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Foundations Guided III Reflections

Guiding Questions

Week 1 Guiding Questions ( September 15, 2020)

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After completing the The Pupil Control Ideology (PCI) Survey and calculating your custodial beliefs and humanistic beliefs about classroom “management", do your intuitive beliefs about classroom management lean more towards a custodial or humanistic perspective?  Be honest---the purpose of this exercise is to support YOU and YOUR learning and growth as an educator.
 

Surprisingly, my classroom management beliefs side more strongly towards a humanistic approach.  Reading the descriptions of the management styles led me to believe I’d intuitively gravitate towards a more custodial style.  I like clearly defined management norms and believe it is important for students to follow them.  I also believe in consequences when those norms are not followed, and that the teacher plays a vital role in ensuring this.  I thus believed I would score higher as a custodial.  Perhaps the unfavorable description the authors gave towards custodial management traits influenced how I answered their questions.

 

Why do you think your intuitive beliefs about "classroom management" lean towards humanistic beliefs or custodial beliefs as per your results (i.e., from where do your perspectives originate?)? 

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My intuitive beliefs stem from my experience in the classroom where teachers tried to improve my behaviour as a student.  In my early grades I was often disruptive to the teacher and other students in the classroom.  This was largely due to instability in my life and insecurity.  Several teachers took great effort to try and understand the cause of my behavioural issues and, with the help of my family, I was guided to improve my self-regulation skills.  I was also often given the opportunity to learn through extracurricular activities that offered greater appeal to me and improved my interest in learning.  

 

Why is it important to confront our implicit beliefs and deeply rooted assumptions about teaching and learning in general?
 

Untested assumptions can be a major source of error.  The validity of our assumptions should always be tested and we should always be seeking to identify our assumptions and trying to understand where they originated.  Beliefs based on untested assumptions can give a false security that what we do  will lead to good and desired outcomes.  This week’s reading does highlights the importance of challenging our beliefs:

Whereas many of these beliefs may have been challenged in our teacher education programs or by reforms made to national and state standards, our intuitions about classroom management often remain unquestioned.  (Davis et al., 2012 p. 3.)

 

Learning to identify and evaluate our beliefs and assumptions is an important beginning to improving our ability to improve.  It can help us identify errors in our understanding and help us implement ways to improve based on research and experience.


 

Think about your first week of observations and provide one example of something you saw or heard or experienced that opposed your implicit belief(s). For example, how were your implicit beliefs NOT enacted in your interactions or observations or assumptions about your students.

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I will come back and answer this question after I conduct some observation days for my practicum.

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Sources:


Davis, H. A., Summers, J. J. and Miller, L. M. (2012) Introduction:  What are your implicit theories of classroom management? In An interpersonal approach to classroom management:  strategies for improving student engagement. (pp. 1-18) Corwin Press. DOI: http://dx.doi.org/10.4135/9781483387383.n1

Week 2 Guiding Questions ( September 20, 2020)

 

How does planning for the longer term benefit our students?

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Long term planning helps ensure teachers have developed a comprehensive plan for their students and are able to ensure individual lessons integrate and complement the fulfillment of those goals.   The Wiggens and McTighe backwards design model suggests teachers should begin their long term plan with what they want students to learn.  This means determining curriculum goals, assessment methods, potential integration with other subjects and topics and establishing the classroom management principles they want to employ.  When teachers start with knowing where they want the class to go, they can do a better job with their students.  Teachers must still focus on students by allowing student input and differentiating lessons to needs of the class.  A well designed long range plan helps students know where they are going, but the lessons taken to get there can be individualized to the class.

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What model of "integration" (as per the readings) appeals to you and why? This question is NOT about what is "doable" based on your division, etc. but what APPEALS to you as an educator and why? 

