Section Two: Teacher Candidate Background Experiences

Introduction

Section Two: Teacher Candidate Background Experiences includes my own personal

educational and work experiences which have inspired and prepared me for the teaching

profession. In this section, I will address my school observations and classroom applications

based upon the time I have spent teaching, leading and learning in the field of education. I will

also discuss my philosophy of education based on my personal beliefs as they pertain to various

aspects of the teaching profession. The development of resume portion of this portfolio provides

a synopsis of my skills and competencies as teaching professional who is ready to collaborate,

lead, teach and inspire in todays classrooms.

Teacher Candidate Educational Background and Work Experiences

As a fully bilingual graduate of a K-13 French Immersion program, I am very passionate

about the idea of educating students in a second language. As a child, my parents were presented

with the opportunity to have me educated in a French Immersion environment. At the time, they

attended a meeting about this relatively new program offering and were assured that the earlier a

second language was introduced into a childs life, the easier it would be for the child to learn.

Although not bilingual themselves, they decided to embrace this new idea for my sister and

myself and never looked back. This was a program that I am so glad and fortunate to have had

the opportunity to partake in and one that has shaped my life for the better. The opportunities and

challenges with which I was faced throughout my own educational journey have inspired me to

want to lead a new generation of students as they discover, learn and grow in a bilingual learning

environment.
 In a world that is continually evolving and striving for the ideal of perfection, I believe

that it is vitally important now, more than ever, to foster the growth of the whole child

throughout his/her educational journey. To nurture a childs wonder about the world around him

or her and encourage learning through discovery and contemplation are just two of the many

approaches I believe can give a child the most out of each and every learning opportunity.

As a child of University educated, professional and entrepreneurial parents, there was

definitely a high value placed on academic achievement in our household. I was a very capable

and motivated student who could, rise to any challenge if I put forth the effort. Where I struggled

was in feeling value for my creative abilities. I always enjoyed drama, music and art but felt as

though these parts of the curriculum played second fiddle to math, science and languages. We

were also taught in more of a lecture style classroom with pencil and paper where the teacher

would explain the work to be done, give an example and set us off to work. I remember feeling

challenged by this method since I am a very visual and kinesthetic learner. I was a quiet, shy and

highly sensitive student who didnt challenge these methods, I simply performed to the best of

my ability.

In grades 5-7, I was provided with the opportunity to showcase my love of drama and the

arts by pouring my heart into writing compositions for French and English language speech

competitions. I loved every second of creating my wildly imaginative speeches and marvelled at

the reactions that I received following my performances in front of the class, the school and

eventually the County at the finals. For me, the arts provided an outlet for my creative

expression. I think of Howard Gardners research when I reflect upon this time in my academic

career. In hindsight, I realize that I was able to reach a high level of academic achievement

through the use of my own unique intelligence.

 As I entered high school, I was very proud of my honors, academic achievements. I was

confident in my abilities in most subjects except mathematics. I had always felt as though I

struggled to keep up in math and was ridiculed by other students who would snicker when I

would write a wrong answer on the board or be called upon to offer a solution to a problem.

Feeling judged, my self-confidence suffered and I began to develop a real fear of failure. I

remember clearly, the day I met the high school teacher who would change my mindset and

teach me one of lifes most important lessons which I carry with me to this day. He recognized

that I was among a small group of his students in his class who wanted to do well in math but

struggled to understand the concepts. He went out of his way to look at our work, ask us about

our thoughts, feelings, struggles and motivations and re-designed the way he taught us math. He

would spend extra time with our group, giving us permission to ask questions, discuss our

misconceptions and make mistakes in a judgement-free zone. This made all the difference to

me. Firstly, I felt like I mattered because this teacher wanted to help me find my path to

understanding. Secondly, by giving our group permission to ask questions that we were too

afraid to ask in front of the class, he got to the root of our difficulties and was able to clarify our

gaps in understanding right on the spot. This made an enormous difference in my understanding

and my attitude towards math as well as my self-confidence. I remember thinking to myself that

one day, I would love to be able to help others the way this teacher had helped me. I was given

the privilege of understanding that I wasnt dumb in math I just understood things differently

than others. This misconception in my thoughts connects directly to cognitive psychologist Jean

Piagets theory of child cognitive development. An excerpt from

https://www.simplypsychology.org/piaget.html (2015) explains it in the following way. Before

Piagets work, the common assumption in psychology was that children are merely less
competent thinkers than adults. Piaget showed that young children think in strikingly different

ways compared to adults. It was interesting to me that this teacher took the time to uncover how

our small group of students thought about and understood math. Then, he reflected and

redesigned his approach. This strategy also supports the ideas put forward by B.F. Skinner in an

article posted in a 2016 article posted on www.bfskinner.org/archives. Here, his beliefs that

immediate feedback is an important component of student learning are discussed. He believed

that if students did not receive immediate feedback based on their mathematical responses, the

learning opportunity would be lost.

During my third year at University, I had a profound realization about myself, the type of

learner I was and the type of teacher I would be. I was working in the lab with rats as I conducted

research using the Skinner boxes. I was studying B.F. Skinners work on operant conditioning,

specifically positive reinforcement. It was at that point that I realized I was a hands-on learner

who understood by doing, seeing and feeling; much like the head, heart, hands holistic

approach detailed in Johann Heinrich Pestalozzis educational research and theories. Learning

through this process provided me with a solid understanding of my work and as a result, I was

able to genuinely and enthusiastically impart my knowledge to others in presenting my findings.

