Section Two: Teacher Candidate Background Experiences

Introduction

For some people, teaching is a life-long dream or something that they have always done.

For me, it is a calling. It is something that I was meant to do, and, although it has taken me quite

some time to get here, I am finally where I am supposed to be. I am a firm believer that things

happen for a reason and happen when they are supposed to.

I have always loved learning. Throughout my years in elementary, junior, and high

school I enjoyed helping others with their homework and French concepts that they found

difficult. Growing up in a family of teachers, I was always drawn to education. Initially, I had set

out on a path of communications and broadcast journalism, but when I began teaching yoga, the

pull of teaching magnetized me into the field of education. As interested as I was in my studies, I

knew my passion was not for broadcast journalism. Working as a core French supply teacher, I

realized that my heart was not in travelling the world as a flight attendant…it was in education.

In Section One of this portfolio, I presented my portfolio project as an opportunity for me

to demonstrate to you, the reader, that I possess the key competencies of a teacher: planning,

instruction, assessment, technology, learner accommodation, culturally responsive

teaching/diversity, classroom management, professional collaboration, curricular and

professional standards, and professional development. In Section Two, I will share my

educational background and the work experiences that motivated me to pursue a career in

education. I will also share my school observations and classroom applications, my philosophy

of education, and my current resume. I will conclude this section of my portfolio project with

hopes of showcasing to you my growth and development as an educator through my Master of

Science in Education studies at Medaille College as evidence of my readiness to enter the field of

education as a professional teacher.

Teacher Candidate Educational Background Experiences

Throughout my life, I have always had the utmost respect for teachers and their

commitment to education, expanding the minds and experiences of children, and, most

importantly, encouraging students to work hard to become the best that they can be. Fortunately,

I was raised in a family of educators: my mother, her mother, and her mother before her. My

mother is a primary school teacher and my grandmother was a university professor, so I was able

to witness that commitment to education and students across the span of an educational lifetime.

Having a family of teachers, I would always be surrounded by lesson planning, marking, and

even shopping for classroom items. I grew up in a small town and I will never forget when I

entered our small university people coming up to me to tell me how much they loved my

grandmother and how she instilled in them a love of learning. I think the spark was always there

to become an educator, and it was a series of academic and professional events that lit the fire for

me to finally pursue education as a career.

Reflecting upon my educational experiences, one stands out strongly in my mind.

Throughout primary, elementary, and junior high school, I went to a French school where the

principal was Francophone, the announcements and letters sent home were all in French, and we

would even get detention for speaking English on school grounds. Grade four was the first year

we learned English for only forty minutes per day, three days per week, so I was excited to

finally be in a class where I could freely speak English with my friends. It was in this context

that I distinctly remember our English teacher coming in and inspiring my love of literacy and

reading. She read to us Judy Bloom’s 1972 children’s novel, Tales of a Fourth Grade Nothing,

or “Fudge” as we liked to call it. This book was about a nine-year old boy, Peter, and his

relationship with his two-and-a-half year old brother, Farley, or “Fudge”. I will never, ever forget
sitting at my desk listening to our teacher bring “Fudge” to life. I was mesmerized. She enlivened

the characters and story and kept every ounce of my attention, every single time she read. No

other teacher has ever fostered in me a love of books, reading, and storytelling the way she did,

and she inspired me to want to do the same. I later realized that love of literacy is one of the key

reasons I want to be an educator: to cultivate in children a love of reading and delving into the

world of books and stories.

From that point on, I fell in love with reading. It was not until high school that I finally

appreciated what my mother and grandmother had been ‘forcing’ me to study my whole life:

French. As a child, I was bullied by neighborhood kids about being in a French school, so I

began to resent ‘being a French kid’. My grade ten and eleven high school French teacher

changed all that. The kids in my class used to call me “Grammar Queen” and I knew our teacher

was just like me. She encouraged my abilities in the language, always commended my talent for

French, and helped me to understand the importance of French and introduced me to the

opportunities that being bilingual provided in Canada. When many around me were making fun

of me for excelling in French, she encouraged and inspired me to pursue it beyond high school. I

knew then that I wanted to inspire others the way she had inspired me to pursue the language,

and even a love of verb conjugation! In my yoga teacher training program, my teacher left us

with a phrase that has stuck with me for years: “Give your students the tools they need to leave

your class in their own greatness.” I truly believe my teachers have achieved this throughout my

life and I try to employ this approach with every yoga class I teach, and I believe I would do the

same in an elementary classroom.

Teacher Candidate Work Experiences

I began my postsecondary studies with the dream of joining the field of broadcast

journalism. Something inside was holding me back from completing that degree, and I found

myself uprooting from my family, friends, and small-town, ocean-aired life on Canada’s East

Coast and moving to the urban metropolis of Toronto. I commenced my career as a flight

attendant flying for an international Canadian airline. Coming from a small, isolated island in the

north Atlantic, this job opened my eyes to the world. Initially, I loved it with all my heart and

soul. But something was missing. I went back to university, this time to one of the largest and

most respected universities in Canada, University of Toronto. I continued my studies in media,

but I discovered a program where I could study books; I also discovered that I had a new love:

American history. I have always loved studying history, but I felt a special connection to

American history in particular. I understood that I was very fortunate to have a job that afforded

me the opportunity to witness in person all the historical landmarks, sites, and institutions from

around the world that I had been studying for so long. But still, something was missing. It took

me twelve years of hard work, determination, and perseverance to complete my undergraduate

degree, which demonstrates my commitment to education. However, I began regretting not

taking the concurrent Teachers College program at U of T. In fact, I remember being handed my

degree at convocation and being asked, “So what’s next for you?” It was like my intuition deep

inside me rose up, as I blurted out, “Teachers College.”

