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Section Five: Teacher Candidate Reflection Guidelines
Introduction
Throughout this elementary portfolio project, I have made it known that becoming a
teacher has really ever been the only option for me. Although the job is unpredictable,
demanding and may even pose moral dilemma at times, it is enjoyable, rewarding and a constant
learning experience. My goal is to instil knowledge and values into each of my students, to treat
every day and every event as a learning opportunity - and to promote that mentality in my
students, and finally, to build relationships and break down walls of self-doubt,
misunderstanding, prejudice and intolerance starting in my classroom. These goals are
ambitious. I know it is nave to think that I can change the world, and I do not, but I think that I
can make a difference, albeit even a small one, in a persons life. My classroom will be a safe,
accepting and encouraging environment for all students regardless of race, culture, gender,
sexuality, ability, religion or other personally defining factors for members of the classroom
community and I will be someone who my students will look up to, and who their families will
respect.
My personal, educational and work experiences as well as classroom observations,
student teaching placements and my philosophy of education support the respect I have toward
all aspects of the profession of teaching, the students in my classroom and the ambition I have to
continue my personal and professional growth. Gathering artefacts and aligning them to
curriculum, professional and ethical standards has given me additional opportunities to reflect on
the lessons themselves as well as the moral obligations and the professional responsibilities
embedded within them. This section will continue the process of reflection as I once again
connect various aspects of this portfolio with my own preparedness in the field of education,

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especially the opportunities afforded to me during the Masters of Science of Elementary
Education for Canadian Teachers at Medaille College. I will also address how I met the demands
of the TEAC/ CAEP Teacher Accreditation claims knowledge of subject matter, effective
pedagogy and best teaching practices, and being a caring educator.
Portfolio Project/Teacher Education Learning Experiences
Reflection is one of the most important aspects of teaching and until I began this program
I really had very little understanding about the role it plays. Reflection doesnt stop after youve
put a lesson plan together, it doesnt even stop after youve taught the lesson. Reflection is ongoing, it involves knowing where youve been and where you hope to end up and most
importantly, it involves understanding and assessing all the routes to reach that destination. It
changes every day, because of the relationships we build, the lessons we learn and the
experiences we have. In fact, putting this portfolio project together has given me the opportunity
to reflect on more than just the lessons I have created, but also on the courses I have taken, the
relationships I have cultivated and the experiences I had that will mould me into the type of
teacher I wish to become.
I think back to the first time I visited Medaille College while still completing my
application. I wondered if this was the place that would teach me about pedagogy, best teaching
practices, and how to create meaningful and engaging lessons. I also wondered if this was the
place that would invite me in as a part of a community, where instructors would know who I am
and how to engage me as their student, and where I would build meaningful relationships with
my classmates who would become my colleagues and my friends. Walking through the halls
during that first visit, I met students who were already a part of the program and who eagerly
took the opportunity to encourage me to not only pursue my dream, but who also adamantly

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touted the qualities of Medaille College. I met instructors who invited me into their classrooms,
encouraged me to sit and observe and who asked questions about me before I was even one of
their students. I was already more than a number and I had not yet applied.
Upon beginning my first day at Medaille I was nervous. Would I arrive on time? Would I
find my classroom? Would I make any new friends? Would I be able to contribute to discussion
in a meaningful way? Thankfully the answer to all of those worries was, and still is, a resounding
yes!
My instructors demonstrated knowledge of the subject matter, effective pedagogy and
best teaching practices and how to be caring educators (TEAC/ CAEP Claim 1, 2, 3). They
created challenging learning environments (NYS Code of Ethics, Principle 2), had high
expectations of their students (INTASC Standards, The Learner and Learning), and were always
available for advice, guidance and constructive feedback. They were great examples of how
effective educators should conduct themselves. I learned from their approach to teaching, their
anecdotes and their advice about what it would take for me to be able to make the same impact
that they were having on me, and likely so many students before me.
Before I even had the opportunity to create a lesson plan, I was thinking about my
students. My very first assignment, only a week in, was to research Howard Gardners Multiple
Intelligences. Gardners Multiple Intelligences was a concept I had heard of, but not one that I
had actively thought about in my practice. There are seven intelligences and our students each
have different combinations that we must be able to engage. The most difficult part of this is that
those combinations of intelligences are likely different from our own. Howard Gardner became a
name I was not only familiar with, but whose concepts I became able to incorporate into my
planning and practice as though it was second nature. While I started planning lessons based on

