Section Two: Teacher Candidate Background Experiences

Introduction

The beauty of teaching is that every teacher brings their unique personality to make the

curriculum content come to life. Each teacher brings their own style, strategies and approach to

teaching in their classroom. This is visible as we walk through the hallways in any elementary

school and peek in their vibrant and personalized classrooms. As mentioned in Section One,

teaching has been a passion of mine for years, and it was through my different work and life

experiences that drew me into the career. Knowing I loved working with children, I started my

career as a special needs educational assistant, where I further recognized my love for being in

the classroom. This section will showcase my educational, work and teaching experiences that

have ultimately led me through the journey of becoming a teacher. It will also offer my school

observations, classroom application, philosophy of education and it will end with my resume.

Teacher Candidate Educational Background and Work Experiences

Education Experiences

The impact teachers have on a young child’s mind and school experiences have always

been fascinating to me. For myself, my educational experiences were best with the teachers that

showed a genuine interest in being there and caring about me and the class. The educators who

took the time to build meaningful relationships with me, helped shape my love for the classroom

and for learning. In my own experience, one educator that always resonated with me was my

homeroom and math/science grade 8 teacher. He ran a solid classroom. His classroom

management system was strong, he provided us with engaging lessons, while holding us to high

standards. According to Kail and Barnfield (2012), “Students tend to learn the most when

teachers teach actively...manage the classroom effectively…and believe that their students will
learn when taught well,” (p.532). Therefore, it is no surprise his methods led to successful

students. By setting clear expectations, building relationships with students, and using culturally

relevant material to bridge the home-school life for students, he made an impact on my

educational path. I looked up to him, as he was one of the very few educators who engaged in

culturally responsive pedagogy so early on, making me feel like I belonged. Culturally

responsive teaching (CRT) was a foreign concept at the time, yet he did it so seamlessly to create

a classroom climate that had a sense of belonging. He also made sure to challenge and motivate

us to do our best and keep going forward. I recall going back to visit as an EA, a few years ago,

and he was still taking on that teacher-role, pushing me to pursue my dream of teaching. This

highlights the footprint a teacher can leave on a student, even years later. While I was fortunate

to have such an impactful teacher, I recognize that not everyone’s school experience has been as

wonderful. We want children to love learning, and that begins with the teacher. It is my goal to

build a sense of belonging and interest in learning for the children that do walk through my

classroom, so they are able to have meaningful and positive experiences in school.

As a student, I always enjoyed language arts, social studies and French. This growing

interest in my elementary years continued into postsecondary education where I completed a

psychology degree through my undergraduate program at McMaster University, in the

Psychology, Neuroscience and Behavior program. Here, I further developed an understanding for

child development and social psychology, which created an interest in working with young

minds and helping them find their learning interests. Learning that children have several

developmental stages, and are heavily influenced by the world around them, I was inspired to be

part of that journey (Kail & Barnfield, 2012). An area that was of great interest was special
education in young children, which then transferred over into my career as a special needs

educational assistant.

Work Experiences

As a special needs educational assistant for the past six years, I developed effective

teaching strategies, behavior management systems and learned about lesson and program

planning from well-experienced teachers. Working in a wide variety of grade levels, from

kindergarten to grade eight, I was exposed to a variety of teaching and learning expectations and

strategies. I developed a strong understanding of multiple modes of assessments, such as

projects, presentations, and short-answer and long-answer tests, and the value of each. For

instance, in the areas of science and social studies, I have led projects where students

demonstrated their knowledge on content areas such as structures, animal habitats and

community, using project-based learning and portfolio presentations. Students demonstrated

their knowledge through creative presentations and were assessed using a rubric.

My work experiences as an EA also allowed me to develop collaboration skills with other

educators, such as speech and occupational therapists and counsellors. These collaborative

experiences have allowed me to integrate speech development activities, fine motor, and gross

motor development within classroom daily activities. Within my current special needs EA role, I

have been able to co-develop behavior intervention plans, IEPs and successfully carry out daily

programming and instructional support for all the students in the classrooms, while making

appropriate learner accommodations. I also spent much time working with ELL/ESL students,

students with special needs and promoting numeracy, literacy, and STEM education by

facilitating small-group activities. These experiences are valuable as they transfer over into the
role of a teacher, with extensive experience in modifications and instructional support such as

graphic organizers, assistive technology, and structured routines.