After graduation, I injured myself. My doctor recommended yoga to go along with my

physiotherapy to expedite recovery. I loved the practice so much that eventually I took the yoga

teacher training at my studio and began working part-time as a second job to flying. I knew that I

wanted to share my love and passion for yoga and help my students to find their fullest potential.
I loved teaching the practice and my heart was full, it still is. Having students conquer a difficult

pose is so rewarding. Having students tell you that you are making a difference in their lives or

inspiring them to take on something new in their lives is beyond rewarding. But there was still a

void. Remember when I said I firmly believe that everything happens for a reason, when it is

supposed to happen? This is one key reason why. I had been frustrated for a long time with my

injury and not being able to find a new full-time job - one that I found fulfilling. After being on

disability leave, my company owed me a few months’ vacation time. It was this time off that

teaching fell into place for me, as I had to take this vacation time during these specific months.

My friend’s French teaching partner had gone on maternity leave and there were no French

supply teachers within the school board. It was during this time off that my friend invited me to

teach French with her; in Ontario, there is a French teacher shortage, so they make an exception

and allow non-certified teachers to supply.

In a Catholic school in a suburb of Toronto, I was tossed into the pool head-first. The

teacher that had gone on maternity leave was unfortunately unable to leave any plans for

whoever was to replace her due to a family emergency. So, with no classroom teaching

experience or formal teacher education, I planned not only lessons, but entire units. I had to

assess where these students were in their French language skills, as they had only had English-

speaking supply teachers since their French teacher went on maternity leave. I was given the

challenging task of creating lessons, assessments, and individualized instruction for students of

varying levels of ability in the French language, from grade three to eight. With the generous

help of my friend and my mother, I planned engaging lessons where my students had fun and

enjoyed learning French. I had never been so challenged, so stimulated, or so thrilled in a job

before and I loved every minute of it. During this time, I met a grade six student who reminded
me so much of myself. She was so eager to learn and had such a talent for the French language. I

knew I had to help and encourage her to continue with French the way my high school teacher

had done for me. That was when I knew I had to become a certified professional teacher. This

experience cemented what I already knew: the connection a teacher can create with their students

can change lives, and these students changed mine.

Looking back on all my years of being a flight attendant, I have acquired some of the

skills necessary to become an effective teacher. I have first aid and CPR training, which I truly

believe is a tool teachers should have in their tool belt. My experience in emergency medical

situations could only prove to be an asset if a medical crisis were to ever arise in a classroom.

My organizational and time management skills will be beneficial to me for planning, my

problem-solving skills will assist me in classroom management, my exposure to and working

with a mosaic of ethnicities, races, religions, sexual orientation and gender identity, as well as a

variety of languages connects me to being a culturally responsive teacher and promoting

diversity in the classroom. Working flights to Disney World carrying children with disabilities

and terminal illnesses opened me up to how important special education teachers and systems

are, and how able these children are, in so many ways.

School Observations and Classroom Application

Classroom experience and the opportunity to observe professional teachers employing the

theories, methods, skills, and techniques I have been learning about has been invaluable as a

teacher candidate. This observation opportunity at the beginning of my Master of Science in

Education program was beneficial as a student beginning to learn about the field of education, as

I was able to truly understand the classroom applications of all that I had been learning about.

My observations took place in a suburb of Toronto, Ontario and in a small city about two hours
outside of Toronto. My observations were particularly beneficial to me in that I aspire to be a

French immersion teacher and I was fortunate enough to receive observation placements in a

French immersion split grade 1/2 classroom as well as with an itinerant core French teacher,

across elementary grade levels.

In the French immersion classroom, I observed several examples of best practice. This

teacher employed tailored teaching, in that she taught French language literacy in a manner that

responded to her students as individuals, utilizing a variety of techniques to make learning the

sounds and syllables of French that appealed to a variety of learner needs, abilities, and strengths

(Cruickshank, Jenkins, and Metcalf, 2009, pp. 222-223). This teacher’s technique was especially

beneficial as she had the challenge of teaching a split-grade classroom, which, in many ways, could

be double the planning and instructional methods; she found a way to appeal to not only a variety

of learners, but to two separate grade levels in one classroom. She used sounds, voices, and hand

gestures for teaching the different syllables and combinations of sounds of words in the French

language. For instance, she used sounds that they would recognize, by mimicking the sound a wolf

makes for ‘ou’ words or making the sound a mouse makes for ‘i’ syllables. Additionally, she

paused direct instruction so that the students could replicate her mnemonic devices, which made

these sounds memorable and recognizable to the students. This teacher displayed skill and

knowledge in how to teach literacy to children in a new language in a relatable, memorable way.

Throughout her lessons, when students would read in French and flounder on a word, she would

make the sounds or the hand gestures as a way to access their prior knowledge and the students

would remember how to pronounce it. This proved to be an excellent learning experience, as I was

introduced to a creative and effective method of teaching French literacy to English-speaking

children. This technique could also be employed as a classroom teacher with English Language

Learners.

Another best practice this teacher employed was sensitivity to a variety of learners at

various reading levels as well as behavioral levels. She used a ‘tube-a-loo’, a plastic device shaped

like a phone receiver, for children to whisper into during silent reading. This stood out to me as a

tool for differentiated learning, as some students have difficulty reading in their head, and need to

verbalize the words they see on the page. Several of her students reached for a tube-a-loo as soon

as silent reading commenced, and it was evident that the students needed it and knew how to utilize

it properly, by whispering into it rather than speaking.

