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Section Two:
Teacher Candidate Background Experiences
Introduction
The experiences we have in life often influence our behavior and the decisions we make.
In this section you will read about my educational background and work experiences and how
they have impacted me and motivated me towards becoming a teacher. I will also discuss things I
have observed during my school observations, volunteer work in the classroom, and how they
can be applied in the classroom. I will also include my philosophy of education, which is based
on my personal beliefs and perspectives regarding several aspects of education. Finally, I will
include my resume, which will highlight my educational background, work experiences,
volunteer work, and other relevant experiences that best reflect me as a professional teacher
candidate.

Educational Background
I have always been interested in helping people in some way or another. Growing up I
wanted to become a doctor or be involved in the health industry because I wanted to assist others
and make a difference in their lives. As I grew up, I realized that I also liked educating people. I
was always an avid reader and enjoyed sharing information with my friends and family. I also
grew more conscious about the world around me and that many others were not as fortunate as I
was to go to school, have libraries full of books, and learn about many different things.
Ms. L. - Grade 5.
One teacher that I will never forget was Ms. L. During elementary school, I was already
bored with school because I felt that I wasnt being challenged enough. I almost always finished
my work first, would be assigned to help peers, and got to read a lot as a way to keep me

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occupied once I was done classwork. I didnt think of myself as extra smart, but that I understood
what my teachers were teaching the class faster than others. Im also the youngest of six siblings,
and would look at their textbooks and homework, so I think that attributed to me being bored
with what I was learning. Ms. L was the first teacher to challenge me in the classroom and not
just give me free time to read when I was done. She encouraged me to read more difficult books
at higher-grade levels for my book reports. She didnt give me special treatment in the class, but
materials that were more suited to my level at the time. I didnt always understand the material
she gave me, but she took the time to explain them to me. Looking back, I appreciate the time
she took to keep me motivated in the classroom. I was very chatty during elementary and middle
school, but that was because I usually finished the work quickly, then would talk to my friends.
She accommodated the needs of all her students, regardless of the different levels they were at. A
lot of teachers would praise me to my mother during parent-teacher conferences, but did little to
engage me in the classroom. I remember sitting in different classrooms reading because I was
done all the work for that lesson or day. To this day I remember the time Ms. L took to get to
know me and supplement my learning with material more suited to the level I was at. Ms. L was
a big factor of me wanting to be a helper in any way that I could. At that age, I was interested in
the medical field and I decided to pursue a career in medicine.
Mr. M. - Grade 7.
In the 7th grade, I had a teacher who also influenced me in becoming a teacher. He gave
me a chance to be a leader in the girls volleyball team as an assistant coach to him. I did tasks
such as scorekeeping, learning the rules of the game, and determining strategy. I was also in
charge of finding out the routes we would take to get to games and calculating fares. This
position gave me one of the first chances I had to be a leader and educator. I taught the players

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on the team things I learned from the rules and regulations, so that they knew what was
permissible and impermissible. I also explained to some of them how the game worked, the point
system, timings, and more. Although I was not a teacher in the traditional sense, I was able to
plan materials and information and deliver them to an audience.
I remember feeling a sense of accomplishment and importance in my role. Mr. M also
encouraged me to read challenging books and introduced me to my favorite books, The Lord of
the Rings Trilogy. I remember feeling daunted by the tiny print and thickness of the books, but
Mr. M assured me that he was confident in my skills. He suggested I use the first book in the
trilogy as the subject for my book report. He was always there to help me and explained
particular words or concepts that I didnt understand. If he did not encourage me to read the
book, I do not think I wouldve read it at that point. Thinking back to my educational
experiences, Mr. M was a person who helped me pursue my love of reading further and also
involved me in team sports in a way that I could. I did not try out for the volleyball team and
would not have been involved in any school sports, but was able to still participate. This
experience is important to me because it showed me how people can affect and help others. I was
still interested in becoming a doctor at this point, but many of the underlying reasons are why I
chose to become a teacher instead. I realized that I wanted to share knowledge with people and
not care for people in a medical way.

