Professional Documents
Culture Documents
Introduction
For some people, teaching is a life-long dream or something that they have always done.
For me, it is a calling. It is something that I was meant to do, and, although it has taken me quite
some time to get here, I am finally where I am supposed to be. I am a firm believer that things
happen for a reason and happen when they are supposed to.
I have always loved learning. Throughout my years in elementary, junior, and high
school I enjoyed helping others with their homework and French concepts that they found
difficult. Growing up in a family of teachers, I was always drawn to education. Initially, I had set
out on a path of communications and broadcast journalism, but when I began teaching yoga, the
pull of teaching magnetized me into the field of education. As interested as I was in my studies, I
knew my passion was not for broadcast journalism. Working as a core French supply teacher, I
realized that my heart was not in travelling the world as a flight attendant…it was in education.
to demonstrate to you, the reader, that I possess the key competencies of a teacher: planning,
educational background and the work experiences that motivated me to pursue a career in
education. I will also share my school observations and classroom applications, my philosophy
of education, and my current resume. I will conclude this section of my portfolio project with
Science in Education studies at Medaille College as evidence of my readiness to enter the field of
Throughout my life, I have always had the utmost respect for teachers and their
commitment to education, expanding the minds and experiences of children, and, most
importantly, encouraging students to work hard to become the best that they can be. Fortunately,
I was raised in a family of educators: my mother, her mother, and her mother before her. My
mother is a primary school teacher and my grandmother was a university professor, so I was able
to witness that commitment to education and students across the span of an educational lifetime.
Having a family of teachers, I would always be surrounded by lesson planning, marking, and
even shopping for classroom items. I grew up in a small town and I will never forget when I
entered our small university people coming up to me to tell me how much they loved my
grandmother and how she instilled in them a love of learning. I think the spark was always there
to become an educator, and it was a series of academic and professional events that lit the fire for
Throughout primary, elementary, and junior high school, I went to a French school where the
principal was Francophone, the announcements and letters sent home were all in French, and we
would even get detention for speaking English on school grounds. Grade four was the first year
we learned English for only forty minutes per day, three days per week, so I was excited to
finally be in a class where I could freely speak English with my friends. It was in this context
that I distinctly remember our English teacher coming in and inspiring my love of literacy and
reading. She read to us Judy Bloom’s 1972 children’s novel, Tales of a Fourth Grade Nothing,
or “Fudge” as we liked to call it. This book was about a nine-year old boy, Peter, and his
relationship with his two-and-a-half year old brother, Farley, or “Fudge”. I will never, ever forget
sitting at my desk listening to our teacher bring “Fudge” to life. I was mesmerized. She enlivened
the characters and story and kept every ounce of my attention, every single time she read. No
other teacher has ever fostered in me a love of books, reading, and storytelling the way she did,
and she inspired me to want to do the same. I later realized that love of literacy is one of the key
reasons I want to be an educator: to cultivate in children a love of reading and delving into the
From that point on, I fell in love with reading. It was not until high school that I finally
appreciated what my mother and grandmother had been ‘forcing’ me to study my whole life:
French. As a child, I was bullied by neighborhood kids about being in a French school, so I
began to resent ‘being a French kid’. My grade ten and eleven high school French teacher
changed all that. The kids in my class used to call me “Grammar Queen” and I knew our teacher
was just like me. She encouraged my abilities in the language, always commended my talent for
French, and helped me to understand the importance of French and introduced me to the
opportunities that being bilingual provided in Canada. When many around me were making fun
of me for excelling in French, she encouraged and inspired me to pursue it beyond high school. I
knew then that I wanted to inspire others the way she had inspired me to pursue the language,
and even a love of verb conjugation! In my yoga teacher training program, my teacher left us
with a phrase that has stuck with me for years: “Give your students the tools they need to leave
your class in their own greatness.” I truly believe my teachers have achieved this throughout my
life and I try to employ this approach with every yoga class I teach, and I believe I would do the
I began my postsecondary studies with the dream of joining the field of broadcast
journalism. Something inside was holding me back from completing that degree, and I found
myself uprooting from my family, friends, and small-town, ocean-aired life on Canada’s East
Coast and moving to the urban metropolis of Toronto. I commenced my career as a flight
attendant flying for an international Canadian airline. Coming from a small, isolated island in the
north Atlantic, this job opened my eyes to the world. Initially, I loved it with all my heart and
soul. But something was missing. I went back to university, this time to one of the largest and
but I discovered a program where I could study books; I also discovered that I had a new love:
American history. I have always loved studying history, but I felt a special connection to
American history in particular. I understood that I was very fortunate to have a job that afforded
me the opportunity to witness in person all the historical landmarks, sites, and institutions from
around the world that I had been studying for so long. But still, something was missing. It took
taking the concurrent Teachers College program at U of T. In fact, I remember being handed my
degree at convocation and being asked, “So what’s next for you?” It was like my intuition deep
physiotherapy to expedite recovery. I loved the practice so much that eventually I took the yoga
teacher training at my studio and began working part-time as a second job to flying. I knew that I
wanted to share my love and passion for yoga and help my students to find their fullest potential.