This teacher also displayed culturally responsive teaching, something that I feel is essential

to being an effective, caring teacher. During play time, this teacher would consistently encourage

everyone to play together, regardless of grade or gender. In one instance, a little boy played house

with a doll and a group of little girls, and a little girl played dinosaurs and Legos with a group of

little boys. Evidently, this teacher has been successful in instilling in her class the concept of

community and acceptance, as all students played with all toys and engaged in games, regardless

of their being traditionally gendered.

Moreover, I observed this teacher employing disciplinary interventions (Marzano,

Marzano, and Pickering, 2003). This teacher utilized specific techniques that would reinforce

acceptable behavior, such as high-fiving students, as well as techniques that would “acknowledge

and provide negative consequences for unacceptable behavior,” such as direct eye contact if a

student was misbehaving or bringing her fingers to her lips if a student was interrupting (Marzano,

Marzano, and Pickering, 2003, p. 35).

 Lastly, I was delighted to see this teacher engage in collaborative teaching, something that

can be inevitable when teaching a split class; however, this teacher demonstrated respect for the

other teachers, their instructional abilities, and their decision making. During this observation

placement, I noticed team work was essential to teaching a split class, especially one with such a

young age group. Professional collaboration is a key competency of an effective teacher, as

educators work together with a common goal to share expertise, insight, and offer each other

suggestions and support, all of which connect to create good presenters, an essential component of

being a good teacher (Cruickshank, Jenkins, and Metcalf, 2009, p. 196). This teacher worked with

an English teacher as well as a social studies teacher. The skill demonstrated by this split classroom

teacher was beneficial to my observations as I understood the importance of her having strong

skills in classroom management, problem solving, time management, and collaboration, as she

would have half of the class working, and addressing the other half. It was essential for her to have

excellent attention and communication skills.

In my second school observation placement, with an elementary core French itinerant

teacher, I witnessed excellent classroom management skills. This teacher used a song to focus

students and get them to quiet down. It was a call-and-response song in French, requesting students

on the count of three to listen and not speak. It was a simple, rhyming, repetitive song that worked

for all age groups of her various classes. It was a very successful method, as all the students

recognized it, sang along, and quieted down immediately. At the beginning of the year, the teacher

taught the students the song and informed them of the behavior she expects from them while she

is in the classroom: If they are too loud or off-task, she will begin singing, and they will respond

and modify their behavior. She has established a procedure that works well for her students, who

range in grades from fourth to sixth. During both of my observation placements, I learned that
often times it is harder for an itinerant teacher to manage the classroom than it is for the classroom

teacher. This teacher only had each class for one French period, making it nearly impossible to

establish a routine throughout the day. However, she displayed skill and knowledge in how to

relate to her students, in a way that children just beginning to learn French can understand and

remember, and successfully established procedures for the duration of time she spends in each

class. As previously mentioned in Section One, Harry Wong emphasizes the importance that

routines and procedures play in an effective, successful learning environment (Wong et. al., 2012).

Having a framework of consistency allows students to know what to expect and provide stability

in their knowing what is going to happen on a regular basis, something that is essential to a child

from an unstable or chaotic home (Wong et al., 2012, p. 61). Having clear expectations set out by

the teacher at the beginning of the year facilitates a respectful learning environment where more

energy is spent teaching rather than disciplining or correcting behavior.

This teacher also utilized Gardner’s Multiple Intelligences during a Halloween activity.

She utilized Gardner’s theoretical approaches to education in that she engaged students using a

variety of skills to express and illustrate their Halloween costume. First, she had each student stand

up in front of class and, in French, explain or describe what their costume was. Then, she had the

student walk down a catwalk for a ‘fashion show,’ encouraging dramatic effects such as hopping,

winking, clapping, singing, etc., depending on what or who they chose to dress up as. Once

everyone had described and walked the catwalk, she had the students sit at their desks to write a

sentence in French about who or what their costume was, and then they were to draw the

costume/character/celebrity/monster, etc., and color their drawing. In this one activity, this teacher

successfully implemented Gardner’s multiple intelligences, appealing to a variety of the eight

kinds of aptitudes as set out by Gardner; in using visual intelligence, bodily-kinesthetic

intelligence, linguistic-verbal intelligence, and even musical intelligence, she provided students

with an assortment of outlets to express their skills, interests, and creativity (Cruikshank, Jenkins,

and Metcalf, 2009, p. 69).

Being an itinerant teacher and not having a presence in the classroom for extended periods

of time, this teacher successfully implemented Marzano’s theories on assertive behavior and an

effective teacher as having “a healthy balance between dominance and cooperation” (Marzano,

Marzano, and Pickering, 2003, p, 49). In establishing clear learning goals and expectations for

student behavior and cooperation, this teacher has successfully asserted herself as leader of the

classroom while she is there and at the same time ensuring students understand she is there to

cooperate with them, support them, and help them in their acquiring of French language skills.

After reflecting upon my classroom observations and watching the various interactions

between a classroom teacher with her students and an itinerant teacher with her students, I have

witnessed many strategies I hope to adopt in my own future classroom. Literacy is something I am

passionate about and I am sure that I will utilize the mnemonic devices and strategies I learned

from the split grade teacher. A memorable strategy is the use of manipulatives to tailor teaching

as an access to a variety of learners and the use of the ‘tube-a-loo’ is something I will definitely be

using as a silent reading tool in my future classroom, as it helps those students who cannot read

silently, and assists them in their reading practice by giving them an outlet to verbalize the words

without disrupting the silent class. This will assist in giving those students confidence in literacy,

which leads to academic success.

