Professional Documents
Culture Documents
Section 2
Section 2
Section 2
Introduction
The dream of becoming an elementary school teacher was not one I held for a long time,
rather it became something that evolved over the course of my educational, personal and
professional experiences. Having had multiple opportunities for teaching children, as a youth
soccer coach, assistant youth pastor, health educator and ESL teacher I began to realize that
educating children was something I wanted to do long-term. Working with children, I developed
a genuine sense of care and joy for their wellbeing. It also instilled within me a seriousness for
the important responsibility of helping shape their emotional and educational development.
In this section, you will learn more about the relationships and experiences that inspired
my goal of becoming an elementary school educator. Healthy relationships are a pivotal part of
healthy human development. As you will witness, I was fortunate enough to have good role
models growing up, including a couple wonderful educators who made an effort to establish and
foster relationships with me that taught me a lot about being a positive role model and also made
You will also have an opportunity to read and interpret my philosophy of education, as it
pertains to areas of learner and facilitator participation. I have also provided my resume in order
for you to gain a better sense of the formal work experiences, education and trainings I have been
involved with. As you read through this section, I think you see that I have had time to learn and
grow from meaningful experiences and relationships that shaped the person I am into someone
Elementary School
Growing up, I fortunate enough to have some really remarkable teachers. Some made
bigger impressions on my memory than others. One of those people was my Grade 2 teacher,
Mrs. Garvalia. She embodied everything you would want for your child in a teacher. She was
nurturing, experienced, kind, patient and knowledgeable. I always remember her being so sweet,
making us feel safe and special. I never remember her getting upset or yelling. Later, when I
I’ll never forget the time Mrs. Garvalia invited me to her house. She lived on a farm, and
maybe because I shared an interest in farms or for some other reason, she had me visit for the
day. She showed me the barn, the animals, walked me around the fields and we finished off with
lemonade and cookies. It wasn’t the only time she had me over or showed me kindness. For what
reason, I may never know fully, however, the lessons about what being a teacher means will
never leave me. She taught me that sometimes being a teacher means more than just teaching the
curriculum. It means listening to your students, taking a genuine interest in their well-being and
grow up being exhibiting this behavior in their homes and in the community. Mrs. Garvalia was
one of those role models that imprinted major character exemplars into my psyche, as I would
In Grade 3, I had a very different experience. My teacher, Mrs. Pollard, was an old dairy
farmer. I am guessing one who was close to retirement judging by how old I remember her
being. Her management style was quite different from Mrs. Garvalia’s. We may have had a
particularly rambunctious group of boys, but she instilled a level of fear in us that I can still
remember to this day. If a student said something out of turn or got the question wrong, she
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would come down on them with frustration. I even remember her whacking someone in the back
of the head with her yard stick. I am aware this is by no means acceptable and would most likely
result in that person losing their job today. This was quite a contrast to most of the teachers I
experienced in elementary school. I learned from her that fear does not help the students in any
productive way. It only makes them less likely to participate and enjoy school less. Managing by
Fortunately, for me and my fellow students we were exposed to other wonderful teachers
our following year. Our Grade 4 teachers co-taught our class Mr. Youren and Mrs. Prost were
fun, energetic and very motivating for our class. I remember laughing a lot and thus learning a
great deal. They took the energy our class had and used it to our advantage. We were always
shifting gears, working on small-group projects and seating was sometimes optional. I wasn’t
aware at the time, but later understood that they were working with our high energy rather than
working against it. For their efforts we enjoyed learning and seemed to make great bounds that
year. One particular memory stood out for me when Mr. Youren stopped the lesson, so we could
all run outside to appreciate the first snowflakes of the season. I couldn’t believe he would stop
class to let us have fun, but it reminded me that our teachers were human too and wanted us to
have fun. I never forgot that lesson that it is important for our students to know that we are
human, that it’s ok to make mistakes, not know everything and want them to be happy. It was
yet another form of effective teaching that I was exposed to early on which stuck with me.
