All About Me
My name is Adrianna Perrone, and I am a dedicated and passionate educator currently pursuing my Bachelor of Education at York University in the Intermediate/Senior division, with a focus in English and Social Science. I was born and raised in Woodbridge, Ontario, a community that has shaped my values, work ethic, and commitment to supporting others. Growing up, I was actively involved in competitive soccer at a high-performance level, which taught me the importance of teamwork, discipline, and perseverance, qualities I now bring into my teaching practice. As an English-focused educator, I am deeply literature-driven and believe in the power of texts to foster critical thinking, empathy, and meaningful connections to the world around us.
Beyond academics and athletics, I have a strong passion for working with children and youth. Through my roles as a tutor, camp director, teaching assistant, and emergency supply teacher, I have gained experience supporting learners of diverse ages and backgrounds. These experiences have reinforced my belief in creating inclusive, engaging, and supportive learning environments where every student feels valued and capable of success. I also have a deep love for travel, as it allows me to broaden my perspective and bring diverse experiences into the classroom. Overall, I am committed to fostering confidence, curiosity, and a love for learning while continuing to grow as an educator through a literature-rich and student-centred approach
Teaching Philosophy
The lessons I learned as an athlete have profoundly influenced my work with students. I have developed a teaching philosophy focused on recognizing and nurturing each student’s unique strengths. I strive to provide personalized support that helps students overcome challenges and build confidence. Whether in a recreational or traditional classroom setting, my priority is to create empowering and inclusive spaces where students feel valued and supported in their learning journey. To be an effective teacher, I believe it is essential to not only teach but to truly understand and work alongside students. Teaching is a mutual process of growth and development, requiring continuous reflection and adaptation to meet students’ evolving needs. I am committed to fostering an environment where every student, regardless of their challenges or circumstances, is encouraged to achieve their goals. Each student brings their own set of experiences, strengths, and aspirations, and I see it as my responsibility to support their emotional, social, and intellectual growth in a way that honors their individuality. For me, teaching is more than a profession. It is a personal calling and a lifelong responsibility. No student should feel alone in their struggles or believe their dreams are unattainable. I aspire to be a teacher who inspires resilience, encouraging students to embrace challenges as opportunities to grow stronger and more self-assured. My experiences have solidified my belief that I am meant to be an educator, not only through my actions but through the passion I carry in my heart and mind. I am devoted to the growth and success of my students and am committed to supporting them at every step of their learning journey. With every lesson, interaction, and challenge, I will approach teaching with the belief that growth is not only possible but fundamental. Ultimately, I hope to instill in them the understanding that no one is ever alone in their learning journey and that growth is always within reach.
Thursday, October 30th, 2026
My first observation day as a student teacher began on Thursday, October 30th, 2025, at St. Jean De Brébeuf with my mentor teacher, Mr.Murarotto. Walking into the school, I felt a mix of excitement and nerves, but that quickly shifted because of how welcoming my mentor teacher was. From the moment I met him, he created a space where I felt comfortable, included, and genuinely excited to begin this journey. It immediately set the tone for the kind of classroom environment I hope to create in my own practice. Mr. Murarotto taught three different courses: Grade 9 de-streamed, Grade 11 First Nations (NBE3U1), and Grade 12 College English which gave me the opportunity to observe a wide range of learners. Across all classes, I noticed how important structure and consistency were. Each period followed a routine: attendance was taken, phones were placed in designated areas, and all materials were posted on Google Classroom. This created a sense of accountability and stability, while also supporting student focus and engagement. What stood out most was how this structure supported meaningful learning. In the Grade 11 Indian Horse class, students were able to engage deeply with topics such as identity, relationships, and lived experiences because the environment allowed them to feel safe and prepared. This day confirmed my passion for teaching. It showed me that a welcoming and well-organized classroom can truly shape student success, and it inspired me to continue growing into an educator who prioritizes both structure and connection.
Tuesday, April 14th, 2026
On April 14th, 2026, I supported my Grade 12 College English class during an essay writing workshop, and this experience was one of the most impactful moments of my placement. This particular class often struggled with behaviour and motivation, and many students initially resisted completing their work. There were moments where students would pull back, avoid tasks, or lack confidence in their abilities. However, with the guidance of my mentor teacher, the class was gradually brought back on track. Throughout the week, students became more focused and committed to completing their essays. During this process, I worked closely with students one-on-one, helping them build their ideas and strengthen their writing. I introduced new tools and strategies to help them find meaningful quotes and analyze them more deeply, pushing beyond surface-level responses. Watching students begin to understand how to break down a quote and uncover deeper meaning was incredibly rewarding. What stood out most was the shift in their confidence. Students who were initially disengaged began asking questions, participating, and taking pride in their work. Several students told me that they learned so much from our conversations, and at the end of the workshop, many thanked me for my help. Some even asked when my last day would be and how long I would be staying, which meant more to me than anything. This experience reminded me that teaching is not just about content, but about persistence, patience, and belief in students even when they don’t believe in themselves yet. Seeing that growth was truly inspiring.
Monday, April 7th, 2026
On April 7th, 2026, I taught my first lesson to the Grade 11 NBE3U1 class, which was a defining moment in my teaching journey. I created a slideshow focused on generational and intergenerational trauma, helping students build a deeper understanding as they were introduced to the reading Indian Horse. I wanted the lesson to feel meaningful and engaging, so I incorporated interactive elements such as Mentimeter, allowing students to actively participate and share their thoughts in real time. A key part of this lesson was introducing their culminating task, the Virtual Study Journal. Students were required to organize their work on Google Drive, consistently complete homework, and reflect on their learning. Each student shared their journal with me, which allowed me to check in weekly, provide feedback, and support their progress. This not only helped students stay organized, but also created a sense of accountability and ownership over their work. What stood out to me most was how engaged students became when given the opportunity to interact and share their ideas. Even with a complex topic, they were willing to participate and reflect. I realized how important it is to create space for student voice while still guiding their thinking in a structured way. This experience gave me confidence in my ability to lead a classroom and design lessons that are both purposeful and engaging. It reminded me that teaching goes beyond delivering content. Rather, it is about creating meaningful learning experiences where students feel supported, challenged, and heard.
Faith, Language, and Meaning Through God’s Lens
My Catholic faith is at the core of how I use language and engage with literature, shaping the way I express values, interpret meaning, and understand the human experience through God’s teachings. Grounded in principles of love, compassion, and purpose, I approach texts with a faith-informed lens that allows me to recognize how identity, choices, and community are deeply influenced by God’s presence.