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how I would like to learn them, I was quickly amending them to ensure I was differentiating my
instruction to engage students with learning styles other than my own. I had a mental checklist
ensuring that somewhere in my lesson I met as many of those learning styles as possible (TEAC/
CAEP Claim 2).
This skill of thinking about the diversity of my students continued to grow as I learned
more about Culturally Responsive Pedagogy (ECI535). I now consider the fact that may students
have all lived very different lives than I have. The students that make up our classrooms, at one
point or another, will come from all walks of life. They will have different races, ethnicities,
socioeconomic classes, genders, sexes, sexual orientations, exceptionalities, religions and speak
different languages. While we want to think that the Western world is civilised and has moved
beyond discrimination over many of these issues, that simply isnt the case. As such, the lessons
we plan must be taught in a way that is sensitive to these issues. The same way we incorporate
the learning styles of our students into the lessons we teach, we also must incorporate culturally
responsive teaching practices (TEAC/ CAEP Clam 2). While this may seem like a daunting task,
it simply means building relationships with your students, understanding who they are, and
knowing how to support them and the qualities that make them ach unique and special (TEAC/
CAEP Claim 3). The relationships you build with your students, their families and the members
of your school community are the truest reflection of the type of person that you are. If your
relationships are built on respect, acceptance and understanding you instil those values in the
people who are either a part of those relationships or who witness them. It is a matter of leading
by a positive example, and hoping to get the same in return.
In my Methods and Literacy courses (EDU502, EDU503 and ELD 550) I became more
familiar with interpreting and applying the curriculum (TEAC/ CAEP Claim 1). I learned what

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was expected from the various subject curricula in different grades and different ways to
effectively teach it to my students. There is no single way to implement a lesson, so the
experiences gained from these courses were invaluable as we were witness to different strategies
and methods from instructors and colleagues alike. Perhaps one of the most valuable assignments
wasnt developing a lesson plan or researching educational theorists, it was planning for an
engagement lesson. The engagement lesson is an effective way to get your students actively
engaged with a lesson, to make them feel as though they are a part of something and to
encourage higher order thinking. Whether this engagement is through a S.T.E.A.M. (science,
technology, engineering, art, math) activity, pen pals, associating a period of time with art work
music or fashion, or going on a virtual field trip, these lessons help students to build meaningful
connections with the subject content (TEAC/ CAEP Claim 1 and 2). Not only do they encourage
students to think about what they are learning, but it also provides opportunities that aide the
students in their understanding so that the lessons taught are remembered.
During the Core of Education course (EDU500) we were given many opportunities to
present, a very important skill for a teacher to have. My presentation topics ranged from
Assessment and Evaluation of Student Learning to Behaviour and Discipline Systems for Diverse
Learners: Alternatives to Exclusionary Discipline and of course a micro lesson from my Space
unit plan. Each of these presentations required extensive research and care in choosing what
were the most important concepts to share with my colleagues (or imaginary students in the case
of the micro lesson). The Assessment and Evaluation presentation demonstrated the requirement
that the teacher understand the content being assessed (TEAC/ CAEP Claim 1), but also consider
the students that she would be assessing (TEAC/ CAEP Claim 2). I believe that it is important to
assess students on what they know rather than what they dont and the best way of doing this is

