8

Section Two: Teacher Candidate Background Experiences

Introduction

In this section, I will go into further detail about my educational and work experiences
that have

lead to me pursuing a career in education. I have included my experiences as a volunteer at St.

Francis of Assisi School, my experiences working as an instructor in Aquatics, and my

educational experiences and placements at Medaille College. All of these experiences have

contributed to my desire to pursue this degree at Medaille College as a student in the Masters of

Elementary Education program.

As a mature student and a parent, I feel I have taken a path that has given me a broad

viewpoint on education. I have participated in the educational system as a practice teacher, a

volunteer and also as a parent. I do feel this is an asset as it has given me a broader perspective

from all sides of the educational spectrum. These experiences have given me the opportunity to

be an active participant in the schools and I am looking forward to my future as an educator.

Teacher Candidate Educational Background

When I was a child, one of my favourite pastimes was organizing my wall of books by

author. I would create a label for the spine with the first letter of the author and order them all

alphabetically. That was my idea of a fun afternoon!

From that point on, I always envisioned myself as a teacher. As soon as I had children, I

began volunteering in the classroom. For seven years, I worked in the school in the Literacy

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Program. This was a reading recovery program for students that were struggling or behind their

grade level. I would work with the students independently or in small groups, depending on their

needs and the other students in the class. I thoroughly enjoyed seeing the students progress and

finding out what would interest them.

More recently, I volunteered in a split class with grades four and five at a public school

near my home. I found this was a very insightful placement for me. I learned a lot about

classroom management and working with students with Independent Education Plans (or IEPs.)

It was an eye-opening experience to watch a veteran teacher manage a classroom with split

grades and some children with higher needs. Her organizational skills and classroom

management were really skills I hope to emulate.

I have also enjoyed seeing the juxtaposition of the suburban and city schools in Buffalo. I

found this extremely beneficial to learn from all of the teachers that I was placed with. All of the

teachers adapted to their classroom environment, so that they would best engage with the

students. This gave me the opportunity to see much different classroom management and

disciplinary techniques at work. Even the dialogue between teacher and student differed greatly

between these two schools.

Work Experiences

My work experiences have been varied, ranging from an Aquatics Instructor to a Category

Coordinator at a grocery chain head office. From working as an Aquatics Instructor for the City

of Mississauga for ten years, I learned a great deal about planning lessons, assessment and

encouraging student participation and engagement.

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My role at Sobey’s as a Category Coordinator was not interacting directly with children

but still utilized a lot of skills that I could bring into the classroom. As a Category Coordinator, I

had to coordinate directly with many other departments. I would communicate with the

Advertising department to communicate what our advertisements for the week were. This would

involve a weekly meeting where we reviewed ad items and pricing for each item. From there, I

would communicate with the Replenishment department. I would advise them as to what items

were on ad and after looking at the ad histories for each item, I would advise the replenishment

as to how much extra product should be ordered. I also worked with the suppliers, testing new

products and also letting them know when their product would be on ad (so that they could stock

accordingly.) I do feel all of these skills would lend themselves to teaching. Being an educator

requires a great deal of communication with other teachers in the school, especially those that are

teaching the same grade level. I feel that being a team player and willing to collaborate with

peers will help teaching run more smoothly and efficiently. It is also essential so that students are

receiving similar education across the grade levels. Lastly, I feel that the organizational skills

that I acquired during my experience at Sobey’s will help me to be a more efficient and prepared

educator.

School Observations

Throughout my placements in various schools, both in Mississauga and in Buffalo, I have

been very fortunate to observe many fantastic educators. In Mississauga, I have been in schools

both in Dufferin Peel and within the Peel Board of Education. Mississauga is very diverse and

most schools have a wide range of ethic and socioeconomic backgrounds. The schools range in

population size from 200 to 550.

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In general, I have been working with children since I was a teenager. I began working

with the City of Mississauga when I was fifteen years old. I worked in Aquatics for ten years,

lifeguarding and instructing swimming lessons. It was a wonderful experience working with both

children and adults, often helping them to overcome fears and gain confidence in a new skill.

My first experience in my teacher placement was at in Mississauga. This was a split 4/5

grade that only had five students in grade five. This class had many students with special needs,

ranging from Angelman Syndrome to ADHD. The classroom teacher did not have a lot of

support and had to be prepared to make a lot of accommodations and modifications for the

students. I felt that this placement gave me a glimpse of a realistic classroom experience in

Mississauga. There have been many cutbacks provincially, especially to extra support workers,

so many classroom teachers are now left to manage one class with many different needs. The

teacher ran a more relaxed classroom and I was able to experience a style of classroom

management that I feel was in line with my philosophy.