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As an educator I am attracted to the transdisciplinary model of integration as it most accurately depicts our current working environment.  One focus of school should be to prepare you for a society where subject divisions do not exist.  In my experience, what was valued in work groups was not your subject knowledge, but what unique skills and knowledge you can provide and what you are willing and able to learn to accommodate deficiencies of the group.  In transdisciplinary integration, the focus is on a specific topic or issue and students learn whatever skills and knowledge are required instead of a predetermined curriculum.  By its nature it differentiates learning and promotes a collaborative and constructivist learning environment.
 

What are some of the challenges and opportunities (for your division) that have been documented in the literature regarding curriculum integration?

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Benefits

The Freyberg project (1986-1991) successfully integrated biology, computer studies, english and geography around a central theme leading to improved student learning and eventual adaptation of integration for all students at the school.  (Gill and Fisher 2014)

“One of these was that collaborative learning is a powerful strategy for enhancing student’s social and motivational skills, specifically that of compromise. Other findings included the benefits it had on increasing teacher relationships and making connections across the curriculum.” (Gill and Fisher, 2014)Arts integration 

Challenges

Teachers can be subject-oriented and act as gate-keepers, unwilling to dilute or change their teaching (Gill and Fisher, 2014).

 

Shrimpton and Godinho identified timetabling, cross subject boundaries, cohesiveness, designing complexity and lack of professional development as boundaries to secondary school subject integration (Gill and Fisher 2014)

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Sources

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Gill, C. and Fisher, A. (2014) How can the Secondary School learning model be adapted to provide more meaningful curriculum integration. Teachers and Curriculum, 14,13-19. 

 

I'd also like to make a shout out to my alma matter, the Science One program at the university of British Columbia.  It has been a fine example of integrated science learning for over 20 years. 

Week 3, September 28, 2020
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Before you click on the Classroom Management and Organization section (in readings), what types of documents do you expect to find?

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I expect to find readings that talk about making the student the central focus of the classroom in a manner similar to Tracy Garratt’s (2013) Classroom management recommendations.  This means considering the physical layout, co-developing rules and routines, developing relationships with and between students, planning engaging lessons, and addressing discipline issues when they arise in a humanistic manner (Davis et al., 2012). 

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How do the two documents (in the section above) address “classroom management and organization”? Try to make connections to some of our other readings related to these topics.

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The two documents from the Ontario Ministry of Education are Learning for all (2013) and Combined Grades (2007).   Learning for all is a document that promotes differentiated learning and universal design for learning methodologies.  They are both student centred methods of managing a class.  Differentiated learning can help teachers design engaging lessons to the interests and readiness of students.  UDL principles can help teachers develop a physical layout and instruction delivery method that will be accessible to all students in the class.   

I am not as familiar with Combined Grades document, but it also talks about intentionally planning instruction and the classroom around the needs of students.  It offers advice for differentiating instruction of literacy and mathematics to make it accessible to multiple grades.  Both documents emphasize flexible planning and integrated formative feedback .  Like Bransford et al. (1998), they stress the importance of creating a classroom community based on intentional focus on the learner, soundly researched pedagy knowledge and fair assessment.  

How will you apply what you learned in Chapter 2 in your long-term planning (consider some key checklists or strategies)? (you may need to re-read if you did not read this in the summer)
 

Chapter 2 of Learning for All (Ontario Ministry of Education, 2013) is concerned with  instructional approaches and highlights UDL, differentiated instruction and a tiered approach to prevention and intervention.  Teachers need to know the needs of the students in their classes and adapt their instruction to those needs. 

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Universal Design for Learning principles allow the classroom to be accessible to all students.  Teachers must evaluate if their classroom environments and the way lessons are conducted will create barriers to student learning.  UDL “...reflects awareness of the unique nature of each learner and the need to accommodate differences creating learning experiences that suit individual learners and maximize their ability to progress”  Rose and Meyer, 2002 as quoted in Ontario Ministry of Education, 2013. p.14).  When planning I need to:

  • provide for multiple means of representation

  • Multiple means for action and expression

  • Multiples means for engagement 

(p. 16)

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Differentiated instruction means customizing the way we teach and assess students based on the needs, background knowledge, interests and readiness of students (p. 17).  With proper differentiation lessons can be accessible to students at a range of levels, helping to prevent an enlargement of achievement gaps and help build student efficacy.  The following concept map will be a useful tool to consider when creating instruction that is differentiated to student needs.