While these skills are important, my work experience as an EA has also opened

opportunities to build meaningful relationships with students and staff throughout the school,

recognize the importance of classroom and school climate and community, and demonstrate

leadership through active involvement in school committees. Tyler et al. (2016), highlights a

strong correlation between teacher-student relationships, and a student’s attachment to school.

This indicates the importance of relationship building. As the head of the Bollywood Dance

Team and as part of the Global Trailblazers, Social Committee and Special Needs Coffee Cart, I

have built relationships with students in all elementary grade levels, and a skill set for

demonstrating leadership within the school. My role as an EA within Ontario has allowed me to

coach the school dance team, where I provided students a platform to showcase their talents, be

themselves and express their love for dance and movement. By coaching a Bollywood dance

team, I celebrated diversity amongst the student population and embraced culturally responsive

material. This experience was both in-person and virtual, during the pandemic, which led to

multiple conversations around mental health and well-being with students. It also allowed me to

become familiar with the Ontario Physical and Health Education Association (OPHEA), where I

represented my school, through OPHEA’s “Fri-YAY” social media post, to discuss positive

physical health activities done school-wide, despite the limitations of a pandemic. These

leadership roles in extracurricular activities have further allowed me to build positive

relationships with students in multiple grades, highlighting an ability to build a positive school

community, while professionally collaborating with other school staff. Experiences such as

assisting with Holiday Concerts, assemblies and Asian Heritage Month have provided me the
opportunity to co-create a positive learning environment, school wide. Therefore, through my

work experiences, I was able to develop several of the essential skills required to be a successful

and impactful educator.

School Observations and Classroom Application

Completing my classroom observations in a diverse, suburban school, I had the privilege

of learning from several well-versed teachers. This section will discuss the experiences of

classroom management, use of technology, instructional planning, and the use of culturally

responsive teaching that I observed during my fieldwork and how it relates to my understanding

of teaching.

To begin, I observed three different teachers: a physical education, a kindergarten, and a

grade one classroom. Each teacher provided a look at successful behavior management systems.

While conducting my observations, I was simultaneously taking the Positive Behavior

Interventions and Supports (PBIS) graduate course, which aligned well with the classroom

teachers’ approach. In the physical and health education classes, I saw the teacher using Tier 1

and Tier 2 PBIS strategies, such as clear directions, having a posted set of rules and making use

of social skills training. I recall observing a student who had difficulties following instructions

during a game of dodgeball. Instead of using punitive punishments, the educator used the tier one

strategy of teaching the student social skills of how to play with other classmates, which had a

successful outcome. Teaching students social skills is important, as it helps them learn how to

change their behavior to something positive, rather than simply being told what not to do (Karet,

n.d.). Similarly, when in the kindergarten and grade one classrooms, I witnessed several effective

classroom management strategies, including the use of tiered strategies, routines and procedures

and positive reinforcement. It was evident that both classrooms had very clear expectations for
the students, rules were posted, and students were familiar with classroom routines. Harry Wong,

and his theory of classroom management argues that teachers must establish routines and

procedures early in the school year in order to be successful (Wong et al., 2009). Being able to

set clear expectations for students, holding students accountable and teaching them routines and

procedures is something I intend on doing very early on in the year. Relating this back to my

experience as an EA, I recognize the value of routines and procedures, as I teach my students

routines early on as well, to help them develop a sense of independence.

Teachers in both the grade one and kindergarten classrooms also made use of individual

behavior management plans when required Tier 3 interventions. I recall an incident where a

student was demonstrating refusal to complete work and listen to directions, and the teacher

remained calm, and used a simple strategy. The teacher walked over to the individual, calmly

explained the instructions, used pictures to complement the instructions, put on a timer and

stepped away from the student, giving them the space they needed to gather their own thoughts

and be given the chance to independently complete the task at hand. I was amazed at how well it

worked, and the calm nature of the teacher. I believe that my own calm nature, and experience as

an EA will serve as an asset, because I have a similar calmness.