Undergraduate Reasoning
When I returned home from serving in the military, I decided to use the G.I. Bill to
pursue an undergraduate education. In my home town there was a reputable state university,
which seemed like the reasonable place to attend - Lake Superior State University. My initial
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interest in the psychosocial development of children and adolescents came from my own
educational awareness and understanding of the psychological and sociological influences that
discussed, among other things, the suppositions of prominent theories and theorists. One very
influential theorist in the world of psychology was a man by the name of Sigmund Freud. His
reasoning about the id, ego and superego and the way they emerge and interact was quite
interesting for me as a young student. Furthermore, his suggestions about our behavior and
development being heavily influenced by our childhood experiences was something that made
me reflect and think about how I might have been partially shaped by my childhood. It also made
me realize how important it was to have positive role models growing up (Cherry, 2019).
thoughtful introspection. Those, such as Erik Erikson and his Theory for Eight Stages of
information for which I could begin understanding life’s intricate and delicate periods. Erikson
placed an emphasis on the social interactions and relationships that define one’s character. As a
person grows and matures, they are presented with new “conflicts,” Erikson suggested, as
opportunity for productive psychological development. If this person handles the so-called
conflicts successfully, he or she continues to develop skills that help them navigate their lives
successfully, however, if they are unsuccessful in any of these stages they may not acquire the
skills necessary for a strong sense of self and confidence needed (Cherry, 2019). These
psychologists really captured my curiosity for child psychology and the way we all develop.
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Later, I was introduced to another prominent psychologist, Jean Piaget, who has
influenced greatly the fields of developmental psychology and education. Piaget’s Theory of
Cognitive Development taught me that children think fundamentally different from adults. In
addition, he learned, through observing his own children and others, that kids take an active role
in their learning as they progress through stages of development (Genovese, 2003). Piaget
suggested that kids are constantly in experiment and investigative mode as they take in
information and try to understand the world around them (Genovese, 2003). These were some of
the big thinkers that were influencing the way I looked at the role of psychosocial and child
development.
The time pursuing my bachelor’s degree was a great period of personal growth. I was
also a student athlete who worked outside of my already busy schedule, so it gave me the
perspective of understanding the importance of efficient time management, among other things.
By the time I was nearing the completion of my undergraduate degree, I was hired as a health
educator for a state-wide public health consortium – The Inter-Tribal Council of Michigan - that
had elements of teaching included in the job requirements. Some of these teaching objectives
brought me to area public school classrooms where I talked to kids about tobacco cessation,
healthy heart practices and wellness programs. These experiences in the classroom gave me the
opportunity to take the floor, so to speak, and essentially teach students about healthy habits
while trying to manage the class. It was my first exposure to formal teaching in a classroom and
Over the course of my work with the agency, I developed relationships with school
officials who would often request for me to visit their schools to talk with a group of students.
Not only did I educate the kids about important information that was beneficial to their well-
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being, but I also was able to recruit student champions who would form committees to
disseminate the information to peers, family members and the greater community. It was a
profound learning opportunity for me to see what it was like working with students on projects
and helping them get motivated in order to take ownership of their work.
Eventually, my grant that allowed me to work with the agency came to a close, and I was
ready for another adventure. This time I was driven by a personal sense of giving back to the
type. It required me to have a series of blood transfusions and stay for an extended time in the
hospital. The Red Cross supported my family during this time which was very significant to my
recovery and health. Therefore, I wanted to recognize the important work the Red Cross does on
behalf of people all around the country, and I did so by working with my local chapter to plan,
Along with a friend of mine, we set a goal of raising $10,000 while also generating
awareness about the life saving practice of blood donations. We aimed also to educate people
about water restoration and lake preservation since we were doing so in the Great Lakes State.
We educated the public by organizing workshops within local schools, conducting media
campaigns and reaching out to community organizations. Again, we had an opportunity to work
alongside teachers, school officials and students to generate excitement and share information. It
was another opportunity for me to see the excitement students had to learn and work on projects
they found interesting. This project, along with being involved with my churches youth group
and being a soccer coach made me realize I wanted to try working with children on a regular
basis.
