Frame of Reference

I believe that teaching is the most beautiful and most challenging

career that there is. I also believe it is the most fulfilling. I have the important

job of showing each student that they are valued, that they are remarkable,

and that I believe in their success. As a teacher I strive to teach my students

how to learn in their unique style to best face the changing world around

them. I must aspire to be a life long learner, as I recognize that there are

many things that I do not yet know. By practicing my own learning, I am

better equipped to share the learning process with my students. As such, this

frame of reference is a guide to my teaching, reminding me of key values

and perspectives that I hold close. Like all things, I expect this frame of

reference to change as I grow and develop as a teacher and learn about new

practices around me.

Relationships with Learners, Parents, Colleagues and Community

The most important thing I can do with my students is take the time to

get to know who they are. Each student is unique in personality, life

experience, family background, interests, and learning style. By really taking

the time to get to know students and their individuality, I am sending the

message that they matter to me. A student who feels known and respected

is more likely to respond with respect to others. In my experience through

past involvement in practicum classrooms, relationships have been the most

important component of my time with the students. By taking the time to get

to know my students I gain valuable insight into what would be of interest or

special relevance to certain students, what could be used to capture the

attention of other students, and what could be said to show appreciation for

each student.

I believe that parents and caregivers need to be provided information

about their childs learning and development on an ongoing basis. Id like to

use a weekly class email or blog post as a tool for communicating student

learning to parents. This gives parents the opportunity to engage in

conversations with their child around their learning in relation to specific

concepts and activities. Parents who feel well informed are also more likely to

reach out with questions of concern or interest in their childs education. I

can develop further connection between caregivers and their childs learning

through open house opportunities, parent-teacher conferences, and student

led conferences.

Having just finished two years of education with a wonderful

supportive cohort of educators, I recognize there is a significant benefit to

collaborative learning and planning. I plan to take advantage of the team in

my school and their individual areas of expertise. By establishing positive

and supportive relationships with colleagues I am recognizing that I do not

have the answers to everything and that I can learn a lot from the people

around me. I am also modeling this humility to my students and showing

them it is acceptable and even valuable to seek support from the people

around you.
 I believe it important to to establish a positive relationship between

myself and the community, and also my students and the community. Our

community is full of experts in many fields and can be a great source of

learning. By teaching and modeling positive relationships with community

members students are learning how to be engaged and responsible citizens.

It is important for students to learn how to contribute and be part of their

community for their future success.

Teaching and Learning Strategies for All Students

When it comes to teaching and learning, I believe in a student centered

approach. This means that I strive to be more of a coach in my students

learning rather than the source of all knowledge. Inquiry based learning and

cooperative learning are two methods I plan to use in my classroom. The

beauty of inquiry and cooperative learning is that students learn how to work

effectivelythrough trial and errorindependently and in group contexts. I

feel that

these learning opportunities provide students with the most valuable real

world connections. As a teacher, my job is most importantly to teach

students how to learn. Scaffolding is an important practice to be used in the

classroom to teach students how to do individual and cooperative inquiry

based work.
 It is important to consider each students unique needsincluding

social emotional, cognitive, executive functioning and physical, skills, and

learning styles when planning with inclusivity in mind. The Universal Design

for Learning beautifully connects many of my beliefs around education.

Students need to be provided multiple means of representation,

action/expression, and engagement (see fig. 1) (Education). When we give

students choice in their work,

they have greater ownership.

Students who have choice in

their work also feel more

respected for their unique

interests and needs.

One area of student learning that I am particularly interested in is

student learning preferences. When we practice inclusive teaching practices

in the classroom, meaning differentiating teaching and learning

opportunities, we benefit all of our students. VARK, Neil D. Flemmings model

of learning preferences, is a Figure 1 (Education)

useful tool when considering different ways to provide and equip learners

with learning that is accessible (see fig. 2) (VARK). I will aim to equip

students with a knowledge of their own personal learning preferences and

the strategies that can support them in their learning.

Figure 2 Created by Rebecca Gourlay

 Another important principal I feel it is important to be aware of is the

students Zone of Proximal Development. When I recognize a students ZPD I

can best teach them in a way that real learning takes place. Recognizing that

each students ZPD is different effects how I approach each student and aid

them in their process.

Classroom Management

I believe in proactive classroom management. By creating a positive

work environment, I can immediately reduce classroom management issues.

Students react out of discomfort. Discomfort can be a result of insufficient

attention, feelings of insignificance or fear of failure. By creating strong

relationships with my students, greeting and acknowledging students by

name throughout the day, and teaching with student individuality in mind

ZPD, VARK, unique needs, etc.I can address much of this discomfort right

away. Another way that I can positively address classroom management is

through careful planning for each lesson and activity, thinking through all

possible scenarios that might arise during the lesson.

Mindfulness is a strategy that I would like to use in my classroom. By

providing students with the necessary vocabulary and understanding for

their emotional mindset at any given time, we can work together to find

strategies to overcome challenges. Practicing and modeling strategies such

as mindful breathing and brain breaks is important.

I believe the Bump system is an ideal model of classroom management

for preventing and addressing misbehaviour. The Bump system puts the

responsibility of student behaviour on the student, and helps to show

students they have choices in their behaviour without drawing attention to

the individual (Bennett and Smilanich).