As an adult, I find great value in reflecting upon my elementary, secondary and

undergraduate academic years. I realize that I have a natural aptitude for public speaking and

find joy in sharing knowledge and ideas with others. I gain a deep sense of satisfaction in

collaborating with others to understand issues that matter to those in my circles.

In reflecting upon my challenging times, I believe that these feelings of struggle have

fuelled my desire to help the students of today to recognize their potential, know their strengths,

understand their unique qualities and embrace education. I want to teach the new generation that
failure should not be feared but reframed. With a growth mindset, we can try new things and if

they dont work out the way we had hoped, we should celebrate that! Why? These moments

open the doors to amazing learning opportunities for all of us; students and teachers alike.

Work Experiences

Throughout my University career, I took great interest in my courses which looked into

issues concerning the psychology of the child. During my post-secondary and undergraduate

years, I cared for young children, including two siblings who were afflicted with a terminal,

degenerative muscle disorder. I marvelled at how their physical affliction did not stop them from

doing all the same things as the average child despite their obvious challenges. Additionally, I

cared for three small children, all under the age of six on an ongoing basis as required as a means

of supporting a local family who was helping a family member through a bout of mental illness. I

enjoyed my time teaching and nurturing each of these children through their various stages of

development. I also coached young children in synchronized swimming; an extra-curricular

activity that I enjoyed as a child. All of these experiences kept drawing me in the direction of

teaching. Upon my degree completion, I decided I would pursue teachers college and follow my

passion of working with children. However, the week prior to my graduation, I was offered a

full-time opportunity in sales with a growing franchise and deviated from my plan. That was a

wonderful opportunity which saw me promoted through the company, giving me a great deal of

experience public speaking, networking, initiating new business relationships with well-known

companies and becoming involved in the local community through charity events. All of these

skills are valuable assets to the teaching profession because being an effective communicator is a

key element in education.

 Following my time with the franchise, I decided to join my family business and obtain

my real estate license. This demanded a great deal of discipline as I was required to return to

school to study this complex profession. As I worked in my career as a Realtor, I connected with

clients and community partners from all walks of life. The attributes of being a trusted

professional who is capable of respecting privacy and confidentiality of clients is an asset which

carries over into the educational profession. As educators, we are trusted with parents most prize

possessions, their children. My time in real estate taught me the importance of guarding personal

information with the utmost confidentiality. I would also have people tell me very personal

details about their lives and end the conversation by saying Im sorry, I dont know why I just

told you all of that. I have a genuine interest in people and an innate desire to help others in

whatever way I can. I derive immense satisfaction from knowing that I have brought comfort or

joy to someone elses life; to me there is no greater gift. It is for this reason that others feel

comfortable entrusting me with personal and sensitive information. In addition, the digital age

has evolved over the last two decades and as real estate professionals, we have had to evolve

along with technology. Continually updating and adapting to the latest trends in technology has

been a definite skill that I have honed throughout my professional life. I have learned that

technology should be embraced for all of the benefits that it has to offer since most of the careers

that my students will find themselves working in will be directly linked to technology.

It is with the idea of helping in mind, that journey was brought back to my intended path

of teaching. When I learned that my youngest daughters teacher had been injured in an accident,

I was quick to volunteer in any way I could. I ended up volunteering in her classroom and left

everyday feeling whole. I had always been a very capable and driven professional in everything I

did but when I was in the classroom with the students, I had this feeling like it was where I was
meant to be. It soon became apparent to me that there was a shortage of qualified French

immersion teachers in our area as well. In speaking with a few teachers and administrators, I was

encouraged to obtain my certification to teach. I began my studies at Medaille shortly thereafter

and havent looked back. I look forward to making a difference in the lives of my students by

sharing my knowledge and acting as a role model for them inside and outside of the classroom.

School Observations
Throughout my time in the classroom, I have had the opportunity to work with some

amazing professionals and some inspiring students. I believe that all children have valuable

contributions to make as they are each a unique and important thread in the fabric of our

classroom community. As Nelson Mandela once said Education is the most powerful weapon

you can use to change the world. It is with these words in mind that I embarked on my

experiences in the classroom.

My first observational experience was in a second grade classroom at a K-8 Catholic

school in a town adjacent to a rural farming community. The 18 students in the classroom were

from middle class, white families with a very low level of diversity across the entire student

population, consisting of approximately 420 children. The classroom had a total of three students

who were assigned IEPs with one full-time educational assistant assigned to one of the three

students for behavioral accommodations. School activities were performed during the hours of

8:50am-3:25pm Monday through Friday of each week. While at the school, I had the privilege of

leading the class, consisting of 9 males and 9 females in daily academic and extra-curricular

activities. We would begin the day with the singing of OCanada and recital of a prayer, both of

which were important components of the school climate. Students were given the opportunity to

lead their classmates in morning calendar and weather activities and one super student was

designated as the Super Hero of the week, each week. This students was awarded special
privileges such as sitting in a special chair at the carpet, handing out work sheets, choosing a

friend with whom to go collect the weekly lunch orders and presenting items and/or stories that

were special to them. Our typical day consisted of two language blocks, one of which was used

to practice guided reading using the Scholastic Guided Reading plan and the other was used to

engage students in creative writing activities. We engaged in math, science and religion classes

daily. The students were given the opportunity to participate in physical education classes twice

per week and had health lessons to complement the physical education curriculum. My role was

vitally important as I took over every aspect of the homeroom teachers role from the

implementation of classroom management techniques to teaching and assessing student learning

in all subjects. Prior to my time in the classroom, I was aware of the concept of classroom

management but it wasnt until I was fully immersed in the classroom that I became aware of