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to provide several opportunities for assessment in several forms. The presentation on Behaviour
and Discipline Systems for Diverse Learners also involves knowing what discipline systems will
have the desired effect on the students. Developing discipline systems comes hand-in-hand with
classroom management techniques. There are endless strategies that can be used, but choosing
one that will be most effective involves knowing your students (TEAC/ CAEP Claim 2). When
you know what motivates them, and conversely what dissuades them classroom management and
discipline systems are easily implemented. Additionally, by choosing discipline systems that are
alternatives to exclusionary discipline you are demonstrating that you care about all the students,
including the ones who misbehave (TEAC/ CAEP Claim 3). The micro lesson allowed me to
display a part of the product I had created in my unit plan. I demonstrated my content knowledge
(TEAC/ CAEP Claim 1) as well as the variety of ways I could engage the students in my class
with various learning styles (TEAC/ CAEP Claim 2). This first micro lesson also was beneficial
because it allowed for my colleagues to provide me with constructive criticism from aspects of
the lesson that they liked to advice on parts that needed improvement. Each of these experiences
had one thing in common, they provided me opportunities to present in front of my peers,
colleagues and instructors. These presentations helped me to feel comfortable speaking to adult
audiences about a variety of topics, and ultimately aides in my ability to share that knowledge in
interview situations or during professional development opportunities.
One course that inspired me more than I had expected was the Foundations for Special
Education online course (ECI600). Students with special needs and exceptionalities are in all of
our classes. Those needs can be based on intellectual, developmental, behavioural or physical
disabilities and require a plethora of different accommodations (TEAC/ CAEP Claim 2). I
especially enjoyed the pecha kucha presentation (Artefact #9) as it guided me into researching a

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behavioural disorder (oppositional defiant disorder) and thinking about I would address this need
in my classroom. I had to think critically about what accommodations and modifications the
student would need, what resources I would need and how not to sacrifice the needs of the other
students in my class. Moreover, I thought about what the student needed from me on an
individual basis. This student would need to know that I was not against him and feel that I truly
care. This is not an easy feat, especially given the nature of this disorder.
During one of my volunteer experiences (see Section Two), I was placed in a classroom
to work with a young boy who had many of the characteristics of a student with a behavioural
disorder. I saw many similarities between what I observed in this boy and the research I was
doing for the pecha kucha. The fact that I know my kindness, patience and compassion made a
difference (even if only in the moment) in the life of that boy helped me to realise how important
it is to understand the special needs and exceptionalities that will be in our classrooms (TEAC/
CAEP Claim 3). While the Foundations for Special Education online course provided some
general information, I dont feel as though I am yet well equipped to deal with the wide range of
needs. For this reason, I have decided to continue my personal educational journey and enrol in a
program to become certified as an educational assistant. This program will provide me with a
wealth of knowledge that I can apply to my teaching practice and will help me to support all of
the students in my classroom.
Both of my student teaching placements provided me with daily opportunities to
demonstrate each of the TEAC/ CAEP Claims. Every morning I would greet my students at the
door. This simple, welcoming smile often helped to cheer the students up and prepare them for a
new day. In return, I was greeted with hugs (during my primary placement) and warm greetings
(during the junior placement) which helped to keep me in the same cheerful and optimistic

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mindset. During snack and lunch I would always remain with the students in the classroom.
Although I always had work to complete I felt as though my time was best spent talking to the
students, learning about them, conferencing on subject matter they were struggling with or just
talking about sports or recess plans. These few extra minutes with them, when other teachers
hurried to the staff room, I think helped me to build relationships based on mutual respect
(TEAC/ CAEP Claim 3). Through these conversations and impromptu conferences, I also
learned about the academic strengths and weaknesses of some of the students. I was able to
provide extra help to some students, or took mental note of whom to observe during my lessons
or to provide additional one-on-one or small group support to (TEAC/ CAEP Claim 2). Lastly, in
each lesson I taught I demonstrated not only that I knew the content, but that I could effectively
teach it to students who had no prior knowledge of it (TEAC/ CAEP Claim 1). This was not
always an easy feat as there were times I wondered how to teach a topic in a way that would
make sense and be meaningful for the students. I conferenced with my associate teacher often
concerning situations like this, and looked to experts and experienced educators in the digital
classroom (the internet).
As educators, we never stop learning. We are constantly changing our techniques,
adapting to the diverse needs, learning styles and interests of our students, and acquiring new
knowledge of subject matter, technology, resources and more. This ability to change with the
times and to meet the needs of our students and build meaningful relationships within the school
community makes meeting the TEAC/ CAEP Claims something that comes as second nature.
Readiness to Become a Teacher
No matter how equipped we think we are for the challenges of teaching, I dont believe
that we are truly prepared until we have experienced diverse situations personally. The field is in