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I was not formally trained in education, but I was ready for a new adventure, so I looked
into teaching abroad as an ESL teacher. I had the required experience and education which then
made it rather easy to find a job. I did some research on the more enjoyable places to teach and
found that South Korea was very popular and friendly to new teachers. It was a bit of a process,
but I eventually got my work visa and travel arrangements figured out. I will never forget the
feeling I had when the airport bus dropped me off in my neighborhood for the first time. As I
stepped onto the sidewalk, after a 16-hour flight, and looked up into the night and all I could see
was florescent neon-flashing lights welcoming me to my new home. I knew it was going to be an
I began work promptly the next day where I was greeted by 12 beautiful, happy Korean
kindergarteners. It was my first experience as a teacher in charge of my own class, but the
lessons I learned were invaluable. I was given some training from the school, but was mostly on
my own. It became evident very quickly that the most important thing was classroom safety and
management. Once routines, expectations and rules were established the fun and learning could
take place. I worked to create fun engaging lessons that would challenge the students and help
them grow. We also addressed social/emotional components as they were learning to manage
The experience I gained as an ESL teacher was quite relevant to the classroom today, not
only because I was creating lesson plans and managing the classroom, but also because many
school boards/districts have students who speak many languages. For example, Peel District
School Board, the one I live within and will do my student teaching this fall, has a student
population where 60% of the students speak another language other than English at home (Peel
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District School Board). The ESL experience I had with new English language learners will help
I met a fellow teacher in Korea, who became my wife. We moved back home to get
married and start a life together. I worked in higher education, pursued a Master’s degree in
Business and, most exciting of all, we had a child together. Having my own child has taught me
so much about how children think, grow and learn. We have been able to encourage a joy for
reading within her and it has helped her gain confidence and an excitement for learning. Once
our daughter was old enough to go to pre-school, we decided to fulfill our promise to return to
Korea.
We were attracted to teaching once again, and so we gave up our good jobs, put our
condos up for rent and moved back to the Land of the Morning Calm. It was a wonderful time to
return as a family and watch our daughter grow in so many ways. Again, we were in charge of
our classrooms and enjoyed all the duties and tasks associated with that. We were both
with the staff, parents and student, of course. Often times people would talk about how good our
teaching was and how much the children loved us. We felt confident on our own, but it was
reinforced by the outward expression of others. While there we discussed going back to school to
become teachers back home. It is no easy undertaking with a family, but it is something we both
love and decided the sacrifices were worth it. That is a slice of how my education and work
experience lead me to teaching. As you can see it was not one event or a lifelong dream, but
rather a winding road of experiences that evolved into an awareness that I wanted to become a
teacher.
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Mississauga, as well as grades 6 and 7 in Buffalo. In Ms. K’s grade 1 class, with the support of
the teacher, I was able to actively engage with the students and help them when need be. Since,
they were at different levels of learning sometimes I was even permitted to take small groups of
students to learn reading strategies. It was very exciting to manage the emotions while trying to
get everyone on the same page. This grade one classroom was particularly energetic and there
was a good deal of behaviors, special needs to be aware of. It was good for me to gain more
experience in this area and to have an opportunity to learn from the teacher. In some cases,
where students had a difficult time sitting, we would stand in the back of the classroom and
stretch or march in place while the teacher carried on with the lesson. In other cases, I was asked
to take certain students for a walk so they could break up a particular sentiment before it became
an issue.
With this seemingly special treatment I might have initially thought that students would
be jealous of other student’s additional attention, but the teacher made everyone aware that some
students had a little harder time than others and needed some space from time to time. The
students were supportive of those with needs and were not bothered in any way. I witnessed how
a teacher communicates effectively with students to let them know that we all have differences
and that’s perfectly fine. I also watched how an effective teacher is flexible without sacrificing
content. I got to see firsthand how accommodations and modifications can be used appropriately
In this class I watched how the students had a very similar routine most days. They knew
what to expect, what was expected of them and understood the school code of conduct. When
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they were getting out of hand, as young classes tend to do, the Mrs. K simply used effective class
management techniques, such as “clap once if you hear me, clap twice if you see me” and
counted backwards from three to get their attention. They were quite familiar with this technique
and it worked well with them. Here, again, the teacher was exhibiting consistency and control of
the class. When a teacher is able to manage a class effectively students feel safe and thus
In the grade 6 and 7 classes, held at Buffalo Prep School, the teachers had a slightly
different approach. I noticed that they encouraged more student dialogue, tolerated them
directing the conversation and, with the exception of math and science, allowed students the
flexibility to work on projects for which they were interested. It was my observation that the
teachers were encouraging high-order thinking models as students analyzed and structured
information to create, test and evaluate their work. Again, I was fortunate enough to have an
opportunity to actively engage in the process with the students. It was informative to observe
their though process while trying to steer them in a certain direction without giving too much
support.