Assessment

Formative assessment is a key piece in planning where to direct

student learning next. I believe it is crucial to be performing formative

assessment constantly through out the day. Examples of some of the

formative assessment tools that I plan to use are questioning, discussion,

ticket-out-the-door, peer/self assessment, response logs, and think pair

share. Formative assessment guides my instruction and allows me to make it

relevant for my students. Formative assessment also allows me to provide

my students with constructive feedback throughout their learning experience

to help them go deeper in their learning. The use of summative assessment

allows me to assess student learning at the end of a unit or area of focus.

Final projects, portfolios, written or verbal reflection of learning, and tests are

a few examples of summative assessment that I plan to use in the

classroom. For me the two most important messages that I want to impart on

my students is that assessment is an ongoing learning story and assessment

does not define them.

Role of Curriculum and Competencies

BCs new curriculum in an exciting step forward in the world of

education. The crucial role of the New Curriculum and competencies is

providing teachers with necessary direction to prepare students for the world

ahead. The switch of focus from teaching students what to learn to

teaching students how to learn is critical. We are in a world that is quickly

changing, which means we dont know what the future is going to look like.

Providing students opportunities to develop skills in areas of interest, learn

key competencies that will assist them in problem solving and critical

thinking, and self-reflective practice that provides them with knowledge to

learn best for themselves are all highlights from the new curriculum.

The curriculums focus on connection to real world experience makes

learning more relevant and interesting for students. Hands-on experience,

collaboration, critical thinking, and communication development are all

crucial for future success. The new curriculums focus on personalized

learning is also important for granting the most success for all of our

students in the classroom.

The New Curriculums incorporation of First Peoples principals provides

teachers with a great starting place for weaving in First Peoples perspectives

in all subjects. The focus on First Peoples Perspectives highlights a key shift

in society that is crucial to be bringing into the classroom.

Addressing Social Justice Issues in the Classroom

I need to be aware of my personal blindness in terms of my own

identity and experiences. I have experienced many privileges in my life and

that limits my understanding of where many of my students might be coming

from. The best I can do is practice empathy in my classroom, demonstrating

patience and grace with each of my students regardless of their unique

situations. In any given classroom I may experience diversity in social class,

ability, sexual orientation, gender, race, and ethnicity. Recognizing the

spectrum within all of these areas is important to best show appreciation,

respect, and support of each individual and their diverse identity.

Creating an inclusive environment for my students means creating a

learning environment where all students are shown value and respect. An

attitude of equity recognizes that all students have unique needs and need

to be treated differently to be best supported. Some students will require

more support than others to succeed. By recognizing the need for varied

support we best address the needs of our students.

There are many practices that can be used to create an inclusive

classroom environment around potential social justice issues. Lunch and

snack programs limit gaps in learning created when students do not have

food accessible to them. I need to be aware of the language I use in my

classroom. Gender inclusive language means using language that doesnt

draw special attention to any of my students. I need to include curricular

materials that dont highlight a specific agenda around culture, family

structure, gender, race, or ability, but rather celebrate a broad range of

possibilities. Above all, I need to keep an open mind to the differences within

my classroom and work hard to support my students wherever they are in

their personal story. Students need to feel safe and valued for exactly who

they are.

Sustainability

As our education curriculum focus on preparing students for a

changing future, it is important to recognize the significance of addressing

sustainability in the classroom. By normalizing practices like recycling,

composting, reusing materials, and minimizing garbage production in the

classroom we are teaching students the importance of being responsible

stewards of our resources. By taking class activities outdoors, we can help to

connect students to the nature around them. An appreciation for nature goes

hand in hand with a desire to protect it. It is my job to be a role model who
acts ethically and honestly. Demonstrating care for the environment is part of

this process.

Impact of Governance Structures on my Practice

The BC Public Education System is very complex with areas of

responsibility dispersed across varying governing bodies within the system.

What is important for me to understand is that at all levels, the decisions

being made are never easy. Politics at all levels are complicated and our

Minister of Education does not have an easy job as he works to meet the

needs of the districts throughout our province. School boards are charged

with difficult financial decisions, and principals and school based teams are

faced with yet other difficult decisions in deciding how to disperse the

funding they receive. It is important to be aware of these challenges and to

be sympathetic to them. It is also important for me to be an advocate for my

classroom and school environment. Change in the classroom and education

system can only take place when we voice our concerns. I am the advocate

for my students. I need to work hard to apply for support for students with

diverse learning needs and share concerns with my principal and colleagues.

It my job to discuss concerns and celebrations with the people in authority

above me. I believe that part of contributing to the profession is sharing the

experiences within my classroom, good and bad, with our leaders to be part

of a voice looking to provide what is best for our students.

Conclusion
 Each and every student has a unique story. I believe that it is important

to consider the individuality of each student when planning to teach each

lesson. Students need to feel respected, appreciated, and believed in. The

greatest gift I can share with my students is showing my value for each one

and their future.

Resources

Bennett, B. B., & Smilanich, P. (1994). Classroom management: a thinking &

caring approach. Ajax, Ont.: VISUTronX.

Education, N. Z. (2016, November 07). Universal Design for Learning.

Retrieved March 11, 2017, from http://inclusive.tki.org.nz/guides/universal-
design-for-learning/

Home. (n.d.). Retrieved March 11, 2017, from http://vark-learn.com/