FRAME OF REFERENCE
My Teaching Philosophy
COMMUNITY
Connecting teachers, students, parents, and beyond.
Community is hugely important in our classrooms and in our schools. When we can accomplish so much more together than we can alone, and our students flourish when they have support in multiple facets of their lives. When teachers, parents, and students are all on the same page as far as goals and learning intentions, we can come up with better strategies for learning. We can build upon what is being learned at school, or use the classroom to tap into those passions that were discovered at home. When there is open communication and sharing between teachers and parents, we can be better teachers because we understand our students more, learning about their identity, culture, and home life. Parents will benefit from meeting with teachers to build their trust that their child is in good hands for six hours every day, and to learn new ways to support their learning. Teachers benefit from working closely with other teachers to build their resources and enjoy social aspects of working within a team. It’s also key that teachers within the same school discuss goals that unite an entire school. There can be boundaries built up between grades or even classes, and have teachers and their classes work together fosters a greater sense of community through the school as a whole. Students are more likely to look out for each other on the playground when teachers have encouraged students to make friends outside of their class.
There are so many great ways to bring a community together. Teachers can work closely with other teachers, during professional development days, after school, and during prep and lunch hours. There are also so many ways to make parents feel invited into the school - through class parties or potlucks, student gallery tours, field trips, parent-student interviews, fundraisers, and more.
We have so much we can learn from each other, and talking to parents with a variety of specialties, perspectives and backgrounds will enhance our approach to how and what we teach our students. Perhaps there are parents who are marine biologists, firemen, musicians, construction workers, the list goes on … wouldn’t it be wonderful to invite them in and share what they know with the class? There are so many ways to tie other professions into the curriculum, and parents can be a valuable asset to our class community as our expert guest speakers that inspire students.
Understanding the links between ourselves, our classrooms, our families, and the world beyond gives students a sense of responsibility. We can connect to our surrounding community through school gardens or food drives. We can connect to the global community through doing things that are good for our planet, such as water conservation or limiting the use of plastics. We can learn about other communities across the world through pen-pal programs. It’s so important for students to understand how our actions affect others and how we can be an asset to our communities, big or small.
CLASSROOM MANAGEMENT
Helping students help themselves.
I believe that it’s the teacher’s role to guide and give students the tools to solve issues on their own or with their peers ( teacher-directed management ). This is also connected to collaborative management , where behaviour is the joint responsibility of the student and teacher. In collaborative management, there is room for students to help make decisions on what motivates good behaviour. Some groups of students may really like have a rewards/punishment system (empty/full bucket), where as others may not need something so explicit.
For me, the goal of class management is make better use of class time, create a strong supportive community of students, and to facilitate learning in a positive environment. The ability to problem-solve, self-regulate, and work together to overcome obstacles are skills that can grow in a classroom that supports community, respect, emotional/social awareness, and empathy. Teachers can model such attributes and build referent power (where a student likes the teacher and feels like the teacher cares about them) among their students. Simply assuming a role of authority and imposing legitimate power upon students creates a distance between the teacher-student relationship in my mind. Expert power , however, creates a healthy student-teacher dynamic as the less knowledgeable individual naturally sits back to learn from the knowledgeable teacher. Although I feel like I would lean on referent power, I have seen expert power in action when I have volunteered to draw with some grade 2s and it was a positive experience!
FORMATIVE & SUMMATIVE ASSESSMENT
Setting students up for success.
Formative assessment is so important because it lets teachers “check-in” with students and help give them tools for success. If we are only engaging in summative assessment, we as teachers have failed. It is our job to help students identify reach their goals, not simply tell them at the end whether or not they succeeded in doing so. Using formative assessment lets teachers include students in setting goals, self-assessing, and reflecting on their progress, which are crucial to helping students be self-motivated learners. The earlier we can recognize areas we want to improve and create a plan to reach those goals, the more we set our students up for success. Summative assessment is really the last element of learning, and is only useful when our students are no longer being challenged by material. Until we have mastered something, we are doing formative assessment, because we are still figuring out ways to grow. For example, when I cook dinner, I am always doing a formative assessment. I am constantly asking myself “What would make this taste better?” or “Did I overcook this?” I like to sample things as I’m going. I do not see my dinner as a fail simply because I see room for improvement. As long as I am reflecting and learning, I see it as a success. If I feel like I have mastered a dish, then I can consider my summative assessment complete, and it is time to try something new. If that was how I felt about all of my cooking, it would get quite boring… as would school!