how important the classroom management component is in terms of how well a classroom

functions. My associate teacher was a role model for me in this regard because she was so

organized, her classroom was always orderly, she consistently reminded students of expected

behavior and she praised those students who modelled the desired attributes and behaviors. She

was firm but fair and the students responded! As a result of this, I realized that a teacher can set

the tone of his or her classroom for the entire year based on how classroom management

techniques are determined and implemented in the early weeks of the school year. Although I

feel it is important to be clear and firm with classroom expectations for behavior early on, I also

believe that it is necessary to revisit these rules and expectations several times throughout the

school year. In doing so, students are reminded of how they are accountable for their own actions

as part of a classroom community. Such an exercise can also be very inspiring for students as it

promotes independent thinking and gives students a voice in how they think their classroom
should operate. Concepts such as fairness and respect can be discussed within the context of

collaboration, initiative, self-regulation and cooperation.

During my time in this school, I had several opportunities to participate in religious

ceremonies such as Easter mass and preparation for the second grade students reconciliation

ceremony. I also joined the skipping club which took place during recess time twice per week

during the winter months. This was a fantastic opportunity for me to see how a school club was

managed and to participate in an activity which promotes physical fitness. The students thought

it was fantastic because they had no idea I could skip. I was able to share my time with them,

participating in a fun and physical activity. This was important because it showed students that I

had a desire to share in an activity that they all enjoyed and it gave them an opportunity to

interact with me on a social level, outside of the classroom parameters. One student even said

Wow, Mrs. Ward I love when you skip with us, its like youre a real person! Of course I

found that to be very funny and I smiled and laughed along with the student. When I shared that

with a teacher in conversation, she explained to me how valuable that is because students get so

much more out of their education when they can relate to their teacher on a personal level. She

explained that when you show students that you are willing to try new things alongside them,

they become more comfortable and confident with trying new things too. I hadnt ever thought of

it in that way but it was definitely something that stuck with me. It is one of the reasons I feel so

strongly about being a good, positive role model for my students inside as well as outside of the

classroom!

During my time at the school, I had the privilege of observing how the students with

special needs were accommodated. They learned under the guidance and instruction of a truly

spectacular teacher who had their very best interests at heart. It was clear to me that the structure
and routine of their learning environment was an important component of their academic

success. This teacher used a variety of classroom management strategies and assistive devices

with her students to ensure that she was giving her best to the students so that they could give

their very best work to her.

My second observational experience took place at a school where I split my time between

a straight fifth grade and a fourth and fifth grade split class. I was responsible for teaching a total

of 47 students daily. The schedule alternated where I would spend 2/3 of my day with the full

fifth grade class and then 1/3 of the day with the split fourth/fifth grade students. The following

day, the schedule would flip so that the fourth/fifth grade students received 2/3 of their daily

instruction in French and the full fifth grade class received 1/3 of their daily instruction in

French. This system took a little bit of getting used to but it was the best way to ensure that the

students received consistent French language instruction in order to me the French immersion

language instruction requirements. This school consisted of an ethnically diverse population of

which, the majority were mid to low socio-economic status. There was one class which was

described as behavioral where students with severe behavioral needs were educated. This

classroom had a full-time teacher, two educational assistants and a full-time Child and Youth

Counsellor. The Child and Youth Counsellor spent the majority of his time with this class

however he often visited other classes within the school in order to assist classroom teachers

with resolutions for social discord among groups of students.

This school was referred to as a dual track school where students could be educated in

French and English languages or just English. My role was as a teacher in the French immersion

classroom. I was responsible for classroom management and instruction and assessment as well

as accompanying students on field trips which complemented the curriculum. One such trip
involved an overnight camping trip to support an environmental stewardship program. The

students had the opportunity to learn from camp counsellors about how their own actions can

impact the environment in a positive way if they remain cognisant of respecting our earth. They

had the chance to spend time in nature, participate in role playing activities and sing songs. This

was very important to the students because many of them would not otherwise have the

opportunity to participate in such a worthwhile outdoor education program. Some of these

students were experiencing a camping trip for the first time. During my time at the school, the

students also participated in practice sessions for their annual musical which complemented the

music and drama programs.

I used technology in the class each day in the form of the overhead projector and Smart

Board and students were given the opportunity to use this technology while we corrected

homework so they could receive immediate feedback on their verb conjugations; an essential

part of second language learning. Additionally, students were given the opportunity to learn

using ipads and laptop computers when they were available. There were students who required

assistive devices such as lapto laptops as part of their IEP programs so those students were

always given the option of using technology if they chose to. Additionally, there were a few IEPs

for enrichment which was great to see. These students were able to integrate technology into

their accelerated learning projects by using video recorders, laptops with selected educational

apps and ipads when available.

In reflecting upon my experience with students IEPs and perceived abilities or

disabilities, I found myself thinking of information I read in an article published by the American

Psychological Association, Coalition for Psychology in Schools and Education. (2015). In this

article entitled Top 20 Principles from Pre-K-12 Teaching and Learning, researchers looked at
the psychological science behind teaching and learning. The very first principle states Students

beliefs or perceptions about intelligence and ability affect their cognitive functioning and

learning.

Students who believe intelligence is malleable and not fixed are more likely to adhere to an
incremental or growth mind-set about intelligence. Those who hold the opposite view, that
intelligence is a fixed trait, tend to adhere to the entity theory of intelligence. Students holding
to the latter view focus on performance goals and believe they continually need to demonstrate
and prove their intelligence, making them more hesitant to take on highly challenging tasks and
more vulnerable to negative feedback than students holding an incremental view. Students with
an incremental mind-set generally focus on learning goals and are more willing to take on
challenging tasks in an effort to test and expand (as opposed to defensively prove) their
intelligence or ability. Hence, they rebound more easily from negative feedback and failure.
Accordingly, students who believe that intelligence and ability can be enhanced tend to perform
better on a variety of cognitive tasks and in problem-solving situations.