In Buffalo, I did two placements, which in a grade four classroom and in a grade two

classroom. These placements offered very different experiences in both a suburban and an inner-

city school. These were great opportunities to see how experiences outside of the school affect

the learning and behaviours that occur within the classroom. It really emphasized the importance

of understand the community that the school is in, the background of each child and the benefits

of connecting with each and every child.

I found that it was informative to see how every educator that I worked with utilized

technology within the classroom. The teacher in Mississauga used the Smart Board a great deal.

She used it to demonstrate close reading or writing skills. In Buffalo, the teacher also used the

Smart Board a lot but she used it for interactive rewards for the students (Class Dojo) and also

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for math videos from various sites. The math videos had songs and actions, which allowed the

students to get up and release some energy from sitting down. I felt it was definitely something

that I would use within my classroom.

Classroom Application

In the various classrooms, I was fortunate to work with students with various abilities.

The students were all from different socioeconomic backgrounds and from diverse cultures. In

the grade two classroom in Buffa;p I observed a student who has been diagnosed with

behavioural issues, however the parent will not agree to having her enter a classroom specifically

for students with behavioural challenges. Her behaviour in the classroom was challenging and

created a disturbance for the entire class and the teacher. As a teacher, I could empathize with the

frustration of having a student who was disruptive and challenging. As a parent, I also could

empathize with her parents not wanting her to be labelled and change schools. I feel that being

both a parent and an educator gives me a unique perspective to understand the parents’ point of

view. I have been in classrooms as a volunteer, as a student teacher and as a parent. Each role

gives you different viewpoints and helps you to fully understand the bigger picture, which I feel

is so important. Emotions are always high with parents and their children, and I feel everyone

must be treated with the utmost sensitivity.

From doing placements in a kindergarten class, a grade two class, a grade four class and a

grade five class, I have had some experience familiarizing myself with the curriculum and

various different classroom management methodologies. One educator was extremely strict, to

the point there was little to no classroom discussions and another was more relaxed, allowing the

students to interact both with her and with each other. From watching these two classrooms, I felt

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that I preferred a bit more of a relaxed atmosphere that allows the students to engage with me

and with one another.

I also had the opportunity to see the students working in different scenarios. They worked

as a class, as individuals, small groups and also in pairs. I really enjoyed seeing how different

classroom activities worked better with different groupings. I think this is information that will

also help to ensure that classroom management is effective and engaging. As Demirali Yasar

Ergin states, “By using effective classroom management techniques, teachers can control the

direction and learning style of their class so that students can learn in an effective environment

without discomfort or distraction. In this context, effective classroom management creates and

maintains a regular environment in the classroom, increases meaningful academic learning and

facilitates social and emotional growth, reduces negative behaviors and increases academic time”

(2019, p. 250).

I was able to familiarize myself with different technologies, such as the SMARTBoard

and the Elmo. These are new technologies since I was in a classroom. I found that we learned a

lot in our technology class at Medaille and it was very useful to see the technologies at work in

the classroom. As Rhonda Christensen and Gerald Knezek state, “A paradigm shift is required

for teachers to effectively integrate mobile devices in classroom learning. Simply owning mobile

technologies does not guarantee effective use in education by students and teachers. Teachers

must have supportive training on the pedagogy of integrating these devices as well as useful

strategies for classroom management that will enable the teachers to feel confident in their

classroom instructional environment” (2016, p. 303). With the technological advances occurring

rapidly, I do believe it is imperative that educators are armed with the knowledge of how to most

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effectively utilize these tools. Some of the applications that are available are incredibly engaging

and provide a break from pencils and paper.

Lastly, I found that my field experience taught me to understand that every student is

unique and will enter the classroom with their own experiences, emotions and goals. By making

the efforts to truly get to know our students, we have the unique opportunity to help foster their

growth, confidence and educational experience.

Philosophy of Education

The School
As John Dewey (1907) said, “All that society has accomplished for itself is put, through

the agency of the school, at the disposal of its future members. All its better thoughts of itself it

hopes to realize through the new possibilities thus opened to its future self. Here individualism

and socialism are at one. Only by being true to the full growth of all the individuals who make it

up, can society by any chance be true to itself” (para. 1). As this quote states, the role of the

school is to encourage individuals to realize their potential in order to become contributing

members of society. Through school, they not only learn knowledge and specific skills, but also

the complexities of socializing and behaving as a thriving member of the community.