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constant flux and we can only ever be ready for the inevitable need to adapt to the changes and
overcome the challenges. I have been given many tools that I will use on a daily basis from
classroom and time management, to planning and assessment techniques, to technology
integration and culturally responsive teaching strategies. My knowledge of and comfort with
these tools demonstrate my readiness to take on the daily challenges that teaching presents.
Throughout my coursework I was required to write lesson and unit plans for a variety of
subjects and at different grade levels. These plans helped me to become familiar with interpreting
both the Ontario curriculum standards as well as the NYS common core and learning standards. I
have proven that I am able to align the standards with big ideas and create lessons that are
engaging and age appropriate for the students. Writing these lesson plans prepared me for the
planning that was necessary during my student teaching placements. My Associate Teachers both
informed me of the units they were in the process of teaching, or about to begin teaching, and let
me decide where I was comfortable taking over. Naturally, I wanted every opportunity I could
take. I wanted the experience of planning diverse lessons, in different subjects. I wanted to take
control of a unit, to set expectations and see how students knowledge and understanding of a
given topic grew over time (because of my instruction). In preparing my early lessons I used the
feedback given to me by my instructors to guide my lesson planning. While my Associate
Teachers always approved of the lesson on paper, the best feedback came from informal
conferences after teaching the lessons.
Planning units during my student teaching placements helped me to realise that it
involves much more than picking an expectation from the curriculum and creating isolated
lessons. Planning, whether for a unit or a lesson, involves knowing how you want each of your
lessons to connect to each other and spiral back to a unifying idea. Planning involves

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determining ahead of time where you want your lessons and unit to end up and the concepts you
want your students to understand. I believe that planning should also include creating appropriate
assessments including diagnostic, formative and summative assessments. I think that a variety of
formative and summative assessments can and should be implemented throughout units in order
to guide teachers about where and how to be support their students. Additionally, you must plan
for scaffolding instruction, building upon prior knowledge and challenging students to take
things a step further. Planning is more than writing lessons, it involves managing your time,
ensuring that you have the proper tools and resources, and knowing how to support all your
students who successfully demonstrate understanding of a topic and those who continue to
struggle.
Classroom management strategies are virtually endless and I know that what works for
one class may not work for another. As such, it is important to know your students in order to
determine which strategies will have the desired impact. I have seen teachers who have used the
card system (like soccer) to manage behaviours, and set home a note at the end of the week
regarding the number of cards. In one class this was a great technique. The students loved sports
(soccer happened to be a favourite) so they could relate to the card system. Parents were on
board with the teachers initiative (one so much that a yellow card for the student meant a
sleepover at grammas being taken away). In another class, the system didnt work at all. The
students had little motivation not to receive cards and parents thought that it was too gimmicky.
I like the idea of flexibility in the classroom. Whether that is a variety of seating
(cushions on regular chairs, exercise balls, bean bags and lap tables etc vs. assigned seating) or
the opportunity to sit next to different people during different subjects (especially classmates
who work well together or whose strengths complement each other) I think students value some

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change to the routine. I am a firm believe that you reap what you sow, in this case, if I am putting
trust in my students to make good choices that they will respect the freedoms they have been
given and repay with hard work.
The best classroom management strategy, however, is an engaging lesson plan. Like other
management techniques, your lesson plan must reflect what you know about your students. It
must capture their attention and get them involved in a hands-on and meaningful way.
Engagement lesson plans are meant to be learning opportunities that get the students involved
and interested in a topic, to a point where they often dont even realise they are learning. One
engagement activity I used during my student teaching was with my grade threes during a lesson
on soil types. In order to help my students to understand how different soils retained water I had
half my students act as soils by arranging them in different ways (holding hands, elbow-to-elbow
and shoulder-to-shoulder) while the other half of the students acted as water and tried to flow
between the soil. Not only did they enjoy the activity, but they understood the significance of
it. The next week, although we had moved on to a different, although related topic, the students
wanted to do the soil and water activity again. I knew at this point that I had reached them with
something that they found engaging and informative. The agreement was that time-permitting
after the lesson and only if the students could remember which type of soil was arranged in
which way and justify why, that I would set aside a few minutes. I was already happy that I had
presented them with something that had stuck, but when they were able to explain the
justification for the activity I realised that they had truly learned something. For the rest of the
lesson, my students were cooperative and on-task in order to be able to partake in this little
engagement activity again which aided in my own classroom management for the period.