I started out contemplating this information in the context of students with IEPs but

quickly realized that this very important first Principle is applicable to all members of the

classroom community. In understanding this psychological research, I am better equipped to

handle my students and their needs because I now have a reference point to use when

determining their viewpoint and attitude towards learning. I strongly believe in the idea of

promoting a growth mindset. Understanding the two different ways that students view their

intelligence is important because it will determine how I go about helping these students

overcome challenges and perform to the best of their ability.

Classroom Application

Throughout my experiences, it became apparent to me that all students enter the

classroom in a certain frame of mind. Their playing field is not equal in terms of socio-economic

status, basic necessities, attention from family and emotional balance. These are all factors which

tie into Abraham Maslows Hierarchy of Needs. Through his research, Maslow purports that all

humans must possess the five tiers of basic human needs in order to achieve maximum growth.
These needs are often depicted in the form of a pyramid, beginning with basic needs. First and

foremost, people have physiological needs including food, water, warmth and rest. Next, they

need safety and security. Once these basic needs are met, they can attend to their psychological

needs of belongingness and love in the form of intimate relationships and friendships. Once they

have attained these relationships, they will be open to filling their needs of esteem including

prestige and accomplishment. If all of these needs are successfully met, only then can they

achieve the highest level of the hierarchy which is self-fulfillment. Self-actualization means

achieving ones full potential, including creative activities.

It was obvious to me during my time in the schools that some students came to school,

seeking the most basic of needs on Maslows hierarchy. I came to understand how important it

was for me to address these needs using available resources within the school. Some days, I

needed to check in with certain students before the day began to make sure that they were in a

frame of mind where they would be able to concentrate and learn. If not, I offered them my time

after class or during a lunch hour to make sure that they were given an opportunity to be heard.

This is important because it delivers the message that no matter what is happening in their young

lives, they have a positive role model with whom they can speak candidly and who has their best

interests at heart. The school also supported the students needs by having food snacks available

to any student who came to school without a sufficient amount of food in his or her lunch. It was

with these parameters in mind, I was charged with the task of educating all students equally.

In education, many factors influence the success of each and every student. One moment

which stood out to me, that speaks to this very idea was during a P.D. meeting that I had the

opportunity to attend during my second placement. One of the professionals at the school was

giving a presentation on the growing importance of fostering good mental health strategies
among students. During the course of her dissertation, she discussed the truth that not all students

can be treated equally; they are treated differently based on their individual and unique mental

health needs. She went on to point out an interesting quote. She said equal is not fair and fair is

not equal. I found this statement to be so profound because it draws attention to the fact that

some students receive more attention than others, based on their needs (inequality) but that all

students (regardless of their individual needs) are treated fairly. This is especially important to

keep in mind given the age of the student population which I was dealing with. My students were

in grades 4 and 5and are most definitely conscious of how much attention is given to each

student.

In consideration of social order, comes the importance of classroom management

techniques. As mentioned before, classroom management is a vital component of effective

teaching. Having a finger on the pulse of what makes your students tick is an important element

to consider when factoring in classroom management techniques and rules/expectations for

behavior early on. When students know what is expected of them, an interesting thing happens.

Often, most will take control of their own behavior and be accountable for their actions.

Occasionally, students will deviate from expectations; when this happens, one would

automatically assume that the teacher would need to steer the student(s) back on track. This can

be the case but what I found truly fascinating in my actual classroom experience was that peers

took it upon themselves to hold their classmate(s) responsible for their actions. This was

interesting to me because it spoke to me in two ways. Firstly, it was indicative of social

development theory such as that described in the work of researcher Lev Vygotsky. Vygotsky

felt social learning precedes development. He states: Every function in the childs cultural

development appears twice: first, on the social level, and later, on the indindividual level; first,
between people (interpsychological) and then inside the child (intrapsychological) J L, "Social

Development Theory (Vygotsky)," in Learning Theories, July 23, 2014, https://www.learning-

theories.com/vygotskys-social-learning-theory.html. Secondly, it showed that the students in the

class were uncomfortable with the behavior which showed a sign of disrespect to them and the

teacher. Students perceived an unfairness that they were being responsible for behaving

according to the guidelines but their classmate(s) were not. This solidified in my mind, the

importance of clarity and consistency of classroom management techniques. When students

know the rules and are held accountable for their actions on a consistent basis, they are not only

more likely to behave appropriately but they will call out unacceptable behavior and demand

respect. Students want to do well and if I can give them the tools they need to succeed, we all

win. Teaching students the social skills that they will need by modeling positive behaviors and

praising the desired behaviors will show them how to independently choose appropriate

behavior.