Next, I discuss the use of technology and STEM within the classrooms I observed.

Observing primary grade levels, I had the opportunity to witness STEM in action, using hands-

on learning experiences, science, and structure projects, as well as inquiry-based learning using a

wide variety of technology, including Osmo. As a true believer in a constructivist, hands-on

approach to learning, this was one of my favourite parts of the observations. In the grade one

science units, students were using different Lego sets and building materials such as toothpicks,

marshmallows and straws, to create machines and buildings to hold the “most” load possible.
Through these activities, students used a constructivist approach and worked well collaboratively

to engage in STEM activities. As Dewey argues, learning as a social experience, growth is

fostered through hands-on activities and ideas should be taught in an integrated way, rather than

in isolation (Luczkowski, 2011). Dewey’s theory resonates with me, primarily because it is how

I learned best, but also how I saw students learning best, through my fieldwork experiences.

Students remained engaged, motivated, enthusiastic, and curious as they explored the different

materials. Recognizing these benefits, I would incorporate several hands-on learning

opportunities for my students. Moreover, I would also teach subjects in a cross-curricular way,

so they are not isolated from one another, and students feel more confident with STEM. For

instance, in a science unit, I would also incorporate math concepts and ELA making it relatable

to the students.

Students also used different technology in the classroom, in meaningful ways, promoting

a 21st century growth mindset. A 21st century learner mindset is one where students use skills

and technology resources to inquire, draw conclusions and think critically (Rich, 2010). I was

intrigued at how focused students were while engaging with coding experiences using Osmo,

creative production through the use of different apps on the iPad, and the use of the green screen.

By providing experiences such as these, we are preparing our students for the real-world, which

aligns very much with my own teaching philosophy. I feel that when we allow our students to

explore with activities such as Osmo, a coding robot, students are engaged in inquiry-based

learning. Inquiry-based learning is an active learning process where students construct their

knowledge through different activities such as through technology. Using new technology in

meaningful ways, we are also helping them learn the skills needed later in their careers. As we

allow students to engage in creation and coding through technology, we are promoting discovery
learning, which according to Bruner’s theory of discovery learning, students are more likely to

remember and understand concepts they discovered in their interaction with the environment

(Luczkowski, 2011). Bringing it into my own classroom, I would find meaningful ways to

integrate technology within the classroom. For instance, I would integrate it within ELA research

projects, and in areas where students create animation to express their thoughts. In one of my

upcoming artifacts, it is evident that I integrate technology and STEM into a grade one math

activity, where students can create pictographs. In this way, we are allowing students to discover

the ways technology can aid in their creations.

The classroom observations and fieldwork also allowed me to gain a better insight on

instructional planning. While creating lesson plans at Medaille have been helpful in ensuring

lessons are fully thought-out, engaging, and rigorous, conducting fieldwork and delivering my

lessons to students allowed me to recognize the value in the instructional support put in place. It

became evident that the use of differentiated support, such as sentence frames for ELL students,

increased wait times and frequent breaks were important in running smooth lessons. During my

observations, I also recognized the enthusiasm that teachers brought to their lessons, showing a

genuine interest in teaching, and learning with the students. This extends far beyond the

classroom, as it builds a love for learning and school in the children. Showing enthusiasm,

warmth and humor as well as holding high expectations for student success are all characteristics

of effective teachers (Metcalf et al., 2016). I was also able to recognize the importance of

planning, to manage behaviors in the classroom. Everything is connected. When a lesson is

carefully planned out, there is little room for students to become bored and exhibit unwanted

behaviors. It also keeps students focused, on-task and motivated to learn (Metcalf et al., 2016).

Instructional planning and assessments are also important in assessing how much of our lessons
are making sense to students. By executing lessons, we can see what works and what does not,

and how to improve on it. As I apply these experiences into my classroom, I will continue to not

only create rigorous lesson plans, but I will also continuously self-reflect on the strengths and

weaknesses of each lesson, delivery, and the ways in which I assess my students.

