Demonstrations of Learning
Educ. 393
Cross-Curricular Reflexive Write #1, Sept. 21, 2021
I have found the first couple of weeks of the education program incredibly inspiring. Although the work looks quite overwhelming at first glance, I feel as though every single lesson is going to further my ability to be a successful and motivating teacher upon my graduation. Beginning this program, I honestly underestimated the lengths these courses would go to in comparison to what I already knew from my parents both being educators. I already feel like these classes, this one in particular, have made me much more aware of who I am as a person and how I perceive myself in society.
In our first lesson, I really enjoyed reflecting on the phenomenon of “we teach who we are” (M. Baerg, personal communication, September 13, 2021). I had obviously noticed throughout my public education and then my post-secondary education that each teacher had their own personality to display and unique teaching styles to utilize, but I had never really considered the significance of each individual’s ability to use connection and cognition in cohesivity (M. Baerg, personal communication, September 13, 2021).
I also found our lesson on the foundations of educational philosophy incredibly valuable. As a younger teacher candidate, I feel like I naturally gravitate towards the ideas of inclusive learning spaces, focusing on the children’s mental and physical well-being, and working as a team player with other educators. I found it quite interesting to learn that there was such a significance in the philosophical standpoints historically that play a role in how educators act within their classrooms and school environments. Thinking back on my education in the public school system, which was not very long ago, I am quite surprised how many of my teachers would have fallen under the philosophical blanket of teaching mostly from an idealist point of view (Baerg, 2021). In reflection of how I was taught most of the time in elementary school, I am feeling inspired to channel more of a pragmatic and existential educational philosophy standpoint (Baerg, 2021). It was also thought-provoking to learn about how the ontology foundations of educational philosophy can intertwine to create different points of epistemology and axiology (Baerg, 2021). I had taken a few philosophy and psychology types of courses prior to this program but had never considered the cohesion of these different aspects of philosophy in terms of education. I really appreciated watching Rita Pierson’s TEDTalk video (2013) on her own educational philosophy. I think that a lot can be learnt by such an experienced educator who can integrate the values of implementing strict curriculum, but also forming such strong relationships with her students to allow a boost in their morale and therefore create the most likely success in their education.
The values that we learnt from Rita Pierson (2013) were also discussed within one of our other courses and provided such great insight into what we can do as teacher candidates to enter the profession and make a difference in children’s lives. An important lesson that we learnt within our practicum class, EDUC 390, was that children are much less likely to learn the curriculum content from an educator that they do not like. I am really beginning to differentiate between the teachers I have had in the past who did not consider these very vital aspects of being an educator in comparison to my other, deeply enthusing teachers who took the time to consider the needs of all their students and allowed us to feel excited about attaining an education.
Another source of this very same ideal was the TEDx video of Lisa Lee (2013) that discussed the heart of teaching. Lisa Lee demonstrated the importance in a teacher believing that each of their students can succeed, but the educator needs to be flexible to enable that each individual’s needs. I really appreciated digesting the knowledge from this video, as I had never really considered teaching from a perspective where each child is meant to succeed but needs adequate support and mentoring to achieve their goals.
All in all, thus far in this teacher candidate program, I have broadened my horizons significantly already when I consider the roles that educators play in changing children’s lives. I knew that teachers could inspire their students or allowing them to feel seen, but it’s a different phenomenon entirely to be able to build meaningful relationships with them and push them to achieve their greatest independent potential. When considering the impact of being able to alter children’s lives to such a degree, I find myself becoming quite energized to begin creating my own educational pedagogy to utilize in my own future classroom. I am eager to continue this journey to further my knowledge about how to be the best teacher I can be and to start working in classrooms and hopefully touching the hearts of each child I have the privilege of encountering.
References
Baerg, M. (2021, September 20). Key Philosophical Terms & Concepts from Western Philosophy [PowerPoint slides]. BlackBoard. https://learn.unbc.ca/webapps/blackboard/execute/content/file?cmd=view&content_id=_241776_1&course_id=_12985_1
Lee, L. (2013, November). Getting at the heart of teaching [Video]. TED. https://www.youtube.com/watch?v=YJM6WUNDnhA
Pierson, R. (2013, May). Every kid needs a champion [Video]. TED. https://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion
Cross-Curricular Reflexive Write #2, October 6, 2021
Going into our first week as observational teacher candidates within local schools, I find myself reflecting deeply on the many resources that outline the professional and personal expectations for educations. An example that displays these expectations, are the BC Standards for Educators. Observational practicum was a unique experience, as it allowed me to witness multiple different classrooms with multiple different teaching styles. Each educator has their own way of interpreting the standards for teachers, and therefore implementing these practices into their classrooms. It is my opinion that the standard that highlights the necessity for teachers to involve all family and community members in their school environment ties in quite nicely with the overall ideals of the First Peoples Principles of Learning.
