TRB Standard 1
Educators value and care for all students and act in their best interests.
Educators are responsible for fostering the emotional, esthetic, intellectual, physical, social and vocational development of students. They are responsible for the emotional and physical safety of students. Educators treat students with respect and dignity. Educators respect the diversity in their classrooms, schools and communities. Educators have a privileged position of power and trust. They respect confidentiality unless disclosure is required by law. Educators do not abuse or exploit students or minors for personal, sexual, ideological, material or other advantage.
REFLECTION
I have included the informational slides from the presentation that my peers (Fahlon, Heidi, Nika) and I gave on the importance on differentiation in the classroom. In gathering information on the topic, I learned the importance of student led learning and designing lessons that can easily be adapted to suit them, creating an inclusive environment in the classroom. Differentiated learning considers all aspects of every students, including the intellectual, emotional, and physical differences. TRB Standard 1 emphasizes educators’ 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.
Our topic was carefully chosen by my peer group as it is a crucial aspect of the new BC curriculum, and a skill that all new teachers should strive for in their teaching. Differentiated learning 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. As outlined in the presentation, 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.
A strength of our presentation is the in-depth explanation of differentiated learning and how it can be implemented in all classrooms. The presentation focuses specifically on language arts and writing, however the “how” aspect of the presentation, such as providing choice and support for open-ended tasks, can be applied to any topic.
I love Carl W. Buehner’s quote that says, “They may forget what you said, but they will never forget how you made them feel" (Evans, Richard. Richard Evans’ Quote Book, 1971, Publisher's Press). This relates to the emotional wellbeing aspects of this TRB standard because we cannot expect students to remember everything we try to teach them, but they will remember how we treated them and how they felt in our classrooms. They will remember if they feel embarrassed and excluded, for example, or if the classroom’s attitude towards reading harboured a dislike towards books. On the other hand, if we create an inclusive, respectful, safe environment that fosters a positive attitude towards school work and each other, students will grow to respect themselves, others, and learning.
REFLECTION
I have chosen to include a card that my grade 2 practicum class made for me. The day before they gave it to me a student asked, “Ms. Chatman … Can you please wear your pink sweater tomorrow?” I followed the request, and the next day as they gave me the card she said, “Do you see why we wanted you to wear your pink sweater?” It had a drawing of me in my sweater on the front.
In the relatively short time we spent together, we developed relationships and I really got to connect and know each of the students individually. To me, the card symbolizes the trust and respect I gained from the class, and how they welcomed me into their community.
In my weeks with the students, I learned first hand how important it is to ask a child a question before ever making an assumption (instead of “Please stop doing that” ask “Why are you doing that?”). They taught me to listen more and to be curious and ask before I voice my opinion. Students have so much to teach us, and they helped me become a more patient and open teacher. Just because we as teachers have the power or authority to step in at any given moment does not mean we should. The students taught me that a little bit of chaos in the classroom can often be a sign of happy classroom. As outlined in the TRB standard, teachers must respect the social and emotional needs of students as well as the academic. Listening to students thoughtfully, valuing their input, and fostering a strong student-teacher relationship are key to a healthy classroom dynamic.
The card illustrates the positive relationship fostered between the students and me, which supports learning according to social learning theorists such as Albert Bandura. In my time at the school I gained insight into how important relationships are in facilitating learning.
One strength of my evidence is that unlike most of my other evidence which is created by me, this piece was created by the students. Their thoughts are unfiltered, and that is why it is so touching to receive such a sweet card from them. It reads,
“Thank you so so much!! Mrs. Chatman!!! Thank you so so so much.”
The teacher asked everyone in the class to sign it, so upon opening, it has everyone’s name in their own printing, which was a wonderful way to include everyone in the class.
The TRB standard 1 is extremely important because it concerns the well-being of students at school. The emotional, mental, and physical safety and well-being of students and faculty should be the number one priority in our schools. It is only through a foundation of a supportive community that learning can then occur.
I will hold this hold this standard true in my teaching practice by asking students questions (instead of making assumptions), listening to them, and really getting to know them. I will value that they have just as much to teach me as I have to teach them, and I will always model the respect I hope to receive in return. We, as teachers, have the power to make a child feel safe and valued, and that is a thousand times more powerful than any badge of authority.