I loved teaching the practice and my heart was full, it still is. Having students conquer a difficult
pose is so rewarding. Having students tell you that you are making a difference in their lives or
inspiring them to take on something new in their lives is beyond rewarding. But there was still a
void. Remember when I said I firmly believe that everything happens for a reason, when it is
supposed to happen? This is one key reason why. I had been frustrated for a long time with my
injury and not being able to find a new full-time job - one that I found fulfilling. After being on
disability leave, my company owed me a few months’ vacation time. It was this time off that
teaching fell into place for me, as I had to take this vacation time during these specific months.
My friend’s French teaching partner had gone on maternity leave and there were no French
supply teachers within the school board. It was during this time off that my friend invited me to
teach French with her; in Ontario, there is a French teacher shortage, so they make an exception
In a Catholic school in a suburb of Toronto, I was tossed into the pool head-first. The
teacher that had gone on maternity leave was unfortunately unable to leave any plans for
whoever was to replace her due to a family emergency. So, with no classroom teaching
experience or formal teacher education, I planned not only lessons, but entire units. I had to
assess where these students were in their French language skills, as they had only had English-
speaking supply teachers since their French teacher went on maternity leave. I was given the
challenging task of creating lessons, assessments, and individualized instruction for students of
varying levels of ability in the French language, from grade three to eight. With the generous
help of my friend and my mother, I planned engaging lessons where my students had fun and
enjoyed learning French. I had never been so challenged, so stimulated, or so thrilled in a job
before and I loved every minute of it. During this time, I met a grade six student who reminded
me so much of myself. She was so eager to learn and had such a talent for the French language. I
knew I had to help and encourage her to continue with French the way my high school teacher
had done for me. That was when I knew I had to become a certified professional teacher. This
experience cemented what I already knew: the connection a teacher can create with their students
Looking back on all my years of being a flight attendant, I have acquired some of the
skills necessary to become an effective teacher. I have first aid and CPR training, which I truly
believe is a tool teachers should have in their tool belt. My experience in emergency medical
situations could only prove to be an asset if a medical crisis were to ever arise in a classroom.
with a mosaic of ethnicities, races, religions, sexual orientation and gender identity, as well as a
diversity in the classroom. Working flights to Disney World carrying children with disabilities
and terminal illnesses opened me up to how important special education teachers and systems
Classroom experience and the opportunity to observe professional teachers employing the
theories, methods, skills, and techniques I have been learning about has been invaluable as a
Education program was beneficial as a student beginning to learn about the field of education, as
I was able to truly understand the classroom applications of all that I had been learning about.
My observations took place in a suburb of Toronto, Ontario and in a small city about two hours
outside of Toronto. My observations were particularly beneficial to me in that I aspire to be a
French immersion teacher and I was fortunate enough to receive observation placements in a
French immersion split grade 1/2 classroom as well as with an itinerant core French teacher,
In the French immersion classroom, I observed several examples of best practice. This
teacher employed tailored teaching, in that she taught French language literacy in a manner that
responded to her students as individuals, utilizing a variety of techniques to make learning the
sounds and syllables of French that appealed to a variety of learner needs, abilities, and strengths
(Cruickshank, Jenkins, and Metcalf, 2009, pp. 222-223). This teacher’s technique was especially
beneficial as she had the challenge of teaching a split-grade classroom, which, in many ways, could
be double the planning and instructional methods; she found a way to appeal to not only a variety
of learners, but to two separate grade levels in one classroom. She used sounds, voices, and hand
gestures for teaching the different syllables and combinations of sounds of words in the French
language. For instance, she used sounds that they would recognize, by mimicking the sound a wolf
makes for ‘ou’ words or making the sound a mouse makes for ‘i’ syllables. Additionally, she
paused direct instruction so that the students could replicate her mnemonic devices, which made
these sounds memorable and recognizable to the students. This teacher displayed skill and
knowledge in how to teach literacy to children in a new language in a relatable, memorable way.
