Education

Marc Albert Cormier

A teacher since 1990, currently a principal of a French-speaking high school in Southern Ontario, Marc was trained in the biological sciences at the University of Bordeaux in France. Marc is passionate about all sciences, from palaeontology to astronomy, including biology, chemistry and physics.

A follower of the principles set out by Karl Popper as well as the educational philosophy of Olivier Reboul, Marc has developed a teaching method which features a funny, often absurd, unusual but passionate stage-like character who will bring students to science and mathematics with interest and curiosity. Marc Cormier is originally from the North American French islands of Saint-Pierre and Miquelon.

More about my educational philosophy.

Previous positions

  • 2020 – 2024 ━ Principal, French Language School Board, Hamilton, Ontario, Canada
  • 2018 – 2020 ━ Science and Mathematics Teacher, French Language School Board, Ontario, Canada
  • 2009 – 2018 ━ Director of SOS Devoirs. Supervised 20 online homework support agents, revamped web interface and managed the content development team, Toronto / Ottawa, Canada
  • 2001 – 2009 ━ Assistant to the Director of SOS Devoirs. Content creator, web developer, content management and online homework support agent, Toronto / Ottawa, Canada
  • 1992 – 2001 ━ Teacher with Public French Language School Board CS VIAMONDE in Mathematics, Science, Computer Science, Special Education and Gifted Education, Toronto, Canada
  • 1990-1992 ━  Teacher, Saint-Pierre, Saint-Pierre-et-Miquelon, French Overseas Territory

Education and Certifications

  • Ontario College of Teachers : 206778
  • Special Education (Specialist), Computers in the Classroom (Specialist)
  • Principal’s Qualification (Part I)
  • 1997 ━ Certificate of Qualification and Registration
  • 1992 ━ Ontario Teacher’s Certificate
  • 1992 ━ Bachelor of Education, University of Toronto, Ontario, Canada
  • 1990 ━ Licence de biologie cellulaire et physiologie, Université Bordeaux Segalen, Bordeaux, France
  • 1989 ━ Diplôme d’études universitaires générales, Université de Bordeaux-I, Bordeaux, France
  • 1987 ━ Baccalauréat général in science and mathematics, Émile Letournel Lycée, Saint-Pierre-et-Miquelon

Languages

  • English: native speaker
  • French: native speaker
  • Spanish: Lower Intermediate, B1 level

Honours

  • July 2023 ━ Honor medal for Overseas Engagement – Bronze (France)
  • February 2017 ━ Knighthood, French Order of Merit, Presidential Degree (France)
  • March 2016 ━ Knighthood, Order of the Academic Palms, Ministerial Decree (France)

Publications and Conferences

  • CORMIER M. (2023) “A Metropolitan French Isolate in North America: the French language in Saint-Pierre-et-Miquelon,” Tête-à-Tête: Vol. 2, Article 5. https://repository.lsu.edu/tete_a_tete/vol2/iss1/5
  • CORMIER M. (2013) “Homework Help with Technology: After 12 Years, What Have We Learned?” Online Educa Berlin. 19th International Conference on Technology Supported Learning & Training. Présentation le jeudi 5 décembre 2013 à Berlin, Allemagne
  • CORMIER M. (2011) “SOS DEVOIRS. Service d’urgence pour les devoirs.” Colloque provincial 2011 Destination Réussite (Le CLÉ)
  • CORMIER Marc Albert. « Toponymie ancienne et origine des noms Saint-Pierre, Miquelon et Langlade. » The Northern Mariner/Le marin du nord 7.1 (1997): 29-44. https://tnm.journals.yorku.ca/index.php/default/article/download/665/638
  • CORMIER Marc (2003) « Cartographie des îles Saint-Pierre et Miquelon du XVIe au XIXe siècle: toponymie et représentation variées d’une balise cartographique de la côte atlantique » 20th International Conference on the History of Cartography 15-20 June 2003 — Cambridge, Mass., and Portland, Maine

Contact Info

Influences

As an educator shaped by both the French education system and the current practices of the Ontario educational landscape, my philosophy is a blend of diverse pedagogical influences. Rooted in the foundational principles of education, my approach draws inspiration from the works of Olivier Reboul, William Blatz, and John Dewey.

In the French education system, where I was schooled, I have been deeply influenced by the emphasis on intellectual rigor and critical thinking. Olivier Reboul’s commitment to fostering a deep understanding of knowledge, alongside the cultivation of analytical skills, resonates strongly with my educational beliefs. The French system’s dedication to a well-rounded education, where students are encouraged to explore a broad range of subjects, has shaped my conviction that education should be a transformative journey, equipping individuals with both knowledge and the ability to apply it meaningfully.

Career

Upon transitioning to the Ontario educational system, I encountered a new educational framework that values inclusivity, student-centered learning, and a commitment to diversity. William Blatz’s work, with its emphasis on the importance of recognizing and accommodating individual differences, has greatly influenced my belief in creating inclusive learning environments. The Ontario system’s dedication to fostering a sense of community and collaboration aligns seamlessly with Dewey’s philosophy of experiential learning and the social aspect of education. Dewey’s notion that education is a process of living and not a preparation for future living is a guiding principle in my teaching practice.

Synthesis

In my classrooms, I strive to integrate the best of both educational worlds – blending the intellectual rigor of the French system with the student-centered, experiential approach of the Ontario system. I believe in creating a learning environment that not only imparts knowledge but also instills a lifelong love for learning.

I am committed to fostering critical thinking skills, nurturing creativity, and promoting a deep sense of cultural awareness. I view education as a collaborative partnership between students, educators, and the community. By integrating the philosophies of Reboul, Blatz, and Dewey, I aspire to empower my students to be active, engaged citizens who can navigate a complex and rapidly changing world.

Ultimately, my educational philosophy is a synthesis of global perspectives, acknowledging the strengths of both the French and Ontario systems. It is a philosophy that places students at the center, values diversity, and seeks to cultivate not only knowledgeable individuals but also responsible, compassionate, and curious lifelong learners.

Abridged Versions

Shaped by both French and Ontario educational systems, my philosophy blends diverse influences. Emphasizing foundational principles, it draws from Reboul, Blatz, and Dewey. French schooling instilled intellectual rigor and critical thinking, fostering a holistic education. Transitioning to Ontario, I embraced inclusivity and student-centered learning, influenced by Blatz and Dewey’s emphasis on individual differences and experiential learning. In teaching, I merge French rigor with Ontario’s approach, aiming to create lifelong learners. Prioritizing critical thinking, creativity, and cultural awareness, I foster collaboration among students, educators, and the community. My philosophy integrates global perspectives, empowering students for a complex world.

My educational philosophy, shaped by both French and Ontario systems, integrates diverse pedagogical influences rooted in foundational principles. Influenced by Reboul’s emphasis on intellectual rigor, French education instilled critical thinking and a holistic approach. Transitioning to Ontario, I embraced Blatz and Dewey’s focus on inclusivity, student-centered learning, and community collaboration. In my teaching, I merge French rigor with Ontario’s experiential approach to create a transformative learning environment. Prioritizing critical thinking, creativity, and cultural awareness, I foster a collaborative partnership among students, educators, and the community. By integrating Reboul, Blatz, and Dewey’s philosophies, I empower students to navigate a complex world actively. Ultimately, my philosophy acknowledges the strengths of both systems, placing students at the core, valuing diversity, and nurturing responsible, compassionate, and curious lifelong learners.