New Curriculum

There always seems to be controversy surrounding the teaching profession.  Money, contracts, learning outcomes, report cards, curriculum, holiday time, etc.  I'm not interested in debating these issues but I am interested to see what happens over the next 10 years in education and in particular over the next 2-5 years in BC as we begin to incorporate the new curriculum being developed for our province.

Today in class we pulled apart the drafts of the new curriculum and spent time trying to understand how it's different from the current IRPs (Integrated Resource Packages).  I have heard mixed reviews about what it may look like and how teachers in the field feel about it right now.  Most are intrigued and feel pretty positive about the general idea, while others are uncertain about what it will actually look like.  As with any change in education there is an abundance of questions that remain unanswered...When will this new curriculum actually come into effect?  What will happen with current resources/texts and will there be funding for new resources considering some of the course work has actually been moved around in the different grades?  What about support for the transition?  Questions, questions, questions.  Of course, it's impossible to know the answers at this point but what I do appreciate is that dialogue is happening and the curriculum itself is focusing in on how the face of education is changing.  The goals include becoming more individualized, focused on critical and creative thinking and embracing skill-based competencies that are over-arched by big ideas.

As a parent, with children in the public education system, I appreciate even more that assessment is being addressed and the goals include using assessment that is relevant and aligned with the curriculum and actually reflects the knowledge a student has gleaned throughout the year.

As a teacher, getting ready to join the public system, I am encouraged to know that I am entering a system that will give me freedom to teach to my students at whatever level they're at and will hold me accountable to report what my students actually know and test that knowledge in a way that is meaningful to individual students.

Why Write

The discussion has been had numerous times throughout this year regarding the reason for blogging.  There are individuals who feel very passionate about their privacy and are navigating this part of our teacher journey very cautiously.  I value their position and understand that in this day and age it's important to manage your online presence very carefully.  I also understand that as a result of the shift in technology over the last 10 years we must, as teachers, be, at the very least knowledgeable about tools out there and beyond that actively participating and using them.

In my role as student, at the moment, I am choosing to use this particular tool of blogging as a means to an end.  Through the experience, I hope to witness the growth and emergence of practice merging with theory and evidenced by the reflections I share here.  I think it also creates an opportunity for the interaction of emerging educators to dialogue and exchange ideas to better one's practice.  Many a time I've crossed a blog entry that has allowed me to further expand my thinking in a particular area or to challenge some preconceived idea about the purpose or practice of education.  Blogging allows for worldwide interaction within the realm of educators to both streamline and diversify the act of educating.

As I transition from student to teacher, my goal would be to use this forum as a means to maintain my status as a life-long learner which I have witnessed to be the strength of some of the best teachers I have encountered.  Using these types of tools gives recognition to the fact that one cannot fully embrace the role of educator if they've disengaged from a primary source of today's education, the collaboration which comes from being online.

While privacy is of utmost importance to many individuals the ability to navigate the public/private world is an important skill that educators, in particular, need to learn to do well and then demonstrate to their students.  There is a balance of sharing and collaborating, being professional and maintaining personal lives that has reached a new level of expectation within the world of education.  If we embrace and understand it, we better our practice purely from the willingness to move ourselves forward rather than remain static.

Regarding Classroom Management

One of our assignments was to put together a Classroom Management Philosophy.  While I feel that there are far too many variables this year to solidly place myself into a "philosophy", I can see how the exercise of putting my goals into a format like this will help me take steps in the direction of where I'd like to see myself.

So below is my philosophy in progress:

Classroom Management Philosophy

As I have entered this journey of teaching I have already seen a shift in my thinking, my behaviour and my expectations in how I will choose to manage my classroom.  I recognize that this change may become more drastic as I actually engage in a classroom atmosphere and begin to see the intricacies of classroom management play out with different student influences.  I do believe that as teachers, and more specifically, as reflective practitioners, there is some fluidity in how this looks and that as we get to know our students from year to year, there is some adaptation that has to happen to meet their needs as well.  Having said that I can see that finding a solid place in my basic philosophy is of utmost importance in order to provide my students with the most consistent experience.  Finding this philosophy is a challenge for me but rewarding as I get to know who I am as a teacher, on a deeper level.

As I have explored the various power bases I believe that I fall mostly within the category of “legitimate power”.  While I wouldn’t say that I fit the “stereotype” I believe that a great deal of my expectation in the classroom lies with the authority that I hold as a teacher.  I have also been impressed with the fact that my job is to ensure that students are successful.  I do recognize that another significant aspect of my passion for teaching lies in the development of relationship with my students and as such I believe that I could move comfortably into some aspects of referent power.  My deepest desire is to have a classroom that both student and teacher are respected and that we work hard for each other because we care enough to find success for each other.

I am unsure where I fall at this point, in practical terms, where it relates to theories on management.  I believe I have tendencies to be more teacher directed at this point but as I have begun delving into what promotes the greatest level of learning in a classroom I would like to begin moving more towards the balance of collaborative.  I know that my classroom will not likely fall heavily into student directed at any point as that is not my natural place of comfort.  While I may make adjustments in various situations or activities I know that I will find my most comfortable place of teaching in a classroom that focuses on the collaboration between teacher and students to achieve the optimum environment for learning.