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Work Experiences
ESL Teacher - EC Toronto.
I taught ESL to adults at EC Toronto, an English Language School in uptown Toronto.
The school is a private school and is located in Urban Environment. The students at the school
were of varying ages all 18+ and were mostly international students from countries such as
Libya, South Korea, Japan, Italy, Spain, Germany, France, Japan, Columbia, Brazil, and
Switzerland. They students were sometimes more concerned with parties, clubs, and other things
going on in the city and had to be motivated to work. I got students to take their learning in their
own hands by coming up to the board and doing interactive games. Since the students were
adults, I didnt use videos or games that would be geared to children because the students would
feel like they were being treated like children. I also tried to give students autonomy with
research projects and role-plays to encourage them to use their own ideas to meet a goal.
Also, the way I chose students to participate would depend on the task. Students of
different backgrounds had different strengths when it came to using English. Most students of
Asian background knew grammar rules, spelling, and had good penmanship, but needed
assistance in speaking. Students of Middle Eastern, Brazilian, Spanish background were
confident speaking (even with mistakes), but needed assistance in writing and grammar rules.
Students needed differentiation based on their different skills and often it was the students who
didnt raise their hands for participation in a skill that needed help. In role-plays sometimes
assigning students to roles such writer or actor would help students improve on their speaking or
writing skills in an authentic environment.
The best practice I tried to implement was having a context and modeling. Gibbons
(2002) suggests that there are two contexts for English language learning, a context of culture

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and a culture of situation. A context for culture is one in which two people from the same culture
share an understanding of the culture, and is able to function within these. A context of situation
refers to the idea that we use language differently depending on the situation one is in. English
isnt an easy language to learn and it was very important to have a context/theme for classes.
Different words have multiple meanings, so without a context it would be very easy for students
to get confused and use a word incorrectly. It was critical to teach students words using a theme
such as being at the doctors office or on vacation so as not to use words in the wrong way. It is
also very important to model activities for students because they need to see an example of the
right way to use language or make sentences. In the students own languages the grammar rules
can be different from English so it would be easy for a student to write bag blue for example as
opposed to blue bag. So instead of giving directions, which can also be misinterpreted, it is
important to model activities for students. Just like a regular classroom, students in ESL classes
all have a range in skill level though they all may be in an intermediate or pre-intermediate class.
I also learned a lot about considering how students might make incorrect assumptions
about a topic and using this when lesson planning. This is important when teaching ESL because
it affects how students will understand a topic. The students may understand a concept in class,
but outside of class use their own assumptions to use the concept incorrectly. By identifying the
misconceptions students may have prior to the lesson, this will help to teach concepts clearly and
without confusion. The students benefit from modeling because they have an example from the
teacher and can attempt to work using the example. Students can misunderstand oral or written
instructions, but by modeling the teacher ensures that students have a good example of what is
expected from them and this makes the student more confident in their abilities to complete the
activity.

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This can be applied in the classroom by starting units or lessons with a context. For
example a Math lesson could have students practice questions using a sports theme or
supermarket as opposed to different scenarios per question. Using one theme could help students
understand the lesson, especially if the theme is something they enjoy such as sports. Teachers
could also explain common misconceptions to students, and then show them how they wouldnt
be correct. Students may feel shy to share their confusions and not speak up about things they are
confused about. If a teacher shows students what common misconceptions are (could even say
students in previous years or classes had the same misconceptions), this could help students
understand a concept better. Some teachers may wait for students to speak up, but not all students
will share things they dont understand and theyll pretend to grasp the concept.
Volunteer - Grade 4 classroom
I was a volunteer in a 4th grade classroom located the city of Toronto. The school is made
up of students from diverse backgrounds. The students were very warm and welcoming when I
came to their classroom. I was able to both observe the classroom and participate in activities
with the teachers permission. This experience was helpful because I observed strategies that I
could use in my classroom. The teacher, Ms. Z encouraged students to always share their
answers and wouldnt make negative remarks if they were wrong. Once a student in the class
gave a wrong answer and was upset that she was wrong and felt embarrassed. Ms. Z told the
student that everyone makes mistakes and that even she as a teacher made mistakes sometimes
and the best thing to do is to learn from it. She sympathized with the student and also told her
that other students may have been thinking the same thing and now they could all learn from it.
Ms. Z would call all the students to the carpet with their Math textbooks and go over a
new concept (translations, reflections). She tried to promote higher thinking by asking students