Shelley Moore compares inclusion to bowling and it's brilliant.
INCLUSIVE PRACTICES
How do we engage all of our students?
I value student led learning and design lessons that can easily be adapted to suit students with individual needs, creating an inclusive environment in the classroom. Differentiated learning considers all aspects of every students, including the intellectual, emotional, and physical differences. We as educators have the responsibility to create a safe space that is respectful and embraces the diversity of students at school.
It is so important to create a climate of trust and safety in our classrooms and for we as teachers to understand that to earn respect, we must give respect in return. It is only with a mutually respectful relationship, trust, and inclusion that learning can occur. For all students, but especially those with a dysfunctional home life, school should be a place where they can seek refuge and feel valued.
Practicing inclusivity in my classroom does not suggest that every student has a different lesson, but rather than each lesson can be adapted for every student. Differentiated learning appreciates that the best learning occurs when students explore their personal interests and the teacher shares the power of choosing what to learn about next. Therefor, when going forward with lesson planning as a new teacher, it’s important to constantly be asking ourselves, “How can this be adapted for a child who is still learning to read?” for example. We often make assumptions in designing lessons for students, but it is important to stop and ask ourselves, “What would prevent a student from being able to engage in the activity?” Differentiation levels the playing field, considers everyone’s differences and abilities, and creates a supportive classroom dynamic. The goal of differentiated learning is to match the lesson plans to students’ learning styles and abilities, so as to include all kinds of learners.
Creating differentiated approaches to learning addresses the needs of teaching students, not subjects. As elementary school teachers, we appreciate that children are learning in a variety of ways and speeds, and that there is no one-size-fits-all answer. We must approach diversity in the classroom as an asset, not an obstacle. To have children with various strengths, perspectives, and interests is an exciting aspect of any classroom, and learning should be student led and focused so as to acknowledge differences, strengthen abilities, and grow passions.
THEORY
A philosophy that rings true for me.
There is a quote from William Crain's text, Theories of Development Concepts and Applications, that really strikes a chord with me. He is describing the view of philosopher Jean-Jacques Rousseau, stating:
“[Teachers] present many lessons that exceed the child’s understanding. For example, they give lessons in history, geography, and mathematics that have nothing to do with the child’s direct experience and assume a capacity for reasoning that the child lacks. As children struggle with such lessons, they find learning a miserable experience. And not only this. Because they cannot fully comprehend what the adult is saying, they are forced to take things on faith, to accept answers simply because the adult has explained them to be true. They have no recourse but to ask their parents or teachers, “Did I get the right answer here?” “Is this right?” They thereby learn to depend on others and cease to think for themselves” (Crain 17).
We need to stop encouraging "answer-getting" as the primary goal. Knowing the answer won't help us if we don't understand why it's the correct answer. The students who understands the math question and does all the steps right but makes a little mistake is ahead of the student who guessed the answer correctly.
We as teachers need to create a culture of exploration, place-based learning, critical thinking, and discovery. Today, possibly more than ever, we need to encourage students to question what is presented to them, and not accept information at face value.
MY TEACHING STYLE
I am dedicated to life-long learning.
I am still learning how to be the best teacher I can be. I have yet to start my second practicum, where I will be learning so much through doing. However, I think that my recognition of what I don’t know and my openness to learn is true to my teaching style and the culture I want to create for my classroom. It is okay to get the wrong answer, make mistakes, and take risks! It's all part of the learning process. I believe that my students can teach me as much as I can teach them. Like them, I will always try to have a growth mindset in how I can adapt and and become a better teacher. I believe that when I’m a happier, healthier person who is flourishing, I can help others flourish. I will meet students where they are and be curious with them, instead of telling them answers from a place of superiority.
