My teaching metaphor is a stuffed panda bear named “Alex,” a gift from a colleague a couple of years before I began working as an Educational Assistant. Over time, Alex has become a symbol of the qualities I strive to embody as an educator.

Pandas are naturally curious creatures, always eager to try new things, something I see reflected in myself. Throughout my time at a community school, I often found myself “volun-told” by the administration to take on new challenges or lead projects. One notable experience was organizing our annual “Halloween Parade,” a school-wide event that required extensive planning and coordination. Although it was a big undertaking, I embraced the opportunity, and the event turned out to be a success. Saying “yes” to these opportunities has allowed me to grow, take on new responsibilities, and contribute meaningfully to the students’ learning experiences.

Another characteristic of pandas is their ability to bring others together, a trait I actively practice in my work with primary students. In any classroom, there are always one or two students who feel unwelcome or hesitant to participate in group activities. As an educator, I prioritize creating a sense of belonging for every child. Using positive reinforcement, I encourage hesitant students to engage, whether during classroom activities or recess games. On the playground, I often join the students in their games and make sure everyone feels included. If someone suggests a new game, I’m always open to trying it, demonstrating that their ideas are valued.

Patience is another quality pandas are known for, and it’s one I’ve developed significantly in my role. Working with young children, including those who are autistic or non-verbal, has taught me that learning cannot be rushed or forced. Mondays, in particular, can be challenging when students return from the weekend tired or irritable. In these moments, I remind myself to meet them where they are. With students who come to school unregulated, my focus is on helping them reach a state of calm readiness through activities they enjoy. Only when they are prepared do we approach schoolwork. This approach reinforces my belief that learning should come from a place of willingness and curiosity, not compulsion.

Pandas also symbolize peace, a quality I hold close to maintain positive and calm behaviour in the classroom. No matter how chaotic the day might be, I strive to display patience and optimism. I treat challenging days as opportunities to reset and approach the next with renewed energy. This mindset ensures that I provide a consistent and supportive presence for my students.

Lastly, pandas are playful and have a great sense of humour, a trait I use to uplift students during difficult moments. For example, when a student is upset or missing their mom, I’ll sit beside them and say something silly like, “I miss my mom too, but I’m not crying because my face gets all wrinkly when I cry!” Then, I’ll exaggerate a fake cry, complete with an overly dramatic sad face. Inevitably, this lightens the mood and brings a smile to their face.

Through Alex the Panda, I’m reminded of the values that guide my teaching: curiosity, inclusivity, patience, peace, and playfulness. These qualities not only help me connect with my students but also shape the kind of educator I aspire to be.

(December 2024) Up to this point …..

My metaphor for teaching, represented by Alex the Panda, has not changed; instead, it has been enriched and deepened through my experiences and reflections as an educator. The core values Alex symbolized, which are curiosity, inclusivity, patience, peace, and playfulness, remain integral to my teaching philosophy, but they have grown in complexity and application. For instance, my understanding of curiosity has expanded beyond personal growth to foster curiosity in my students and encourage them to explore and take risks in their learning. Inclusivity, once a focus on helping hesitant students feel welcomed, has evolved into creating environments where all voices are valued and celebrated. Patience, particularly with students facing challenges, has become a refined practice of meeting them where they are and helping them reach readiness for learning. Each experience has enhanced my ability to embody these traits, not by changing who I am, but by reinforcing and expanding how I bring these qualities to life in diverse situations. Alex remains a steadfast symbol of my identity as an educator, but my journey has added depth, clarity, and purpose to how I approach teaching.