Witnessing culturally responsive teaching amongst such a young age group was something

that I will remember to employ as I give my students the tools they need to leave my class in their

own greatness. I feel it is essential to teach acceptance and that there are no ‘boy games and toys’
or ‘girl games and toys,’ especially at such a young age. This helps the students to develop a

cultural awareness in such a diverse and changing world. Instilling community and acceptance at

an early age is paramount in creating an inclusive society with morally responsible global citizens.

Ensuring mutual respect, structure/order, and academic success with classroom

management is a skill an itinerant teacher must possess, and that is quite likely how I may begin

my teaching career, as an itinerant core French teacher. Observing this teacher’s methods,

techniques, and skill in classroom management has certainly been advantageous to my

preparedness to teach.

Philosophy of Education

Studying various aspects of the history and field of education throughout my time thus far

at Medaille College, I have developed and grown my philosophy of education. Where we learn,

what we learn, how we learn, and who teaches us are all significant aspects of education. All of

these elements of pedagogy are essential to formulate one’s philosophy on teaching and how

children should experience education. Several important experiences have led me to pursue a

career as an educator. Going back three generations, I was raised by a family of teachers so I

have always appreciated the significance, hard work, and privilege of teaching. Additionally,

teaching yoga has broadened my appreciation for this profession of growing minds, helping, and

contributing to society.

The School

Throughout the course of history, the role of the school in society has taken many forms.

Ornstein, Levine, Vocke, and Gutek (2017) elucidate that in pre-literate societies, the school was

within the tribe or the village, where, through the process of enculturation, the older generations
trained the younger generations’ children in life skills, such as boys learning to hunt from their

fathers and girls learning to sew garments from their mothers (p.46).

According to Ornstein et al. (2017), school in the Colonial Period was for religious

purposes, as the “English settlers in Massachussetts believed that a literate people who knew

God’s commandments as preached by their Puritan ministers could resist the devil’s temptations”

(p. 122). Puritans used the school to push religious agenda, ensuring children could “read and

understand the principles of religion and the commonwealth’s laws,” and use education as a

shield against Satan, whom the Puritans believed “deceived ignorant people into sinning”

(Ornstein et al., 2017, p. 122).

Although the early American school maintained religious purposes, the 19th and 20th

centuries saw the school as a place for Americanization and promoting assimilation. As Ornstein

et al. (2017) explain, in the late 19th century immigration patterns changed and in the early

1920s, America began restricting immigration from southern and eastern Europe (p. 145).

During this time, assimilation and Americanization of newcomers became predominant, with the

“common school philosophy that public schools should be agencies of constructing shared

knowledge and values” and these public schools were “identified as agencies that could teach

immigrant children to become Americans” (Ornstein et al., 2017, p. 146). Evidently, the role of

the school in society has transformed over the centuries.

The goals and objectives of the school throughout the course of history have ranged from

transmitting culture through oral tradition, to religious purposes, to teaching immigrant children

how to fit into American culture. Changes in society are inherently connected with changes in

the school. For example, as ancient Egyptian society advanced and began to put an emphasis on
reading culture through hieroglyphics, schools adapted to teach scribes to write script on papyrus

(Ornstein, et. al., 2017, p. 54).

The role of the school today is to not only to teach students the skills they will need to

succeed in education and in life outside the classroom, but also to provide them with the tools

necessary to become critical thinkers and functioning members of society. Nowadays, the school

must not only fit into a technological world, but it also must adjust to societal changes, whether

that means teaching students to read and write in a language other than English or updating the

definition and lesson of family amongst the cultural, legal, and gendered changes in today’s

family dynamic.

The Curriculum

In addition to the school, one’s stance on curriculum is a significant aspect of their

philosophy of education. Ornstein et al. (2017) define curriculum as “[p]lanned experiences

provided via instruction through which the school meets its goals and objectives” (p. 396).

Children must be at the forefront of developing curricular content that will best enable their

growth and learning success. This process involves “assessing the needs and capabilities of all

learners” as well as “creating the instructional materials and activities that will address those

needs” (Ornstein et al., 2017, p. 406). The authors describe the types of curriculum in the United

States in two contexts. The first approach to curriculum is subject-centered that sees curriculum

as a “body of content, or subject matter, that leads to certain achievement outcomes or products;”

and the second, student-centered curriculum, sees curriculum “in terms of student needs and

interests” and “how the student develops her ability to acquire knowledge” (Ornstein et al., 2017,

p. 396). In general, it is important for teachers and schools to employ both perspectives of

curriculum, providing students with a balanced body of knowledge and experiences.

 Ornstein et al. (2017) posit that John Dewey “organized the curriculum into constructive,

experimental, and creative activities” to develop “children’s sensory and physical coordination,”

and to offer “opportunities for children to make and do things based on their interests,” as well as

to “stimulate children to formulate, examine, and test their ideas by acting on them” (p. 104).

These types of meaningful, hands-on experiences facilitate a child’s expansion of knowledge, but

also growth in their personal character.

Additionally, the curriculum must provide standards for students and teachers, which is

fundamentally necessary, as standardization for everyone across districts is essential to

maintaining education equality for all children. Though in different countries, the state of New

York and the province of Ontario have very similar curriculum standards that best reflect the

growth of children. Having Common Core State Standards (CCSS) in mathematics and English

Language Arts (ELA), which are divided into strands, New York maintains a well-rounded

curriculum that provides teachers with guidelines to create meaningful experiences in the

classroom (Common Core State Standards Initiative, 2017). Similarly, Ontario maintains

standards with its Curriculum Expectations (OCE) in a number of subject areas, also divided into

sub-categories (Ontario Ministry of Education, 2017). Having core standards divided into sub-

categories enables educators to utilize guidelines to develop lessons, activities, and assessments

that provide children with a variety of opportunities to articulate their knowledge and skillset.

