Pedagogical

Approach
As a teacher I am responsible for
reaching the various needs of students
by being creative and adaptable in
planning and in approach. My
pedagogical approach will take into
account divergent learning abilities and
styles. Howard Gardiners theory of
multiple intelligences will inform how I
instruct lessons, using kinesthetic ,
musical or inter-personal approaches to
learning. An inter-personal approach
might look like partner or group project
work. Divergent abilities will be my main
focus in planning and delivering lessons.
For students needing more learning
support I will provide scaffolding, such
as word banks or using technology for
writing exercises. For students needing
more challenge I will extend the existing
curriculum by offering the means to dig
deeper into the topic of study through
research, creating peer questions or
teaching peers. Through a cross-
curriculum approach, I will seek to
appeal to and meet the various interests
and needs of the classroom population.
My intention as an educator is to
inspire students to become life-
long learners. I intend to share and
demonstrate my own passion for
learning and pursuit of knowledge.
I believe the purpose of education
is to gain knowledge and social
skills to prepare for life after
school, regardless of work or life
choices. School should be a rich
and enjoyable experience for
students. Through a process of
exploration and fun students are
more likely to take chances and in
doing so discover strengths, which
they can develop. With the
intention of fostering a love of
learning, a willingness to take
chances, and the development of
critical thinking, I will design
curriculum and delivery that is
creative, dynamic, and challenging.
Education Philosophy
I HAVE TAUGHT YOGA FOR 15 YEARS. IM A MOTHER OF TWO.
I BELIEVE IN THE POWER OF
CONNECTION AND RELATIONSHIP.
CATHERINE MUNRO
K-12 EDUCATOR
METACOGNITIVE ASSESSMENT
I will encourage student participation, not
only in choosing what to learn about but
also in gauging how that learning is
progressing, how a student is learning
specically. Yearly portfolios will be part of
my assessment strategy, which will
empower students to choose which
artefacts best represents his learning.
FORMATIVE ASSESSMENT
Checklists and rubrics will be my primary
tools for assessing for learning. I will
continually gauge lessons for
understanding and effectiveness through
these tools. I will be made accountable by
observing the learning process for
productivity and positive outcome.


SUMMATIVE ASSESSMENT
Determining whether or not students
have learned what you intended is an
essential part of the learning process. By
placing a value on the learning--a
measured assessment--I can evaluate my
own effectiveness as an educator. If
students are not meeting the learning
expectation, I will consider a different
pedagogical approach.

CLASSROOM CULTURE
My classroom will be one of
inclusiveness where everyone belongs.
The everyone belongs theme appeals
to divergent needs in the classroom,
both in cognitive and affective domains.
I will root the theme in respect,
creating a safe and supportive
environment for learning. I will show
students respect by being consistent as
a teacher: consistent in my attendance,
my demeanour, and my approach to
teaching. I appreciate the approach
taken by Nel Noddings, which places
the relationship with the student as the
central hub of the learning wheel. Like
Noddings, I will strive to cultivate
strong relationships with students and
parents within the context of a
professional frame, with my role as the
teacher clearly dened. That denition
still makes room for student choice
within the learning process. Inspired by
many great educational theorists
(Maria Montessori, Rudolph Steiner,
and Ralph W. Tyler) I believe as an
educator I should recognize the
uniqueness of each student and seek to
reach him by offering him/her choices
and supporting his/her choices fully.
Choosing which book to read, using a
manipulative to solve a math problem,
drawing a story as part of creating it
are all ways students will be able to
make choices in their learning. By
empowering a student to pursue topics
of interest and useful approaches, I
hope he/she will tap into his/her
imagination and feel safe to take
chances in his/her learning, discovering
his/her own creative potential as a
student. Kieran Egan deems creativity
and imagination as the keys to student
engagement and productivity. Journals,
readers theatre and designing math
problems are a few examples of how I
will tap into a students imagination,
helping creativity to ow.
CLASSROOM MANAGEMENT
My classroom management style will
reect my classroom culture, one
that supports learning. I will clearly
dene behaviour expectations from
the beginning and ask students to
stick to them. All students will be
responsible and accountable for
their behaviour, being reminded and
reinforced as needed. To get student
attention I will use a sound device
(chime) as well as utilitzing a count-
down system. Disruptions will be
dealt with promptly and swiftly
through hand signal, gesture, verbal
cue or proximity. Students will be
respected by me and will be
expected to return the same.
Professionalism refers to an
expertise and ethical standard
of a professi on expressed
through conduct whi ch i s
consciously considerate and
disciplined. I dont perceive this
conduct as being impersonal or
di st ant . Teachi ng i s very
personal. I see no other way for
myself than to bring my whole
heart and soul to the vocation. I
intend to cultivate respectful
relationships with parents, and
meaningful relationships with
colleagues, all of which foster
support and understanding. My
conduct with others and at
school will embody the codes
outlined by the regulating
bodies of the profession.
TECHNOLOGY
I support the use of technology
within my lessons, such as the smart
board, student tablets or
computers, an iPad and document
camera to capture student work and
model work to be done. Students
will also use computers to further
learning by researching topics online
or participating in interactive web-
based learning activities. I will engage
in Pro-D activities and professional
workshops in order to stay informed
on and skilled in new learning