobotany and wild edibles, bird language, basketry, archery and bowmaking, spoon carving, orienteering, fishing. The list goes on and on! I enjoy tanning hides and turning them into shoes and other leather goods. I love wildlife tracking and reading the stories of the animals on the landscape. I strive to get my learners and I to contribute our tracking skills to conservation projects as much as possible. Still to this day, these wilderness living skills are amazing technologies, and I truly value them. The last two years I’ve been living back in Washington and assistant teaching at the Wilderness Awareness School’s Adult Immersion program. I am mindful of cultural appropriation and I seek to practice and share these skills with integrity.

When I am not working, you’ll find me swimming, learning the harmonica, cooking yummy local foods, and dreaming of new seeds to sow in the next garden I tend. Land stewardship is central to my teaching as well as my personal life. I have been involved in multiple urban and rural biodiversity conservation projects, land restoration projects and I have worked on several farms. My Master’s degree focused on the potential of integrating garden-based learning into K-12 curriculum. Supporting learners in growing their own food forests, gardens, insects and animals brings me such joy! Building community and engaging in deeper reciprocity with the natural world is my North star. I look forward to discovering what each learner’s North star is for this year and see what kind of constellation this new class will form!