HI THERE!
I’M AHMED EL-SAYEGH
Come Explore
Thanks for visiting! Explore my site to learn more about me, my background and what I have to offer. If you have questions or would like to discuss an opportunity to work together, feel free to get in touch.
BIO
My Story
I am an educator specializing in Business and Social Studies, with additional teaching experience in English Literature, English Language Learning, Culinary Arts, and Hospitality & Tourism.
Prior to earning my Bachelor of Education from the University of Windsor, I dedicated over a decade to the hospitality industry, during which I completed several bachelor’s degrees and diplomas, gaining both practical and academic expertise.
In the past three years, I have taught in diverse educational settings across Ontario, England, and China. I also served as a campus tutor, guiding college and university students in essay writing and précis development.
I am certified by both the Ontario College of Teachers (OCT) and the Teacher Regulation Branch (TRB) in British Columbia. Additionally, I regularly engage in professional development, including workshops focused on inclusive pedagogy and diversity in education.
As a driven and committed educator, I am continually seeking ways to enhance my knowledge, expand my skill set, and foster meaningful connections within the educational community. I invite you to explore my site to learn more about my journey and approach to teaching. Please feel free to reach out with any inquiries.
EDUCATION
My Studies
Windsor, ON
BACHELORS OF EDUCATION,
CONSECUTIVE I/S
UNIVERSITY OF WINDSOR
The two-year consecutive program prepares Teacher Candidates in teaching specialization of Intermediate/Secondary levels
Toronto, ON
BUSINESS AND SOCIETY, B.A HONORS
YORK UNIVERSITY
The Business & Society program is an interdisciplinary Liberal Arts degree program which provides students with the tools needed to study the relationship between business, the economy and society.
Toronto, ON
CULINARY ARTS INTEGRATED DIPLOMA,
GEORGE BROWN COLLEGE
The Culinary Management (Integrated Learning) program takes an integrated experiential approach to learning, with industry placement, in-school studies, online and self-study learning.
Toronto, ON
HOTEL MANAGEMENT DIPLOMA,
GEORGE BROWN COLLEGE
Hotel Management diploma program is a hospitality management training that develops business management skills via hands-on learning, theoretical classes and practical labs led by industry experts.
Oakville, ON
GENERAL ARTS AND SCIENCE DIPLOMA,
SHERIDAN COLLEGE
The General Arts and Science program helps develop the academic skills one needs for degree-level studies. It focuses on writing, literature, sociology, psychology – courses that will benefit future studies in the humanities and social sciences.
Toronto, ON
BUSINESS MANAGEMENT, B.A HONORS
GEORGE BROWN COLLEGE
The Bachelor of Business Administration develops exceptional decision making and problem-solving skills. It prepares business leaders and owners to thrive in a complex and dynamic industry and combine experiential learning through four-month paid terms working full-time in industry.
EXPERIENCE
Work History
May 2019 - January 2020
HIGH SCHOOL TEACHER, MAPLE LEAF EDUCATION
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Taught Grade 10 English Literacy and Grade 12 Hospitality & Tourism
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January 2017 - April 2019
HIGH SCHOOL TEACHER (PRACTICUM), VINCENT MASSEY PUBLIC SCHOOL
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Instructed Grade 12 International Business Fundamentals, Grade 11 World Studies, Grade 10 World Religions, Grade 12 International Law and Grade 10 Canadian Law
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May 2018 - June 2018
ASSISTANT PRIMARY TEACHER (VOLUNTEER), AURELIA EDUCATION
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Assistant-Teacher with a focus on at-risk students
November 2017 - December 2017
STUDENT TEACHER, TALBOT TRAIL PUBLIC SCHOOL
January 2018 – April 2019
LITERACY TUTOR, VINCENT MASSEY PUBLIC SCHOOL
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Tutored and mentored ELL students
January 2016 – April 2017|
ESSAY TUTOR, YORK UNIVERSITY
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Assisted students with essays, precis, presentations, and proofreading
MY TEACHING PHILOSOPHY
I am guided by this famous quote “An investment in knowledge pays the best interest.” I believe in fostering an environment where students can grow both academically and personally, contributing to a more informed and compassionate society.
As an educator, my role is to facilitate learning that encourages critical thinking, empowering students to analyze the material we explore with an evaluative mindset that transcends the classroom.
With a commitment to a growth mindset, I encourage my students to view challenges as opportunities for growth, building their confidence and self-esteem while promoting a lifelong pursuit of learning. I thoughtfully plan lessons that respect and engage all learners, tailoring strategies to meet their unique abilities and needs.
My approach is hands-on, fostering active student engagement and connecting curriculum content to relevant topics that resonate with their interests. My goal is to inspire a deeper appreciation for literature and a genuine enthusiasm for learning, presenting material in an engaging manner and designing activities that capture my students' curiosity. This teaching philosophy requires ongoing professional development, as I continually refine my methods to provide an enriching learning experience.
I strive to model positivity, empathy, and expertise in both my teaching methods and subject knowledge. I aim to be a supportive presence in my students’ lives, readily available to assist them in their academic journey.
In summary, my philosophy of education centers on a threefold mission:
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To foster meaningful engagement in learning;
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To champion equity and inclusivity for all students;
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To instill a lasting curiosity and commitment to self-improvement.
STANDARDS OF PRACTICE
Commitment to Students and Student Learning
Leadership in Learning Communities
Professional Knowledge
Professional Practice
Ongoing Professional Learning
COMMITMENT TO STUDENTS AND LEARNING
"Members are dedicated in their care and commitment to students. They treat students equitably and with respect and are sensitive to factors that influence individual student learning. Members facilitate the development of students as contributing citizens of Canadian society."