To further discuss the instructional planning observations, I recognize the value of

purposefully choosing culturally relevant material, planning for differentiated needs and the use

of instructional supports. Conducting my observations in a diverse suburban school, with a high

refugee population, I saw the impact of culturally responsive pedagogy (CRT) in action. In the

ECI610 Action Research graduate course, my research question was about the impact of

culturally responsive teaching within elementary schools. Culturally responsive pedagogy is one

of the core principles in education today and is something that fascinates me because of the lack

of attention it received in previous years. Students will engage more with material with which

they can connect. It makes sense. As our school populations continue to diversify, it is crucial we

recognize the importance of CRT, and develop strategies on how to implement it. In Daniel and

Zybina’s (2018) article, we see that resettled refugee students in the Southeastern parts of the

USA feel disconnected because of a lack of culturally responsive material. As our refugee

populations continue to increase, it is important we create classrooms where students feel heard

and have material to which they can connect. One book that I intend on using in my primary

classroom is Robert Munsch’s From Far Away, as it opens the class up to discussion around

refugees and what it feels like to have to leave your home. We want our students to know that

their lives matter and by incorporating material they can relate with, we are helping them

validate their experiences.

assists in behavior management outcomes. Previously found in the ECI610 research project,

Larson et al. (2019), discuss the positive impacts CRT can have on positive student behaviors in

the classroom. During my fieldwork, this was something I too recognized. In the kindergarten

classroom, I used characters that students were familiar with during literacy centers (Paw Patrol

and Ryan’s World). I found students exhibited less disruptive behaviors, demonstrated a greater

level of engagement, and a better connection to the expectations at hand. I will continue to do

this within my own classroom by using activities and characters they are familiar with,

recognizing celebrations they may be celebrating at home, and allowing students a platform to

voice their own experiences.

During my observations, when educators included culturally relevant material, students

were naturally more engaged and showed a deeper connection to the content. For instance, I

recall doing a read aloud with a story that had diverse characters and family types in a grade one

classroom. A student who typically shies away from group discussions was evidently more open

to sharing and using his own experiences to relate it back to the content. The willingness to

participate makes me recognize the value of creating a classroom environment where students

feel welcomed and have a sense of belonging, which can be done through using classroom

material that they can relate with. As such, I will transfer this learning by being purposeful and

intentional in the material I choose in my classroom, to make sure that it is not only culturally

responsive, but also anti-oppressive and anti-racist in the characters, values and perspectives

represented.

Along with ensuring CRT in our lessons, classroom observations and fieldwork gave me

the opportunity to see differentiated instructional support in place. On an IEP, instructional

overwhelming. However, when witnessing it in action, the instructional supports and

accommodations can work together in a cohesive manner. With a background in special

education, this was one of my most meaningful experiences. It was great to learn about the IEP

process but seeing it in action in different classrooms gave me the opportunity to use the teacher

lens. It provided me with a clear picture of the type of teacher I want to be. I want to make sure

that my classroom is an inclusive environment, and all my students' learning needs are met. I

recognize that classrooms today are nothing like the classrooms we grew up in. Today, there is

differentiated seating, instructional supports such as an increased use of visual cues, a clear

schedule, use of breaks and students are provided with supports like assistive technology and

calming areas. These strategies are important and being flexible and willing to learn more about

them are equally important. As an EA, I have learned the importance of this through my own

work experience and am determined to effectively use these strategies within my classroom. This

is where George Evans’ quote, “Every child can learn. Just not in the same day or in the same

way” becomes very clear (Masters in Education, 2012). It is important for us to recognize that

we must provide students the tools that will help them learn.