This observational learning concept studied by psychologist Albert Bandura discusses

how childrens behavior is influenced by models, who provide examples of behavior. Students

who identify with various models tend to imitate their behaviors. According to an article

published in Simply Psychology (McLeod, S. 2011, updated in 2016) If a child imitates a

models behavior and the consequences are rewarding, the child is likely to continue performing

the behavior. This same, article goes on to state the child will also take into account of

what happens to other people when deciding whether or not to copy someones actions. A

person learns by observing the consequences of another persons (i.e. models) behaviour e.g. a

younger sister observing an older sister being rewarded for a particular behaviour is more likely

to repeat that behaviour herself. This is known as vicarious reinforcement. It is my belief that
vicarious reinforcement was at work in my own classrooms as I praised those students who

followed instructions without having to be reminded. For example, in my second grade class, I

would instruct the students to return to their desks and begin their activities after carpet time in

the morning. I noticed that some students always stopped to talk or fool around or play with

something they found on a shelf on their way back to their desk. I first dealt with this by re-

directing the students behavior by repeating what was expected of the students and re-

explaining the tasks. This technique was somewhat effective but required a great deal of my

attention to be paid to the same students on an ongoing basis. As I reflected upon what strategy

might be more effective, I decided to use the ideas of behaviorists such as Albert Bandura and

B.F. Skinner with regards to operant conditioning. In order to obtain a desired behavior, I

realized that I needed to reinforce positive behaviors within the classroom. The next day, I

praised all the students who followed my instructions and returned to their desks without

distraction. Not only did I praise them but I used their individual names and verbalized which

specific behaviors I wanted the others to follow. As I did so, those students who were praised,

beamed with pride for having been acknowledged in a positive way. Those students who

deviated from the instructions quickly noticed that their peers were being recognized and the few

students who strayed from the directives, quickly corrected their own behavior in an effort to

receive the same praise.

Shifting from the importance of positive social reinforcement to positive academic

reinforcement, I am reminded of the research of Renowned American psychologist, B.F.

Skinner. He shared the idea of the value of positive versus negative reinforcement through his

ideas on Operant Conditioning. Based on his lab research with animals he believed that if, after

each response an animal was given positive reinforcement (in the form of food), that behavior
was likely to be repeated. On the other hand, if the reinforcement was negative, the behaviour

was not likely to be repeated. He applied his theory to the bar pressing experiment with the rats

in the Skinner boxes. He discovered that once the rats received food pellets as a result of pressing

the bar inside the box, they continued the behavior as long as they received the food.

As for transferring this idea to the classroom, in a contribution made by his eldest

daughter to the B.F Skinner foundation website (http://www.bfskinner.org/archives/biographical-

information/) she describes a time when Skinner attended a fourth grade math lesson in an

elementary classroom in 1953. The foundation quotes Skinners thoughts in the following way

through no fault of her own the teacher was violating almost everything we knew about the

learning process. In shaping, you adapt what you ask of an animal to the animals current

performance level. But in the math class, clearly some of the students had no idea of how to solve

the problems, while others whipped through the exercise sheet, learning nothing new. In

shaping, each best response is immediately reinforced. Skinner had researched delay of

reinforcement and knew how it hampered performance. But in the math class, the children did

not find out if one problem was correct before doing the next. They had to answer a whole page

before getting any feedback, and then probably not until the next day. But how could one teacher

with 20 or 30 children possibly shape mathematical behavior in each one? (B.F. Skinner

Foundation, http://www.bfskinner.org/archives/biographical-information/2016).

It is with this idea in mind that technology plays such an important role in todays

interactive classroom. Skinners research discusses the importance of timing when giving

feedback. If positive reinforcement is given in a timely manner, that shapes learning for the

better. With this in mind, there are a multitude of amazing websites and interactive educational

programs and games that can be used in a classroom to make learning fun and interactive while
giving students immediate and positive feedback. I have created SMART lab activities within my

Weebly website which allow students to learn by using the Smart Board in the class to play fill

in the blank, matching, hide and reveal games and to learn through multiple choice exercises

and more. As an educator, I value the importance of learning in the moment because my time

with my students is so valuable. When my students are engaged and learning together, they are

capitalizing on the learning opportunities I am providing for them and as such, their potential for

growth is limitless. This idea is discussed in great length in a fascinating educational feature

length documentary film entitled Most Likely to Succeed. http://www.mltsfilm.org/. I had the

opportunity to attend a screening of this film during a P.D. event and was inspired and moved by

the stories that were told. This film caused me to contemplate many facets of our educational

system and the effectiveness of our approaches as educators. It made me realize that my belief in

an interactive, judgement-free, all-inclusive classroom will be of great benefit to all of my

students. Through thoughtful planning of classroom instruction time, I have the ability to help

shape my students educational path and set them on the path to future academic and career

success.

In keeping with the theme of communication and collaboration among groups of

individuals, it is my opinion that it is truly important to respect and collaborate with all

educational assistants, early childhood educators, resource workers and volunteers in the class.

We are all educational professionals who are there out of passion for helping students succeed.

We can all learn from one another and share ideas for the benefit of our young students. During

my time in the classrooms, I gained a tremendous amount of respect for the knowledge and

dedication of the other professionals within the school environment. Some of the support staff

were responsible for the difficult task of managing some of the most challenging of behaviors.
The students we were working with were very young and were not always able to identify why

they were upset or able to understand how to manage their own behavior. As we all worked

together, we were able to spot warning signs of difficulty which helped to downgrade the

severity of a students outburst. Also, understanding protocol with respect to managing these

behavioral episodes was key. Although we received training in secure holds to protect ourselves

and the students from harm during an aggressive episode, we had to understand that there was a

plan in place and that we should always call for the appropriate back-up to support the student in

need, in the best way possible.

Further to this, I had the opportunity to sit in on parent meetings involving teachers,

principals and special resource workers to discuss the effectiveness of IEP plans. This was a

fantastic learning experience for me as I was able to see how such a meeting was conducted and I

was able to make a new connection with a community partner in education. Through this

experience, I was able to understand how the roles of so many individuals come together to

support students in need. It was apparent to me that collaboration and communication are key

elements in building and maintaining effective relationships with community partners. Further to

this experience, I was also able to benefit from attending a special seminar led by two reading

specialists within the school board. They were advising the staff on a new reading program that

they were planning to implement in the school. They had assessed high needs students and found

a reading resource that would assist teachers in determining the root cause of a students reading

difficulties (such as decoding) and developing a plan to address that specific childs unique

needs.