Building an Inclusive and Safe Environment for all Students
As a part of the Professional Learning Series through the Faculty of Education, on January 2019, I had the opportunity to attend a workshop about diverse communities put on through Ontario Teachers Federation. This workshop was informative on how we can celebrate our differences and how we as teachers can be more sensitive to issues to create a safe school.
The presentation was structured in a conversation format so that as an audience member I was able to contribute to the conversation and was able to think concretely about students. In this workshop, I was educated on the different terms that make up the common acronyms among other hot topic issues.
LEADERSHIP IN LEARNING COMMUNITIES
"Members promote and participate in the creation of collaborative, safe and supportive learning communities. They recognize their shared responsibilities and leadership roles in facilitating student success. Members maintain and uphold the principles of the ethical standards in these learning communities."
On January 2018, as a part of the Leadership Experience for Academic Direction course at the University of Windsor, I was able to participate in the Teaching Personal and Social Responsibility Workshop.
This workshop consisted of gaining knowledge of the background into what makes up the TPSR model and how to incorporate it into cross curricular content areas.
I was able to understand how teaching personal and social responsibility in the classroom gives students valuable skills that can be transferred to so many aspects of their lives.
Students who learn to follow a TPSR model are able to improve behaviour, cooperation, self-direction and are ultimately more caring towards other people.
This model workshop demonstrated that teaching students transferable skills is a key part of education.
Following the information session, the teacher candidates experienced what a typical TPSR activity would be. We participated in team based games and ice-breaker activities. In doing the activities used in the TPSR model, I was able to understand and see the full effects that TPSR has on students.
The team building games require social skills, teamwork, cooperation, communication and ultimately caring for the other team members for the purpose of completing the activity.
ONGOING PROFESSIONAL LEARNING
"Members recognize that a commitment to ongoing professional learning is integral to effective practice and to student learning. Professional practice and self-directed learning are informed by experience, research, collaboration and knowledge."
Microsoft Training
As a part of Professional Learning Series, I attended a workshop on Microsoft on November 2018.
In this special workshop hosted by Microsoft and created specifically for Faculty of Education students, learn about the free technological tools that current educators are integrating into their classrooms to increase student engagement and learning!
This workshop introduced me to the various technologies that Microsoft has for educational applications. I was introduced to Microsoft Sway, an interactive way of presenting information similar to PowerPoint but done online. This can be accessed as long as you have your login and internet connection. The Sway is both visually appealing and accessible.
As technology evolves, it is important as an educator to be up to date on the technologies being used in the classroom. This presentation showed me how important technology can be in education and that student engagement and involvement can greatly improve with the proper and effective use of technology.
PROFESSIONAL KNOWLEDGE
"Members strive to be current in their professional knowledge and recognize its relationship to practice. They understand and reflect on student development, learning theory, pedagogy, curriculum, ethics, educational research and related policies and legislation to inform professional judgment in practice."
With three Bachelor’s degrees and three Diplomas, I bring a diverse academic foundation and several years of pedagogical experience to my teaching practice. My journey includes two years as a student-teacher in Windsor-Essex, volunteer teaching in England, tutoring at York University, and a full year teaching in China.
I am dedicated to nurturing confident, independent learners who are motivated to explore their curiosity and creativity as tools for problem-solving and continuous learning.
I am passionate about building strong personal character in young people, providing opportunities for outreach, leadership development, and conflict resolution skills. I strive to cultivate a classroom environment where students are empowered to reflect on their role within the community and understand the impact of their actions. Through creating their own rights, responsibilities, and rules, my students become engaged participants in a collaborative and self-directed community.
My approach to teaching extends beyond curriculum standards to include lessons designed around students’ developmental stages, individual needs, interests, and learning styles. I emphasize hands-on, real-world experiences that encourage cooperative learning and connect to students' personal lives. My aim is to equip students with the skills and language needed to regulate their emotions, approach problem-solving constructively, and engage in self-reflection.
I encourage students to share and examine their life experiences through topics that resonate deeply with them, and I infuse principles of social justice and equity throughout my lessons. I am especially committed to integrating mindfulness and restorative practices into my teaching, fostering a supportive and inclusive learning environment.
ARTIFACT # 1
May 2018
Volunteering as an Assistant P/J Teacher in England was a lively and rewarding experience! Each day was filled with learning, both for my students and for me. I embraced new teaching approaches, connected with young learners, and adapted to a vibrant classroom setting - an experience that truly enriched my journey as an educator.
ARTIFACT # 2
June 2018
These thoughtful gifts from my students are a treasured reminder of the special bonds we created. On my last day, the little ones clung to my legs and pleaded for me to stay - a truly touching moment.
ARTIFACT # 3
February 2018
During my Intermediate / Senior practicum, I had the opportunity to teach World Religions and Social Studies. This experience allowed me to dive deeply into these subjects with my students, fostering critical discussions and encouraging them to explore diverse perspectives. It was a formative experience that strengthened my instructional skills and deepened my commitment to inclusive education.
ARTIFACT # 4
September 2019
In my home classroom in China, I had the unforgettable experience of teaching 120 English Language Learners at varying levels of proficiency. This opportunity challenged me to develop creative teaching strategies and connect with a large, diverse group of students. It was a truly memorable experience that broadened my perspective on global education and enhanced my adaptability as an educator.
ARTIFACT # 5
September 2020
This heartfelt letter of gratitude from a former English Language Learner in China is a cherished reminder of the positive impact we can have as educators. It reflects the meaningful connections formed and the lasting influence of my time in that classroom.
ARTIFACT # 6
September 2023
These emails from former students in my Business Entrepreneurship class are a meaningful testament to the connections and inspiration fostered during our time together. Their words of appreciation reflect the positive impact of our shared learning journey and the encouragement I strive to bring to each classroom.
