SECTION TWO

Background Experiences
Introduction
Every success and failure becomes a building block in a persons life that will continue to
develop them emotionally, mentally and psychologically and physically. This section will take
you through my background experiences that have enabled me to come this far, and continue to
shape the person I am today. I was fortunate enough to receive plenty of mentorship, and I can
attribute many of my successes to those individuals. That being said, even the bad apples that I
have encountered have forced me to soldier through and overcome, and it has taught me a lot
about what not to do as an educator. There is no end to learning as an educator, and so this
Section will just relay some of the educational and work experiences that I have gone through,
school observations and classroom applications, which have produced the person standing before
you today. Lastly, my current resume will be provided at the end of this section to highlight my
main experiences.
Educational Background
It is often true that an educator develops a passion for teaching due to either positive or
negative experiences that they may have encountered throughout their educational experiences.
The negative experiences can prompt them to work hard and ensure that they refrain from
practicing the same methodologies that their teachers had used, which evidently, were not
effective. The positive experiences on the other hand, can promote methods and practices that
have a progressive outcome for the students. In my case, I was more impacted by the negative
classroom experiences that I encountered, and due to the incidents that I faced, I vehemently
decided that I would be an educator that promotes progress and fosters growth for each student, I
am still able to vividly recall an incident that may not seem that drastic to many, but to me it

really lowered my self-confidence in my academics. It was in my Grade 10 Functions class, and

our teacher had just been introducing a new concept to us that week. I often needed a little bit of
practice to gain a grasp on many math concepts, and this particular one was more challenging for
me than most. In that first week I really struggled with the practice questions that were assigned
in class, and at one point I vulnerably put up my hand to receive help (which I was already not
fond of doing), and my teacher made a weak attempt to assist me, and then proceeded to question
what I was doing in the academic level class if I was not able to understand such concepts. He
ended off saying that I should probably consider going back to Grade 9. I remember being
absolutely devastated because I was already insecure about how difficult I was finding
Functions, but I always worked hard and got through, until I heard my teacher say out loud the
very feeling I had been trying my best to dispose of.
From Grade 10 onwards, I was in a constant battle with Mathematics. My mind was set
on conquering every Math course because I did not want to undersell myself, even if it meant I
did not pass with flying colours. Part of the reason was because my Mom is a Math teacher, and
a part of me always believed that I had inherited the knack-for-math gene. That being said, I had
a teacher who was aware of whom my Mom was, and because of that she tried to push me even
harder to do my best when it came to Math. Just like I did, my teacher believed that I was
inherently good at Math since I was brought up in a household with a Math teacher and an
accountant. Knowing that a lot was expected of me, I just continued to push myself, and my
teacher would push me to keep practicing as well. Before I knew it I was drastically improving at
Math, which was quite contrary to the year before where I had been put down for even trying. I
was really grateful that I had the support that I did after my Grade 10 year, because without the

teacher support that I received, I would have continued with the feeling that I was not adequate
enough, and that working hard was not getting me anywhere.
These encounters that we go through really make an impact on how you progress in life,
and for me, it motivated me to become the kind of educator that shows support and encourages
students to keep trying. I want to ensure that no student will feel inadequate I my classroom, and
if there are concepts or skills that they struggle with, they will be learning the principles of trying
their best, and working hard in my classroom. It is understood that not everyone will have the
same strong suits, however, I do not believe that anyone should be put down for trying to
accomplish something that might be out of their comfort zone.
Work Experiences
I would suppose that it would be more fitting to talk about the experiences that I have
gone through in the field of education, however, I feel that there is a lot that I can draw from my
non-field related work that will provide a sense of my work ethic and principles that I carry with
me wherever I go, in everything that I do. I have worked various jobs, and in almost all, I have
been asked to take on greater responsibilities, such as providing training, or acting as a key
holder, designing work-efficient plans and so on. When I train individuals, I always walk them
through how to do the job in the best way possible. This attribute is something that I will be
bringing to my own classroom, as I do my best to provide the resources and environment that
will facilitate the best learning environment for my students.
School Observations and Classroom Application
For many years now, I have been preparing myself to become the kind of teacher that I
would like to be. I knew soon after I finished High School that I would like to pursue a career in
teaching, and I began reflecting from that point onwards. What kind of teachers did I learn the