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to explain their answers and use academic language by answering in sentences instead of one or
two words. She would then go over one or two questions from the textbook and then get students
to work on the problems. She used small group instruction to provide assistance to students who
needed help or had IEPs. At times she also had the students work individually, in pairs, or
groups. I was able to be involved in the classroom by providing assistance to students. Ms. Z.
would call 3-4 students to a small square table and I would go over the questions and help them
work through the problems. One of the students reads at a grade 2 level, so reading the questions
would take most of her time. By reading the questions to her, I was able to accommodate her
needs and help her understand the Math concept as opposed to her reading since that wasnt the
focus of the lesson. I was able to work with different groups of students, since the same students
didnt have difficulties all the time. The small group instruction really helps those students who
might have difficulty with Math and would not be able to accomplish much if they were left
alone to do the work.
Ive learned that students all have different needs and Ms. Z. did a good job at
accommodating for students whenever she could. Throughout my time volunteering in the
classroom, I was able to engage in activities with the students as well as observe Ms. Z. In my
own classroom, I will use small group instruction as a way to help students who need assistance.
I think that it is a good way to further help students because sometimes when paired with a
student who doesnt need difficulty, one student might do all the work. Small groups allow
teachers to differentiate learning not only in Language Arts, but any instruction given. Not all
students need assistance in the same subject areas, so the same students wouldnt always be at
the table. Depending on the grade I teach, I think that treating the students in a more mature
manner is important in higher grades. Grade 4 students should not be able to get away with

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behavior a grade 2 student does. They should understand what level of behavior is expected of
them most of the times. It will take time for them to get used to certain expectations if they
havent faced them before.

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School Observations and Classroom Application
Observations
During my time at Maple East Elementary School, I observed two teachers in Grade 3
classrooms and a teacher in Kindergarten. I was able to observe connect the techniques and
theories we learned in our graduate program such as cross-curricular teaching, classroom
management, rewarding positive behavior and others, in practice.
In a third grade classroom I observed, the teacher Ms. B. engaged students as much as
possible. She kept the students engaged while doing a task such as handing in homework. The
students were doing a math lesson and Ms. B had the students count loudly in multiples of a
number while coming to the homework area to hand in their work. She also had the students do
this in groups, first the girls then the boys. This kept the students focused while they were
handing in their work and was also connected to the lesson they were doing. Having the students
hand in their work in groups also kept the homework hand-in area uncongested. She also gave
students the chance to start their homework early or work on a social sciences project when they
finished the work they were assigned towards the end of class. This ensured all students were
doing work and no student was just sitting around or talking.
Ms. B also managed her classroom by establishing discipline procedures. If a student is
continually disruptive she asks them to go a board that has numbers and green/yellow cards and
flip the green card to yellow (each student is assigned a number). This is not a big interruption in
the lesson and doesnt take much time. After a while depending on the behaviour of the student,
they can turn their card back to green. This system is effective from what I observed and it
doesnt even bring attention to the student because the board has numbers only and not students
names. Depending on what the reminder is, she also makes general announcements to the class

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about not talking while another student is talking, instead of telling one student to stop talking.
This doesnt single the student out and also serves as a reminder for the whole class. This is
useful to me as a future teacher because establishing effect discipline procedures is part of
classroom management. Students will misbehave at times and by addressing certain
announcements to the whole class, this allows the student who is misbehaving to correct their
behavior without being put on the spot.
Ms. B also gave students an agenda on the board of how their morning was going to go.
She recapped relevant announcements from the previous week and told the students they were
going to start with math, then move on to the chapter book they were reading for language. She
updated students on their progress, that they were halfway through or almost done. She also had
a brain break between math and language arts where the students watched a fun Youtube clip
and did a dance along with it, getting them to move around. I think this is great because it got the
students to move around and not sitting for 3 hours straight.
In a kindergarten classroom I observed, the teacher combined different disciplines. Mr. M
didnt introduce Math to the students as a subject they were going to learn after literacy. He
began by reading a book (The Cat in the Hat), and then showed the students a little booklet that
had pictures from the book with Math. He showed the students how in the book things were
added up (2 children + 1 fish + 1 cat, etc). This way the students were interested in Math, stayed
on task and they were all engaged in the lesson. Mr. Miller had various literacy and math
activities related to a common topic, which keeps the students engaged in the lesson. This was to
give the students a context to aid them in learning.
A best practice I also observed was to give students examples or model activities instead
of just giving directions. Mr. M not only repeated instructions to the students to make them clear,