Throughout her lessons, when students would read in French and flounder on a word, she would
make the sounds or the hand gestures as a way to access their prior knowledge and the students
would remember how to pronounce it. This proved to be an excellent learning experience, as I was
Learners.
Another best practice this teacher employed was sensitivity to a variety of learners at
various reading levels as well as behavioral levels. She used a ‘tube-a-loo’, a plastic device shaped
like a phone receiver, for children to whisper into during silent reading. This stood out to me as a
tool for differentiated learning, as some students have difficulty reading in their head, and need to
verbalize the words they see on the page. Several of her students reached for a tube-a-loo as soon
as silent reading commenced, and it was evident that the students needed it and knew how to utilize
This teacher also displayed culturally responsive teaching, something that I feel is essential
to being an effective, caring teacher. During play time, this teacher would consistently encourage
everyone to play together, regardless of grade or gender. In one instance, a little boy played house
with a doll and a group of little girls, and a little girl played dinosaurs and Legos with a group of
little boys. Evidently, this teacher has been successful in instilling in her class the concept of
community and acceptance, as all students played with all toys and engaged in games, regardless
Marzano, and Pickering, 2003). This teacher utilized specific techniques that would reinforce
acceptable behavior, such as high-fiving students, as well as techniques that would “acknowledge
and provide negative consequences for unacceptable behavior,” such as direct eye contact if a
student was misbehaving or bringing her fingers to her lips if a student was interrupting (Marzano,
can be inevitable when teaching a split class; however, this teacher demonstrated respect for the
other teachers, their instructional abilities, and their decision making. During this observation
placement, I noticed team work was essential to teaching a split class, especially one with such a
educators work together with a common goal to share expertise, insight, and offer each other
suggestions and support, all of which connect to create good presenters, an essential component of
being a good teacher (Cruickshank, Jenkins, and Metcalf, 2009, p. 196). This teacher worked with
an English teacher as well as a social studies teacher. The skill demonstrated by this split classroom
teacher was beneficial to my observations as I understood the importance of her having strong
skills in classroom management, problem solving, time management, and collaboration, as she
would have half of the class working, and addressing the other half. It was essential for her to have
teacher, I witnessed excellent classroom management skills. This teacher used a song to focus
students and get them to quiet down. It was a call-and-response song in French, requesting students
on the count of three to listen and not speak. It was a simple, rhyming, repetitive song that worked
for all age groups of her various classes. It was a very successful method, as all the students
recognized it, sang along, and quieted down immediately. At the beginning of the year, the teacher
taught the students the song and informed them of the behavior she expects from them while she
is in the classroom: If they are too loud or off-task, she will begin singing, and they will respond
and modify their behavior. She has established a procedure that works well for her students, who
range in grades from fourth to sixth. During both of my observation placements, I learned that
often times it is harder for an itinerant teacher to manage the classroom than it is for the classroom
teacher. This teacher only had each class for one French period, making it nearly impossible to
establish a routine throughout the day. However, she displayed skill and knowledge in how to
relate to her students, in a way that children just beginning to learn French can understand and
remember, and successfully established procedures for the duration of time she spends in each
class. As previously mentioned in Section One, Harry Wong emphasizes the importance that
routines and procedures play in an effective, successful learning environment (Wong et. al., 2012).
Having a framework of consistency allows students to know what to expect and provide stability
in their knowing what is going to happen on a regular basis, something that is essential to a child
from an unstable or chaotic home (Wong et al., 2012, p. 61). Having clear expectations set out by
the teacher at the beginning of the year facilitates a respectful learning environment where more
This teacher also utilized Gardner’s Multiple Intelligences during a Halloween activity.
She utilized Gardner’s theoretical approaches to education in that she engaged students using a
variety of skills to express and illustrate their Halloween costume. First, she had each student stand
up in front of class and, in French, explain or describe what their costume was. Then, she had the
student walk down a catwalk for a ‘fashion show,’ encouraging dramatic effects such as hopping,
winking, clapping, singing, etc., depending on what or who they chose to dress up as. Once
everyone had described and walked the catwalk, she had the students sit at their desks to write a
sentence in French about who or what their costume was, and then they were to draw the
costume/character/celebrity/monster, etc., and color their drawing. In this one activity, this teacher
with an assortment of outlets to express their skills, interests, and creativity (Cruikshank, Jenkins,
Being an itinerant teacher and not having a presence in the classroom for extended periods
of time, this teacher successfully implemented Marzano’s theories on assertive behavior and an
effective teacher as having “a healthy balance between dominance and cooperation” (Marzano,
Marzano, and Pickering, 2003, p, 49). In establishing clear learning goals and expectations for
student behavior and cooperation, this teacher has successfully asserted herself as leader of the
classroom while she is there and at the same time ensuring students understand she is there to
cooperate with them, support them, and help them in their acquiring of French language skills.