In terms of motivation, I believe a balance can be found between intrinsic and extrinsic motivation and I also see that there tends to be imbalance to some degree in the early years of schooling.  For example, while it is possible to have primary students, specifically kindergarten and grade 1, intrinsically motivated, I do understand that the use of rewards can sometimes be an effective tool in helping students understand the habit of being intrinsically motivated.  That may sound somewhat contrary, however, I have found that minds can be trained to see the reward and then slowly remove that reward to feel the thrill of success on its own.  Just as I hope to have a classroom that works together collaboratively, I would like to see that focus then be a part of what helps them find motivation without my prompting.  I know that there will likely be a component to my classroom that will reflect an extrinsic motivation factor but I do not plan for that to be the primary means of motivation.

Finally, my understanding of “least interference” is that when issues of behaviour or misbehaviour arise in the classroom that I would find ways to address them that would initially begin with an evaluation of the action determining the need to address it immediately or ignore it.  With the assumption that it needed to be addressed in the moment there would be a set pattern of interaction that would happen starting with non-verbal cues and moving into verbal cues as the need arose.  I tend to be someone who leads with verbal cues so this may be an interesting challenge for me as I begin interacting with students in the classroom.  I believe it will take me some time to hone my skills in this area but would like to work more into using non-verbal communication to address specific situations whenever possible.



**Edit...After handing in my assignment and receiving feedback from my instructor, it was brought to my attention that my power base may be more "expert" power than the other two. This is another interesting phenomenon in education; when you ask an individual to evaluate who you are and seeing their response. I do not disagree with that assessment of possibly falling into expert power more than legitimate power in some aspects of my life but it will be very interesting to me to see how this works in the classroom.

First Day

I was excited to step into the first day of school today!  That is, the first day of school as an actual "student teacher" and not just a wannabe in a classroom full of other wannabes:)  Don't get me wrong, I am learning a great deal being in the classroom with phenomenal instructors and fellow classmates who are just as passionate as I am BUT, nothing beats the feeling of stepping into a classroom full of fresh, little faces and knowing those children are there for me to build into and join on this particular educational trail for a year.

Meeting my teacher mentor was actually a great relief.  I had already done some background research on the school and the teacher I'd be working with and everything came back positive, however I was still feeling a bit apprehensive as I wasn't sure if I would mesh the same way other people had.  BUT, the words were true, he's laid back, passionate, excited to help me learn and clearly loving his job.

Today was eye-opening for me in so many ways.  I realized we student-teachers are ambitious creatures and it will take some time in the classroom to understand our boundaries and time frames.  I learned classroom management is constant each day and in every situation.  I recognized that focusing on the lesson often means I consciously tell myself to re-focus my own thoughts and pay attention to how my students are responding.  I saw that when I am observing I am more fully aware of how things are actually flowing and that it's nice to have a second pair of eyes and ears to point those things out.

My general impression was that I am going to really love this time with a classroom of children who are partially mine and partially someone else's, sharing the responsibility of their learning with another individual and having the ability to rely on that person for honest feedback and becoming a better teacher for it in the process.

Here's to becoming a GREAT teacher!!!

Figuring out who I am

Part of my process in becoming a teacher is recognizing the diverse system we live in here in Canada and understanding what my responsibility as a teacher is, to both embrace it, AND encourage my students to do so.  As such I have spent some time reflecting on one particular subject that has always been in my mind as both an educator and a parent.  In taking a closer look I've begun to realize the perspective I have in regards to some of the values and understandings I have of our world have shifted slightly.  I am excited to explore what this looks like and how I will continue to be shaped by my in-depth explorations of what this career called teaching actually entails.

Below is an excerpt that I was able to share in class as part of my journey.

"Part of the reason I selected this as an inquiry question is because my own schooling has been an eclectic group of experiences that has left me wondering where we have failed in understanding the individuality of the people around us and how we can move forward as a human family when we lack the desire to understand and to include in our education some of the basic, foundational principles that make us each so unique.

Walking into this discussion I would have said I was leery about having this topic as part of any curriculum.  We have private schools and independant schools that focus their attention on educating from a spiritual standpoint.  I’ve experienced both public and private education and to be perfectly honest I really could not see bringing the two together.  Having said that, I think my initial apprehension to having religion as a component to our curriculum comes from the fear of insult, the fear of treading on thin ice and to some degree the fear of ignorance.  How does one do justice to a subject, one has not experienced and does not hold belief to.  It also bears acknowledging that there is a misconception that I’ve also been impacted by to some degree that religious education requires a practice of the traditions, acts and liturgy of the religion one is educating about.  However, as I’ve reflected to a greater degree I can see that while private, religious institutions have their place there is something so much more valuable that we can offer students by allowing them classrooms where they are informed of the multitude of beliefs around them, as well as the cultures that are impacted by those beliefs and the beauty of the interconnectedness of the two.  