Both the CCSS and the OCE are readily available online, which facilitates clear communication

of student and teacher expectations to parents, students, teachers, and the public.

Moreover, utilizing effective methodology, such as the project method (Ornstein et al.,

2017, pp. 191-192), where the curriculum is not just rote memorization and studying books
alone, but becomes more a means of facilitating learning through activities and hands-on

learning experiences.

Another important aspect of curriculum is assessment, not only assessment of student

knowledge of the curriculum, but also assessment of the curriculum itself. It is the school

board’s, and principally its superintendent’s, responsibility to develop curriculum, to assess it,

and ensure it is meeting guidelines as set out by the state and federal governments (Ornstein et

al., 2017, p. 204). This is especially important as it holds a body accountable to ensure academic

achievement.

It is essential to have a well-balanced curriculum that emphasizes both student and

subject, which allows children to be prepared not only in core subjects and skills, but also allows

for creativity, individualism, and experience through constructivist and student-centered

activities. Students must learn essential knowledge and skills for academics and life, but they

should also be able to see themselves in the curriculum, textbooks and activities, and teachers

must be culturally responsive in their teaching of the content.

Learning

Just as curriculum is important to a philosophy of education, so too is the nature of

learning. Children learn best when they are involved in the learning process, and where their

individual needs and passions are met. Progressivism enables students to learn at their own

readiness, which facilitates concrete learning processes, as “interest, motivated by direct

experience, is the best stimulus for learning” (Ornstein et al., 2017, p. 190). Similarly,

constructivism emphasizes student-centered learning because “children learn most effectively

and readily by constructing ideas based on direct explorations of the environment” (Ornstein et

al., 2017, p. 179). Additionally, a pragmatic approach to learning emphasizes student interaction
with “his or her social, cultural, and natural environments,” which “constitutes the process of

living, growing, and developing” (Ornstein et al., 2017, p. 173). A very important aspect of

pragmatism is that teachers “favor interdisciplinary education,” which helps lead to critical

thinking and well-rounded learning, as it entails problem solving that uses several sources, not

just one (Ornstein et al., 2017, p. 174). Though giving children the opportunity to learn in a

manner that is centered around them is significant, it is also essential to ensure students have

concrete knowledge in core subjects, preparing students to become competent individuals who

are skilled and knowledgeable with the necessary tools to compete in a global economy and

workforce.

In order to facilitate effective teaching, it is important to consider how learning occurs.

Benjamin Bloom’s Taxonomy is one of the most recognized theories in the field of education.

Divided into three domains, the cognitive (thinking), the affective (attitudes, emotions), and the

psychomotor (physical tasks), Bloom’s Taxonomy promotes higher order thinking through a set

of verbs that correspond to varying levels of thinking (Forbes, 2015). This provides teachers with

the tools necessary to organize lessons into specific objectives, with each level of knowledge

building upon the last.

Moreover, Lev Vygotsky’s work in cognitive development and social interaction, led to

his conceptualizing a child’s Zone of Proximal Development (ZPD): the distance between a

child’s actual ability and their potential ability with educational support, or the ‘sweet spot’

where learning occurs (Johnson, 2004, p. 109). Teaching within this framework, it is essential to

assist a child with a task until they are able to perform it on their own. Providing scaffolding, or

the guided learning activities within a student’s ZPD that promote the child’s development,

allows the student to concentrate and build on his knowledge, step by step (Slavin, 2005, p.47).
 Lastly, B. F. Skinner’s work in behaviorism was especially beneficial to examining how

learning occurs and understanding that behavior is shaped by operant conditioning, meaning that

one acquires his behaviors through consequences (Nevin, 1992, p. 614). Through his research,

Skinner demonstrated that learning occurs through association, and reoccurrence of behavior is

dependent upon the type of reinforcement used: positive reinforcement increases the frequency

of a desired behavior; and negative reinforcement decreases its frequency (Nevin, 1992, p. 614).

Taking the work of Bloom, Vygotsky, and Skinner into consideration, teachers must

develop effective methods of instruction. It is essential that each child is respected as an

individual learner with their own sets of learning styles. Effective teaching is a combination of

direct instruction and explicit comprehension instruction. The former is a systematic teaching

method that emphasizes carefully developed lessons designed in small steps, with up to an

“eight-part lesson sequence,” that is an effective way for the teacher to communicate information

in an organized, “explicit and extremely scaffolded” manner (Ornstein et al., 2017, p. 413). The

latter facilitates critical thinking and comprehension by emphasizing “review and preview,

feedback and correctives, and guided as well as independent practice,” enabling teachers to

“model conceptual learning, help students link new knowledge to their prior learning, monitor

students’ comprehension, and train students in summarizing, drawing inferences, and other

learning strategies” (Ornstein et al., 2017, p. 452). A teacher’s delivery system is also important

to learning. For instance, questioning facilitates effective learning, and teachers must have a

sharp questioning skillset that stimulates critical thinking, student participation, and learning.

Ornstein et al. (2017) elucidate, “Several studies have identified questioning skills as an

important aspect of effective teaching” (p. 451).

