The Reed's Community

WHAT SPECIFICALLY APPEALED TO YOU ABOUT WORKING AT REED'S?

Reed’s School appealed to me because of our aligned values of integrity, compassion, curiosity, resilience, responsibility and independence. In this community we strive to not only promote these values, but to live them out. I will never forget my first visit to the school. I went home that day and told anybody that would listen about the visible atmosphere of warmth and ambition that permeated there. I love how pupils have both a desire to learn and a genuine curiosity. My colleagues are exemplary in all they do. In the busy maelstrom of our days, they somehow manage to balance academic rigour with pastoral care. The opportunity to teach English, lead Employability, and use my skills as a life coach within such a purpose-driven environment feels like an ideal blend of intellectual, creative, and human work.

HOW WOULD YOU DESCRIBE THE TYPICAL CHARACTERISTICS OF A REED'S PUPIL?
Two qualities stand out for me; they exist in equal measure: enthusiasm and decency. Pupils are keen not just to succeed, but to grow intellectually and spiritually. Atop this, they are wonderful human beings. They are curious and driven; they have a working comprehension of the principle that excellence is the spawn of life’s undulations and that it is a journey. I love how they embrace feedback not as criticism, but as an occasion for personal and professional growth. These are strong foundations for what I aim to instil in all my pupils, the love of life-long learning.

HOW DO YOU THINK REED'S FOSTERS A SENSE OF COMMUNITY AND BELONGING AMONGST ITS PUPILS?

I simply love our community. The House system, in all its forms, gives us a strong basis for connection. Our weekly House meetings are also a great occasion for catching up with many people in the school community who we may not share classrooms or sporting arenas with. We strive to build a profound sense of belonging in all pupils. The tutor check-ins, clubs and societies and performance arts are examples of environments where we get to connect intimately. As a life coach and teacher, I see how this approach and structure nurtures emotional intelligence and empathy. The school’s commitment to pastoral care, small class sizes, and co-curricular breadth allows every pupil to find their place. All in all, that sense of being acknowledged and valued is the crucible within which a good education is converted into a transformative one, because, as John Dewey reminds us, “education is not preparation for life; education is life itself.”

WHAT FACTORS DO YOU BELIEVE ARE MOST INFLUENTIAL IN DRIVING PUPIL SUCCESS?

Success is a soil in which three kinds of flora grow: self-belief, purpose, and ambition. At Reed’s, we have a wonderful teaching community. My colleagues pour themselves into their craft. Their creativity, time and unique energy are qualities I admire in them.

Nevertheless, without our pupils realising that they are the co-authors of their story and sculptors of their ultimate destiny, the partnership is feeble. Without our them realising that learning is not about following teachers’ or parents’ instructions, but a contribution to themselves and their community, then the partnership is impotent. Ultimately, the shift from ‘I must’ to ‘I choose to’ is where authentic growth occurs.

CAN YOU SHARE THE INSPIRATION BEHIND YOUR DECISION TO BECOME A TEACHER?

My desire to teach flows from deep oceans. A profound love of knowledge and learning, combined with influences from some of the great giants of the ages, makes up the intoxicating concoction of these waters. I was inspired by Martin Luther King jr., Mother Teresa, Abraham Lincoln, Ghandi and sacred texts like the Torah, Quran and the Bible. Each of these texts serves as a palpable reminder that the end of knowledge is not hoarding but sharing and then meaningful action. This wisdom carries with it a deep moral obligation. My passion for teaching also springs from the belief that everyone is endowed with inalienable gifts. It is a privilege and a duty to help people unearth, cultivate and use those gifts to aid and uplift humanity. In the final analysis, teaching for me is not simply a profession; it is a vocation; it is an act of contribution.