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Who Am I?

I came into teaching eight years ago, in a rather interesting way. I married my wife, who is a teacher, and spent so much time around the school, other teachers and students, that I felt compelled to become a teacher myself. I was drawn to the students’ curiosity for learning, something I feel I still have as an adult. I wanted to be part of that learning and their development. I believe my 20+ years in Engineering, Finance and Project Management have made me a stronger teacher. My engineering training has allowed me to bring real life examples and real world passion into my Mathematics and Design Technology classes. My understanding of finance and mathematics allows me to easily manage department budgets. Because I do love mathematics, I try to incorporate it into my design lessons as much as possible. My Project Management background has helped me to be a more reflective teacher, as I am consistently looking for ways to improve the structure in my teaching.

I am a dedicated, creative, flexible and energetic education professional who strives to build strong collaborative relationships with administration, teachers, parents and students.  I have taught both MS Mathematics and HS Design Technology. I have also, for one year in my certification studies, taught SL Math and Math Studies. I am DP trained in Mathematics and MYP trained in Design Technology. No matter the age of the students I teach, I believe that they are the focal point of the educational process. I recognize that all students have individual learning styles, language abilities, and needs, which I try to accommodate in my lessons. I believe in giving my students personalized learning experiences where they have the opportunity to be challenged according to their own level of learning. My lessons are created to allow students a great deal of choice, giving the students more ownership over their learning. The students enjoy my classes, which helps to foster an environment of mutual respect, caring and trust.

I do not believe in teachers or students working in isolation. I presently work with a team of 4 Design Technology teachers, giving me ample opportunities to collaborate and even team teach at times. I have collaborated with the HS DP Visual Art students, assisting them in learning how to sculpt with Design Technology tools and CAD. I have also worked with teachers and students in the Elementary school. When a Grade 3 teacher asked if I would be willing to help two of her students with their “dream project” unit, I gladly said yes.  I spent 6 weeks helping them build the coffee table they had designed.  Likewise, when the Grade 2 teachers approached me about giving tours and demonstrations to their students, I again jumped at the chance.  I have conducted these tours annually for three years.  I demonstrate 3D printing, the laser cutter, and a plasma cutter.  I give each student a 3D printed “crocodile paper clip” which I created. The children are always very excited by this.  The extra crocodiles, which I give to the teachers, have become a reward mechanism in Grade 2!  Finally, I annually collaborate with the HS Science teachers when we jointly advise Gr. 11 students on Group 4 projects. All these collaborations, and the many more I have worked on, help me challenge and develop my own teaching practice.

I believe that there are endless learning opportunities outside of the four walls of my classroom. I have served as a supervisor for F1 in Schools, the Eco-Car/Green Power Challenge, and Robotics Club. I believe that co-curricular activities offer students rich opportunities for learning that would not usually happen in their classes. Additionally, for activities that are planned by others, I support them by volunteering in any way I can. I know WAB’s community picnic is more geared toward the ES students I don’t teach, but I never hesitate to volunteer to supervise games for them. The Drama teacher puts on a musical every year and he asks for help from my department to help build the sets. It is without hesitation that I do this. The same applies for the annual Rock in the Park rock festival, for which I design and build games. When the Grade 12 students planned a lock-in/sleepover, I volunteered yet again. I have chaperoned MS dances as well. I feel all of these activities cannot happen without the full support of the staff. We all have the same goal in the end: to provide meaningful and safe learning experiences for the students.

In summary, my philosophy is to challenge students by creating interesting units of study, collaborate with and learn from my colleagues, and support the broader school community in any way possible.

Who Am I?

I came into teaching eight years ago, in a rather interesting way. I married my wife, who is a teacher, and spent so much time around the school, other teachers and students, that I felt compelled to become a teacher myself. I was drawn to the students’ curiosity for learning, something I feel I still have as an adult. I wanted to be part of that learning and their development. I believe my 20+ years in Engineering, Finance and Project Management have made me a stronger teacher. My engineering training has allowed me to bring real life examples and real world passion into my Mathematics and Design Technology classes. My understanding of finance and mathematics allows me to easily manage department budgets. Because I do love mathematics, I try to incorporate it into my design lessons as much as possible. My Project Management background has helped me to be a more reflective teacher, as I am consistently looking for ways to improve the structure in my teaching.

I am a dedicated, creative, flexible and energetic education professional who strives to build strong collaborative relationships with administration, teachers, parents and students.  I have taught both MS Mathematics and HS Design Technology. I have also, for one year in my certification studies, taught SL Math and Math Studies. I am DP trained in Mathematics and MYP trained in Design Technology. No matter the age of the students I teach, I believe that they are the focal point of the educational process. I recognize that all students have individual learning styles, language abilities, and needs, which I try to accommodate in my lessons. I believe in giving my students personalized learning experiences where they have the opportunity to be challenged according to their own level of learning. My lessons are created to allow students a great deal of choice, giving the students more ownership over their learning. The students enjoy my classes, which helps to foster an environment of mutual respect, caring and trust.