After reflecting upon my classroom observations and watching the various interactions
between a classroom teacher with her students and an itinerant teacher with her students, I have
witnessed many strategies I hope to adopt in my own future classroom. Literacy is something I am
passionate about and I am sure that I will utilize the mnemonic devices and strategies I learned
from the split grade teacher. A memorable strategy is the use of manipulatives to tailor teaching
as an access to a variety of learners and the use of the ‘tube-a-loo’ is something I will definitely be
using as a silent reading tool in my future classroom, as it helps those students who cannot read
silently, and assists them in their reading practice by giving them an outlet to verbalize the words
without disrupting the silent class. This will assist in giving those students confidence in literacy,
Witnessing culturally responsive teaching amongst such a young age group was something
that I will remember to employ as I give my students the tools they need to leave my class in their
own greatness. I feel it is essential to teach acceptance and that there are no ‘boy games and toys’
or ‘girl games and toys,’ especially at such a young age. This helps the students to develop a
cultural awareness in such a diverse and changing world. Instilling community and acceptance at
an early age is paramount in creating an inclusive society with morally responsible global citizens.
management is a skill an itinerant teacher must possess, and that is quite likely how I may begin
my teaching career, as an itinerant core French teacher. Observing this teacher’s methods,
preparedness to teach.
Philosophy of Education
Studying various aspects of the history and field of education throughout my time thus far
at Medaille College, I have developed and grown my philosophy of education. Where we learn,
what we learn, how we learn, and who teaches us are all significant aspects of education. All of
these elements of pedagogy are essential to formulate one’s philosophy on teaching and how
children should experience education. Several important experiences have led me to pursue a
career as an educator. Going back three generations, I was raised by a family of teachers so I
have always appreciated the significance, hard work, and privilege of teaching. Additionally,
teaching yoga has broadened my appreciation for this profession of growing minds, helping, and
contributing to society.
The School
Throughout the course of history, the role of the school in society has taken many forms.
Ornstein, Levine, Vocke, and Gutek (2017) elucidate that in pre-literate societies, the school was
within the tribe or the village, where, through the process of enculturation, the older generations
trained the younger generations’ children in life skills, such as boys learning to hunt from their
fathers and girls learning to sew garments from their mothers (p.46).
According to Ornstein et al. (2017), school in the Colonial Period was for religious
purposes, as the “English settlers in Massachussetts believed that a literate people who knew
God’s commandments as preached by their Puritan ministers could resist the devil’s temptations”
(p. 122). Puritans used the school to push religious agenda, ensuring children could “read and
understand the principles of religion and the commonwealth’s laws,” and use education as a
shield against Satan, whom the Puritans believed “deceived ignorant people into sinning”
Although the early American school maintained religious purposes, the 19th and 20th
centuries saw the school as a place for Americanization and promoting assimilation. As Ornstein
et al. (2017) explain, in the late 19th century immigration patterns changed and in the early
1920s, America began restricting immigration from southern and eastern Europe (p. 145).
During this time, assimilation and Americanization of newcomers became predominant, with the
“common school philosophy that public schools should be agencies of constructing shared
knowledge and values” and these public schools were “identified as agencies that could teach
immigrant children to become Americans” (Ornstein et al., 2017, p. 146). Evidently, the role of
The goals and objectives of the school throughout the course of history have ranged from
transmitting culture through oral tradition, to religious purposes, to teaching immigrant children
how to fit into American culture. Changes in society are inherently connected with changes in
the school. For example, as ancient Egyptian society advanced and began to put an emphasis on
reading culture through hieroglyphics, schools adapted to teach scribes to write script on papyrus
The role of the school today is to not only to teach students the skills they will need to
succeed in education and in life outside the classroom, but also to provide them with the tools
necessary to become critical thinkers and functioning members of society. Nowadays, the school
must not only fit into a technological world, but it also must adjust to societal changes, whether
that means teaching students to read and write in a language other than English or updating the
definition and lesson of family amongst the cultural, legal, and gendered changes in today’s
family dynamic.
The Curriculum
provided via instruction through which the school meets its goals and objectives” (p. 396).