Finding ways to teach students successfully is a key component of a teacher. It is not

enough to deliver a lesson plan. We want to make sure students are in fact grasping what we are

teaching. This was further seen as I carried out my ELA and social studies lessons in my

fieldwork classes. When provided the opportunity to execute my lesson plans with the grade one

class, I was amazed at all the different factors that went into the actual instruction piece. It gave

me the opportunity to see what worked (discussions, opportunity for hands-on learning,

kinesthetic experiences, culturally relevant material), and what was less effective (traditional
worksheets and rote memorization activities). This furthered my belief in the constructivist and

inquiry-based, student-centered approach to learning, by theorists such as Dewey, Vygotsky, and

Bruner.

One of the most daunting parts of teaching is assessments. Through my coursework and

fieldwork, I was able to conduct literacy assessments on students and recognize its value, and the

steps involved. Assessments are a fundamental part of instructional planning because it is what

evaluates how much of what we are teaching is being retained. As mentioned previously, it is not

simply enough to deliver content. It is important that students are building connections and

understanding what is being taught. Metcalf et al. (2016), explain that assessments serve two

purposes: providing effectiveness of the instruction and understanding what an individual has

learned, has not learned and why. Assessments are also a form of self-reflection for us, as it

makes us stop and reflect on what is working and what isn’t working for our students. By

conducting effective assessments, we can assess how much information has been understood and

to what extent by students. Understanding this, and seeing it within my fieldwork, I will continue

to strive to provide students with meaningful assessments. I will also provide students with a

wide variety of ways to demonstrate their learning, using multiple types of assessments. Various

types of assessments are important in ensuring we are meeting all our students’ learning needs,

and in assessing students’ knowledge, understanding and ability to apply the content through

higher order thinking via Bloom’s Taxonomy.

Collectively, the fieldwork and observations were useful in the application piece of the

program. Learning theories are important but seeing them in action allows us as educators to

fully understand its value. Through fieldwork and observations, I was able to further solidify my

understanding of the best practices to use as a classroom teacher.

My teaching philosophy video can also be accessed at: [Link]

As I consider my own teaching philosophy, I reflect on the educators who have impacted my

own education, as well as the philosophers, on whom we base our teaching methodologies. In my

early experiences as an EA, I had witnessed the positive impact I could have on a student’s

experience at school. Working with a student with severe disabilities, educators saw her laugh

and smile at school for the first time because of the relationship I had built with her. As an

educator, it is our responsibility to provide students with engaging and meaningful learning

opportunities and experiences, while ensuring they have the resources needed to be successful.

We must teach the whole student, value their identities and allow them to explore their full

potential. This philosophy of education focuses on the school, curriculum, the learner, the

learning, assessments, classroom management as well as the teacher.

The School
I believe the school plays a key role in developing the leaders for tomorrow and creating

the community of today. To have successful students, we must work with families to build the

bridges between students’ home and school lives, creating a wholesome and complete

community-based approach to learning (Dantas & Manyak, 2010). This means learning from our

community members, recognizing the value in our community leaders, parents and using

culturally responsive pedagogy to foster relationships with not only our students, but also their

families. Rather than mirroring inequalities found in society, we must use the power of a school

to be the hub for change and growth. As an educator, I believe my mission is to create an

inclusive environment for students to feel nurtured in their academic, personal, social-emotional

learning needs, and to inspire resilience, empowerment, and a love for lifelong learning.

The Curriculum
When considering curriculum, it is important to highlight the importance of literacy and

numeracy skills, with applications to real-life situations, and an emphasis on STEM education. I

always think back to the joke people make around tax time, “I’m glad school taught me that the

mitochondria are the powerhouse of the cell,” they say as they reference the lack of relevance it

has to young adults. While it is an important concept, we must also address the lack of education

in practical life skills such as taxes or figuring out finances and big purchases like a home

mortgage or financial literacy. We need to teach a curriculum that holds us accountable in

creating lifelong learners who are also global citizens prepared to enter the real-world. By using

STEM challenges that incorporate real-life problems into daily math instruction, we can help

students achieve greater success for their futures.

I believe it is equally important to teach students social-emotional learning. As mentioned

in Metcalf et al. 's textbook, creating a classroom that incorporates social emotional learning and

provides students with a positive psychological environment are key factors in classroom

management (Metcalf et al., 2012). By teaching students to recognize their feelings and

emotions, we can help them cope with anxieties and build self-regulation skills, while promoting

self-care and positive mental health.