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but he also showed example to demonstrate to students what the activity was. By showing the
students examples, this helps the students see what they should be doing, clarifying the
instructions and also guiding students throughout the activities they are doing.
There was one student who had a disability in one of the third grade classrooms I
observed who was in the classroom for a period of time. The student stayed in the
classroom for most of the lesson, and then left with an educational assistant
for a length of time. While the student was in the classroom the teacher did
her best to include in him activities. She had him go with the two student
helpers to deliver the lunch count for the day. She also got him to answer
some of the easier questions from the lesson. The teacher was very calm and
patient with him when the student got frustrated sometimes and yelled in
class that the lesson was going too fast and he had to catch up. The teacher
told him that he was doing fine and got him to go over the concept with help
from the student beside him. The teacher did not give the student too much
attention nor did she ignore him. She treated him like a regular student and
the rest of the class did as well. The student beside him would help him
whenever she was done her work, which other students in the class did as
well with each other. The students did pair work and discussions, so when
the student with the disability was being helped it didnt look like he was the
only one who needed help.
Applications
The classes I observed at Maple East elementary school did not have any official recess
periods. Ms. B managed her classroom by providing brain breaks for students after a period of
time or between periods. The third grade students in her class all seemed to enjoy this break and

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all participated in the 5-10 minute break. Pellegrini & Bohn (2005) indicate that playful,
unstructured breaks are important in maximizing performance. They suggest that periods of play
increase childrens social skills, enable children to enact roles and behavior unattainable in real
life, and children learn to consider others perspectives, wants, and social signals (Pellegrini &
Bohn, 2005). Lev Vygotsky considered learning as internalization and transformation of socially
defined knowledge. He believed that learning takes place in Zones of Proximal Development
(ZPD), where individuals learn from others around them in social settings. An example of this is
in school where young children in kindergarten start using new phrases, behaviors, and ways of
doing things that they learned from interactions with others (Hickey, 2003). By providing
students with periods of play, students can learn from their peers and other students at various
grade levels they interact with.
It is important to create a positive environment in the classroom to help students stay
motivated and engaged in the lesson. In a study done by Davis, Burnette, Allison, and Stone
(2011), they found that students who felt like they were underdogs (not expected to succeed) felt
less efficient. This research was the first to link implicit theory literature with underdog research
to explore self-efficacy in an academic context. They discovered that the more helpless the
students felt, the students predicted less effectiveness. This study was done in relation to
mathematical concepts, but is important because it shows that students can underperform if they
feel too challenged or not expected to succeed. The students in this study predicted how effective
they thought they would be without seeing the activity and those who thought negatively of their
abilities expected to do poorly (Davis et al, 2011). This also shows that it is important to focus on
progress with students in an effort to keep students positive and confident in their abilities. The
teachers I observed did not let students think poorly of themselves or their abilities to complete

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work. They involved students in pair work and group work to create an optimal learning
environment. Students were able to share ideas, concerns, and strategies with their peers to help
each other. As a teacher candidate this is helpful because it will allow me to create positive
learning experiences with my students. By creating a positive classroom environment, I can help
students feel confident in themselves and their abilities regardless of how they are performing in
the class thus far.