Children must be at the forefront of developing curricular content that will best enable their
growth and learning success. This process involves “assessing the needs and capabilities of all
learners” as well as “creating the instructional materials and activities that will address those
needs” (Ornstein et al., 2017, p. 406). The authors describe the types of curriculum in the United
States in two contexts. The first approach to curriculum is subject-centered that sees curriculum
as a “body of content, or subject matter, that leads to certain achievement outcomes or products;”
and the second, student-centered curriculum, sees curriculum “in terms of student needs and
interests” and “how the student develops her ability to acquire knowledge” (Ornstein et al., 2017,
p. 396). In general, it is important for teachers and schools to employ both perspectives of
experimental, and creative activities” to develop “children’s sensory and physical coordination,”
and to offer “opportunities for children to make and do things based on their interests,” as well as
to “stimulate children to formulate, examine, and test their ideas by acting on them” (p. 104).
These types of meaningful, hands-on experiences facilitate a child’s expansion of knowledge, but
Additionally, the curriculum must provide standards for students and teachers, which is
maintaining education equality for all children. Though in different countries, the state of New
York and the province of Ontario have very similar curriculum standards that best reflect the
growth of children. Having Common Core State Standards (CCSS) in mathematics and English
Language Arts (ELA), which are divided into strands, New York maintains a well-rounded
curriculum that provides teachers with guidelines to create meaningful experiences in the
classroom (Common Core State Standards Initiative, 2017). Similarly, Ontario maintains
standards with its Curriculum Expectations (OCE) in a number of subject areas, also divided into
sub-categories (Ontario Ministry of Education, 2017). Having core standards divided into sub-
categories enables educators to utilize guidelines to develop lessons, activities, and assessments
that provide children with a variety of opportunities to articulate their knowledge and skillset.
Both the CCSS and the OCE are readily available online, which facilitates clear communication
of student and teacher expectations to parents, students, teachers, and the public.
Moreover, utilizing effective methodology, such as the project method (Ornstein et al.,
2017, pp. 191-192), where the curriculum is not just rote memorization and studying books
alone, but becomes more a means of facilitating learning through activities and hands-on
learning experiences.
knowledge of the curriculum, but also assessment of the curriculum itself. It is the school
board’s, and principally its superintendent’s, responsibility to develop curriculum, to assess it,
and ensure it is meeting guidelines as set out by the state and federal governments (Ornstein et
al., 2017, p. 204). This is especially important as it holds a body accountable to ensure academic
achievement.
subject, which allows children to be prepared not only in core subjects and skills, but also allows
activities. Students must learn essential knowledge and skills for academics and life, but they
should also be able to see themselves in the curriculum, textbooks and activities, and teachers
Learning
learning. Children learn best when they are involved in the learning process, and where their
individual needs and passions are met. Progressivism enables students to learn at their own
experience, is the best stimulus for learning” (Ornstein et al., 2017, p. 190). Similarly,
and readily by constructing ideas based on direct explorations of the environment” (Ornstein et
al., 2017, p. 179). Additionally, a pragmatic approach to learning emphasizes student interaction
with “his or her social, cultural, and natural environments,” which “constitutes the process of
living, growing, and developing” (Ornstein et al., 2017, p. 173). A very important aspect of
pragmatism is that teachers “favor interdisciplinary education,” which helps lead to critical
thinking and well-rounded learning, as it entails problem solving that uses several sources, not
just one (Ornstein et al., 2017, p. 174). Though giving children the opportunity to learn in a
manner that is centered around them is significant, it is also essential to ensure students have
concrete knowledge in core subjects, preparing students to become competent individuals who
are skilled and knowledgeable with the necessary tools to compete in a global economy and
workforce.
Benjamin Bloom’s Taxonomy is one of the most recognized theories in the field of education.
Divided into three domains, the cognitive (thinking), the affective (attitudes, emotions), and the
psychomotor (physical tasks), Bloom’s Taxonomy promotes higher order thinking through a set
of verbs that correspond to varying levels of thinking (Forbes, 2015). This provides teachers with
the tools necessary to organize lessons into specific objectives, with each level of knowledge
Moreover, Lev Vygotsky’s work in cognitive development and social interaction, led to
his conceptualizing a child’s Zone of Proximal Development (ZPD): the distance between a
child’s actual ability and their potential ability with educational support, or the ‘sweet spot’
where learning occurs (Johnson, 2004, p. 109). Teaching within this framework, it is essential to
assist a child with a task until they are able to perform it on their own. Providing scaffolding, or
the guided learning activities within a student’s ZPD that promote the child’s development,
allows the student to concentrate and build on his knowledge, step by step (Slavin, 2005, p.47).