The goals and objectives of the school are to encapsulate all of the valuable skills learned

in a classroom and school setting with the long-term goal of helping each student grow from a

malleable child into a capable adult. These skills will help students navigate the community and

world as they enter adulthood. Bearing this in mind, the school needs to continuously self-

evaluate in order to ensure that the curriculum and lessons are relevant to society. Society is

constantly changing (for example, with technology) and the school needs to incorporate these

changes into the fabric of school life. This has been the trend throughout history as society has

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evolved. Indeed, it wasn’t until the Renaissance period that females were given the opportunity

for an education, alongside their male peers.

The Curriculum

For optimal learning within the school, the curriculum needs to be both subject based and

student-centred. By incorporating both ideals, it allows students to focus on necessary content

that is taught (such as math, science and history), while simultaneously focusing on the student.

This allows for some flexibility (in terms of content) to delve into areas that are of particular

interest to the students. Student-centred learning can be incorporated into the regular curriculum,

by allowing the students to determine the direction of the lesson. For example, when studying

reptiles for science, the class might decide to build a habitat for the class reptile. This would be

an example of incorporating both styles of teaching. The teacher can ensure that they learn the

required content, and yet the students can also explore the topic in a manner that appeals to them

Ultimately, this allows for a more holistic and in-depth approach to their learning. This type of

learning incorporates the philosophies of Jean Jacques Rousseau, who believed in a curriculum

heavily based on nature, the environment, and allowing students to have experiences within

nature (Gutek, Levine, Ornstein & Vocke 2017). Rousseau believed that a student should learn

via discovery, which is very similar to the student-centred, discovery-based learning of today.

This alternative to traditional teaching also lends itself well to differentiated instruction. The

Government of Ontario defines differentiated instruction as “effective instruction that is

responsive to students’ readiness, interests and learning preferences” (Reach Every Student, n.d.,

p. 5). This is further explained by three specific qualities which are: readiness, which refers to

the student’s starting point for learning; interests, which enhances the relevancy of learning by

linking new information to students’ experiences; and learning preferences, which are the

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different ways in which a learner prefers to acquire, process and work with information (Reach

Every Student, n.d.). Differentiated learning relies heavily on formative assessments, in order to

gauge where students are regarding these three qualities.

As discussed above, this type of learning demands differentiated assessment strategies.

While standardized testing is now incorporated in most countries, I feel that it should be

balanced with formative assessments. Formative assessments allow teachers to constantly reflect

and adjust their lessons and instruction accordingly. Through this type of assessment, we can

determine whether lessons have effectively reached students and whether we need to change the

lesson for the next time or revisit a concept that has already been taught. This is important, as

this type of reflection will prevent educators from becoming stagnant and/or stale. I believe that

using a combination of standardized tests, summative tests and formative tests will compliment

the curriculum and focuses on both subjects and students. By utilizing all of these methods,

differentiated instruction will allow us to use best practices for education by introducing balance

between instructional methods and assessment. Ideally, this will encourage learners to be self-

directed and self-motivated.

The Learner

In the processes of instruction, the role and the place of the student is really first and

foremost. Without the student, there would be no educational processes occurring. Once that is

understood, it must also be remembered that every student is an individual who is developing at

their own pace and in their own way. I feel it is essential that we, as educators, always remember

this. Just as educators must consider diverse cultures within their classroom, the educator must

also consider the diversity of the learners. Maria Montesorri was a proponent of the fact that

children learn at different rates and that they should be allowed to do so. She felt that children

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should be given a period of approximately two years to learn the basic skills and develop their

freedom of self-expression. She also believed in multi-age classrooms, which further emphasized

the fact that students could move at their own pace (Gutek, 2017). This structure provided

opportunities for the students to learn and care for one another. Montesorri referred to the early

years as “the sensitive periods, which were included in the period of the ‘absorbent mind.’

Montesorri’s use of the term ‘absorbent’ reflected her belief that children in this stage were

engaged primarily in absorbing sensory impressions and information from their environment”

(Montesorri, 2004, p. 50). The learner cannot be discussed simply as a whole entity, as every

learner is unique and has different needs. Therefore, this must be at the heart of any discussion

regarding ‘a learner.’