 Another aspect of instruction that is paramount to children’s learning success is

differentiated instruction. This type of instruction is defined by Ornstein et al. (2017) as being

“based on the premise that all students differ in how they learn, their personal strengths and

weaknesses, their backgrounds, and their interests” (p. 410). There is a necessity for

differentiating instruction to reflect each student and their individual needs. We must cater to the

academic needs of English Language Learners (ELL), and an Individualized Education Plan

(IEP) is essential for any student facing learning challenges or who require behavior

modifications. This personalized instruction maintains the “goal of maximizing each learner’s

potential and giving meaning to students’ learning” (Ornstein et al., 2017, pp. 410-411).

In today’s world, technology enhances student learning. In fact, 90% of teachers have

computer access in class, and almost 60% of teachers have access to an interactive white board

(Ornstein et al., 2017, p. 415). It is important to provide today’s students with a technological

outlet for learning. For instance, the app and website, Kahoot!, is a popular and engaging way for

teachers to not only test their students’ knowledge, but also to have fun in their classroom

(Kahoot!, 2017). Similarly, ClassDojo is a multipurpose classroom tool that creates a positive

classroom culture through classroom management, home-school partnerships, and student

engagement and showcase, and is used in 90% of American K-8 classrooms (ClassDojo, n.d.).

Lastly, a paramount facet of learning is diversity. The pragmatist approach to community

values diverse cultures and enables classrooms to be “collaborative learning communities where

students share their interests and problems,” and children acknowledge that “every culture has

something of value to share;” and pragmatist teachers “create more inclusive democratic

communities” by valuing “multicultural communication between students” (Ornstein et al., 2017,

p. 176). Integration of all ethnicities and religions into the classroom is important because it
develops “positive interracial relationships” and boosts academic achievement amongst minority

and low socioeconomic status (SES) students (Ornstein et al., 2017, p. 343). In fact, students in

low-income minority groups are more likely to increase their academic achievement when they

attend schools with nonminority students from middle-income homes (Ornstein et al., 2017, p.

350).

The Learner

The most important piece of one’s philosophy of education is the learner – the child – and

the 21st century classroom must be student-centered. A very important facet of the learner that

teachers must consider is the developmental stages of the child. Naturally, Jean Piaget’s

pioneering work in children’s growth patterns and their stages of development is a vital part of

understanding the development and learning processes of a child. According to Piaget, children

establish their notions about reality by “actively exploring their environment” and this facilitates

the development of intelligence by way of a series of stages (Ornstein et al., 2017, pp. 112-113).

A child’s first stage of development, the sensorimotor stage, is when he or she develops object

permanence (Ornstein et al., 2017, p. 112). The next stage, the preoperational stage, is when

children develop their ‘kid logic’, creating and categorizing objects and developing a more

complex perception of reality (Ornstein et al., 2017, p. 112). The third stage is the concrete-

operational period, where children develop their logical and mathematical thinking (Ornstein et

al., 2017, p. 112). The last of Piaget’s stages of child development is the formal-operational

period, which is characterized by the emergence of abstract thinking and the development of

adult reasoning (Ornstein et al., 2017, p. 113). The learning process changes as the child goes

through each stage of development, which is important to recognize because as a child moves

through the stages, their notions and perceptions about knowledge and reality change. Primary
education teachers must be aware of their students’ stage of development depending on their age

and grade level, and individualize instruction so each child can learn at their own individual

degree of readiness. Additionally, Bloom’s Taxonomy assists teachers in organizing their lessons

according to the individual and developmental needs of the child, as they are able to ensure their

instructions are coordinated with the child’s specific abilities, building upon each level within a

respective hierarchy. Having an organized set of objectives assists teachers and students in

understanding the purpose of a lesson.

In addition to recognizing a child’s level of development, an effective teacher is also

sensitive to the needs of the child, their nature, and their interests. In order to nurture a child’s

learning, teachers must create a safe, positive space in their classroom with a fundamental sense

of support and community. As Ornstein et al. (2017) state, a child’s learning is most effective

when in a space where the learner has positive relationships, feels comfortable, safe, and cared

for (p. 411). Not only are subject academics important, but so too is fostering social and

emotional learning and skills in a child, and teaching them responsible decision making, how to

show empathy, and manage emotions (Ornstein et al., 2017, p. 412).

Educators must view the role of the child as learner, main subject, and reason for teachers

doing what they do. Ornstein et al. (2017) explain that Gita Kedar-Voivodas has explored the

“desired student behaviors and characteristics,” or student roles, in elementary school (p. 296).

She has established that there are three types of student roles: The pupil role characterizes the

student as expected to be respectful, docile, and obedient; the receptive learner is an expectation

of being receptive, on-task, and motivated; and the active learner role expects students to be

curious, challenge authority and over reach the basic curricular content and learning processes

(Ornstein et al., 2017, p. 296). Teachers should encourage a combination of all three types of
roles in the classroom, with an emphasis on being an active learner. The place of the child should

not be recipient of constant rote memorization, but an active participant in exploration of

knowledge, experience, and learning.

Assessment

An important aspect of education is assessment. In addition to improving teaching

practices, the “primary purpose of assessment and evaluation is to improve student learning”

(OME, 2010, p.6). Assessment ensures education equality by having standardized, goal-oriented,

benchmarks for academic success and learning. Teacher assessment should be fair, transparent,

and equitable for all students, including accommodation for those with special education needs,

IEP, as well as ELL.

There is a wide variety of assessment available. For instance, teachers should not only

utilize tests and quizzes, but also formal and informal observations, questioning, presentations,

group work, projects, essays, discussions, self-reflections, as well as homework. Using a wide

array of assessment techniques ensures a demonstration of student skill, knowledge, and

achievement is being evaluated in a balanced fashion.