With our practicum placements being focused on culture and environment this week, we are fortunate enough to take this material from our lectures and presentations and implement this onto our practices within schools. I found within my observations yesterday, I often reflected on how each classroom implemented a positive space, that allowed for the students to feel welcome, respected, and understood. Pleasantly, but to my surprise, each classroom had the presence of Indigenous artwork, as well as a generally inclusive environment. Each teacher greeted their students with a smile (underneath their masks), took the time to do attendance and ask the children how they were doing, and then proceeded delicately through their lessons. I also noticed that they ensured each student got some of their time, following the general lesson being taught to all. The teachers that I had the privilege of observing all had a hands-on approach and were cautious about ensuring that they were able to take the time to connect with each student at least once on a personal level within the class time. This reminded me of our lesson of the philosophical variations seen within schools. In our EDUC 393 class, we learnt about the many different aspects of philosophical practices that can be utilized by teachers, and it was my opinion that the educators at the school I got to observe at, all had a great combination of pragmatism and progressivism (Baerg, 2021, as cited in Suny Oneonta Foundations of Education). The teachers we watched all worked hands-on, allowed for student collaboration and peer support, as well as focusing on their student’s needs and ensuring that each of them felt heard, all before focusing in on the curriculum that needed to be taught.
At this point in the semester, I am also finding myself taking the time to think deeply about my mental health and trying my best to prioritize taking care of myself. I made the decision to jump into a First Nations Support Worker position at the local middle school, as well as teaching dance classes and attending school full-time, so I find that my plate is very full. I love absolutely everything that I am doing and would not change my circumstances. However, I am starting to feel the fatigue of not taking enough time to let myself unwind and recoup, and I am trying to focus on the areas within the Indigenous Medicine Wheel activity done in EDUC 390 that I highlighted were important to myself and my mental health (D. Litz, personal communication, September 22, 2021). A goal that I have set for myself is to work hard within my weekdays to allow myself time to relax and socialize on my weekends. This will involve organizing, time management, and probably a lot of caffeine, but I am excited to continue to pursue the coming adventures of the semester. I am finding that it is a major positive influence for me to collaborate with my peers in the classroom. It is comforting to know that we are all going through the same thing and that we can lean on each other when times feel stressful or tiring or overwhelming. It was so nice to come back to class this Wednesday evening to chat about our unique practicum experiences and share our stories and opinions. The sense of community within our learning environment makes me so happy and inspires me to create this same sense of teamwork and support within my future classrooms as an educator.
References
Baerg, M. (2021, September 20). Key Philosophical Terms & Concepts from Western Philsophy [Blackboard]. Suny Oneonta: Foundations of Education. https://courses.lumenlearning.com/suny-oneonta-education106/chapter/5-3-philosophical-perspective-of-education/
D. Litz (personal communication, September 22, 2021).
Cross-Curricular Reflexive Write #3, Nov. 10, 2021
After being in schools for observational practicum for several weeks now, I have been reflecting often on the importance of classroom environment. I am finding that much of what we are learning in our coursework through UNBC has been incredibly relevant to this topic. I have gotten to witness multiple different teachers who each have unique classroom environments, as well as teaching styles. Each one works in its own way, but I am learning quickly about who I want to be as a teacher myself and how I would like to conduct my classroom.
I am finding that the authoritarian teachers are the ones who do not form meaningful connections with their students, and therefore struggle with student participation and work completion. These authoritarian teachers focus so deeply on curriculum implementation, that they often forget about the other valuable tools that teachers should implement within their learning spaces, such as social-emotional learning (Teachings in Education, 2018). I find that with the older grades (8-12), that this teaching style might work to ensure that the students are meeting the curricular expectations prior to graduation or pursuing post-secondary education. Even in these higher grades, though, these students need an inspiring educator who ensures that they feel valued and seen in the learning space, which was not necessarily the case in the high school that observed. These students were disconnected from the class and the teacher because of the strict teaching style, and because of this did not try their best or apply themselves to the material that was being taught.
When I switched to the next observational school as a teacher candidate, I got to see the complete opposite styles of teaching. I am currently at an elementary school that has a very large Indigenous student demographic, and many of which come from challenging home situations. Because of this, the school has a big emphasis on community building within their learning environment, ensuring that each student feels welcomed, nourished, loved, and safe. Each teacher approached this ideal differently, but I see a great sense of inclusion in the various classrooms from all educators.
I find it quite interesting to consider the boundaries within your classroom environment. I am currently working in a local middle school, and I find that it is hard to form a boundary between the students and myself, especially because I am only a few years older than them. I was made well-aware of the professional expectations required to fulfill my job when I began but sometimes the students that I help confide in me in borderline manners. It is a unique dynamic having such a young staff member working with vulnerable students, as I am a Youth Support Worker. I make sure to voice my concerns as they arise to my superiors and thus far it has been smooth sailing. My brother is also a student at the school and his friends tend to make jokes when I am around. Prior to working at this school, I would be comfortable with the jokes and move on, but I am being pushed to utilize my knowledge of ethical boundaries. Although it is challenging at times, I am grateful to be gaining this knowledge prior to completing this program, as I will have a greater sense of my professional self as well as how to conduct myself with all ages of students.
References
[Teachings in Education]. (2018, January 15). Classroom Management Styles: What’s Your Style? [Video]. YouTube. https://www.youtube.com/watch?v=CiIcptKYNh4