Another crucial piece when considering the learner within the scope of the curriculum is

incorporating diversity. With increased immigration rates in North America, many classrooms

are diverse. This is an extremely important element of the classroom that must be accounted for

in preparing lessons and managing the classroom. As defined by Gurung and Prieto (2009),

“Culture as a meaning system helps human groups deal with enormous social complexity by

allowing for greater differentiations among social groups, by institutionalizing cultural practices

and customs, and by prescribing social norms and expectations” (p.5). It is no longer enough to

simply ‘not see diversity’, as used to be common practice. To be an inclusive classroom,

differences must be acknowledged, celebrated and incorporated into the intricacies of daily

classroom life and the curriculum. Students need to see that they are represented within the

books, in the lessons and on the walls that surround them. Again, as Gurung and Prieto (2009)

suggest, “The best method is to have culture be the fabric of the course, its main foundation” (p.

17). Some of the ways that Gurung and Prieto suggest to achieve this, is to make it explicit and

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feature diversity prominently within the classroom. It should be a safe topic that has ground rules

for discussions. As educators, we must model the appropriate behaviour and respond to

inappropriate comments or attitudes. These comments can be used to generate discussion. Make

it relevant and credible by discussing current events and ensure that you are knowledgeable by

utilizing primary sources and experts. Lastly, make it count. If you are ensuring that you are

incorporating diversity within the classroom, it is imperative that you measure your level of

success in doing so (Gurung and Prieto, 2009).

Learning

In studying theorists on education, I felt that many of them offer philosophies that

complement one another to create a balanced approach to learning. As the philosophy of

progressivism highlights, “knowledge is an instrument that does or creates something. Although

it can come from many sources – books, experiences, experts, the library, the laboratory, and the

Internet – knowledge becomes meaningful when used instrumentally as a tool to accomplish a

purpose” (Levine, Gutek, Ornstein & Vocke, 2017, p. 190). As discussed above, allowing

children the opportunity to discover and expand the scope of the content will instill excitement

and ideally increase their desire to learn. Creating opportunities to provide students with some

autonomy regarding content is imperative to achieve this goal.

Similarly, just as assessment and instruction should be varied, so should delivery of

instruction. I feel it is essential to utilize different methods to deliver instruction, whether it be

via technology, a lesson or through individual or group work. Even when using technology, it is

crucial to stay current regarding new tools that can be incorporated into the classroom. It isn’t

enough to rely on using a PowerPoint or a video for every lesson. There are many alternatives

available via a smartboard or Chrome Books. Technology has become an integral part of

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students’ lives and it only makes sense to utilize it within the classroom. This also allows for

some differentiated learning, as some students will really respond well to technology and use it

naturally. If this is an area that they are strong in, they can utilize their strengths to provide

assistance to their peers (if needed.) By offering instruction via different strategies, more

students will have access to a strategy that works well for them.

Assessment

Just as every learner is different, assessment for the learner should be varied. I believe we

must take into account that not every student performs their best work in the same manner, for

example on a test or as a presentation. Keeping this in mind, various assessments should be

offered to the students so that they can have some autonomy in deciding what method of

assessment they feel is best suited to demonstrate their mastery of a subject. This cannot be

achieved through every assessment, but it would be beneficial for the teacher to offer varied

modes of assessment throughout each unit so that the students’ marks are not based solely on one

assignment or test. If educators are considering the needs and nature of each learner, they will

soon discover that each child has a different method of choice for demonstrating their

knowledge. Again, as educators, we must constantly reflect on our assessments in order to

determine whether subject mastery was achieved overall or whether the lesson and assessment

need to be altered for the next time.

Classroom Management

In my opinion, classroom management is the backbone of the classroom. Every lesson’s

success, or failure, can hinge upon how well a classroom is managed. Classroom management

must begin on the first day of school. This is when ground rules and procedures should be

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discussed and reviewed. Depending on the grade, it is also a great idea to allow the students’

some input on the class rules. By doing so, they will be keenly aware of what the rules are. The

first day is the opportunity to figure out seating plans going forward and desk configurations. I

believe (depending on the age) it is beneficial to allow the children some autonomy on their seat

selection provided that they are able to work quietly and productively. If not, seat selection must

be revisited. As I discussed in the section on diversity, it is imperative that educators are

constantly modelling the behaviours that they would like their students to emulate. Some of these

qualities include using polite language, maintaining eye contact, and letting others speak without

interrupting. It is never a good idea to punish the entire class for the behaviours of a few other

students. I feel that it is essential to provide praise for students to acknowledge desired

behaviours and outcomes. This will help to reinforce the rules that have been created and ideally,

inspire the other students to emulate that behaviour. When bad behaviour occurs, it is important

to address it immediately and not let it fester.