Standardized testing also enables education equity. For Ontario, the Education Quality

and Accountability Office (EQAO) is the governing body that holds Ontario’s education system

accountable, providing “reliable and useful information that is used to help improve student

achievement and ensure the accountability of school boards” (Education Quality and

Accountability Office, 2017). Similarly, in New York State, the Office of State Assessment

(OSA) is responsible for accountability, it “provides guidance;” it “develops and administers

tests that are aligned with the New York State Learning Standards and Core Curriculum;” and it

also ensures that the tests “yield valuable information that enables the State Education
Department to hold schools accountable for the education of all students” (Office of State

Assessment, 2014).

Teachers must use inclusive assessment strategies and practices that reflect the diverse

needs of all students. The assessments must be free of stereotypes, discriminatory biases and

barriers. Differentiated instruction is as important as differentiated assessment, which reflects the

unique experiences and backgrounds of all students and responds to their learning needs,

aptitudes, and interests.

Classroom Management

Classroom management is a crucial element to an effective, structured education.

Renowned theorist Harry Wong defines classroom management as referring to “all the things

that a teacher does to organize students, space, time, and materials so that student learning can

take place” (Wong, Wong, Rogers, & Brooks, 2012, p. 60). Classroom management is inherently

linked to instructional success. It is necessary for teachers to clearly communicate their

expectations, class rules, and procedures at the beginning of the year; having lesson objectives,

rubrics, and classroom procedures explained, clearly communicated, and posted in the classroom

to ensure students understand what is expected of them. Doing so enables the teacher to spend

their time educating the students, and not disciplining them.

Having students involved in the decisions of the classroom ensures they will abide by the

rules set out by the teacher. For instance, having a list of daily jobs for the students to maintain

classroom order and organization, or having creative ways of rewarding them for keeping on-

task. It is essential to focus classroom management on not only student behavior, but also

consistent procedures. It is also necessary to diversify one’s classroom management techniques

so that it works for all students of the classroom, as research indicates that using a variety of
techniques is a most effective way to engage and motivate students into productivity (Ornstein et

al., 2017, p. 450).

In addition to Wong’s procedural techniques, Skinner also offers highly effective

classroom management strategies that achieve maximum learning results. As previously

mentioned, Skinner’s operant conditioning and use of reinforcements to shape behavior

facilitates an effective learning experience. For instance, giving a student who struggles in math

ten minutes of computer time for every ten equations solved correctly, which would be a high

value reward for working hard in a subject they find challenging.

Additionally, it is imperative to create consistency and stability in one’s classroom, especially if

there are students who come from unstable home environments. According to Wong et al. (2012), “The

procedures provide the framework for the consistency” and the students become “secure in knowing

what is going to happen every day” (p. 64). Wong maintains that predictability is essential for students

from chaotic and unpredictable homes (Wong et al., 2012, p. 61).

The Teacher

The last fundamentally important aspect of one’s philosophy of education is, of course, the

teacher. The teaching profession is historically prestigious in its social status, education, and skill level

(Ornstein et al., 2017, p. 29). Teachers are exemplars, role models, and should be of impeccable

character, both inside and outside the classroom. Teacher accountability is important, as there is a

mounting pressure for teachers to demonstrate that their students are attaining academic achievement in

reading and math and adequate yearly progress (AYP) (Ornstein et al., 2017, p. 218). Teachers represent

a high-quality ethic in our culture, where they “must meet some standard of competency,” in addition to

being mindful of how they conduct themselves in public (Ornstein et al., 2017, p. 237).

Teachers must remember their role is not to regurgitate information, but to give students the tools
they need to leave the classroom in their own greatness. Many people who aspire to be teachers examine

the role of the teacher with the desire “to perform a valuable service to society” (Ornstein et al., 2017, p.

2).

For a teacher, lifelong learning is necessary, as developing one’s knowledge and skills with the

“goal of improving student achievement” is essential to being an effective teacher (Ornstein et al., 2017,

p. 34). Attending college courses, taking Additional Qualification courses, workshops, conferences and

the like improves not only teaching, but also learning of the teacher and, ultimately, the student.

Historically, teachers did not need a formal education, but merely the ability to prove they were

competent in subjects like reading and spelling; now, however, teachers require certification and,

usually, a minimum of a bachelor’s degree, in addition to passing standardized tests and/or exams

(Ornstein et al., 2017, pp. 7-9).

A teacher’s personality can remain with a student throughout their lifetime, even inspiring them

to pursue a career in teaching. In fact, in a study asking future teachers why they have chosen the

profession, 53% of respondents were “inspired by favorite teachers” (Ornstein et al., 2017, p. 2).

Teachers must be compassionate, caring, sensitive, warm, and open, especially primary and elementary

teachers, as we “often form our first impressions of schools and teachers in kindergarten and carry these

ideas with us throughout our lives,” and the “kindergarten teacher’s personality” is “of paramount

importance” (Ornstein et al., 2017, p.100). A teacher’s professional characteristics are just as important

as their personality traits. It is essential they be competent, knowledgeable, educated and masters of a

“defined body of knowledge” (Ornstein et al., 2017, p. 26).

Moreover, a teacher’s community relationships are also significant to their professional success.

Not only is their relationship with the school, administration, and students significant, but also the

relationship they have with parents, as home-school partnerships are paramount in students’ academic
achievements. Steiner (2014) makes clear that there is a distinct connection between student

achievement and parental involvement with their at-home studies, and it is essential for a teacher to

foster that relationship (pp. 703-704).