 

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differentiated.png

A tiered approach to prevention and intervention helps teachers identify students who may need a greater challenge and those who might require intervention.  Three tiers are suggested to guide teacher intervention based on students' learning needs.  In the class I will need to assess students with the following guiding questions (p. 26)

  • Which students require more time or support in specific areas of learning?

  • What tracking tools could I use to monitor student progress?

  • What are accessible resources outside the classroom that can be employed to support students?

 

How will you apply what you learned in Chapter 3 in your long-term planning (consider some key checklists or strategies)? (you may need to re-read if you did not read this in the summer)
 

Chapter 3 is all about assessment.  Like Growing Success, the document highlights the need to implement assessment for, as and of learning in classrooms.  Assessment for learning is a formative and will help me identify misconceptions, learning background and progress.  This can be done with questions, worksheets, quizzes, or through monitoring student conversations during classwork.  Assessment as learning focuses on building student connection to their learning.  I need to find ways to make student learning visible.  This can be through co-developing learning goals and success criteria and providing students opportunity to reflect on their learning.  Assessment of learning is summative assessment.  It is an opportunity for students to demonstrate their learning of curriculum.  The method of assessment can and should be varied, but it needs to be the first focus of my long range planning.

 

How will you apply what you learned in Chapter 4 in your long-term planning (consider some key checklists or strategies)? (you may need to re-read if you did not read this in the summer)

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Chapter 4 focuses on the link between assessment and instruction.  When I teach I need find ways to understand my students and evaluate their learning.  Assessment is the key tool to achieve this.  I can develop a class and student profiles, develop relationships with students and watch how they interact with one another.  To be an effective teacher I need to understand my students and I need to employ multiple tools to achieve this.  


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References:

 

Davis, H. A., Summers, J. J. and Miller, L. M. (2012) Introduction:  What are your implicit theories of classroom management? In An interpersonal approach to classroom management:  strategies for improving student engagement. (pp. 1-18) Corwin Press. http://dx.doi.org/10.4135/9781483387383.n1
 

 

Garrett, T. (2014). Classroom management: a world of misconceptions. Teaching and Learning, 28(1), 36+. Retrieved from https://link-gale-com.uproxy.library.dc-uoit.ca/apps/doc/A372693655/AONE?u=ko_acd_uoo&sid=AONE&xid=294bc4d8

 

Ontario Ministry of Education. (2013). Learning for all: A guide to effective assessment and instruction for all students, kindergarten to grade 12. http://www.edu.gov.on.ca/eng/general/elemsec/speced/learning.html


Ontario Ministry of Education. (2007). Combined grades: Strategies to reach a range of learner in Kindergarten to grade 6. http://www.edu.gov.on.ca/eng/literacynumeracy/combined.pdf

After examining the TRC’s Calls to Action (specific to Education for Reconciliation), the videos and other resources, what questions or concerns do you have regarding your role as a beginning teacher within the context of integrating Indigenous knowledge and teaching methods into your journey? 
 

  1. I wonder how I can effectively integrate Indigenous perspectives and knowledge in a respectful and engaging manner as I have little experience myself with the topic. 

  2. I am concerned that schools and departments I work in might not priorities Indigenous perspectives.  

  3. Finally, I’m concerned that it might be difficult to integrate FNMI perspectives with my subject specializations of biology and chemistry.  The connections are much easier to make with geography, social studies, history and law.

 

How might you go about resolving your questions or concerns you addressed?

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  1. I can use a constructivist classroom approach to learning where I can learn alongside my students.  Engaging with community programs and Elders would also be a great way of bringing primary sources of Indigenous knowledge into the classroom.