At times, the teachers would allow the students to converse, collaborate and work
independently. However, when thing became too loud of students were sidetracked, the teachers
would draw the attention to the front and regroup. It was helpful to see how effective this method
was in helping the students stay focused without feeling stifled. I noticed a couple useful
technology tools that helped them organize and manage time with the students. They projected
the classroom screen website which allowed everyone to see what time frames they were
working with and reminded everyone what the objectives were. I found this tool very effective in
managing the classroom without having to repeat yourself or disrupt the student’s collaborative
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efforts. In these classes, the students were mature and independent enough to allow more
freedom, therefore the teachers were more relaxed about routine and schedule.
In the observations, I noticed many things about classroom management and teaching
methods. In the book, Classroom Management that works: Research-based strategies for every
teacher (2003) the authors discuss management styles. They go on to say that each classroom
dynamic may require a different approach depending on the needs and disposition of those in the
classroom (Marzano & Marzano & Pickering, 2003). What worked the year before may not work
for the incoming class and students respond differently to different methods. However, as the
book points out, in order to provide productive instruction a teacher must first establish the
foundation of guidelines with regards to rules, procedures and expectations (Marzano &
Philosophy of Education
The impact of an effective, caring teacher can last generations. I have experienced this
firsthand. The influence that a few particular role models and mentors had on the course of my
future has been transformational. Personally, I believe that each individual child is unique in
their own right, and brings with them talents and gifts they hold which can be nourished by the
utilizing the tools of technology, training and classroom management can provide a stimulating,
nurturing environment through which students can explore and discover more about themselves
and the world around them. In my experience, there is nothing more rewarding than evaluating
the progress of your students to see their academic development blooming and confidence and
self-sufficiency increasing.
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The role of the school is instrumental in building a sense of community for the people,
not only in the school, but those in the neighborhood. Schools have a unique opportunity to help
people feel welcomed, supported and engaged. As Marzano, Marzano and Pickering (2003) point
out, the success of the students and teachers is heavily dependent on building school-wide
expectations, guidelines and support mechanisms that empower and inspire those who work and
attend there.
In terms of the curriculum, we need to ask ourselves: How do we prepare our children to
become citizens of the future? We should aim to look beyond traditional models of lecture and
textbooks to include, civics, community engagement, self-management and instill a thirst for
curiosity. The general education curriculum is a good place to start, and it should be accessible to
all students no matter their needs. The curriculum gives teachers a strong guide for which we can
use to develop meaningful lessons, but we can do so in a way that teachers children, as Bass,
Contant and Carin (2009) write in their book, to be more actively engaged in their construction
of knowledge.
I would tend to agree with this idea about allowing students to experiment and investigate
the world around them. That is why I think inquiry-based learning environments could be
beneficial for students. It can be the job of the teacher as facilitator of learning while guiding
students in asking simple, but meaningful questions about the world and helping find ways for
experimentation to build new sets of knowledge and questions, thus leading to a deeper
The number on job of a teacher, in my opinion, is to first make sure students are safe.
That includes being safe from one another. It can be easy, especially for young children, to get
out of hand and become careless, therefore, teachers need to make sure that the ground rules
have been established and expectations are upheld. They must also make sure everyone feels
welcome, supported and engaged. This can be done by creating a positive learning environment
and sense of community where everyone has responsibility to others and comes ready to learn.
Resume
Introduction
My resume is included and contains relevant education and work experience pertaining to
the MSED program. Elementary education related work experience is included at the beginning
of the document and other work experience is near the bottom. I have also included the extensive
My resume
Sean Kutzler
(647) 323-9439
Sean.Kutzler@medaille.edu
RELATED EXPERIENCE:
TECHNOLOGY: Microsoft Office Suite, SMART Board, Various office machines, SMART
Notebook, Weebly, Padlet, Student records software, Education related
Apps, Databases, Budget and finance software, etc.
Conclusion
In section two of the portfolio project I introduced my education and work-related experience
from my days in elementary school to the lessons and theories I learned in college. I made
connections with my work and volunteer experience and how they influenced my decision to
pursue elementary education. My education philosophy touched on my thoughts about the role of
teachers, students and schools with regards to education. I also emphasized methods and
approaches I found most useful to student involvement. I hope that you have a better understanding
of my background and passion for becoming a teacher, and believe that I will make a great educator
one day.