most from during my years in Secondary School? What made them effective teachers? What
could I be learning from them and apply for myself to help future students have a successful
learning experience? I have had the opportunity to visit many classrooms since then, and work
with an array of children of various ages, cultures, learning styles, and so on. One of my most
significant learning experiences for teaching was at Homestead Public School in the city of
Brampton, Ontario; where I observed, assisted and taught in a Grade 3 classroom.
At Homestead, there was a really balanced blend of students in terms of ethnicities,
socioeconomic status, genders and types of learners. I would attend every once a week
(Thursday) from September 2012 to March 2013, and then I completed a full month of teaching
in April 2013, where I was teaching the class between 75% to 100% of the day, with a specific
focus on teaching a Science unit on Strong and Stable Structures.
While I was at Homestead, I honestly believe that I learned so much, not only from my
mentor teacher, but from the students as well. One thing I was able to take away from my time
there is how important it is to be prepared and do your best to be calm and in control at all times
in the classroom. The last thing the students need is a teacher who is fretting over every little
thing that does not go well in the classroom. An example of this for me is when I was trying to
use technology in one of my lessons, I had everything set up and ready to go, but when it came
down to pressing play, the machine failed me. I had planned my entire lesson around being able
to show a video, and I immediately went to my mentor teacher in a panic, because I was not sure
how to cover up for not having a Plan B. At this time, I was also noticing that the students were
starting to lose focus, and some of them were even being callous and started to point out my
error in teaching. Albeit true, I did not call the student out on what was said. Instead, my mentor
teacher graciously took over because she did in fact have another way to teach the lesson.

Afterwards I took the opportunity to use this experience as a teaching moment, and
shared with the class that at times not everything will pan out the way you want it to, and that we
should always be prepared for that. At the same time, I informed the students that if and when
this does happen, whether it happens to a fellow student in the classroom, we should always try
to be supportive and understanding of the circumstances they are in (this was my indirect way of
addressing the student who had spoken out about not being able to pull things off in the class).
This was really a teachable moment for me, because had I known I would be caught off guard
like that, I would have made sure to prepare something else to supplement the lesson if the initial
method did not go according to plan.
One of the first things we discussed in our early field experience class was the process of
planning. During this discussion, we noted some of the things that were important to plan for,
which were: the allotted time we have for each class, the transition periods between tasks or
between classes/lessons, the childrens interests, ensuring that the curriculum expectations are
integrated, allowing for students to demonstrate any prior knowledge they have on the topic, and
classroom dynamics.
In my experience, I have realized that the key thing to focus on is putting together a
lesson/task that is bases off of your students interests. This involves getting to know your
students. We learned about one of the theorists that emphasized discovery learning Jerome
Bruner. Bruner talks about inquiry based learning, and his theory suggests that students are more
likely to remember concepts and knowledge that is based on ideas and topics that pique their
interest and that they further look into themselves. I saw this in my classroom at Homestead. My
mentor teacher would design a task, but there would be room for the students to acquire
knowledge related to the task that was in line with what they were interested in. An example of

this was a story-writing unit that she went through while I was there. She explained how to write
a good story to the students, and discussed the different components it needs to have. Then, the
students were able to bring in props, and formulate a complete story based on something that
interests them. Students wrote about various things, such as sports, animals, going on adventures,
and so on.
As an educator, my mentor teacher really helped the students think critically, and she
would always ask them to open their files, which was her way of referring to all the things that
they could draw from as prior knowledge. She would ask the students to access their file, and
find what they know about something, and ask them to build on it. She would always positively
reinforce the students to keep trying and that inform them that it was better to be trying than not,
because at least if they are trying they are learning. Another thing she would practice in the
classroom is having students share positive things about one another. Students learned to be
caring and appreciate one another for their differences, as well as their similarities. All these
things really brought the classroom dynamic and unity together. These are definitely practices
that I will be taking away with me to use in my future potential classroom. Being at Homestead
was a great experience for me, and one that really set out a lot of foundational things for me to
take away and use as a future educator.
Philosophy of Education
I believe that every child deserves the right to education in order to grow and mature
emotionally, physically, intellectually and socially. I find that it is imperative for educators to
assist in unlocking each childs potential by understanding the child, as well as recognize the
academic atmosphere that will enable the child to thrive the most. In doing so, I firmly believe