  2. I can advocate for the inclusion of Indigenous knowledge and teaching with the Truth and Reconciliation Calls to action for Education, and Ministry documents like Curriculum Connections, OTF and OTSSF documents and curriculum suggestions, and the First Nations Education Steering Committee. 

  3. Scanning through the FNMI curriculum connections documents from the Ontario Ministry of Education, I can see suggested links to existing curriculum.  There are also information available from the teaching federations, and subject associations like the Science Teachers Association of Ontario.

 

How might you incorporate one or some of the resources into your LRP?

 

I have decided to use the grade 10 applied science curriculum for my long range plan.  It does not have any suggested curriculum connections posted in the Curriculum Connections document, but a few potential connections are possible:

 

A2.1  Identify careers related to fields of science

Highlight science careers associated with indigenous communities.  This could be related to rural health care, stewardship and conservation, food production and medicine and health.   I could highlight the Indigenous Guardians Pilot program.​

 

A2.2 Highlight indigenous scientists and science programs that embrace indigenous knowledge.

 

B1.2 Evaluate the health effects of Mercury on human tissues and organ systems.  This could highlight the Grassy Narrows First Nation community and their prolonged fight to mitigate the effects of industrial mercury contamination in their community and surrounding waterways.

 

C1.2 Analyze the applications of chemical reactions in a profession.  This could highlight leather tanning and touch on chemicals required in modern processing compared to traditional indigenous tanning methods.

 

D1.1  Look at how ecosystems have been impacted by climate change with a focus on native communities and their traditional sources of food.

As you skim Supporting Bias-Free Progressive Discipline in Schools (a document for school and system leaders), how can YOU as an educator, use some of this information in your own interactions with YOUR students?  Try to be specific. 

  

When I read through the Supporting Bias-Free Progressive Discipline in Schools document (Ministry of Education, 2012), I am reminded that there is not one correct way of discipline.  My personal history has created a vision of what appropriate discipline means.  It is biased by my previous learning interactions, social expectations and personal experiences.  The students in my future classes will have different needs, histories and expectations.  At times I feel the purpose of education was to promote student conformation into a rigid social structure.  As a teacher I should strive to promote safe, inclusive and accepting schools that “encourage positive behaviour and promote healthy relationships, growth, and development among all students” (Ministry of Education, 2012. p.7).  Using progressive discipline will be an important tool to achieve this goal.

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Discipline is an important aspect of classroom management, but it should be applied carefully.  Garratt (2014) offers 4 preventative strategies to employ to lower the probability direct discipline will be required in the classroom.  When discipline must be applied a progressive discipline methodology will help me ensure it is done equitably.  I should use the iterative model to develop/refine, apply and review my methods of progressive discipline to limit the effects of bias and systemic discrimination (Ministry of Education, 2012).  The disciplinary methods cannot be rigidly applied, but will need to reflect the situation and individual needs of those involved.

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Garrett, T. (2014). Classroom management: a world of misconceptions. Teaching and Learning, 28(1), 36+. Retrieved from https://link-gale-com.uproxy.library.dc-uoit.ca/apps/doc/A372693655/AONE?u=ko_acd_uoo&sid=AONE&xid=294bc4d8

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Ontario Ministry of Education. (2012). Supporting bias-free progressive discipline in schools. Retrieved from http://www.edu.gov.on.ca/eng/policyfunding/supportresguide.pdf

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After reading pages 9 - 16 in  Supporting Bias-Free Progressive Discipline in Schools, briefly describe a situation where you either may OR may NOT have dealt with a particular student issue through the lens of equity and inclusive education principles  and human rights principles.  How might you personally work towards viewing student issues with increased focus on equity and inclusive principles and human rights principles?

