What year did you graduate from RCS? 2012

Which grades did you attend at RCS? K-12

Were you a part of any clubs, societies or teams at RCS?
I was a part of the RCS yearbook committee (member for Grades 9-10, editor for Grades 11-12) and the RCS Student council (class rep in Grade 10, secretary in Grade 11, president in Grade 12).

What was your next step after graduating from RCS?
Full-time student at Wilfrid Laurier Brantford in the Concurrent Education program

How did you find the transition from RCS to your next phase of life?
In regards to workload, the transition from RCS to university went quite smoothly. RCS taught me in a Christian “bubble”. All of the courses were centred on the Gospel. This wasn’t the case in university, but rather the opposite. My faith was challenged, my beliefs came into question, and God was often removed from the curriculum. If there was any mention of God, it was done in a manner of disbelief or disrespect. RCS laid the groundwork for me to recognize these errors and acknowledge what the truth is.

What is your highest degree of education? Where did you receive this degree and from what institution?
I have completed my 5 year Concurrent Education program at Wilfrid Laurier University in Brantford.

What is your current occupation? I am the Grade 7A teacher at RCS.

Where do you currently live? St. George, ON

Are you married? No.

What feedback or suggestions do you have for the teachers working with our graduating seniors?
RCS promotes community and close-knit relations between staff and students. Taking the time to get to know your students’ lives outside of the school inherently affects their work in the classroom. The learning process becomes more engaging as the students’ interests, abilities, and concerns are taken into consideration. Positive student-teacher relationships result in classroom environments that are more conducive to learning and meet students’ developmental, emotional and academic needs.

Not only is it important for teachers to get to know the students’ lives outside of the school, it is important to take the curriculum beyond the textbook. In my classroom this year, I plan to focus on a different “awareness” (Deaf Awareness, ADHD Awareness, Autism Awareness, etc.) each month to focus on in order to remind the students to focus on abilities, rather than disabilities. We were all created differently, yet in the image of God. He made us with individual gifts that we should help flourish and bloom.

Do you have a memory or comment you would like to share about a favourite teacher, or someone that influenced you the most at RCS?
My favourite teacher at RCS would have to be Madame. My opinion is biased by my love for the French language, but her teaching methods, genuine care for her students, and joie de vivre inspired me in my practicum teaching placements and my current classroom.

Do you feel connected to RCS? Please provide a reason for your response.
I feel like I’ve never left RCS. I spent thirteen years as a student at RCS. During my university studies, I attended many RCS functions including the bazaars, breakfasts, fundraiser dinners, volunteering at the RCS thrift store, and the occasional supply days as an EA. I’ve now returned as a staff member.

What is your favourite memory from RCS?
Once again my love of French influences my answer. My favourite memory from RCS is the Grade 11 Quebec trip. In addition to experiencing the history, language, and food of the region, I especially loved the freedom that we had to explore the city. The trip was educational while maintaining a relaxed and informal vibe. Immersing oneself in the city and its culture allows the traveller to experience a place, rather than merely see it.

From your perspective, what is the value of an RCS education?
A Christian school is like a greenhouse. A greenhouse shelters the plants in a safe environment where they may be nurtured and protected until maturity. In a similar manner, a Christian school shelters young learners from the influence of the world. An RCS education allows learners to be “in the world”, without being “of the world”.

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