Philosophy of Education
The School
The school is an organization designed to educate learners. Learners gain experiences and
knowledge of real life matter and traditional sciences. Students can decide what routes they want
to take in class and later on in life. The school is a center of community as well as a center of
education and represents society.
The Curriculum
The curriculum is a means for students to explore and discover information. Learners can
use their experiences in the classroom and real world to learn about others. They can also read
about others experiences as a means of hearing other voices. Taught lessons (traditional lessons)
do not relate to experiences so students will find it hard to understand materials. Experience
provides content for education and is a way to transmit knowledge to the younger generation.
The curriculum will also focus on real life problems such as hunger, violence, inequality,
international terrorism and others. Some of these matters affect students directly while others
affect students around the world. This will be explored through inquiry, dialogue, discussions,
comparisons, and multiple perspectives.

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The curriculum and teaching styles will involve student based learning and be student
centered. My belief is that content matter is as important as helping students understand and
appreciate who they are as people. This includes social responsibilities and being informed of
things going on in their school, community, city, and overall the world. The curriculum will not
only focus on traditional subjects, but also making students responsible for their thoughts,
feelings, and actions. Students should be allowed to learn about things that interested them as
opposed to following a set curriculum. If students want to learn about other cultures, countries,
viewpoints, they should be allowed to learn about that, so they can have a wider base to construct
knowledge from.
Learning
The aim of learning in the classroom is to engage students in discovering information for
themselves and constructing knowledge. This can be applied across all subject matters from
Mathematics and Sciences, to Art and History. Students will learn in a variety of matters such as
projects, debates, presentations, and cooperative learning strategies. The majority of learning will
be student centered and the aim of learning is to create growth, values and knowledge among
students that is relevant to their real life. My belief in learning is that it shouldnt be hindered or
stunted. Learning in the classroom will have as much real life applicability as possible. Instead of
doing random abstract math problems, students can learn how to solve problems that are in the
real world. This can be calculating how much it would cost to provide healthy lunches for the
school and how to use coins/credit to not only shop, but save their money. Math problems can be
integrated into the real world so the students are still learning what is expected by the state, but
in a different way.
The learner

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The learner is someone who explores ideas and thoughts through experimentation.
Students will explore things that are interesting to them, so that this can motivate them to learn. I
believe that learners should not be afraid to raise questions or concerns. They should be able to
put their ideas out there to problem solve or collaborate with others in the classroom and if
applicable the community. Learning is rooted in the questions of learners that arise through
experiencing the world. It is active, not passive. Peterson (2011) argues that the learner poses
questions, tests hypotheses and creates their own learning in new situations. The learner is a
problem solver and thinker who make meaning through his or her individual experience in the
physical and cultural context. It is important to realize that students also have developmental
stages, which can describe the abilities of children at different ages. Students at 6-8 years old
can be impatient, over excited, self-centered, so its important for them to have a safe space at
school. They can be sensitive, unsure about how to behave around others; they also need routines
and consistency in the classroom. If they are in trouble for behavior one day, but then allowed
another day, theyll be confused about what is appropriate. They need praise and motivation to
continue what they are doing well. As students get older they get more curious and eager to be
like an adult. Students at 9-11 years old are maturing and at different rates. Some are entering
puberty, which causes them to go though some changes in emotion and attitudes. Students at this
age are also more logical and gaining independence. At this stage students would benefit from
discussions, collaborative projects working with others in their class, but also projects to help
them become independent such as a self-learning project. It is also important for teachers to
realize that students will go through these stages at different points in time and that the stages are
not strict.
Assessment

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I believe in project based learning and formative assessments. I think its important to
look at growth over a period of time or project. Standardized testing is not a suitable way of
testing students, because a lot of the time students learn for the test. Working on projects also
allows students to move forward from understanding and researching information to evaluating,
analyzing, and creating; therefore allowing students to apply higher order thinking skills. Tests
can also evaluate students skills, but in a strict way the way the teacher or state designed the
tests with no room for creative thinking. Projects enable students to explore a wide variety of
matters and take the project in whatever way they want, not just answering tests in a classroom.
Formative assessments will include observations, discussions, organizers, questions and
other methods. Teacher will observe students in a few different ways. This will include taking
notes during students work in groups or individually. Also, making sticky notes/color coded
labels to make quick observations about behaviors students are exhibiting. Keeping a folder for
each student will also help arrange observations to be able to monitor students understanding and
progress of learning. Observing general and specific aspects of learning helps teachers to assess
students progress. Classroom discussion can help teachers think creatively and critically about a
topic. Providing students with an open-ended question allows students to increase their
understanding while expanding upon background knowledge they have. This also makes students
knowledgeable and resources for each other. The teacher can assess students by listening to
students responses and taking anecdotal notes. The discussions could be done as whole class as
well as in groups. Another way is to have students individually think about a question, share with
a partner then share with the whole class. By getting students to share information this gives all
students a chance to share their ideas instead of as whole class initially where they all might not
be able to share their opinions and ideas.

