Do We Need to Reimagine Education?
When I think about High Tech High, what stands out to me most is its emphasis on student-centred learning, rather than the traditional school system that prioritizes teacher-centred instruction. This learning model aligns closely with inquiry-based learning and values student voice and choice. Thinking about this model brings me back to last year, when I led a Pro-D Day workshop with PHE Canada to elementary BEd students. I used their resource (linked below), which highlights incorporating student voice and choice to showcase inclusive and creative methods to build student-centred learning environments.
By giving students opportunities to have their voices heard and valued, they often become more invested in their learning and develop a stronger sense of ownership over their education. However, this does not mean that teachers should eliminate rules or expectations altogether. I still believe these are essential elements, but finding a balance between structure and autonomy can make learning more meaningful and purposeful.
One of my teachable subjects is Physical and Health Education (PHE). Not so long ago, this subject carried a stigma, highlighting only the most athletic students and creating a negative experience for those who did not fit that mold. As a future teacher, my goal is to make PHE inclusive for all students, regardless of age, race, gender or background. By following the PHE Canada sugggested approaches, teachers can make impactful steps towards showing care for each of their students’ learning goals. Therefore, the quality of education can grow along with students’ motivation to enhance their relationships with physical and health education.
What Obstacles do Educators Face When Trying to Change Pedagogy?
My mom is a teacher, and she has been teaching for over 30 years. Throughout my life, I have heard numerous stories about the challenges she has faced when trying to implement new ideas or adjust her pedagogy. For example, five years ago, she created an all-girls PHE class to address the decline in girls enrolling in PHE once it was no longer mandatory after Grade 10. The first pushback she encountered came from within her own department. Out of eight PHE teachers, only two were women.
As a result, it was difficult for some of the male teachers to see the need for an all-girls PHE class, particularly because it meant fewer students, and, therefore, fewer PHE blocks for them. It seems clear to me that teaching has a history of individualism and egocentrism. How are we, as future teachers suppose to shift pedagogy towards student-centred learning if our peers are unable to set aside their own agendas within the staff room?
From a perspective beyond that of being the child of an educator, I can imagine that one of the most significant and ongoing obstacles teachers face when attempting pedagogical change is access to resources. Many schools are underfunded, making it extremely difficult to secure the time, training, materials, and energy required to shift instructional practices. During my Link2Practice placement, I saw this firsthand. One teacher went above and beyond their role, using personal connections to acquire 500 free naloxone kits for students who completed the training. Despite this effort, the administration later asked the teacher to share the kits with other schools in the district, suggesting it would be selfish to keep them all.
Not only was this a difficult conversation for that teacher, but it also felt deeply unfair to the time and effort they invested outside of their schedule. A conclusion that I have drawn as a result of these stories is that if change is going to happen, everyone must be on board. It cannot fall on one educator alone. Pedagogical transformation requires a top-down approach, not just isolated efforts from compassionate individuals.
Sources
https://sciendo.com/2/v2/download/article/10.2478/atd-2023-0013.pdf
This Blog Post is an original thought and has been edited for spelling, grammar and fluidity with ChatGPT.
OpenAI. (2026). ChatGPT (GPT-5.2) [Large language model]. https://chat.openai.com/