Sandeep Manku, Mt, Oct Email & Phone Number

Waterloo, On, Ca

Cambridge, Ontario, Canada

Grade 5/6

Waterloo, Ontario, Canada

Grade 3/4

Currently conducting research on restorative practices in education with Dr. Crystena Parker-Shandal and Dr. Kristina Llewellyn. In partnership with Community Justice Initiatives, we are considering how their training in restorative approaches facilitates caring and inclusive schools across a large, public school board. This research intends to consider how school members understand a restorative approach to support a culture of inclusion and well-being. It also aims to better understand how restorative training (circle processes, coaching) influences school-based practices.

TA for SDS435R: Restorative Approaches to Education

Facilitates volleyball skill-building workshops, games, and tournaments for youth aged 8 to 17, during the indoor and beach seasons.

Grade 1/2

Grade 1, Cohort D (low-tech)

Ontario, Canada

Grade 6 and 7 (2017 - 2019)- Geography, Social Studies, and Math French Immersion - Core French- Language ArtsGrade 7 (2018 - 2019)- Core French Senior Kindergarten (2020 - present)- English as A Second Language (Reading, Oral)

Kitchener, Canada Area

Grade 1/2 Music, Dance, Drama, and HPE

Stratford, On

Toronto, Canada Area

Teacher Candidate Representative on the Teacher Education Liaison Committee (TELC) for OISE

Pikangikum, On

In my final placement, I navigated the new and challenging setting of teaching in a remote, Indigenous community in northern Ontario. I taught daily lessons in Math, Language, Music, Art, and Health, integrating indigenous culture into lessons in accordance with the demographics of the school. I also assisted in the development of referrals for the Resource team. In my downtime, I engaged heavily with the community, volunteering to cook hot meals, supervising extracurriculars on weekends and after school including “Girls’ Club” and the community Powwow.

Georgetown, Ontario, Canada

In my third placement, I was in a Grade 3/4 combined class. I confidently managed, led, and taught 90% of the lessons for a week under the supervision of an Occasional Teacher in the absence of my Associate Teacher. I taught an art and writing lesson around Indigenous dot paintings, using the text “Sometimes I Feel Like a Fox” by Danielle Daniel for inspiration, and created eye-catching hallway display used for Parent-Teacher Interviews. I also consulted with the staff on the school concert, attended a staff meeting and parent-teacher interviews, and participated in other optional learning opportunities within the school community.

Toronto, Canada Area

Grade 1/2 combined class

Toronto, Canada Area

Full Day Kindergarten, Junior/Senior

Waterloo, Ontario

As a Youth Worker, I worked predominantly with the Newcomer Youth Program, for newcomer Canadians aged six to 19 years old. I provided a space for youth to feel connected by acting as a role model and emphasizing values of respect and diversity. Within a team, I developed and led age-appropriate activities that allowed the youth to bond with one another and challenge their cooperation and initiative. I guided youth through English conversation circles by creating unique and engaging experiences that allowed them to build practice their second language skills. I escorted and supervised the youth, reaching a group size of up to 50, on field trips and excursions, educating them on local transport and community resources. I acted as a representative of the YMCA when welcoming local members of the community to deliver presentations, fostering relationships which continued throughout my time in the program.

Kitchener, Canada Area

I facilitated and delivered an after-school program for fifteen children aged six to twelve years old, dedicated to building social skills, academic excellence, and health lifestyle choices. I engaged children of multiple levels into stimulating activities that challenged them, built character, and enhanced their intellect. I worked within a team of approximately five colleagues to plan and assess the activities, adapting where necessary. I was quick to resolve conflict and discourage negative behaviour with positive role modeling. I introduced a critical, multiple-week long project on exploring cultures and heritage which received exceptional feedback from the organization and families. I fostered relationship building with both the children and the parents by providing verbal progress updates and connecting with parents on behaviour management strategies.

Waterloo, On

I sat in a team of four International Orientation Student Experiences Leaders in which we planned, organized, and executed the University of Waterloo’s three-day International Orientation. Attracting over 1000 incoming students, I developed and facilitated all aspects of programming, volunteer recruitment and training, and Orientation assessments. I conducted extensive content and data analysis from previous years to ensure that orientation goals and students needs were being met, and I regularly corresponded with students, answering questions and delivering information in a timely manner. I delivered presentations to groups of over 200 students during the Orientation and provided prompt troubleshooting and problem solving over the three days.

Waterloo, On

Under the leadership of Principle Investigator Dr. Crystena Parker-Shandal, I researched peacebuilding and constructive conflict within diverse, restorative schools. While actively engaging in the observation process, I also analyzed, coded, and interpreted the data we collected. I performed thorough literature reviews to prompt our data and build a foundation of knowledge regarding restorative practices within various communities. I presented our findings and understandings alongside Dr. Parker in a workshop to approximately 15 educators.

Master'S Degree, Elementary Education And Teaching

Advanced Diploma, Teaching English To Speakers Of Other Languages (Tesol)

Course - Ukrainian Language

Earned a credit in Ternopil, Ukraine for studying the Ukrainian language. This was part of a three-month service learning trip through St..

Honours Bachelor Of Arts, Social Development Studies (Major), Psychology (Minor)

The Social Development Studies mission is to apply an innovative, interdisciplinary approach to address the human condition in relation.