As we’ve deepened the discussion on diversity and understanding our role as educators through the classroom text, Egbo’s work has reiterated again and again that we need to know our students in order to effectively teach them and that without this “knowing” of them we will not be successful in our attempts to provide a well-rounded, inclusive educational experience.  From my own experience and in watching those from other faith backgrounds I can see that without including an understanding of what our students hold as their personal belief or faith system we are, in fact, missing a very great deal of who they are as people and will continue to be unaware of what defines them without those pieces properly placed.

Some of my thinking has shifted as a result of the desire to bring the “whole” child into the classroom but it’s also interesting to hear the perspective others including, John Valk brings, particularly in respect to moral education and reiterating what a large role it has played in our global school systems.  He very clearly defines how difficult it is to separate religion from moral education since the “ultimate questions”, as he refers to them, that we seek to help our students understand are deeply intertwined within a variety of worldviews, including those that are religious.  Some of the issues I’ve been struggling with myself, personally holding to a particular faith background, is how I can pass my beliefs to my own children but allow them to understand and appreciate the many religious backgrounds they will encounter in their life travels.  While I understand my role as a parent in helping them find that understanding, I can see as an educator that it would be much more impactful if they were able to actual live amidst it through their educational experience.  In concluding his article, Valk says that educating students about worldviews that are both secular and religious is important and, in fact, helps students to become more responsible citizens because they are grounded both in their own worldview and fully aware of multiple perspectives.  

To add further to the discussion there is a challenge to the misconceptions regarding the lack of desire on the part of parents to have their children informed.  My impression had always been that many people would prefer not to have their children educated regarding the worldviews of other religions.  Perhaps that is the case for particularly conservative or fundamental branches of some religions however, I came across a blog post from the Vancouver Sun, by Douglas Todd, stating that many parents and students are in fact in favor of having religious education be a part of their studies because the province we live in is a diverse ethnic and multi-faith community.

As a future educator I find it intriguing and somewhat disappointing that we have missed the call to a better incorporation of some of the most fundamental aspects of education when it comes to diversity and self-expression.  While I understand that the inclusion of religion is not an easy process, nor do any of the proponents suggest that it is a simple endeavor, it is clear that there is value beyond what we’d previously thought and that we can in fact bring a greater understanding to our students.  As I look ahead to a classroom of my own, what I imagine is having students feel freedom in exploring their own belief systems and at the same time becoming informed by their classmates, and perhaps  regarding the worldviews of others.  By bringing a safe zone of “worldview” exploration into the classroom we open the doors to an understanding of each other that goes deeper and well beyond the basic principles of a faith background and into the sharing of thought, ideas and basic respect for differences."

Ted Talk - Sir Ken Robinson

Watching this video again reminded me of how far we've actually come in education and the recognition we have of the diversity in our minds as teachers and those of our students.  One of the comments that was made in class was, "Education is evolving.  Videos like this prove it and reinforce that evolution.  We are excited to push forward and away from the concrete, industrial model."  I appreciate that we are able to see how far we've come, that education IS, in fact, dynamic and that we need to find balance rather than swinging so far to the other side that we then lose the kids who are academically inclined or enjoy the challenge of sciences, math, etc.

I think we touched on the fact that cross-curricular or integrated education is the ideal and that as teachers we have to be integrated individuals OR at the very least be willing to step out of our comfort zones to allow our students the opportunity to explore all aspects of their being.

Polishing my teaching philosophy

A great exercise today was the "reflective wheel"!  We got into groups of eight with four people in the center spoke facing out and four people in the outer spoke facing in.  We started with sharing our philosophy of teaching by sharing with the person in front of us for 60 seconds, then listening to them for 60 seconds, then moving clockwise around the circle to the next person and narrowing it down to 30 seconds, etc. then down to 15 seconds and then down to 5 seconds.

I appreciated that we could narrow our thoughts down to some good nuggets about who we are as teachers.  While I've thought often about how I want this to look moving forward I don't think I have ever verbalized my impressions and perceptions.

It's actually a great tool that could be used in various places throughout a classroom both for personal growth and for the sharing of knowledge:)

Learning to Link Technology

This is kind of a fun new adventure! Trying new things, getting comfortable with using technology I haven't used before and doing new things with old technology. Hopefully by the time I get to the classroom I'll have a few funky tools under my belt.

The first few weeks...

As I wrap up the last few weeks of August it's quite clear that I've already come quite far. Moments here or there and conversations that remind me that I'm on a journey to learning how to teach in a diverse classroom. I can feel the sense of who people are, gradually shifting, grace and understanding setting in and the desire to know who my students are rather than jump to conclusions based on their appearance or behaviour. I encountered a discussion which related directly to one of the presentations I was part of and it was interesting how I felt my response gurgling up but had to hold back as I realized it was not the time or place to share the myriad of information I had acquired through my own personal research! Funny how so many aspects of the last few weeks have clearly infiltrated my thinking. I'm excited to have a place to unload and unpack parts of this adventure and remind myself of why I'm on this journey!