At my placement in a grade 7 class, there was a student who would carry a plastic water bottle from class to class.  One recess they were throwing it high into the air in the midst of classmates.  I asked him to stop, citing the danger the activity posed to fellow students.  The water bottle could injure someone if it fell on someone’s head.  After several reminders the student eventually complied.  Later in the week the student rotated into my class while I was teaching, again bringing a water bottle.  They took their seat and began crushing the bottle, making a loud crunching sound.  I asked the student to stop, and immediately told them to throw out the bottle, or go to the principal's office.  The student chose to leave class.  I later learned that the student used a water bottle as comfort tool, bringing it with them from class to class.

In this situation, I did not consider the student’s background and learning needs.  I assumed the student was acting solely to disrupt and undermine my authority as a teacher.  I was ignorant of the student’s history and learning needs.  In hindsight, I believe their behaviour was less an act of defiance, and more an act that comforted the student.  I don’t think the student was fully able to self-regulate their behaviour and during the second incident there was no danger themselves or to other students.  I should have been more aware of their IEP and specific learning needs and recognized my biased interpretation of their disruptive behaviour.

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After reading about Bennet's "Bumps" model of dealing with students who are not following classroom norms (in the To Read section of this module), think of a specific situation where you implemented Bumps 1, 2, or 3  in your teaching.  What was the outcome?  Why? Describe a specific situation where you could have incorporated Bumps 1, 2, or 3 for a better outcome in dealing with a student issue.   In all cases, please do NOT use names where students and schools could be identified.  

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Bump 1 - Low-Key Preventive Techniques

I’ve had several students who have difficulty self-regulating when initiating an activity or who get distracted in the middle of an activity.  This level of response is also useful during class transitions.  In these situations I’ve used both verbal pausing and proximity to the disruption to cue to the students that their attention needs to be redirected.  There was a classroom expectation that when the teacher was instructing they needed to pay attention.  Bump 1 low-key responses were typically enough to remind students of this expectation.  

 

Bump 2 - Squaring off

If a level 1 bump was not sufficient to re-engage students, or if I had to repeatedly re-engage students I have employed a squaring off response.  Typically this meant calling the student by name and making eye contact.  Typically this was enough to remind students of classroom expectations.

 

Bump 3 - Making choices.

I gave a poor example in the previous question where I offered a change or leave choice to a student.  It resulted in them deciding to leave for the office and I was compelled to follow through on my threat.  It failed to stop the students noise making behaviour as I escalated immediately to bump 3 instead of starting with more low key approaches.  When I have successful employed choices, it has been more low key.  Several times I needed to engage students one on one to offer them choices.  Sometimes the choice involved how the student could participate.  Did they want to work in the class, or in the resource room with a SERT?  Sometimes the bump involved a privilege.  “Your noise level is disruptive to your classmates.  You can talk more quietly, or you can move away and work individually” was one example I remember saying.  In that case the student continued to be disruptive and I moved them to a different part of class.  The next several times they were disruptive in class I was able to redirect them without having to offer a choice.

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Week 6 October 26, 2020.

 

Guided Questions: Assessment.

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The PDF posted contains an anticipation guide guided questions for the week.

Week 7 November 2, 2020

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BEFORE VIEWING and READING this week’s materials, as a previous test-taker, what is your level of confidence in creating test items for students? Why?

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I have modest confidence in my ability to create tests.  I have experienced a wide variety of different tests.  Many were assessing my ability to recall specific fragments of knowledge.  Others required me to apply my knowledge in a new way.  A few tests looked at specific  procedural skills like my ability to use a microscope.  Reflecting on these experiences has helped me realize the many different ways assessment can look.

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I have generated tests in practicum and B.Ed subject courses.  Tests should not be students memorizing and recalling facts.   I’m confident that I can create questions that assess different Bloom levels of student knowledge.  I also realize the importance of assessing the four categories of the student achievement chart: knowledge, thinking, communication and application.   I’m not confident in my ability to create questions that will authentically engage students at their readiness level.  This will likely require more experience and an understanding of the strengths and interests of the students in my future classes.  I also need more knowledge and experience creating tests for students who might require accommodations. 