Lastly, B. F. Skinner’s work in behaviorism was especially beneficial to examining how
learning occurs and understanding that behavior is shaped by operant conditioning, meaning that
one acquires his behaviors through consequences (Nevin, 1992, p. 614). Through his research,
Skinner demonstrated that learning occurs through association, and reoccurrence of behavior is
dependent upon the type of reinforcement used: positive reinforcement increases the frequency
of a desired behavior; and negative reinforcement decreases its frequency (Nevin, 1992, p. 614).
Taking the work of Bloom, Vygotsky, and Skinner into consideration, teachers must
individual learner with their own sets of learning styles. Effective teaching is a combination of
direct instruction and explicit comprehension instruction. The former is a systematic teaching
method that emphasizes carefully developed lessons designed in small steps, with up to an
“eight-part lesson sequence,” that is an effective way for the teacher to communicate information
in an organized, “explicit and extremely scaffolded” manner (Ornstein et al., 2017, p. 413). The
latter facilitates critical thinking and comprehension by emphasizing “review and preview,
feedback and correctives, and guided as well as independent practice,” enabling teachers to
“model conceptual learning, help students link new knowledge to their prior learning, monitor
students’ comprehension, and train students in summarizing, drawing inferences, and other
learning strategies” (Ornstein et al., 2017, p. 452). A teacher’s delivery system is also important
to learning. For instance, questioning facilitates effective learning, and teachers must have a
sharp questioning skillset that stimulates critical thinking, student participation, and learning.
Ornstein et al. (2017) elucidate, “Several studies have identified questioning skills as an
differentiated instruction. This type of instruction is defined by Ornstein et al. (2017) as being
“based on the premise that all students differ in how they learn, their personal strengths and
weaknesses, their backgrounds, and their interests” (p. 410). There is a necessity for
differentiating instruction to reflect each student and their individual needs. We must cater to the
academic needs of English Language Learners (ELL), and an Individualized Education Plan
(IEP) is essential for any student facing learning challenges or who require behavior
modifications. This personalized instruction maintains the “goal of maximizing each learner’s
potential and giving meaning to students’ learning” (Ornstein et al., 2017, pp. 410-411).
In today’s world, technology enhances student learning. In fact, 90% of teachers have
computer access in class, and almost 60% of teachers have access to an interactive white board
(Ornstein et al., 2017, p. 415). It is important to provide today’s students with a technological
outlet for learning. For instance, the app and website, Kahoot!, is a popular and engaging way for
teachers to not only test their students’ knowledge, but also to have fun in their classroom
(Kahoot!, 2017). Similarly, ClassDojo is a multipurpose classroom tool that creates a positive
engagement and showcase, and is used in 90% of American K-8 classrooms (ClassDojo, n.d.).
values diverse cultures and enables classrooms to be “collaborative learning communities where
students share their interests and problems,” and children acknowledge that “every culture has
something of value to share;” and pragmatist teachers “create more inclusive democratic
p. 176). Integration of all ethnicities and religions into the classroom is important because it
develops “positive interracial relationships” and boosts academic achievement amongst minority
and low socioeconomic status (SES) students (Ornstein et al., 2017, p. 343). In fact, students in
low-income minority groups are more likely to increase their academic achievement when they
attend schools with nonminority students from middle-income homes (Ornstein et al., 2017, p.
350).
The Learner
The most important piece of one’s philosophy of education is the learner – the child – and
the 21st century classroom must be student-centered. A very important facet of the learner that
teachers must consider is the developmental stages of the child. Naturally, Jean Piaget’s
pioneering work in children’s growth patterns and their stages of development is a vital part of
understanding the development and learning processes of a child. According to Piaget, children
establish their notions about reality by “actively exploring their environment” and this facilitates
the development of intelligence by way of a series of stages (Ornstein et al., 2017, pp. 112-113).
A child’s first stage of development, the sensorimotor stage, is when he or she develops object
permanence (Ornstein et al., 2017, p. 112). The next stage, the preoperational stage, is when
children develop their ‘kid logic’, creating and categorizing objects and developing a more
complex perception of reality (Ornstein et al., 2017, p. 112). The third stage is the concrete-
operational period, where children develop their logical and mathematical thinking (Ornstein et
al., 2017, p. 112). The last of Piaget’s stages of child development is the formal-operational
period, which is characterized by the emergence of abstract thinking and the development of
adult reasoning (Ornstein et al., 2017, p. 113). The learning process changes as the child goes
through each stage of development, which is important to recognize because as a child moves
through the stages, their notions and perceptions about knowledge and reality change. Primary
education teachers must be aware of their students’ stage of development depending on their age
and grade level, and individualize instruction so each child can learn at their own individual
degree of readiness. Additionally, Bloom’s Taxonomy assists teachers in organizing their lessons
according to the individual and developmental needs of the child, as they are able to ensure their
instructions are coordinated with the child’s specific abilities, building upon each level within a
respective hierarchy. Having an organized set of objectives assists teachers and students in
sensitive to the needs of the child, their nature, and their interests. In order to nurture a child’s
learning, teachers must create a safe, positive space in their classroom with a fundamental sense
of support and community. As Ornstein et al. (2017) state, a child’s learning is most effective
when in a space where the learner has positive relationships, feels comfortable, safe, and cared
for (p. 411). Not only are subject academics important, but so too is fostering social and
emotional learning and skills in a child, and teaching them responsible decision making, how to
Educators must view the role of the child as learner, main subject, and reason for teachers
doing what they do. Ornstein et al. (2017) explain that Gita Kedar-Voivodas has explored the
“desired student behaviors and characteristics,” or student roles, in elementary school (p. 296).
