EDTE- 501 Sara Bowles

Personal Frame of Reference

Children have the right to quality education where they can thrive. To attain this, I must form

relationships with all my students, because before learning can take place one must create a

comfortable place for open communication and a space for educational exploration. Both

Cornelius-White (2007) and Pierson (2013) speak to the importance of relationships in the

classroom. To do this I will get down to their level and have conversations with each of them. I

will share stories with the children from my past, opening a place for sharing. I will approach

conflict with a sense of calmness and apologize when wrong. In the field of education forming a

relationship with the children’s caregivers is also crucial. This will promote open

communication, so collaboration can take place, to provide the best learning outcome for each

child. This comes from Malaguzzi’s (2011) idea that children, families and teachers are equal

partners in learning.

Education should focus on the person’s interests and engage their imagination, for

without passion learning becomes difficult. Each learner is different, so I will have to provide

multiple ways of learning and plan for the diversity in my classroom. I have taken ideas from

Crowther’s text (2011) on the importance of building an effective learning environment that

allows for exploration, observation, and guided practices. I will provide many opportunities to

learn the same thing in different ways both indoors and outdoors. I will listen to the children and

make note of interests they have and challenges they experience to build an effective curriculum

that has them use their strengths to build on all areas of learning. Learning takes place on a

continuum and by finding where a student is on the continuum, with observation and assessment,

so that I can provide the most effective support and lessons for each student. I value nature and
EDTE- 501 Sara Bowles

children can thrive in the outdoors; it gives them a place to explore and discover new things, it is

a place where both the children and the adults can feel unconfined and free. Harder’s paper

(2010) talks about the physical and mental benefits of going outside with a class. I will look at

my subject areas and see what areas could incorporate both outdoors and indoor areas to create

more hands-on learning.

I must be confident in my knowledge before teaching something, for what I am teaching

is my knowledge. I will make lesson plans that I fully understand, and study areas I do not feel

confident in. I will develop my understanding by taking professional development days because I

understand there is always something new to learn that will help me grow as a teacher. I will

make my learning intentions known, so the children understand what they need to focus on to

grow their knowledge which Hattie (2012) supports in his book. He also stresses the importance

of feedback. I will focus on giving students effective feedback. This means giving them feedback

that they can use; either an area to focus on for the next project, or even giving them time for

revisions, allowing the students to apply and use the feedback given. For summative assessment I

feel it is important to capture it in different ways, allowing the students to use their strengths to

show their learning, this is in line with the universal design for learning. I feel the new BC

curriculum fosters the idea of showing learning in new ways, with a deep understanding and use

of new knowledge opposed to memorization.

I have the responsibility to act ethically and honestly not only in my classroom but in my

community as well. I believe it is crucial to be consistent within my classroom. This allows the

children to understand their boundaries and I value the ability to help people understand the

reasoning for those boundaries. I will post the rules in the classroom “be respectful, be
EDTE- 501 Sara Bowles

responsible, and be safe.” and explain what each word means. If a child is breaking a rule I will

ask the child “are you being respectful, responsible, and safe?” if the answer is no, then we will

need to address the rules and what our next step will be to help them; if it is yes we need to

collaboratively look at the rules we have made and see if I need to take a look at what my

expectations.

I will be creating an environment in my classroom where the children feel included and

can thrive. Teachers are a team of educators; we must work together to provide a supportive

place for learning. I must share my ideas and collaborate with my colleagues, other schools and

the community to strengthen our knowledge.

References

BC's New Curriculum. Retrieved from https://curriculum.gov.bc.ca/curriculum-info#literacy-

numeracy

Cornelius-White, J. (2007). Learner-Centered Teacher-Student Relationships Are Effective: A

Meta-Analysis. Review of Educational Research, 77(1), 113-143. Retrieved from
http://www.jstor.org.ezproxy.viu.ca/stable/4624889

Crowther, I. (2011). Creating effective learning environments (3rd ed.). Toronto, ON: Nelson
Education.

Harder, H. R. (2010). The impacts of two school outdoor classrooms on 6th and 7th grade
student motivation levels in science (Order No. 1481001). Available from ProQuest
Dissertations & Theses Global. (756734378). Retrieved from
http://ezproxy.viu.ca/login?url=http://search.proquest.com.ezproxy.viu.ca/docview/756734
378?accountid=12246

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. London:
Routledge.

Pearson, R. (2013). Every child needs a champion. Retrieved from

https://www.wisconsinrticenter.org/assets/files/CRCP/Session
1/1.7EveryKidsNeedsAChampionTranscript.pdf