I do not believe in teachers or students working in isolation. I presently work with a team of 4 Design Technology teachers, giving me ample opportunities to collaborate and even team teach at times. I have collaborated with the HS DP Visual Art students, assisting them in learning how to sculpt with Design Technology tools and CAD. I have also worked with teachers and students in the Elementary school. When a Grade 3 teacher asked if I would be willing to help two of her students with their “dream project” unit, I gladly said yes.  I spent 6 weeks helping them build the coffee table they had designed.  Likewise, when the Grade 2 teachers approached me about giving tours and demonstrations to their students, I again jumped at the chance.  I have conducted these tours annually for three years.  I demonstrate 3D printing, the laser cutter, and a plasma cutter.  I give each student a 3D printed “crocodile paper clip” which I created. The children are always very excited by this.  The extra crocodiles, which I give to the teachers, have become a reward mechanism in Grade 2!  Finally, I annually collaborate with the HS Science teachers when we jointly advise Gr. 11 students on Group 4 projects. All these collaborations, and the many more I have worked on, help me challenge and develop my own teaching practice.

I believe that there are endless learning opportunities outside of the four walls of my classroom. I have served as a supervisor for F1 in Schools, the Eco-Car/Green Power Challenge, and Robotics Club. I believe that co-curricular activities offer students rich opportunities for learning that would not usually happen in their classes. Additionally, for activities that are planned by others, I support them by volunteering in any way I can. I know WAB’s community picnic is more geared toward the ES students I don’t teach, but I never hesitate to volunteer to supervise games for them. The Drama teacher puts on a musical every year and he asks for help from my department to help build the sets. It is without hesitation that I do this. The same applies for the annual Rock in the Park rock festival, for which I design and build games. When the Grade 12 students planned a lock-in/sleepover, I volunteered yet again. I have chaperoned MS dances as well. I feel all of these activities cannot happen without the full support of the staff. We all have the same goal in the end: to provide meaningful and safe learning experiences for the students.

In summary, my philosophy is to challenge students by creating interesting units of study, collaborate with and learn from my colleagues, and support the broader school community in any way possible.

Green Power Eco Car Club

I started the Green Power Eco Car Club to have students build a fully operational and drivable battery powered F-24 race car. I introduced students to electrical powered vehicles and automotive engineering (power systems, drive trains, control linkages, body panel design and manufacturing, etc.). When we completed the car, we competed against local Chinese schools. We took first place in “Individual Lap Speed,” second place in “Team Speed,” and third place for the “Presentation” of our design.

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Who Am I?

I came into teaching five years ago, in a rather interesting way. I married my wife, who is a teacher, and spent so much time around the school, other teachers and students, that I felt compelled to become a teacher myself. I was drawn to the students’ curiosity for learning, something I feel I still have as an adult. I wanted to be part of that learning and their development. I believe my 20+ years in Engineering, Finance and Project Management have made me a stronger teacher. My engineering training has allowed me to bring real life examples and real world passion into my Mathematics and Design Technology classes. My understanding of finance and mathematics allows me to easily manage department budgets. Because I do love mathematics, I try to incorporate it into my design lessons as much as possible. My Project Management background has helped me to be a more reflective teacher, as I am consistently looking for ways to improve the structure in my teaching.

I am a dedicated, creative, flexible and energetic education professional who strives to build strong collaborative relationships with administration, teachers, parents and students.  I have taught both MS Mathematics and HS Design Technology. I have also, for one year in my certification studies, taught SL Math and Math Studies. I am DP trained in Mathematics and MYP trained in Design Technology. No matter the age of the students I teach, I believe that they are the focal point of the educational process. I recognize that all students have individual learning styles, language abilities, and needs, which I try to accommodate in my lessons. I believe in giving my students personalized learning experiences where they have the opportunity to be challenged according to their own level of learning. My lessons are created to allow students a great deal of choice, giving the students more ownership over their learning. The students enjoy my classes, which helps to foster an environment of mutual respect, caring and trust.

I do not believe in teachers or students working in isolation. I presently work with a team of 4 Design Technology teachers, giving me ample opportunities to collaborate and even team teach at times. I have collaborated with the HS DP Visual Art students, assisting them in learning how to sculpt with Design Technology tools and CAD. I have also worked with teachers and students in the Elementary school. When a Grade 3 teacher asked if I would be willing to help two of her students with their “dream project” unit, I gladly said yes.  I spent 6 weeks helping them build the coffee table they had designed.  Likewise, when the Grade 2 teachers approached me about giving tours and demonstrations to their students, I again jumped at the chance.  I have conducted these tours annually for three years.  I demonstrate 3D printing, the laser cutter, and a plasma cutter.  I give each student a 3D printed “crocodile paper clip” which I created. The children are always very excited by this.  The extra crocodiles, which I give to the teachers, have become a reward mechanism in Grade 2!  Finally, I annually collaborate with the HS Science teachers when we jointly advise Gr. 11 students on Group 4 projects. All these collaborations, and the many more I have worked on, help me challenge and develop my own teaching practice.