I believe in addition to this, we also need to fully understand critical race theory, which I

know continues to be left hidden and even banned in some states today. We need students to be

exposed to culturally responsive pedagogy, that highlights material they can relate to and leaders

they can aspire to be. I believe there is great value by shifting the focus from a deficit approach

to moving towards an empowering light where we teach students their full identities should be

accepted and celebrated, and that their cultures bring unique value to society at large.

Crenshaw’s coined term of intersectionality should be brought to light, so students are able to
learn the different barriers people may face, and the ways in which we can help overcome them.

By bringing critical race theory and culturally responsive pedagogy in our curriculum, we are

preparing our students to be better citizens and leaders for tomorrow.

Learning

We are responsible for providing meaningful learning experiences for our students to

build their identities and understanding of the world. I feel personally connected to John

Dewey’s concept of pragmatism, constructivism, and the theory of realism. Pragmatism argues

that the world is a mosaic of different experiences, that can only be understood through radical

empiricism, in that no observation is completely objective (Rai & Lama, 2020). Pragmatism is an

educational philosophy that says education is in teaching students’ practical life skills to apply to

the real world and encourages them to grow into better people. I feel that this is crucial as

educators, as we prepare our students for the real world. This goes back to the idea of important

real-life content and a focus on STEM education, as we must teach them the fundamental

functional skills to be adults in the world.

Along with this, the theory of realism and constructivism resonates with me, as I believe

they are the way in which children learn best. As Aristotle suggests, people learn by the natural

world around them. Realism states that education should be based on essential and practical

knowledge, with a great emphasis on practicality, critical reasoning, observations, and

experimentation. In a classroom, this means I would create lessons that allow students the

opportunity to learn about the world around them, provide hands-on learning opportunities and

engage in practical first-hand contact with their environment.

This also aligns with Benjamin Bloom, a theorist whose work my beliefs are deeply

rooted in. Bloom had once said, “Education must be increasingly concerned about the fullest
development of all children and youth, and it will be the responsibility of the schools to seek

learning conditions which will enable each individual to reach the highest level of learning

possible”. Therefore, I believe education is much more than delivering content for students to

memorize, but rather experience fully. By using Bloom’s Taxonomy, we can provide meaningful

and engaging learning opportunities, as students are being asked to critically think and use higher

order thinking skills, such as analyzing and evaluating content. I believe this also aids in

providing more meaningful connections for students with the content being taught.

The evolution of education is undoubtedly a fascinating one, that has moved from a time

of darkness and inequality, to one where students are generally provided with more equitable

access to resources, including students of colour, and students with disabilities. While today we

have legislation such as the NCLB and IDEA, and in Canada Article 24, to mandate all students

have access to equitable education, despite their disabilities, as educators it is our job to fully

enforce this. We must continue to work to make sure our students have the tools and resources

they need to be successful in school. This includes access to technology, assistive devices,

appropriate identification, and accommodations as necessary. Technology, however, is not

limited to special education. As the world continues to rapidly change, we must prepare our

students to become empowered 21st century learners, where technology is at the forefront of

every sector. As such, we must teach skills and promote computer competence, through STEM

and by using ISTE as guiding standards in our lessons. By promoting the use of technology, we

are helping students build the skills they will need for the careers of tomorrow.

Today, we must also consider the impact of culturally responsive pedagogy and

implement it accordingly. Our material must represent our diverse learners. Our material must

reflect their identities and allow them to draw meaningful connections with the work done in
school. As we choose books and activities, we must make sure we are considering our student

population. Culturally responsive pedagogy, as explained by Gay is a research-based approach to

teaching, which connects students’ cultures, languages, and life experiences to what they learn in

school, in a multidimensional, empowering, and inclusive way (Gay, 2010). With CRT, we must

also provide our learners with a multitude of ways to express and explore their learning. As

indicated by Gardner’s theory of multiple intelligences, students possess many kinds of

intelligence, including intrapersonal, naturalistic, and verbal-linguistic. Therefore, to best meet

the needs of all the diverse learners, we must provide students with several ways to express their

learning.