that every child will have the ability to contribute as an active participant in our society, thus
allowing generations following to be fostered in bright environments.
As an educator, I believe that we need to move beyond teaching methods that presume
that children are merely empty vessels waiting to be filled with knowledge. Rather, we create a
much greater discussion and flow of ideas by allowing the students to take an active part in their
own learning. By engaging their previous experiences and prior knowledge, the learning
becomes more applicable to their lives. Inevitably, the role of the teacher begins to look like that
of a facilitator, leaving room for the students to construct knowledge by participating in rich
discussions and engaging in various activities as part of the lesson.
Equally important, is allowing students to be involved in the community around them. By
engaging the students in the community and creating awareness of societal issues, they develop a
sense of responsibility and accountability, which enables them to make conscious decisions when
given a voice. They also cultivate relationships with one another that are based on mutual
understanding and respect. I believe that with this approach, children are not only aware that they
have a voice, but that their input makes a difference. By creating the space for children to get
involved in their school community and in the community in which they live, educators are
creating a stepping-stone for children to become active and willing participants in their society.
Personally, my desire as a teacher is to motivate my students to learn and grow to the best
of their ability, and to instill a love of learning. I would love to see a classroom in which children
are dynamically engaged in discussions that promote learning and a greater understanding of one
another. I will always strive to create a space where children feel safe to share, and are reassured
that their opinions matter.

As an educator, I want to promote the process of self-discovery for children, and give
them the necessary tools and resources to help them tap into their potential. I believe that the way
to accomplish this is by discovering what their interests are, and incorporating that into their
learning. I whole-heartedly believe that children have the potential to bring something unique
and special to the world, and my hope is to be a part of it by being a facilitator in the process of
learning and discovery. Below I will be discussing the various aspects that make up my
philosophy in order to develop a greater understanding of my stance on education.
The School
Every child deserves the right to an education, and by having the opportunity to be in
school, they will be led into opportunities to make a difference in their community. I strongly
believe that the school should be involving students in what is happening around them in order to
engage them in acts of social justice and promote active citizenship for each student. They are
meant to become future leaders of our society, therefore it is important that they involve
themselves in what is occurring in and around the school they are currently situated in.
The Curriculum
For the longest time, our schools have placed an emphasis on specific subjects such as
mathematics and science, which would cater more towards logical thinkers and allow them to
thrive more so than other students with different learning styles and different subject interests. I
think the curriculum should foster growth for each child based on the childs interests. John
Locke highlighted that the knowledge taught during younger years are more influential than
those during maturity because they will be the foundations of the human mind. I agree with his
logic, and therefore I would argue that especially in the younger grades, children should be able

to learn based on things that appeal to them, and the educator should be able to realize what each
childs potential is in various subject areas, and the skills that they bring to the table.
Learning
For learning occurring in my classroom, I would apply the logic that derives from
progressivism, where education focuses on the whole child, and not so much on the content or
the teacher. Learning is rooted in the questions of learners that arise through experiences, inquiry
and discovery. Learning in this stream of education is more active, and does not promote apathy
or passivity. This will enable the students to be accountable for their learning, while being keen
on what they are learning because they are given more liberty to decide what tasks or subject
areas interest them the most. The learning in the classroom will also promote diversity,
inclusivity, and understanding of all individuals
The Learner
Students will be actively engaging in the exploratory learning in the classroom and they
will become critical thinkers, and be able to construct knowledge based on the tasks and applied
knowledge that takes place in the classroom. As discussed earlier, one of my key goals as a
teacher is to enforce the idea of helping students to become active citizens. Therefore, as the
learner, they will be personally and socially developing throughout their educational career and
this will enhance their participation in the real world. The student will also be
Assessment
As an educator, I think it is important to make sure that assessments are adapted to
include all the different learning styles that students will have. I do not agree with having
standardized testing because it does not cater to all students and the strengths that they bring to
the table. In fact, a lot of students are disadvantaged because they are expected to follow cookie-

cutter assessments, and their academic worth is defined by the results of these tests. The educator
should promote student-growth by differentiating the assessments and adapting the way student
understanding is evaluated.
Classroom Management
The classroom will be a student-centered space, and therefore the educator should ensure
that they are providing an enriched learning environment for the students to be able to actively
engage with the learning and with one another. In terms of classroom discipline, I would not
want any child to ever feel singled out in the classroom, so whenever there is a need for
discipline, I believe that it ought to happen on an individual level. Students can be reminded to
stay on task, however, I would refrain from pointing out students that are having difficulty
keeping on task because more often than not, they are not able to stay on task because they are
not completely engaged with what they are doing. It is the educators job to discern whether a
child is distracted and proceed by facilitating discussion and involving the childs interests in
order to make the task more relevant for them.
The Teacher
As formerly mentioned, the teacher will act as a facilitator, a coach, and a change agent.
The teachers role will be to promote thought, inquiry, understanding, and stimulate critical
thinking among the students. I think it is imperative for a teacher to get to know the students in
order to recognize their strengths and weaknesses and figure out the best teaching methods to
accommodate all the students different learning styles. Above everything else, the educator
needs to be a life-long learner because if the classroom is not adapting, thriving, engaging, and
so on, then the students are not receiving a worthwhile educational experience.