 

These past 16 months we have stressed the importance of authentic assessment practices to optimize your students’ learning experiences. Why do you think we are now introducing tests and creating test items?

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Without a firm understanding of how to foster authentic learning experiences in a classroom it would be premature to focus creating summative assessment.  By default, tests are generally associated with knowledge recall.  Although that should be a component of testing, tests should be more than a game of trivial pursuit.  After almost 16 months in the program, I have a better understanding of the different skills students should be developing in the classroom.  I am now much better prepared to include these skills when I create summative assessments that allow students to demonstrate what they have learned in the class.    

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AFTER VIEWING and READING, list 1 - 2 key take-aways from the readings/videos that you had not considered before as an educator.

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The readings and videos helped emphasize the importance of carefully planning assessment.  How I create and present questions can make a big difference on student achievement.  I need to consider what specific expectations and skills I am assessing when designing questions.  It was enlightening to see how much forethought needs to be done to create effective test questions.  For example, the readings included a 12 item checklist to consider when creating multiple choice questions that included providing only one correct answer, using consistent grammar, structure and length and including plausible yet clearly incorrect distracters.  Carefully designed multiple choice questions will assess science students on science expectations of their specific course and not on language comprehension or other periphery skills.

 

What specific and practical steps will you personally take to ensure that any test items or test that you create adhere to sound principles of assessment that guide our practice as described in Growing Success?  Provide specific examples from what you have read and viewed.

 

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The Growing Success document presents the Ministry of Education policy that will help me develop and use effective summative assessment tests and exams (Ministry of Education, 2010). 

  • When creating a test I will ensure I include assessments for the 4 categories of the achievement chart (pp 16-25). 

  •  I should create evaluations that “focuses on student's achievement of the overall expectations” (p. 38).  As a teacher the specific expectations of a course will define the scope and depth of knowledge explored in course instruction.  Which set of specific expectations are evaluated will be determined by my judgment.  

  • When determining a report card grade I will consider tests in combination with other student products, observations and conversations (p. 39).  

  • I should follow the seven fundamental principles of assessment and evaluation (p. 6)  including assessment that is:

  • fair, transparent and equitable for all students

  1. Supports all students needs (special education, ELL, equity and diversity)

  2. Relates to curriculum expectations and classroom learning goals 

  3. Is communicated clearly to students at the beginning of the school year and at other appropriate times.


Ministry of Education. (2010) Growing Success. Retrieved from http://www.edu.gov.on.ca/eng/policyfunding/growsuccess.pdf

Week 8: November 09, 2020

 

Consider your own experience(s) as a student or parent within the framework of “parents as partners”.  How have you personally experienced parent involvement within a school context (either as a student and/or parent)? 

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There are numerous ways I’ve experienced parental involvement as a parent of two children including:

  • I’ve attended information sessions when my children started kindergarten, french immersion and intermediate level schools.

  • I’ve attended parent/guardian-teacher interviews to discuss my child’s strengths and weaknesses and to co-develop goals to improve their learning.

  • I’ve volunteered to chaperone student field trips.

  • I’ve communicated over email and phone to discuss behaviour or academic issues

For the most part, my experiences as a parent communicating with teachers has been positive and constructive.  

 

How might your prior experiences influence your own perceptions about parent engagement to help their children succeed? How will you work on challenging your own assumptions about parents as partners?
 

I believe that parental engagement is typically a good thing that can improve student learning.  It is best to have the parent, teacher and student co-develop tangible goals and priorities that will improve student learning.  My prior experience has taught me that parents and teachers will typically work with the student’s best interest in mind and that parents will be responsive to teacher input.  I need to be careful assuming this is true for all my future students.  I will need to consider each student individually.  Some parents might not be receptive to teacher feedback, or might place unfair expectations on their children.  This might be expectations that are too high, or that are too easy to achieve. I should also consider that not all parents will be receptive to teacher communications about their children.  Some parents might take communications as personal criticism of their parenting or of their child.