The Learner

The beauty of lifelong learning is that learning never ends. When considering the age

range of students, I would be most inclined to work with, I find myself at a crossroad because

every stage of development brings its own unique excitement. Although my comfort lies in

primary age students, intermediate age students also bring so many exciting reasons to work

with. Because of my creative and very busy personality, I find I work well in kindergarten and

grade 1 and 2, where excitement floats around the busy classrooms, there is much room for

imagination and inquiry-based learning. However, it is also something that I would be able to use

as a transferable skill into the older grades, by finding new and creative ways to teach students

important curriculum in a meaningful and engaging way. The beautiful thing about early

childhood (ages birth to eight years of age), is that students are developing their speech, gross

motor/fine motor, and social emotional skills. These are all areas I love to work with students on

further developing and finding their strengths through interactive activities. I believe teaching

students self-regulation and social-emotional skills are crucial to their future success. Did you
know, by the time a student is 5, typically when they begin school, they already have a

vocabulary of up to 1,500 words?! This age group typically grabs my attention because I feel that

it is so important to start students off on the right track with a strong foundation, as they move up

through the grade levels. The older grade levels also present us with wonderful reasons to teach,

as there is a focus on self-esteem, student mental health and well-being and conflict resolution

skills. These once again are very important skills we want to instill in our students, and thus by

working with this age group, I would be able to do so, while also focusing on student

empowerment and social change.

Although students come in all different grade levels, they all share equal responsibilities

in their learning. I believe that for students to be successful in their learning, they must be

responsible, active participants and bring a positive attitude. This includes being respectful of

others and themselves, taking accountability for their learning, being inquisitive, and most of all,

trying their best.

Assessment

Student assessment must be carefully calculated, and we must consider Gardner’s Theory

of multiple intelligences, as we develop the different types of assessments. We must provide

students with a multitude of platforms to share their learning and progress, understanding that

each student has a unique learning style. We must also recognize the importance of incorporating

both formative and summative assessments, so that we are able to monitor student progress,

check for understanding and teach responsively. To maximize the success of our students, it is

important to use a variety of methods, including oral presentations, visual opportunities, as well

as written quizzes/tests and assignments. By providing students project-based learning, we are

also able to reach a larger number of students with more meaningful learning opportunities.
Assessments, in my opinion, should not solely be based on lower order thinking questions, as

explained through Bloom’s Taxonomy. To ensure students are not just memorizing information

by remembering and then understanding, we must assess them using higher-order thinking, by

asking questions that ask students to apply, analyze, evaluate and even be able to create content

using the teaching. The goal of assessment should be for us to reflect on our own teaching and

use it as a tool to determine what we need to do to help our students develop understanding of

curriculum content, as well as measuring whether students have met the learning outcomes, and

to what extent.

Classroom Management

Classroom management is the epitome of a well-running classroom. Everything begins

with good classroom management, which include the 3 Cs, and rules, routines, procedures, and

expectations. The 3 Cs of classroom management include cooperation, conflict resolution and

civic values. From the very moment students step foot into the classroom in September, it is

important we build the classroom climate we want for the rest of the year. As noted in Marzano’s

Classroom Management that Works, rules and routines should be discussed very early on in the

school year so that students understand that these are the expectations and be included in the first

day of school plans (Marzano et al., 2003). This begins with effective relationship building and

classroom management systems that work. An effective classroom management system has a direct

impact on student success. According to Metcalf et al. (2012), there are three different types of

routines, which include administrative, instructional, and interactive, which all contribute in

fostering a positive learning environment with less distractions and behavior management issues

(Metcalf et al., 2012). They also discuss the importance of having an organized, structured and

predictable routine for students to maximize their learning and has even shown to have greater
benefits to boys, new students and struggling students (Metcalf et al., 2012). We want to make

our classroom as predictable and safe for our students as possible, with expectations that are

clear and attainable.

