Making Connections

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In looking through my selected artifacts, I noticed that most of them are projects that were completed in groups.  This to me speaks volumes about the teaching profession.  So much of the work we do involves collaboration with other teachers, students, parents and school communities.  By applying our professional knowledge, seeking evidence of student learning, being flexible and innovative with our planning and participating in ongoing learning and inquiry, we will remain relevant and responsive to the changing educational needs of students. (Timperley, 2015).  

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Throughout the education program at Werklund School of Education, we have addressed and practiced many of the required skills from the Teaching Quality Standards.  I know that this is by design, but in moving our theoretical practice into the classroom and experiencing it firsthand, I can now see the "why" behind the learning.  This is also a theme that I have seen in my artifacts and something that I will continue to work on with my own teaching skills.  Engaging students is something that takes practice and I will use the Teaching Quality Standards to guide my professional learning.  Sharing the “why” behind the learning and creating real-life connections with my students is what will help me to develop an active and energetic classroom. 

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What my experience has shown me is that building relationships with students is important to the success of learning in the classroom.  I am invested in the students as individuals and I have been working to create unique connections with them, so they know I am someone to be trusted.  In the article Becoming a Critically Reflective Teacher, Stephen Brookfield suggests, "If getting students to understand content correctly is your main job, then the only way you can do this is to keep checking in that it is happening." (2017, p. 64-65).  Creating meaningful relationships with students leads to open discussions about teaching practice, it is after all the students who experience our activities, tasks and lessons firsthand, they are our greatest resource. Ultimately what drew me to the teaching profession is this relationship piece. 

 

As teachers, we are shaping the future generation and I take this role seriously.  I have reflected on my time in the classroom and among other things, what stands out is that I am not just teaching a subject, I am teaching human beings and they will always be human beings first.  During my last practicum, I tried to see teaching this way and once I changed my focus from subject to personal, the students began to "buy-in" to what I was there to teach.  There is a level of honesty and authenticity that students can feel from you as the teacher in the room.  Students may not yet understand why they have a certain feeling towards a teacher, but they will always be able to tell when you are being real with them.  This is the greatest connection I have made with the theory of teaching and practical application and one that I will carry with me through the lessons I create, the tasks the students and I attempt and the constant learning curve that teaching is.  

 

 

References

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Brookfield, S. (2017) Becoming a critically reflective teacher. (2nd ed.). Jossey Boss: San Francisco. Retrieved from https://ebookcentral-proquest-com.ezproxy.lib.ucalgary.ca/lib/ucalgary-ebooks/detail.action?docID=4790372

 

Timperley, H. (2015). Continuing professional development. In J.D. Wright (Ed.) International Encyclopedia of the Social & Behavioral Sciences (2nd ed.). pp. 796-802. doi: 10.1016/B978-0-08-097086-8.92134-2. Retrieved from https://www-sciencedirectcom.ezproxy.lib.ucalgary.ca/science/article/pii/B9780080970868921342?via%3Dihub