Frame of Reference

As I embark on the path to becoming a teacher I start to reflect on the times I was a

student and what education looked like to me. The classrooms were very neutral in tone and all

the desks faced the teacher at the front of the room. Little to no collaboration was done between

students and all information learned came from a textbook. We were taught to memorize facts

and mathematical drills and told that talking in class was reason to be sent to the principal.

Those days are not completely gone but as a new teacher I can change the way students see their

education. Ways I will do this include demonstrating inclusivity and celebrating all cultures,

showing my students that not all learning needs to be from a textbook but can also be from many

different sources and outlets. I want my students to find their passion, collaborate with others,

recognize individuality, stretch their minds, and become more socially and emotionally

connected to learning.

I believe that all students learn in different ways and need a variety of methods in which

to set and achieve their educational goals. Using strategies such as the spiral curriculum to teach

concepts at a simplified level and gradually increasing the difficulty will provide the necessary

instruction to all learners in a way that helps them succeed [ CITATION McL12 \l 4105 ].

Additionally, I will provide instruction that is adapted to the way each student learns, using the

ideas of Neil Fleming to incorporate visual, aural, reading/writing, and kinesthetic modes

(VARK) [ CITATION VAR18 \l 4105 ]. Scaffolding my lessons to include things such as

listening to instructions, completing a worksheet, and playing with manipulatives will assist the

diverse learners and provide an enjoyable and educational environment. This should also help

with classroom management as it will make certain that all learners are on task.
 Classroom management is key to a successful year and should be just as varied as

teaching techniques. In my classroom, clear expectations will be set at the start of the year

around active listening, acceptable behaviours, and consequences. These will be established with

the students to give them a sense of belonging and ownership in the class. The need to revisit the

class expectations may arise as well as possibly needing to adjust them. This discussion will

happen with the entire class and not a decision I make unless it is for the safety of my students.

Formative and summative assessment will occur more smoothly once a successful

learning environment has been created with the students, including the expectations of what they

are learning and why. In order to make assessment less stressful for the students I will include

them in its creation. This will provide them with clear expectations of demonstrating their

understanding and more meaningful feedback will be given. With the current shift in curriculum

different topics will need distinct summative assessments, but formative assessments can be as

simple as “give me thumbs up if you understand” or a ticket out the door. Furthermore, I will

provide my students with ample opportunities to do self-assessments with the core competencies

in mind. The introduction of EdInform as an assessment tool for teachers is something I would

like to learn more about and possibly use in my classroom.

Forming professional relationships with my students, colleagues, and parents/guardians

that is respectful, ethical, and considerate is important. I can display these qualities with my

students by being mindful of who they are as learners and acknowledging their strengths,

cultures, and home lives. With parents/guardians, keeping the lines of communication open will

help establish relationships with them and indicate my willingness to work with them in the

interest of their child. Addressing my colleagues respectfully and being aware of their learning

environments will help reinforce the relationships I am building. I will also start to make
connections with the Aboriginal leaders and educators within the school community to help form

relationships with them and learn how to further include the nine Aboriginal Principles of

Learning in my lessons.

With the new BC curriculum focusing on a more personalized approach to learning this

makes for some great opportunities in the classroom. I believe that finding my students’ passions

and relating them to curriculum content will help them become successful. Providing starting

points for all students within my lessons ensures that I will be mindful of diverse learners and

cultures and that I have included differentiated and adapted planning and assessing. Student

centred learning will be at the heart of my classroom to make education enjoyable and

memorable in a positive way. This is a focus I will have while using the seven Principles of

Effective Learning Environments. A lot has changed from when I was in school and I am

looking forward to being a part of that continuing shift.

References

McLeod, S. (2012). Bruner. Retrieved from Simply Psychology:

https://www.simplypsychology.org/bruner.html

VARK Learn Ltd. (2018). The VARK Modalities. Retrieved from VARK A Guide to Learning

Styles: http://vark-learn.com/introduction-to-vark/the-vark-modalities/