There are many aspects to creating a well-rounded philosophy of education. The school, the

curriculum, learning, the learner, assessment, classroom management, and the teacher are all important

characteristics of solid education. Building my philosophy on the works of Piaget, Dewey, Vygotsky,

Skinner, and Wong, I intend to use all aspects of this philosophy in my future teaching practices. I feel it

is of utmost importance to focus on the children as the learners and provide them with well-rounded and

balanced instruction, activities, assessments, and most importantly, meaningful experiences. Being

surrounded by educators throughout my whole life, I have an inherent appreciation and love for

teaching, and the important task and privilege of educating and growing the minds of our children.

Resume

The following is a layout of my current resume. It provides insight into my skills,

certifications, work experiences, and educational background that have all contributed to the

foundation for my confidence to pursue a career in education.

 MEGHAN ALICIA O’DRISCOLL
megaliciaod@gmail.com

HONOURS BACHELOR OF ARTS, UNIVERSITY OF TORONTO

BILINGUAL  CERTIFIED YOGA TEACHER
COMMUNICATIONS AND MEDIA  CUSTOMER SERVICE

Multilingual with the ability to read, write, and speak fluent French, as well as Spanish, Portuguese, and
Catalan. Excellent communication, time management, and customer service skills.

NOTABLE ACHIEVEMENTS
Yoga on Seven:
 Completed the first and only Baptiste Institute Expand Your Power yoga training program in
Canada
Air Transat:
 First Aid/ Heart Saver (A+) through the Heart and Stroke Foundation (CPR and AED)
 Certified language representative for French, Spanish, and Portuguese
 Assistant Flight Director
University of Toronto:
 Graduated Honours with Distinction

CORE COMPETENCIES
 Multilingual  Excellent communicator  Calm, focused, non-reactive
 Time management  Excellent team work  Editing and proofreading
 Commands a room  Ability to multi-task and skills
prioritize  Problem solving skills

PROFESSIONAL EXPERIENCE

YORK CATHOLIC DISTRICT SCHOOL BOARD 2017-Present

Emergency French Supply Teacher

Delivered the Ontario Core French curriculum to the Primary, Junior, and Intermediate divisions at Father
John Kelly Catholic Elementary School and St. Anne Catholic Elementary School as a Long Term
Occasional teacher. Planned lessons and created French language materials and assessments. Provided
students with French language instruction, games, and coursework delivered within a Catholic context,
using the Accelerated Integrated Method (AIM/Gestures). Class content was centered around grammar,
reading, writing, listening, and speaking in French.

YOGA ON SEVEN 2016-Present

Yoga Teacher/Assistant Manager
Responsibility to my students and the studio to ensure that each and every student enters a welcoming,
clean space and experiences a fun, challenging, and empowering yoga class. Consider the limitations of
each student and teach the class according to various levels of ability, health problems and age. Monitor
and adjust the students in their poses, helping them to maximize their potential while avoiding injury.
Capability to lead the class using cues and verbal adjustments with minimal visual demonstrations.
Manage classes of more than twenty five students. Teach a high-intensity, hot power vinyasa class in
addition to a non-heated, low intensity class with a guided meditation. General administrative duties,
selling to new clients and renewing existing ones, as well as solving students’ issues.
AIR TRANSAT 2005-Present
Cabin Crew
Enforce safety and security regulations as defined by Transport Canada. Handle emergency and non-
emergency situations with diplomacy, tact, and professionalism. Achieve time-sensitive goals on a regular
basis. Managed crew on set tasks as Assistant Flight Director. The ever-changing environment requires
adaptation to what can sometimes become stressful, challenging situations. The work environment is
dynamic and fast-paced; it includes very long hours, working under pressure with new colleagues,
changing time zones, and the ability to work individually or as a team— flexibility is essential.
Consistently deliver quality customer service in a friendly, approachable manner.

SWISS CHALET, ST. JOHN’S 2002-2004

Server
Maintained excellent organizational skills and multitasked in a fast-paced environment in both
French and English.

EDUCATION & PROFESSIONAL DEVELOPMENT

Medaille College, 2017-present (Graduation December 2018)

 Master of Science in Education, Elementary Education

Yoga on Seven, 2016

 Baptiste Institute’s 200-hour teacher training program, Expand Your Power: A Baptiste
Yoga Immersion Training

University of Toronto, 2008-2014

 Honours Bachelor of Arts with
Distinction
 Major in Books and Media Studies
 Minors in American Studies and
Spanish

Canadian Film Centre (CFC), 2014

 Volunteer as Sponsor Liaison

Memorial University of Newfoundland, 2002-

2004

Holy Heart of Mary Regional High School

 Graduated with Honours, class of 2002

Certificates
 Dignity for All Students Act (DASA) Training
 Identification and Reporting of Child Abuse and Maltreatment (New York)
 School Violence Prevention and Intervention (New York)
 Humour in the Classroom
Conclusion

Section Two of my Elementary Education Portfolio has given me the opportunity to

introduce myself, my background, and what has led me on this journey to become an educator

and to pursue my Master of Science in Education at Medaille College. This section has

highlighted my work and educational background, in addition to detailing my classroom

observations obtained during placements in my fieldwork course, which have proven to be quite

a valuable learning experience. Witnessing in the field the theories and experts that I have been

studying, such as Wong, Gardner, and Marzano, has allowed me to better understand these best

practices and strategies first-hand. Additionally, I detailed how I would like to apply these

observations to my future classroom.

In this section I have also produced my beliefs and perspectives on education in my

Philosophy of Education, as well as provided my resume outlining my academic and professional

accomplishments that have provided me with a skillset and confidence to pursue a career as

professional teacher. In the next section, Section Three, I will describe a compilation of artifacts

from my studies at Medaille College. These artifacts are a myriad of evidence reflecting my skills

and competencies as an effective teacher that showcase my readiness for a career in education.