I believe that there are endless learning opportunities outside of the four walls of my classroom. I have served as a supervisor for F1 in Schools, the Eco-Car/Green Power Challenge, and Robotics Club. I believe that co-curricular activities offer students rich opportunities for learning that would not usually happen in their classes. Additionally, for activities that are planned by others, I support them by volunteering in any way I can. I know WAB’s community picnic is more geared toward the ES students I don’t teach, but I never hesitate to volunteer to supervise games for them. The Drama teacher puts on a musical every year and he asks for help from my department to help build the sets. It is without hesitation that I do this. The same applies for the annual Rock in the Park rock festival, for which I design and build games. When the Grade 12 students planned a lock-in/sleepover, I volunteered yet again. I have chaperoned MS dances as well. I feel all of these activities cannot happen without the full support of the staff. We all have the same goal in the end: to provide meaningful and safe learning experiences for the students.

In summary, my philosophy is to challenge students by creating interesting units of study, collaborate with and learn from my colleagues, and support the broader school community in any way possible.

 

Collaborations

I strongly believe that cross-curriculum collaborations enhance student learning.

I have collaborated with HS Visual Art students, teaching them how to use Design Technology to make their installation and sculptural ideas come to fruition.

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I have also collaborated with Grade 3 students in their “Dream Time” unit. In this unit, students were tasked with designing something of their choosing for their classroom. Two students I worked with sought to design a coffee table for their teacher. Over a period of 6 weeks, these students would come to me and I taught them how to measure accurately, drill holes, install screws, glue pieces together and how to sand and apply stain and lacquer.

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Supporting Colleagues

I believe that in order for us to all succeed, we should support each other in any way we can. By working as a team we can better serve our students.

I 3-D printed models of proteins for the HS Science department to use as teaching aids in a Biology unit.

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I constructed planters for the Elementary School Instructional Greenhouse, so students could plant seeds and learn about the growth cycle.

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I design and built games for the school’s annual rock festival, “Rock In The Park.”

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At the request of the HS Librarian, I created a Lego Wall which consisted of my installing Lego base plates on her circulation desk. Students go there to relax and de-stress.

 

 

I helped construct sets for the HS Musical. This consisted of building movable walls, a bridge that was on wheels and a fence made of PVC pipes.

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I demonstrate the tools in the workshop for Grade 2 students. In addition, I 3-D print alligator clips for them.IMG_0172

 

Math and Design

In teaching a Math Studies class to Grades 11 and 12, I chose to have a practical exercise to Geometry. Students were challenged to design and construct birdhouses using as many regular geometric shapes as possible. I collaborated with the Design Technology department. Students were given a sheet of plywood 1 meter x 1 meter and they needed to figure out how to lay out as many pieces, while minimizing waste. To encourage designs beyond rectangular shapes, awards were given for “Most Shapes Used,” “Most Artistic Design,” and “Least Waste Generated.” When the birdhouses were completed, the students calculated the surface area and volume of their finished birdhouse. One unexpected outcome was observing that students recognized the added difficulty in joining physical three-dimensional objects, vs. drawing two-Dimensional shapes.

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“Wild Thing”

This is the first unit for Grade 9 students. They are introduced to many new tools and processes that they will need for future Grade 9 Design projects. This includes 3-D printing, Computer Aided Design (CAD) and Laser Cutting. Additionally, they learn to use more advanced tools such as the Band Saw, Fret Saw and Belt Sander. They are also introduced to surface finishing for wood. By having them create “Wild Things,” I am asking them to choose an animal, design it using CAD, then manufacture it three separate ways;  3-D printing, using the laser cutter and cutting wood.DSC08639

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“I Had The Time Of My Life”

In this unit, Grade 9 students research designers and artists, then create a clock. As an opportunity for differentiation, the students get to choose which artist or designer will inspire their design. The overall premise being the clock would be sold in the gift shop of an Art and Design Museum. To add an elements of realism, they also graphically design an A3 sized marketing poster, advertising their clock. They must use at least two distinct materials, primarily choosing between wood, acrylic and various sheet metalsIMG_0068

 

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“Domo Arigoto (Mr. Roboto)”

This Grade 9 unit is the first experience for most students, with programmable electronics. Students learn about physical computing systems. They learn to read basic C++ code and understand electronic circuits and the functions of sensors. Initially ten classes are devoted to hands on research (ie building circuits). Students are then placed in teams of three and design, program and build a system that uses at least one sensor to drive one or more output devises. All of the components are contained in a housing that the students design and build.

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“Spice Of Life”

The Spice of Life unit introduces students to food design and culinary skills.  This is a flexible unit.  At times I have focused on dietary needs, enlisting teachers with dietary restrictions as clients.  At other times the focus has been on food presentation or the creation of healthy snacks. The overall objective it that students learn about cooking skills, healthy eating and kitchen safety.

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