I believe it is also important to have a “Classroom Promise”. The classroom promise is a

set of rules we come up with together as a class, after having a discussion on the importance of

rules and being kind to one another. I explain the concept of a family and that our classroom is

another type of family, where we all must respect and be kind to one another, so we can all learn

in a positive environment. The idea is that we will create a classroom family tree, and beside it

will be our classroom promise, which will be a set of rules with our thumbprints as the leaves,

showing that we are making a commitment to follow the classroom rules. Marzano et al. 's

textbook (2003) suggests that getting students involved in helping create the classroom rules and

having them posted in the classroom can be seen as effective means of classroom management

(Marzano et al., 2003). In doing this, we are not only showing students that we are also being

held accountable as educators, but we are getting to know our students through the discussion

and allowing for student input. In this, we are setting up our students and ourselves for a

successful school year. I believe that good behavior and hard work deserves praise and

recognition. I feel that having a classroom marble jar, where students work at earning marbles to

fill a jar for a Fun Friday a month, holds students accountable and keeps students engaged and

motivated to work towards a common goal.

The Teacher

To have a teacher’s college degree is not at all enough to qualify us as sufficiently

accredited to be effective teachers. While it may be a start, there is still much to be learned to

create warm, inclusive and successful classrooms for our students. I believe consistently
attending professional development opportunities are key in both keeping up to date with

relevant changes in education, as well as improving our own pedagogy and strategies to bring

effective learning to our students. Along with PD, it is important to continue to read books that

can help us be culturally responsive in our teaching. For my summer reads, I have just begun

Teaching for Black Lives and Rethinking Elementary Education. I also believe that teachers

must be trained in special education and technology, both areas we have seen a huge growth in

the last decade. As educators, we want to help students achieve their full potential, and be

successful leaders in the 21st century. As such, it is important that we have a strong foundational

understanding of the importance of technology in learning, especially when discussing STEM

and helping students become global citizens. Furthermore, it is also important for educators to

have a strong understanding of special education, and the specialized programming that may be

required for some of the students in our classroom. As our classrooms continue to be more

diverse, it is important that we are prepared with the tools and strategies we need, to best serve

our students.

In terms of personality and professional characteristics, I think the beauty of teaching is

that every teacher brings their own unique teacher personality. Teaching is not just a job, it is a

career, but also a way of life. It is one of the few careers where you can be as openly your true

self, and help students discover their own true identities as well. I am often told my organization

and enthusiasm levels reflect a teacher. While enthusiasm and organization are important, I think

being compassionate is the most important trait of any effective teacher, and the ability to

develop strong, positive relationships with our students. Students are intrinsically motivated to

listen to the teacher and follow instructions when they have a strong relationship with them

(Metcalf et al., 2012). The key to teaching is having an inclusive and warm classroom climate,
where students feel cared for and safe. I think to achieve this, we as educators must be

compassionate, caring and allow our natural personalities to shine. For myself, I am always loud,

bubbly and love adventures. For this reason, I can see myself preparing a classroom that is

always full of adventure and hands-on learning opportunities for my students. Enthusiasm is also

important, as we want to show students our genuine interest in them and our genuine interest in

being lifelong learners and educators.

In terms of professional attributes, I believe educators must be team players, have strong

communication skills and be flexible. Working in a school means you never know what to expect

your day to look like, or what your students will walk in with in the mornings, which means

flexibility is your friend. Lastly, to go along with the quote, “it takes a village to raise a child”,

we must consider our school community as a village, and it really does take all of us working

together as a team, to help students achieve success. As such, we will be required to work with

other teachers, administration, support staff, and outside specialists such as occupational and

speech therapists. This means we must be effective communicators and have strong teamwork

skills.

Ending Remarks

As you read through my philosophy of education, I hope that it has given you a better

understanding of my views on education and our responsibilities as educators. My philosophy of

education stems from my educational knowledge, the life experiences as a student as well as my

work experiences in the field of education. I will end my philosophy of education with F. Sionil

Jose’s quote, “The influence of teachers extends beyond the classroom, well into the future”. As

we begin our journey as teachers, we must remember this as we foster relationships and a

lifelong love for learning in our students.