She has established that there are three types of student roles: The pupil role characterizes the
student as expected to be respectful, docile, and obedient; the receptive learner is an expectation
of being receptive, on-task, and motivated; and the active learner role expects students to be
curious, challenge authority and over reach the basic curricular content and learning processes
(Ornstein et al., 2017, p. 296). Teachers should encourage a combination of all three types of
roles in the classroom, with an emphasis on being an active learner. The place of the child should
Assessment
practices, the “primary purpose of assessment and evaluation is to improve student learning”
(OME, 2010, p.6). Assessment ensures education equality by having standardized, goal-oriented,
benchmarks for academic success and learning. Teacher assessment should be fair, transparent,
and equitable for all students, including accommodation for those with special education needs,
There is a wide variety of assessment available. For instance, teachers should not only
utilize tests and quizzes, but also formal and informal observations, questioning, presentations,
group work, projects, essays, discussions, self-reflections, as well as homework. Using a wide
Standardized testing also enables education equity. For Ontario, the Education Quality
and Accountability Office (EQAO) is the governing body that holds Ontario’s education system
accountable, providing “reliable and useful information that is used to help improve student
achievement and ensure the accountability of school boards” (Education Quality and
Accountability Office, 2017). Similarly, in New York State, the Office of State Assessment
tests that are aligned with the New York State Learning Standards and Core Curriculum;” and it
also ensures that the tests “yield valuable information that enables the State Education
Department to hold schools accountable for the education of all students” (Office of State
Assessment, 2014).
Teachers must use inclusive assessment strategies and practices that reflect the diverse
needs of all students. The assessments must be free of stereotypes, discriminatory biases and
unique experiences and backgrounds of all students and responds to their learning needs,
Classroom Management
Renowned theorist Harry Wong defines classroom management as referring to “all the things
that a teacher does to organize students, space, time, and materials so that student learning can
take place” (Wong, Wong, Rogers, & Brooks, 2012, p. 60). Classroom management is inherently
expectations, class rules, and procedures at the beginning of the year; having lesson objectives,
rubrics, and classroom procedures explained, clearly communicated, and posted in the classroom
to ensure students understand what is expected of them. Doing so enables the teacher to spend
Having students involved in the decisions of the classroom ensures they will abide by the
rules set out by the teacher. For instance, having a list of daily jobs for the students to maintain
classroom order and organization, or having creative ways of rewarding them for keeping on-
task. It is essential to focus classroom management on not only student behavior, but also
so that it works for all students of the classroom, as research indicates that using a variety of
techniques is a most effective way to engage and motivate students into productivity (Ornstein et
facilitates an effective learning experience. For instance, giving a student who struggles in math
ten minutes of computer time for every ten equations solved correctly, which would be a high
there are students who come from unstable home environments. According to Wong et al. (2012), “The
procedures provide the framework for the consistency” and the students become “secure in knowing
what is going to happen every day” (p. 64). Wong maintains that predictability is essential for students
The Teacher
The last fundamentally important aspect of one’s philosophy of education is, of course, the
teacher. The teaching profession is historically prestigious in its social status, education, and skill level
(Ornstein et al., 2017, p. 29). Teachers are exemplars, role models, and should be of impeccable
character, both inside and outside the classroom. Teacher accountability is important, as there is a
mounting pressure for teachers to demonstrate that their students are attaining academic achievement in
reading and math and adequate yearly progress (AYP) (Ornstein et al., 2017, p. 218). Teachers represent
a high-quality ethic in our culture, where they “must meet some standard of competency,” in addition to
being mindful of how they conduct themselves in public (Ornstein et al., 2017, p. 237).
Teachers must remember their role is not to regurgitate information, but to give students the tools
they need to leave the classroom in their own greatness. Many people who aspire to be teachers examine
the role of the teacher with the desire “to perform a valuable service to society” (Ornstein et al., 2017, p.