My experiences within the schools were of the utmost value to me in my preparation to

lead my own classroom. Prior to my field experiences, I had a solid understanding of the
components of a classroom and the academic requirements that a qualified educational

professional must possess. However the time spent in my classrooms, teaching the students and

collaborating with other educational professionals allowed me to build a set of intangible skills

which I believe are of equal importance. In addition to having a solid understanding of the

curriculum standards and requirements I truly believe I have the skills to support student learning

in a collaborative, interactive and judgement-free environment which will be conducive to

student learning and growth.

Philosophy of Education

School

Increasingly, we are hearing about the challenges facing educators in the classrooms of

today. We hear about good teachers, better teachers and great teachers. What then, differentiates

the good teachers from the great ones when it comes to educators in todays ever-evolving

school classrooms?

I believe that the answer lies within ones philosophy of education. A philosophy can be

simple yet have a far-reaching, positive and long lasting impact on a childs desire and ability to

learn.

Curriculum

It is my strong belief that teaching curriculum standards and meeting expectations can be

fun. Of course hard work and perseverance are required skills that students and teachers must

possess in order to succeed together however I believe that I can reach my students by engaging

them in activities which are hands-on and collaborative in nature. It is important to me to think

outside of the box when designing lessons which meet the curriculum guidelines. In framing my

classroom activities in this way, students arrive in class with their minds on because they know
they will be learning by doing. Further, they will collaborate with one another as a means of

sharing their ideas and building on their pre-existing knowledge together.

Learning

These ideas align with the research of cognitive learning theorist David Ausubel. Ausubel

placed a great deal of interest on what a student already knows as being the primary determiner

of whether and what he/she learns next. He viewed learning as an active process rather than

simply responding to ones environment. He was a proponent of meaningful learning vs. rote

learning which is detailed throughout his research. His view was that meaning happens when

new information is taken into a persons existing cognitive structure and is related to the

previously learned content forming new connections between this new information and the

existing information. In designing lessons which align with the curriculum while taking into

account the cognitive research and theory of researchers such as Ausubel, I believe that my

lessons will be meaningful and effective for my students.

I also believe that Howard Gardners cognitive theory which outlines the seven multiple

intelligences can have a positive impact on how I design and implement learning opportunities

for students in my class. Gardener has been quoted as saying We are all able to know the world

through language, logical mathematical analysis, spatial representation, musical thinking, the use

of the body to solve problems or to make things, an understanding of other individuals and an

understanding of ourselves. Where individuals differ is in the strength of these intelligences-the

so-called profile of intelligences and in the ways in which such intelligences are invoked and

combined to carry out different tasks, solve diverse problems and progress in various domains.

(1991).
 With this in mind, I will be able to make learning meaningful to students because I will

support the way in which they understand content based on his or her unique type of intelligence.

Learner

Teaching students the required academic content is my first priority as a classroom

teacher. Through my own understanding of how students learn, based on research and cognitive

theory, I will be able to encourage students to understand and feel good about their unique skills

and abilities. In building a childs confidence by helping him or her understand his/her learning

style, I believe that I will be providing each student with a lifelong tool upon which he/she can

draw when encountering new learning opportunities. Teaching students to understand that they

all have a unique set of intelligences can be very helpful to their learning. Students will begin to

understand that collaboration and sharing of ideas is an important way that they can absorb new

curriculum content by learning from each other and building upon pre-existing knowledge.

I, like American child psychologist Dr. Ross Greene, am a firm believer that Kids do

well if they can. (Greene, R., 2017). He has been quoted as saying It is the preference of most,

if not all children to do well. If kids are struggling, it is because they are lacking the skills and/or

resources to be successful, not because they have a desire to be challenging. Some such skills

include flexibility/adaptability, frustration/tolerance and problem solving. He is a proponent of

the Collaborative and Proactive Solutions (CPS) model. An excerpt from his website which

explains this model states the following:

In the CPS model, the problem solving is of the collaborative and proactive variety. This is in
contrast to many of the interventions that are commonly applied to kids, which are of the
unilateral and emergent variety. The goal is to foster a collaborative partnership between adults
and kids and to engage kids in solving the problems that affect their lives. As such, the CPS
model is non-punitive and non-adversarial, decreases the likelihood of conflict, enhances
relationships, improves communication, and helps kids and adults learn and display the skills on
the more positive side of human nature: empathy, appreciating how ones behavior is affecting
others, resolving disagreements in ways that do not involve conflict, taking anothers
perspective, and honesty. (Greene, R. 2017)

We must ask ourselves then, how do we create an environment within which these skills

can be developed and fostered? The answer lies within the second phase of my philosophy of

education.

I believe that before a child can attain the skills to be successful, he or she must first be

provided with an environment in which he/she feels safe, loved, heard and stimulated. This in

turn, creates a feeling of happiness which translates into a readiness to learn. Again, we look to

Abraham Maslows hierarchy of needs to better understand how a students most basic needs

must be met before being able to develop the ability to learn and grow.