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My readiness to become a teacher comes from the time and dedication I have put into
learning about theories, methods and strategies that encompass all facets of teaching and
learning. I have engaged in secondary and tertiary research (and subsequent presentations about
what I have learned) to continue building a strong foundation of knowledge and theories which I
can implement into my own practice. Having research skills makes teaching research skills
easier. Our students must understand that no one has all the answers, and that sometimes we must
go out to find them. There needs to be discretion when it comes to sources, care in giving credit
where it is due and focus in choosing the information that is most important or relevant (the
aspect of research that I continue to find most difficult). These skills are life skills, not just
academic and that is something to impress upon students who may not find a particular research
topic interesting.
While being able to do this kind of research is certainly beneficial, being able to do
primary research was an eye-opening exercise. As demonstrated in Artefact #4, Educational
Survey: The Effects of Bullying on on Student Learning and Social Life, I was able to glean
unique information related to the experiences of my students and their peers. I was able to draw
conclusions from this information and to develop a goal that would support the students as
needed. Being able to do action research within your own classroom or school community, not
necessarily as rigidly conducted as this particular assignment, is a useful tool for understanding
your students. This research can relate to just about any topic whether it is social, academic,
community oriented or otherwise, the results can aid in making decisions and changes to benefit
the students, staff and school community as needed.
Technology integration is one of the foremost daily issues encountered by seasoned
educators (in my personal experience). I had the benefit of growing up surrounded by ever-

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changing technologies, from how we watch movies to how we play games, from how we do
research to how we communicate with each other, the types of technology have evolved almost
overnight. I have been lucky to have the opportunity to evolve alongside them, while for students
the availability of technology is all they have every known and for seasoned educators it is a
thorn in their side. The Technology for the Elementary Classroom course was eye-opening in
showcasing the variety of ways that technology could be used in meaningful and engaging ways
within the elementary classroom. Its no longer just having a computer so you can do research
on Google, it is about using the SMARTBoard as a teaching tool and as an engagement tool; it is
about using iPads to take pictures and video and create media pieces to present information; it is
creating a website for teacher-parent communication instead of newsletters that gets forgotten at
school; it is using QR Codes so students can self-check problems. The opportunities to integrate
technology in the classroom are endless, and the students appreciate it whenever they see that
there is a break from the regular routine.
In both of my student teaching placements, I was with Associate Teachers who self-identified as
technology illiterate. I immediately jumped at the opportunity to use any piece of technology
that I could in order to make teaching easier, but to engage my students. I also found myself
becoming a bit of a technology guru and showing my Associate Teachers the different ways they
too could use the technology that they were so lucky to have available to them. In my first
placement, I created interactive games in the math unit that I taught. The students loved them and
were always eager to participate (even if they were not confident in their abilities). This allowed
me to see immediately who was struggling and what they were struggling with. When it came
time for the students to do independent work, I was then able to first assist the students who I had
seen struggling in order to ensure no bad habits were becoming engrained.