2).
For a teacher, lifelong learning is necessary, as developing one’s knowledge and skills with the
“goal of improving student achievement” is essential to being an effective teacher (Ornstein et al., 2017,
p. 34). Attending college courses, taking Additional Qualification courses, workshops, conferences and
the like improves not only teaching, but also learning of the teacher and, ultimately, the student.
Historically, teachers did not need a formal education, but merely the ability to prove they were
competent in subjects like reading and spelling; now, however, teachers require certification and,
usually, a minimum of a bachelor’s degree, in addition to passing standardized tests and/or exams
A teacher’s personality can remain with a student throughout their lifetime, even inspiring them
to pursue a career in teaching. In fact, in a study asking future teachers why they have chosen the
profession, 53% of respondents were “inspired by favorite teachers” (Ornstein et al., 2017, p. 2).
Teachers must be compassionate, caring, sensitive, warm, and open, especially primary and elementary
teachers, as we “often form our first impressions of schools and teachers in kindergarten and carry these
ideas with us throughout our lives,” and the “kindergarten teacher’s personality” is “of paramount
importance” (Ornstein et al., 2017, p.100). A teacher’s professional characteristics are just as important
as their personality traits. It is essential they be competent, knowledgeable, educated and masters of a
Moreover, a teacher’s community relationships are also significant to their professional success.
Not only is their relationship with the school, administration, and students significant, but also the
relationship they have with parents, as home-school partnerships are paramount in students’ academic
achievements. Steiner (2014) makes clear that there is a distinct connection between student
achievement and parental involvement with their at-home studies, and it is essential for a teacher to
There are many aspects to creating a well-rounded philosophy of education. The school, the
curriculum, learning, the learner, assessment, classroom management, and the teacher are all important
characteristics of solid education. Building my philosophy on the works of Piaget, Dewey, Vygotsky,
Skinner, and Wong, I intend to use all aspects of this philosophy in my future teaching practices. I feel it
is of utmost importance to focus on the children as the learners and provide them with well-rounded and
balanced instruction, activities, assessments, and most importantly, meaningful experiences. Being
surrounded by educators throughout my whole life, I have an inherent appreciation and love for
teaching, and the important task and privilege of educating and growing the minds of our children.
Resume
certifications, work experiences, and educational background that have all contributed to the
Multilingual with the ability to read, write, and speak fluent French, as well as Spanish, Portuguese, and
Catalan. Excellent communication, time management, and customer service skills.
NOTABLE ACHIEVEMENTS
Yoga on Seven:
Completed the first and only Baptiste Institute Expand Your Power yoga training program in
Canada
Air Transat:
First Aid/ Heart Saver (A+) through the Heart and Stroke Foundation (CPR and AED)
Certified language representative for French, Spanish, and Portuguese
Assistant Flight Director
University of Toronto:
Graduated Honours with Distinction
CORE COMPETENCIES
Multilingual Excellent communicator Calm, focused, non-reactive
Time management Excellent team work Editing and proofreading
Commands a room Ability to multi-task and skills
prioritize Problem solving skills
PROFESSIONAL EXPERIENCE
Delivered the Ontario Core French curriculum to the Primary, Junior, and Intermediate divisions at Father
John Kelly Catholic Elementary School and St. Anne Catholic Elementary School as a Long Term
Occasional teacher. Planned lessons and created French language materials and assessments. Provided
students with French language instruction, games, and coursework delivered within a Catholic context,
using the Accelerated Integrated Method (AIM/Gestures). Class content was centered around grammar,
reading, writing, listening, and speaking in French.
Certificates
Dignity for All Students Act (DASA) Training
Identification and Reporting of Child Abuse and Maltreatment (New York)
School Violence Prevention and Intervention (New York)
Humour in the Classroom
Conclusion
introduce myself, my background, and what has led me on this journey to become an educator
and to pursue my Master of Science in Education at Medaille College. This section has
observations obtained during placements in my fieldwork course, which have proven to be quite
a valuable learning experience. Witnessing in the field the theories and experts that I have been
studying, such as Wong, Gardner, and Marzano, has allowed me to better understand these best
practices and strategies first-hand. Additionally, I detailed how I would like to apply these
accomplishments that have provided me with a skillset and confidence to pursue a career as
professional teacher. In the next section, Section Three, I will describe a compilation of artifacts
from my studies at Medaille College. These artifacts are a myriad of evidence reflecting my skills
and competencies as an effective teacher that showcase my readiness for a career in education.