 

What are some common themes you noted as you read/reviewed this week’s readings/resources?
 

The resources highlighted the importance of developing relationships with students and their parents before conflicts arise.  Teachers can avoid conflict in most instances:

  • We need to be prepared and professional in our communications with parents.  

  • Listen to parents and students concerns and expectations of school and student learning with an open mind

  • Communicate student strengths and achievements

When a problem arises,  teachers need to address it immediately or determine a time for addressing it.  Conflict can be a normal part of any relationship, but under ideal circumstances conflict can lead to better understanding.  This can be done by:

  • careful listening with an open mind

  • Acting in a professional manner with a calm and engaged demeanor

  • Focusing on the issue

  • Asking a third party (e.g. a vice principal or department head) to help mediate

 

After reading the parent-related materials, in what areas do you feel capable and/or confident? In what areas will you require further development? How will you work to develop further your identified areas?

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I feel comfortable in my ability to develop relationships with students and parents and to act in a professional manner.  I feel less confident communicating potential issues with parents.  I don’t have much experience in this aspect of teaching and I’ll require practice and guidance from my peers.  In my practice, I will reflect upon my actions and experiences that have been effective, and those that I can improve.  Like most aspects of teaching, effective communication with parents will be something I will need to develop with experience.

Week 9 November 16, 2020

 

How have you changed as an educator since beginning the program (consider professionally and personally)? 

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I came to the program thinking the purpose of a teacher was to mentor and guide students.  My idea of learning was to struggle and grow.  My notions of teaching were informed from my previous learning experiences.  From a student viewpoint, I realized the teacher played an important role in student learning, but I didn’t have a good understanding of everything an effective teacher does prior to instruction.  Now that my time in the program is coming to an end I have a better understanding of this preparatory work.  It goes far beyond preparing activities and reviewing content.  Being an educator means developing a detailed plan for supporting student learning.  A focus on developing student learning is something I’ve gained a greater appreciation for as I’ve progressed in the program. This focus was integral to my completion of the long range planning assignment.  There I had an opportunity to apply everything I had learned throughout the program to outline a student centred learning experience.  

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Professionally I feel less confident that I will always have the answer to the problems I will face as an educator.  Not every problem I encounter will have a solution.  I do feel far better equipped to work towards a solution for any problem I will encounter as a part of a collaborative team with students, parents and other educators.  On a personal level I feel I’ve grown a great deal.  My perspective on student equity has changed and will continue to change.  One example of my change is a greater desire to act on the findings of the Truth and Reconciliation Commission.  My growth in this area will help me be more open and responsive to the diverse needs of my future students.

 

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What has been one key challenge (you can list more if you like) you experienced as you transitioned from your pre-B.Ed. self to your current B.Ed. professional self? 

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Challenging myself to learn a new field and skillset was a personal challenge.  I came to the program hoping to initiate a second career.  I transitioned from a job where I was knowledgeable and experienced and entered into a program where I had neither.  Admitting to my lack of knowledge and my need to grow to be an educator was a difficult transition. 

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How did you work towards overcoming the challenge you described? 

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Learning to be a reflective learner was a key part of overcoming this challenge.  A reflective learner is less concerned with achievement, and more concerned with striving to grow and improve.   Reflection has helped me to evaluate my efficacy as an educator., revealing my strengths and weaknesses so I can work towards improving.  It is something I struggle with at times and will likely continue to struggle with in the future, but reflective practice has become an important part of my learning process.  I’ve learned to value it as it will help to continue to develop as an educator after my time in the program is finished.

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As you go into your final practicum, what is one key area of growth you wish to focus upon?

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I’m looking to gain confidence as an educator making use of the skills I’ve learned in this program.  It sometimes feels intimidating thinking about everything I will need to include in my planning and lessons as an educator.  I want to use this practicum as an opportunity to showcase some of the many ways I’ve learned to put student centered learning at the forefront of my lessons and planning. 

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