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While my first Associate Teacher was impressed by the comfort and ease in which I
integrated technology into my lessons, she was not eager to incorporate technology into her own
teaching practice. In my second placement, however, my Associate Teacher was impressed and
eager to learn how I created some of my lessons. During one of my math lessons I utilised
SMARTBoards infinite clone feature, a simple activity that had endless possibilities and
engaged my students until the lesson was complete. They all loved it and the period was over
before we knew it. My Associate Teacher assumed that I had downloaded the activity from a
teacher resource sharing site, or the SMARTExchange feature, and when I told her I had created
it myself she was intrigued. My Associate Teacher and I would sit down after school at least once
a week so I could show her some of the activities that you could create using the SMARTBoard,
we talked about QR Codes and the different ways you could use them, and about activities that
we could do on the iPads to check for understanding.
I feel like my current knowledge of technology tools and integrating them into my
lessons, as well as my comfort with sharing this knowledge with others, demonstrates my
readiness to become a teacher in the new, technology-rich classroom. I am comfortable, and
eager to learn more and to share this with others. I am ready for technology to continue to change
and excited to see the new uses for it within the classroom.
I speak often of the importance of knowing your students, your colleagues and the school
community and building meaningful relationships with these individuals. To me, this comes as
second nature you are dealing with individuals from different walks of life and with different
experiences, not robots. Culturally responsive teaching and the Dignity for All Students Act go
hand-in-hand. They are, to me, based on the principles of treating people with equity, dignity,
and respect. Each lesson plan reflects the specific needs of my students and considers the

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cultural, religious and language barriers that may be met. I believe that it is important not to tip
toe around important issues in order to be politically correct, because it is more important to be
open, honest and to have discussion and equal opportunity. This is as true in my classroom as it
should be in society.
A favourite quote of mine, mentioned earlier in this portfolio, is fair doesnt mean giving
every child the same thing, it means giving every child what they need, (Rick Lavoie). This is a
central tenant of culturally responsive teaching and dignity for all students. It proves that no
matter what, your goals for each student are the same and that you will do anything to support
your students in their quest to achieve them. It means creating an environment where every child
is valued, where every child has the tools to succeed and where every student feels appreciated
and accepted by the members of the school community.
I have the drive, the mindset and the ability to be an effective, engaging and caring
teacher. I want nothing more than to achieve this personal goal, and then to set new goals each
day to be a better version of myself. I want to encourage my students to love learning. I want to
break down existing barriers between home and school and work as I team. I am as prepared as I
can be to begin this journey and ready for every challenge that it will throw at me.
Conclusion
The process of putting together the elementary portfolio project has helped me to reflect
on just how far I have come. My lifes goal has always been to become a teacher, to make a
difference, to instil knowledge and values and to build relationships that will strengthen my
community. Before beginning my professional journey, I took every opportunity I could to learn
from others experiences within the field of education, to work with students in as many settings
as possible and to strengthen my presence within my local community. In the last 16 months I

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have learned much from the diverse opportunities afforded to me because of the Masters of
Science of Elementary Education for Canadian Teachers at Medaille College programme. From
the foundations courses, to the methods courses, to technology and research courses, the
programming at Medaille College has prepared me with a framework of knowledge for many of
the situations I will be presented with throughout my teaching career. However, no opportunity
has prepared me as much as the two student teaching placements. Despite the nerves I had going
into a new classroom (both times) I quickly found my niche and started to build the important
relationships with my students, students in other classes and colleagues throughout the school.
These experiences each offered me invaluable and unique experiences from which I can model
and build my personal approach to planning, teaching, assessing, classroom management,
discipline and more. I used the skills I had studied throughout my course work and continued to
cultivate as I applied them into my daily routine.
I know that the field of education is constantly changing. Whether it is through teaching
approaches or the variety of assessment types, changing technologies or the availability of
resources, or simply the diversity of the students it your class, there is always a new challenge
for educators. I feel as though I am well prepared to deal with these changes due to my
awareness that teaching is not always as routine as we may wish it to be, and because of the
wealth of experiences I have been afforded personally, academically and professionally. As
educators, we must always be prepared for the unexpected and be ready to overcome the
challenges that the unexpected pose to us personally and professionally. At Medaille College,
one instructors motto is adapt and overcome a powerful message whose relevance was not
known until the situations began presenting themselves. Life is unscripted. Even though we

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meticulously craft our lesson plans, we must always be prepared for the challenges that life
presents and be ready to adapt and overcome.