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The purpose of education is to excite students about the world around them. As teachers,
it is our job to spark curiosity and involve students in their own learning. Paulo Freire (2000) once
challenged traditional pedagogy by suggesting students are treated as empty banks that are
passively filled with information by educators. Freire argued that when students are taught this
way, they are only involved in their learning by receiving and storing information. He also
suggests that this style of teaching mirrors an oppressive society in which the teacher knows all
and students are considered to know nothing (Freire, 2000). In contrast to this teaching style,
Freire offers his concept of critical consciousness, suggesting that one must intervene in reality
in order to change it (Pedagogy of the Oppressed, n.d.), resulting in all students assuming a lead
in their learning. The new BC curriculum lends itself well to this style of teaching as teachers have
more flexibly to utilize inquiry and exploration. As a teacher, I want to always encourage students
to be active in their learning instead of simply receiving and storing information.
Children learn in different ways and at different rates. With diverse learners, educators
often gear their teaching towards middle of the road students. These individuals are able to meet
grade level learning outcomes with little support. Although this style of teaching is successful in
reaching most students, it fails to meet the needs of the students who require the most support
and the most challenge. It is my belief that every student deserves the same opportunities to be
successful, no matter their learning ability. Shelley Moore (2016), a leader in inclusive education,
offers a metaphor for inclusion in which she compares teaching to bowling. In her metaphor,
Moore describes the pins as the students and the ball as the lesson or learning intention. When
teachers aim for the middle, a pin on each side is often left standing. Those two remaining pins
represent students who need the most support and the most challenge. In order to knock down
the most pins, “You have to change your aim” (Moore, 2016). Changing our aim is key if we wish
to meet the needs of all students. As Moore (2016) explains “so often the supports that we design
for those kids on the outside of the lane, are actually supports that all of the kids need”. This
means, what is good for one child, is good for all. As an emerging teaching, I aspire to create an
inclusive learning community where all needs are met and all abilities are valued.
My assessment values align with the OECD 7 Principles of Effective Learning
Environments. Principle six explains that, “the learning environment needs to be very clear about
what is expected, what learners are doing, and why” (Dumont, Istance, & Benavides, 2010).
This principle also puts emphasis on formative assessment explaining that it “should be
substantial, regular and provide meaningful feedback” (Dumont, Istance, & Benavides, 2010).
Formative assessment should be used as assessment for learning to determine where students
are at and where the teacher needs to go with their teaching. As a teacher, I will use formative
assessment to guide my teaching and summative assessment to measure overall growth and
achievement.
Teaching aboriginal education is of great importance to me because I want to create a
positive, inclusive classroom community where all students feel safe and represented. For so
long, children have been taught the past through a very narrow lens. I want students to know
that there is never just one side of a story and that every piece of the story has value and deserves
to be told. I want to shift that narrow lens through which I was taught and integrate broader
Aboriginal perspectives for my students. Our First People’s culture is rich and we have much to
learn. I want to open that door for non-Aboriginal students while making Aboriginal students feel
proud of their culture. As Rosanna Jackson (personal communication, October 18, 2017) said, “If
not us, who? If not now, when?” As educators, we have the power to influence the next
generation. By incorporating Aboriginal perspectives in a respectful and meaningful way, we have
the ability to shape our world into a more inclusive place where all cultures are valued and
appreciated.
Effective classroom management is an essential skill for teachers to learn and actualize.
A well-managed classroom gives students a positive learning environment, ensuring lessons run
smoothly and problem behaviours are prevented. It also makes a teacher’s job more enjoyable.
I believe that the most effective classroom managers set boundaries and consistently adhere to
them.
Building positive relationships with students, parents, colleagues and the community is
essential for a successful teaching career. Building strong connections with each student is
important because each child needs someone to rely on for support and positivity. Building
positive relationships with parents is also essential. Every parent wants to know that their child
is in good hands while at school. I will build trust with parents by keeping them informed, having
open communication, and always remembering that I am teaching someone’s precious child.
Having connections in the community will allow me to invite guests into the classroom to share
knowledge or take students into the community for an authentic learning experience.
Relationships with colleagues are some of the most valuable relationships to develop as a teacher
since isolation can be a prominent and unhealthy concern in schools. I believe that if I am open
and willing to share knowledge and experiences with others, I will be well received in the teaching
community. Most importantly, whether I am interacting with students, parents, administrators,
or other teachers, all positive relationships are built with respect.
References
Dumont, H., Istance, D., & Benavides, F. (2010). The nature of learning: Using research to
inspire practice. OECD Publications. Retrieved from
https://www.oecd.org/edu/ceri/50300814.pdf
Freire, P. (2000). Pedagogy of the Oppressed (30th anniversary ed.). New York: Continuum.
Moore, S. (2016, April 4). Shelley Moore: Transforming Inclusive Education. Retrieved from
https://www.youtube.com/watch?v=RYtUlU8MjlY
Pedagogy of the Oppressed. (n.d.). Retrieved January 19, 2018, from
https://en.wikipedia.org/wiki/Pedagogy_of_the_Opressed