Resume
Saira Zachariah
1209 Dream Crest Road
Mississauga, ON, L5V 1N7
saira.zachariah@gmail.com
(647) 785-1416
EDUCATION
Bachelor of Arts, Humanities (Honours)

Sep 2009 - April 2014

York University, Toronto, ON

Bachelor of Education, Primary/Junior
York University, Toronto, ON

Sep 2010 - April 2014

RELATED EXPERIENCE
Brisdale Public School, Brampton, ON

Planned, organized and taught lessons in a Kindergarten classroom

Homestead Public School, Brampton, ON

Planned, organized and taught lessons in a Grade 3 classroom

WORK EXPERIENCE
Data Entry Operator, RECALL Canada, Brampton

July 2014 - Present

Organize government documents

Train other team members and delegate tasks to create flow of work

Index documents onto companys data entry program

Retrieve filed when requested by clients

Supervisor, Booster Juice, Mississauga

, ON

Dec 2007 July 2014

Welcomed and served approximately 40 customers every hour in a friendly and

pleasant manner

Promoted to supervisor within a year based on outstanding ability to communicate

with team members and resolve issues that originated within employees

Ensured customer satisfaction by assisting them with any product related

questions or concerns

Handled busy work environments with ease, care and attention to details

Trained other employees efficiently and with patience on how to calculate cash
deposits and maintain a balanced cash flow, ranging from $500 to $2000

Assisted in marketing schemes to promote product knowledge and brand

awareness

Student Team Member, Chrysler Assembly Plant, Brampton

June Aug 2011

Successfully learnt quickly and efficiently in a fast paced environment

Rotated amongst various roles on the assembly line and assisted with meeting the
department quota of 500 cars per day

Positively interacted in a team work setting by being attentive to instruction and

carrying out directives

Participated in a three-day orientation regarding Workplace Hazardous Materials

Information System (WHMIS) training and passed the required examination

Materials Handler, Drake International EQAO, Toronto

July 2009

Collected and scanned papers to be distributed for marking

Organized, sorted and filed papers in their proper marking sections

Proficiently worked as part of a group as well as independently

OSSLT Marker, Drake International EQAO, Toronto

Marked EQAO papers as per the requirements

Followed the instructions of the marking Supervisor

April 2014

ADDITIONAL EXPERIENCE
Childrens Ministry Leader, Childrens Church, Toronto

Sep 2004 Present

Created newsletters using Microsoft Word and developed lesson plans that catered
to different age groups

Organized children according to age groups and creatively taught the curriculum
while providing a safe and positive environment

Designed a system of grouping teachers with children of specific ages by

evaluating their strengths and weaknesses

Teacher, Vacation Bible School

Toronto, ON

Aug 2009 and Aug 2010

Creatively coordinated an activity summarizing what the students learnt and

trained them to present at the awards ceremony

Organized, created and implemented lesson plans for children ranging from ages
of 5 13 based on the basic curriculum that was provided and tailored it to suit
the different age groups

MEMBERSHIPS AND ACCOMPLISHMENTS

Member, War Child, York University, Toronto, ON

2010 2012

Took part in a marketing scheme by campaigning and building awareness of the goal of War
Child and further strengthened public relation skills
REFERENCE
Available upon request
Conclusion
This Section provided the opportunity for me to reflect on the various experiences and
encounters that I have gone through that have driven me to become an educator, and throughout
this process, I have started to develop the methods and practices that I would perform in my
potential classroom. As we have looked at various philosophers over the course of time, we have
derived new ways of understanding teaching and learning. I have formulated my own
educational philosophy based on different schools of thought, practices that I have seen, and my
own principles that I stand by. This Section also includes a copy of my Resume, which is to show
the various opportunities that I have been provided, some of which were spoken about in greater
detail throughout the Section.