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Providing students with organizers (can be visual as well) will help students organize
information in a structured manner. This will help students brainstorm; clarify information, sort
information, and aid in developing research on a subject. This will help teachers in assessing
students increasing knowledge and understanding of a topic. Teachers can gain insight as to
much students understand something by asking questions. These questions can start off as yes or
no questions then go to deeper to get students to explain more as well as expand their learning.
Classroom Management
Classroom management is an important part of the learning. The teacher and students will
set rules and procedures of the classroom at the beginning of the year. The classroom rules will
be formed based on contributions from both the students and teacher. The procedures will also be
created as a class with guidance from the teacher. Students will be given more responsibility and
accountability than previous years. The rules and procedures will cover every aspect of the
classroom from when the students enter to the classroom to when they leave. By creating the
rules and procedures with the students this gives them accountability and they are more likely to
adhere to the rules.
Disciplinary interventions will also be made with students input though ultimately the
teacher has final say. The students would also sign a poster with disciplinary rules, which will
then be put up in the classroom. The interventions will show the levels of escalation that students
would face if they have disruptive behavior. The procedure would start with a verbal warning,
name on board, detention, phone call/note home, the being sent to the principals office. The
teacher should try to establish a good rapport with the students. This includes playing getting to
know you games with the students to find out likes/dislikes, so the students may know not only

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the teacher better but also their peers. This creates a balance between being friendly, but
authoritative and firm.

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The teacher
According to Bruner (1961), it is important that the teacher plan effective instruction that
is appropriate to the level of the learners. This will not only enable teachers to learn more about
the abilities and learning styles of their students, but also will so help teachers plan lessons that
are appropriately challenging. The teacher plays different roles such as facilitator, coach, change
agent, counselor, and guide. The teacher helps students get to knowledge and is not the only
source of information. The teacher will design and select proper education experiences or the
students. The teacher collaborates with other teachers to create meaningful, engaging lesson for
students. The teacher also tries to provide feedback, which intrinsically motivates students.
Torrance (1970) proposes that intrinsic motivation is inherent in creative activities and these
activities have built-in motivation. Although extrinsic motivation is effective, a
rewards/punishment method is limited because they have to be continuously applied for learning
to progress (Campbell and Jane, 2010). This is important because teachers can plan assessments,
activities, and lessons that aim to intrinsically motivate students. This ensures that students are
not doing activities or work solely to get a reward or avoid punishment. While intrinsic
motivation relates to inherent reasons for wanting to do an activity, it can be affected by external
factors such as the learning environment.
Overall the teacher is not always at the head of the classroom, but integrated into the
classroom working with students to help them explore different ideas and viewpoints. Students
do not have to agree with the teacher, but be able to be accountable for their thoughts and able to
express themselves. The teacher aims to educate students as a whole and not just their mind a
particular subject or topic.

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Resume
My resume highlights my education background, work experiences, training, and other
experiences that represent me as a prospective teacher. It provides an insight and overview into
the different positions I have worked in and volunteered in. It gives potential employers a
glimpse at of my credentials and qualifications.