I approach everything from my heart, and empathy and care is one of my greatest gifts I give to my students. Emotions are the gatekeeper to learning, and I will value the interests and needs of my students when planning lessons. I value social connections, exploration, perseverance, creativity, fun, and passion discovery. I like experiential and place-based learning because of the tangible and kinaesthetic aspect, making it beneficial for many learners. It also has better real-world application than worksheets, and is far more engaging for students. I don’t believe that learning needs to take place at a desk, or that a “good class” is always a quiet class. I feel passionate about creative a supportive, kind classroom environment that helps students work together to build ideas and solve problems.
I think that a lot of so-called problems in our classrooms can be overcome by self-regulation strategies, such as going outside, taking brain breaks, or even doing meditation. I believe that every student is capable, and it is the teacher’s job to guide them in their journey.
BC LEARNING
We must build off what we know and carry it forward.
There are so many reasons why BC teachers have a lot of responsibility as educators. We have such a well-developed, open curriculum that enables us to push the boundaries of what kids can learn and explore, so we must rise to the occasion. Instead of teaching students how we’ve been taught, it is our duty to innovate new strategies as the future teachers of this world.
In BC, we need to build off what we know and carry it forward. We need to cultivate a respect for our beautiful landscape, wildlife, and people of this province and country. We have the crucial responsibility to share First Peoples’ history and culture in a sensitive manner. We are home to 198 First Nations in British Columbia, about one third of all First Nations in Canada. The First Peoples’ Principles of Learning are aligned with my personal and professional values, and will be woven into my classroom.
The principles (from FNESC http://www.fnesc.ca/wp/wp-content/uploads/2015/09/PUB-LFP-POSTER-Principles-of-Learning-First-Peoples-poster-11x17.pdf):
Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.
Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).
Learning involves recognizing the consequences of one’s actions.
Learning involves generational roles and responsibilities.
Learning recognizes the role of indigenous knowledge.
Learning is embedded in memory, history, and story.
Learning involves patience and time.
Learning requires exploration of one’s identity.
Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations.
How I intend to demonstrate the principles through my teaching:
Through exploring our own identity and discovering our passions, we will be then able to help each other and our environment. Through place-based, cross-curricular (holistic) activities, we will learn all types of skills and build our understand of cause and effect relationships and connections. We will be kind in our classroom and work on self-regulation skills, and work collaboratively to develop our classroom community and social skills. Students will understand their roles as well as mine as a teacher, and how we can all work together to achieve a goal. Indigenous histories will be connected to our learning throughout the year, bringing in an elder if we may to share their perspective. Students will have an understanding of their family’s story and the stories of others. While we are learning and exploring, it’s alright if we fail. The point is to try, because that’s where the learning happens. If it’s too easy and we never make a mistake, we’re not growing. Students will develop a pride for who they are, reflecting in their journals, presenting to the class, and discovering their talents. There are limitations to what I, as a non-Aboriginal teacher, can share.
I also intend to teach building off of the OECD’s project that focuses on the ideal learning environment and the nature of learning itself.
The 8 Basics of Motivation (from OECD http://www.oecd.org/education/ceri/50300814.pdf):
Students are more motivated to engage in learning when:
they perceive stable links between specific actions and achievement
they feel competent to do what is expected of them
they value the subject and have a clear sense of purpose
they perceive the environment as favourable for learning, and
they experience positive emotions towards learning activities.
Students direct their attention away from learning when they experience negative emotions.
Students are more persistent in learning when they can manage their resources and deal with obstacles efficiently.
Students free up cognitive resources for learning when they are able to influence the intensity, duration and expression of their emotions.
How I intend to support student motivation through my teaching:
I will use positive reinforcement such as praise, a field trip, game, or play time when students reach a goal. They will be set up for success through scaffolding and within-reach activities and resources. Expectations will be clear and consistent but individualised. We will set learning intentions together when possible and explore areas of interest. Students will understand their job or role, its importance, and what skill they are practicing. They will have formative assessment to help them identify and meet their goals. Students will have everything they need, without being overstimulated. If overstimulation or frustration occurs, they will be encouraged to engage in self-regulation techniques (either individually or as as class) so their mind can make space for learning. As a class, we will recognize that negative emotions happen and we will deal with them in a healthy way in order to be productive learners and maintain positive relationships with school and each other. Our classroom environment will support student-led discussions where students are free to explore their interests and express themselves, in addition to reflective writing in their journals. My ultimate goal is for my classroom to be a safe space for everyone to learn, grow and be themselves.