The idea of proof has always held a real fascination for me. The process of starting from a simple set of axioms and deriving
almost any mathematical truth is, in my opinion, what truly separates Mathematics from any other subject. It is the closest we
can ever get to absolute truth, and therein lies its sheer beauty and the reason it is the most interesting subject for me.
I particularly enjoy the pure side of the A level syllabus, especially calculus, as it involve a certain degree of proof and introduce new concepts. I believe many other academic subjects complement Mathematics and us such I was an avid learner and continue doing it. I was fortunate during my studies to meet excellent teachers and mentors that taught me a lot about thinking about problems creatively. This is what I am trying to pass to my students and the greatest satisfaction I have is to see a student captivated and engaged in my classroom.
I was born, lived and have started the teaching experience in Romania until 2008 when I came in Canada and learnt to adapt to a new language and culture. I can say my natural way of solving problems helped me to overcome obstacles and continue the path of becoming a Canadian citizen and be successful. With all challenges, I enjoy being here and I am proud to call this place home now.
I am an avid reader, I love books and stories. I also find knitting very relaxing and, as my husband says, shopping should be on this list. Since I have been assigned to create school's yearbok, I got attracted by the art of photography.
I spend most of my spare time with my husband and my five year old son Ayden. We all enjoy swimming, taking short trips, skating, playing tennis, and of course :) spending time in the local playground. Also, with any opportunity, I like to see my friends and have a good time.
I support newcomers in seeking jobs and achieving their career goals to become an integral part of Canadian society.
The mentorship program allows me to meet so many people, each of them having dreams, and the reward is tremendous
when I see them succeeding in their endeavors.
I also participate in church and community-based projects, activities, and local initiatives.
My philosophy of teaching is largely a reflection of my philosophy of living.
I believe that each day we are all both teachers and learners. If we open our minds, our lives will truly become enriched by these experiences. I encourage my students to develop a lifelong commitment of personal growth through their own awareness, and to see the beauty in life that surrounds them and that is within - to inspire them.
As a teacher, I see myself as a facilitator of learning. I try to set the stage for learning to take place by creating an informal, stimulating and creative environment before the skills can be taught. I have found that where there is interest and motivation without fear of condemnation there is most often learning. This is especially true when you teach math subjects, where I believe motivation is critical for success.
Maintaining a balance of intrigue and success provides a healthy structure for students to achieve mastery and appreciation and overall discipline. Above all an environment of respect is necessary. Therefore, my mission is to offer first a model and then to ask back for their respect. This does not mean I am perfect or that I can do things right every single time, as I am a human being, but it does mean I can always try to show to my students that there are ways of succeeding...
–Thomas Sullivan, Principal, Bishop Grandin High School
–Desalega Zena, Student Teacher
–Chris Brochu, Vice-Principal St. Anne Academic Centre
–Carolyn Gratton, Science/Chemistry Teacher, Bishop Grandin High School
–Gail Poshtar, Mathematics Teacher, Bishop Grandin High School
–Anabel Cardenas Rivas, U of C Student
–Greg Verhappen, VP at Bishop O'Byrne High School
My catholic leadership philosophy is driven by the leadership quality standards as they has been endorsed by Alberta Catholic School Trustees' Association.The standards chosen are as follow:
Fostering Effective Relationships
Manages Operations and Resources
I have in particular come to understand the value of these standard by living and learning in our Catholic Faith. My teaching philosophy and my personal catholic leadership philosophy demonstrates a full adherence to Catholic mission and vision statements.
I believe that we are all made in the image and likeness of God, each of us created with our unique gifts, talents, strengths and personalities. Like our teacher, Jesus, it is imperative to have Faith that everyone, and in particular students, given the opportunity, can be inspired and enabled to be successful reaching their full potential. Such opportunity comes from us creating an environment of respect, integrity and justice without fear of condemnation; an environment where everyone is committed to promote a respectful, caring and supportive relationship based on truth and honesty.
I recently read that “children will pick up far more by the example of their educators than by masterful pedagogical techniques, especially in the practice of Christian virtues.” Looking back at my years of teaching so many generations of students, I see how much truth these words hold. From the notes and cards I received from former students, I know that they appreciated and felt that I genuinely cared for their success; that I treated everyone fairly, with dignity and worth; and the fact that I had high standards and expectations for them was only because I wanted the best in life for them. To enable our students’ success, I believe in teaching my students to be critical thinkers, to think logically, rationally, creatively and independently because math is more than calculations; math is everywhere. Even more, I truly believe that there is a nexus between math and Christianity as they both meet in the focusing of truth. Math is the earliest discipline to reflect the psychological need by inventing number “one”, the basis of entity; without ONE there is no mathematics as without God – the One – there is no love, no faith in humanity.
In trying to promote a Catholic education, I believe that we should try to modernize Gospel messages so that students can connect with them personally. Consider, as an example, teen literature: The protagonists in the Divergent trilogy, by Veronica Roth, are five factions that can be equated with the core values of Jesus’ teachings: Dauntless – the brave; Amity – the peaceful; Erudite – the intelligent/wise; Abnegation – the selfless; Candor – the honest. These five values are values that Jesus tried to instill in us throughout his gospels. Another way to show students that Jesus’s gospels can be reflected in modern culture is through a quote I have posted in my class: If you fail, never give up (as Jesus never gave up on us), because F.A.I.L. is First Attempt In Learning; the end is not the end because E.N.D. means Effort Never Dies; and finally if you get no as an answer understand that N.O. means Next Opportunity. This parallels scripture: “Ask, and it shall be given you; seek, and you shall find; knock, and it shall be opened to you.”
In short, in trying to provide quality learning experiences and do what’s best and right for our students, we always should try to have an open mind for every situation, know the story from every angle and keeping a balance between faith, head and heart when making a decision in the role model of a champion for our students. Such a leadership role comes with the responsibility to serve, educate, influence and motivate all we come in contact with while being humble and strong as Jesus has taught us.
• Leadership Academy, Modules 1 & 2
• Fierce Conversations.
• After Residential Schools
• ELL Students in High School
• English Literature and Composition
• History of Education and Pedagogy
• Student Teacher
• Canadian Pedagogical Practices
• Applied Mathematics
• Dynamic Systems and Mechanics
• General Mathematics • Mathematics Education
• Provide leadership and clear direction for math department and in the subject specific area
• Work cooperatively with administration and communicate with the vice-principal/principal in matters affecting the department • Master teacher committed to program development and integrity and to ongoing academic and student improvement
• Delivered lessons covering MATH 30-1, 30-2 and 31-AP subjects
• Improved students achievements and increased to 75% the number of AP students who scored 4 or 5 in exam • Grade students assignments, tests and exams
• Designed and implemented creative lesson plans for Math 10C, Math 10-3, and Math 20-1
• Integrated technology through the use of SMART Boards, D2L and Graphic Calculator to make learning engaging • Increased students' achievements through excellent classroom management by 20%
• Fulfilled both short- and long-term substitute assignments across math subject area
• Designed and implemented creative lesson plans in Pure & Applied Math subjects • Tailored lessons to successfully meet students’ varying learning needs
Methods in Teaching Mathematics
Probability and Statistics
Abstract & Linear Algebra
Bishop Grandin High School is operated by the Calgary Catholic School District. It is a composite high school and one of the largest in Calgary, serving just over 1800 students in the communities of south Calgary.
111 Haddon Rd SW,
Calgary, AB T2V 2Y2
(+1) (403) 500-2047