Assessment

As a student who was educated and assessed based on the outcomes of traditional unit

tests, I have an understanding of how students performance can be skewed by test stress. Just as

Gardners Theory of Multiple Intelligences addresses the different ways in which we all learn

and that a one size fits all method of teaching cannot be applied to all, the same can be said for

tests. I agree that there is merit to standardized testing however I also believe that assessments

can be designed and carried out in a variety of ways. A great deal can be assessed through

ongoing observation of a students skills and abilities which are demonstrated on a daily basis.

This is where recording a students set of intangible skills can add great value to the results of

standardized tests. Some students experience a great deal of test anxiety and as a result, their test

scores may not accurately reflect his or her true understanding of the content. It has been my

experience that accommodating a learners style in this regard can offer a far more accurate

representation of the knowledge gained and retained.

 Throughout my teaching experiences, I have been able to administer assessments orally

as a means of accommodating for a students test anxiety or challenge in writing answers

themselves. In one particular instance following a test where I scribed for a student, he

verbalized that he thought he was the dumbest kid in the class. Following an assessment for an

IEP, it was determined that he was gifted and that his brain was processing his thoughts so

quickly that he was not able to accurately convey his thinking through writing his ideas on his

own (his hands couldnt keep up with his brain).

Through my experiences with assessment, I have an understanding of how assessments

are important tool to convey a students level of understanding and achievement but that there is

definitely not a one size fits all assessment and that I must know my students and their learning

styles well in order to garner accurate results from my chosen assessments.

Classroom Management

This is one of the most important aspects of a classroom environment at the elementary

level. Humans do well when they know what to expect and what is expected of them. When they

understand that there are clear and consistent consequences to deviating from the expected

standard, they are more likely to behave according to the expected standard.

It is with this idea in mind that I feel classroom management starts from the very first day

of class. I have seen first-hand, the power of involving students as young as three and a half

years old in determining expectations for classroom behaviors. Good classroom management

addresses the areas of behavior such as collaboration, responsibility, organization, independent

work, initiative and self-regulation. Teaching students to take ownership of their actions and to

think about how their words and actions impact others is very empowering for all students. I

believe in empowering students to make good, positive choices for themselves versus mandating
a set of rules to which they must adhere. Weve all heard of the Maimonides quote Give a man

a fish and you feed him for a day; teach a man to fish and you feed him for a lifetime. I believe

in teaching my students the tools they will need to empower their own learning and behavior, to

take risks and to take ownership of their successes and failures. In doing so, I think my students

are far more mature and accountable for their behavior than they ever would be if I tried to

impose my views upon them.

I believe in leading my class by example in being a good role model for them in terms of

habits, behaviors and language use. Good classroom management starts with the teacher and

maintaining it is a collective effort with excellent rewards.

Teacher

My experiences throughout adulthood as a mother, coach, mentor and leader, have given

me hands-on, in the moment success in navigating children through varying degrees of

accomplishment, frustration, problem solving, cooperation, tolerance, disappointment and

celebration. What is exciting to me is to see first-hand, the pride a child exudes upon attaining

achievement, having been placed in an environment which fosters inquiry, growth and discovery.

Equally important to celebrating success is learning together, to navigate through feelings

of disappointment and frustration when things dont turn out the way a child had imagined. I

prefer not to label these disappointments as failures but to look at them as opportunities to find

alternative solutions. It has been my experience that failures, in the traditional sense, can be

inspiring when we show children an alternative way of looking at a mistake. I like to say that

mistakes are just exercise for our brains. We must keep stretching and challenging our brains in

order for them to grow. In education, this way of thinking is referred to as having a growth

mindset. Dr. Carol Dweck coined the terms fixed mindset and growth mindset as means of
identifying peoples beliefs about learning and intelligence. Dr. Dwecks research findings

published on https://www.mindsetworks.com/science/, include the following results with respect

to an educators impact on students mindsets:

In addition to teaching kids about malleable intelligence, researchers started noticing that

teacher practice has a big impact on student mindset, and the feedback that teachers give their

students can either encourage a child to choose a challenge and increase achievement or look for

an easy way out. For example, studies on different kinds of praise have shown that telling

children they are smart encourages a fixed mindset, whereas praising hard work and effort

cultivates a growth mindset. When students have a growth mindset, they take on challenges and

learn from them, therefore increasing their abilities and achievement.

I believe that this research is of paramount importance to my skill set as a teacher because

understanding how my word choices can positively impact my students can have a profound

impact on their academic and social success.

We can all likely recall a time in our own childhood when we faced what in our eyes, seemed an

insurmountable task. However, with the guidance of a teacher with whom we felt safe, nurtured

and encouraged, we gained the confidence to achieve what even we, ourselves may have thought

to be impossible. That is the power of leading a class of students with a growth mindset!

It is my desire now, to be the inspiration and support system through which a child can

feel that he or she has limitless potential.

As a result of helping children to do well if they can, by teaching the skills to be resourceful,

resilient, adaptable and tolerant, I want every child who leaves my classroom, to feel he/she has

the love, encouragement, stimulation, guidance and support to take academic risks, challenge

him/herself and go into the world believing I Can.

My resume

Introduction

The next section of my MSED Elementary Portfolio project focuses on my personal

resume. This is an important component of my project because it highlights the skills that I

possess which will be necessary to succeed in the classroom.

My business and professional accomplishments show that I am a dedicated and loyal

employee who is able to work collaboratively with supervisors, colleagues, community business

leaders and heads of charitable organizations.

My entrepreneurial experiences show that I have what it takes to be a self-starter, to

motivate myself and others and to communicate and collaborate effectively with clients and

business colleagues alike.

My educational achievements demonstrate that I am a high achiever who is dedicated to

excellence which makes me an ideal role model for others. My experiences show that I am

willing to continually learn, grow and adapt to changes that come my way. I am able to reflect

upon my experiences and challenges as a strategy for continual self- improvement for the benefit

of my students.