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Iman Abrar
1106- 15 Vicora Linkway, Toronto, ON M3C 1A7
(647)-470-1531
iman.abrar@gmail.com
EDUCATION:
Master of Science in Education Elementary
Medaille College, Buffalo, NY

January 2015 Present

Bachelor of Science Geography, Minors: Biology and Psychology

University of Toronto
Toronto, ON

2009-2013

RELATED EXPERIENCE:
ESL Instructor
Aug 2014 Dec 2014
King Saud University, Riyadh, Saudi Arabia
Taught English as a Second Language to monolingual classes of 15-20 students
Created lessons according to student needs using various resources (textbook,
Smart board and Smart software)
Conducted activities that target confidence, vocabulary building, pronunciation
practice and grammar as well as the 4 skills (Listening, Reading, Writing and
Speaking)
Created a positive environment while maintaining effective classroom
management.
ESL Instructor
Sept 2013 June 2014
Princess Norah Bint Abdul Rahman University, Riyadh, Saudi Arabia
Taught English as a Second Language to monolingual classes of 35-40 students
Tailored lessons according to student needs
Conducted activities that target confidence, perception, vocabulary building,
pronunciation practice and grammar as well as the 4 skills
Recorded and maintained accurate student attendance records and grades.
Created a positive environment while maintaining effective classroom
management procedures.
ESL Instructor
May 2013 Aug 2013
English Language Centres (EC), Toronto, ON
Instructed groups of pre- and upper-intermediate students with diverse language
backgrounds
Used materials from American English File and American Inside Out and
employed a variety of methods and lesson structures
Created activities which targeted improving receptive and productive skills

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Coach
2011-2012 Youth
Basketball Association, Toronto, ON
Prepared and coordinated practices with aims for each practice
Instructed and modeled strategies and skills for players
Evaluated players and mentored them one-on-one to help further develop their
basketball skills
Organized social activities with players to promote team unity
Admissions and Recruitment Office Campus Representative and Tour
Guide
20092012
University of Toronto
Toronto, ON
Led prospective students and their families on tours informing them of the various
services and highlights of the campus
Provided information about the campus and answered questions
Hosted events which provided prospective students with information about the
school and specific programs offered
Lets Talk Science Outreach Demonstrator
2009-2012
University of Toronto
Toronto, ON
Demonstrated science based activities for elementary and middle school students
Taught students how to perform the activities themselves
Monitored while students practiced the activities and discussed results with
students while explaining the science behind the activity
CERTIFICATES & TRAINING:
Dignity for All Students Act (DASA) Training

2015

Training in School Violence Prevention and Intervention

2015

Coursework/Training in Identification and Reporting of Child Abuse and

Maltreatment

2015

Smart Board/Notebook

2015

University of Cambridge ESOL Certificate in English Language Teaching to Adults

(CELTA)
May 2013
OTHER WORK EXPERIENCE:
Barista
Starbucks, Toronto, ON

Mar 2015 -Present

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MSED ELEMENTARY
Barista - Starbucks
Target, Toronto, ON

Dec 2012- June 2013

Interviewer- Market Research

Corsential, Toronto, ON

Oct 2012-April 2013

Cashier
Loblaws, Toronto, ON

Jan - Oct 2012

Office Clerk, Data Entrant

Huraira Center, Toronto, ON

Summers 2009-2011 Abu

Researcher & Receptionist

African Canadian Social Development Council, Toronto, ON
References available upon request

Jul - Aug 06

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MSED ELEMENTARY
Conclusion
In this section I have shared educational and work experiences that have motivated me to
become a teacher. I have also discussed observations I have made in schools, how they can be
applied in the classroom, and how they are connected to theorists in the field of education. I have
also included my personal philosophy of education and beliefs about various aspects of
education.
Lastly, I shared my professional resume that highlights the pertinent information of my
experiences, skills, and certifications that represent me as prospective educator. The attitudes and
support of teachers has positively influenced my interest in wanting to help people. The
behaviors and mindsets they As an ESL teacher, I was able to put into practice the skills I learned
from my ESL certification and also what Ive learned from past experiences. I learned how to
manage my own classroom, prepare lessons, address student misconceptions, accommodate
learners different learning styles, integrate technology, as well as formatively assess my
students. I learned a lot about professional collaboration, team-teaching, and teaching using
culturally responsive materials.
The next section will look at the artifacts that I have collected as evidence of my skills
and preparedness as a teacher. The artifacts will showcase my competencies in areas such as
planning, instruction, assessment, learner accommodation, technology, culturally responsive
teaching, literacy skills, professional dispositions and attitudes, and content area knowledge.
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