Finally, my volunteer and extra-curricular activities demonstrate my love of children and

my passion for teaching. My life experience, coupled with my passion for teaching speak to my

readiness and ability to lead my students in their quest to be the best that they can be!
 Wendy Ward
5495 Fourth Line, Rockwood, Ontario N0B 2K0
(226) 820-1111
wendy@home-ward.com

CERTIFICATION: Seeking Ontario/New York State Initial Certification in Elementary Education,

Grades K 6

EDUCATION: Master of Science in Education, Elementary Program, anticipated August 2017

Medaille College, Buffalo, New York
GPA: 4.0

Baccalaureate in Arts, 1998

University of Guelph, Guelph, Ontario

RELATED EXPERIENCE:
French Immersion Student Teaching Placement March-May 2017
Robert Little Public School, Acton, ON
Plan, instruct and assess multiple subjects in French Immersion classes
Assist with the implementation of academic and social activities
Attend P.D. activities, staff meetings, excursions related to curriculum
Assist students where required, with class work in written and oral French
Work collaboratively with classroom teacher to deliver French Immersion program

Student Teaching Placement, St. Josephs Catholic School, Fergus, Ontario January-March 2017
Plan, instruct and assess multiple subjects in Grade 2 classroom
Assist with the implementation of academic and social activities
Attend P.D. Activities, staff meetings, student excursions related to curriculum
Work collaboratively with Classroom Teacher, Educational Assistants,
Administrative Staff, Principal and Vice Principal

Core French Classroom Volunteer, Eramosa P.S. Rockwood, ON Fall 2016

Assist with the implementation of academic and social activities
Assist students where required, with class work in written and oral French
Work collaboratively with classroom teacher to deliver instruction in French

French Immersion and Core French Classroom Volunteer , cole Harris Mill P.S. Rockwood, Spring 2016

Assisted with the implementation of academic, social and recreational activities

Tutored small groups, reading in French based on grade level curriculum
Worked one-on-one with selected students to ensure readiness for next grade level
Supervised students while taking part in field trips related to elementary curriculum

Classroom Volunteer, Rockwood Nursery School, Rockwood, ON 2008-2012

Responsible for implementing program activities, under the supervision of teachers
 Prepared materials and work stations for student activities
Prepared snacks and supervised students during snack times
Worked collaboratively with Nursery School staff to deliver an exciting, educational
program

TRAINING: Ontario Food Handler Training Certificate, Ontario Ministry of Health, January, 2016
Worker Health and Safety Awareness, Ontario Ministry of Labour, February, 2016
Respect In Sport Certificate, Respect Group Inc., August, 2015

HONORS/AWARDS: Anticipated MSED, August 2017

Baccalaureate in Arts, 1998
Ontario Scholar, 1994
Certificate of French Immersion Study, 1993
Le Prix DImmersion, 1993

CO-CURRICULAR: Soccer Coach, Rockwood FC, Rockwood, ON Spring 2015-2016

Dressing Room Manager, Fundraising Coordinator, 2013-present
Team Photographer
Guelph Girls Hockey Association, Guelph, ON
Team Manager, Mite Guelph Gators Girls Softball 2013-2014
Guelph Girls Minor Softball Association, Guelph, ON
School Board Liaison Officer, Classroom Volunteer 2008-2012
Rockwood Nursery School, Rockwood, ON

EMPLOYMENT: Co-Owner, Homeward Team Realty Inc. Brokerage, Rockwood, ON 2012-present

Licensed Realtor, Ontario Real Estate Association 2002-present
Corporate Account Manager, Corporate Sales Consultant, 1998-2001
Retail Sales Manager, Customer Service, Bell World, Cambridge, ON

VOLUNTEER: Rural Canvass Support, Heart and Stroke Foundation 2015-present

School Food Program Volunteer, cole Harris Mill P.S. Rockwood, ON 2014-present
Rural Canvasser, Canadian Cancer Society 2011-present
Blood Donor, Canadian Blood Services 2010-present

LANGUAGES: Fluent in English and French

*References available upon request

Conclusion

I believe that my knowledge, skills and abilities have been highlighted throughout section

two of my MSED Elemetary Portfolio Project. It is evident that my educational experiences at

Medaille College as well as my field work experiences in local classrooms have prepared me in

the best way possible for classroom leadership.

The skills that I have demonstrated so far highlight my ability to take on a role within the

classroom as a qualified, educational professional. I have a solid understanding of the current

State and Provincial curriculum standards which is key in my abilities to effectively plan lessons

and units. I have experience under the guidance of trained and seasoned professionals in

implementing effective instruction with clear and concise assessment goals in place. I am able to

plan, deliver and assess student understanding of interactive, technology rich and culturally

responsive lessons. With the idea of STEAM (Science, Technology, Engineering, Arts and Math)

in mind, I am able to collaborate with other like-minded educational professionals within the

school and within the community to deliver the best possible hands-on learning opportunities for

my students. As a complement to this, I am poised and ready to deliver instruction with the Four

Cs of 21st Century Learning in mind. Critical thinking, communication, collaboration, and

creativity are identified as the most important educational skills of the 21st century (National

Education Association, 2017). Finally, understanding the psychology of the student through

knowledge and experience with educational theory, I have a the skills necessary to help students

achieve their best. That coupled with my ability and desire to provide my students with an

exciting, interactive, nurturing and judgement-free learning environment, make me the ideal

candidate to lead my students on the most important journey of their young lives!

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