Peer teaching can help to correct unwanted behaviours by placing them in a role of

responsibility. In addition, it helps to reinforce the fact that their teacher believes in them. This

positions the student in the role of the “More Knowledgeable Other” (McLeod , 2019). This is

also ideal as this strategy can help to provide scaffolding for students that need some assistance

with a task or activity. In general, an efficiently run and controlled classroom is essential to

properly deliver lessons and assessments. It is imperative to begin the year with all of the ground

rules in place and not use rules as an outcome of unwanted behaviour. I feel rules must be

developed and enforced with the hope of avoiding unwanted behaviours altogether.

The Teacher

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The role of the teacher has always been a varied and diverse role. While the essential role

of the teacher is to educate, the sheer amount of time that teachers spend with their students

places them in the unique situation of being a ‘second parent.’ This pushes the role of the teacher

into many realms, beyond simply that of an educator. Firstly, they must do their best to follow

the curriculum and teach grade specific content throughout the year. While this is being

achieved, a teacher must strive to incorporate diversity, kindness, differentiated learning and

assessments, and encourage curiosity and enrichment within the classroom. The teacher needs to

constantly be vigilant and aware of students who are experiencing trauma at home or within the

school. A teacher should act as a liaison between the students and the community, seeking

opportunities to encourage engagement between the students and their communities. The teacher

must always strive to observe and be mindful of their students and relationships within the

classroom.

Like their students, teachers need to be open to continuous and lifelong learning.

Education is a field that is constantly changing and evolving. Just as society changes, educational

practices must reflect these changes and teachers must be willing to expand their knowledge and

skills. Whether it is curriculum, knowledge of technology, or keeping up with current research

on child development, a teacher must be open to seeking out knowledge and open to new ideas.

At the same time, they must be willing to collaborate with colleagues and work as a team to

ensure the students are receiving the best possible education. This also means working with

parents, families and the community to ensure there is a team at work for the student when they

are outside of school. As the old saying goes, “It takes a village” and it is essential that a teacher

be open to using their village to the best of their ability. A teacher needs to be approachable,

compassionate, caring and sensitive and those qualities should ideally extend to both the students

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and to your own ‘personal village.’ Teaching is not a career that can be taken on independently.

Teaching is one piece of a network that is comprised of students, educators, communities and

families. The puzzle can only be fully completed when all of the pieces are explored and used as

one.

Resume

This section always includes my resume, which I feel it is important. Being a mature

student, I feel that these life experiences are an important addition to who I am as an educator. I

have been fortunate to have a varied amount of experiences, from working in an office in a team

situation, to working in a pool teaching adults and children, and to even working from home

editing, which requires attention to detail and patience. All of these will contribute to my

development as a professional educator and to my character. I believe this resume demonstrates

that I have had life experiences that will make me an empathetic, patient and understanding

teacher.

VALERIE PALERMO
2480 Fifth Line West, Mississauga L5K 1W2 | 647-836-1380 | vp446@medaille.edu

EDUCATION
Medaille College
Masters of Education in Elementary Education 2020
Medaille College, Buffalo, New York

University of Toronto
Bachelor’s of Arts Degree with Honours (English Specialist) 2018
Mississauga, Ontario

Sheridan College
Diploma in New Media 2000

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Oakville, Ontario

TEACHING EXPERIENCE
Maple West Elementary School
Classroom Assistant (Volunteer) Kindergarten/Grade Four 2019
Assisted Classroom Teacher with delivering various educational
programs to students in grade four; running a reading group;
working on sentence structure; assisting with math lessons and
solving problems

Hamilin Park Elementary School

Classroom Assistant (Volunteer) Grade Two 2019
Assisted Classroom Teacher with reading programs and
developing lessons on literacy and comprehension; running
classroom activities with the whole group; working with small
groups on specific skills and tasks; working with individuals that
require additional support

St. David of Wales Catholic Elementary School

Classroom Assistant (Volunteer) Grade Four/Grade Five 2019
Worked with one grade while the classroom teacher worked
with the other; ran social studies lessons; worked with
students in small reading groups

RELATED EXPERIENCE
Self-Employed
Editor 2004 – 2018
Provide as needed editorial support remotely, including
developmental and copy editing of their internal online and
printed documentation.

Sobey’s
Category Coodinator 2000 – 2002
Compile reports and track weekly sales; develop ads; product
testing; communicating with vendors and distribution to
coordinate a seamless movement of product

TRAINING
DASA Training 2019

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REFERENCES
References are available upon request.

Conclusion

In conclusion, I believe that this section of my Educational Portfolio highlights my previous and

present experiences that all contribute to who I am as an individual and will be as an educator.

They all have helped to shape who I am today. The time I have spent in the University of Toronto,

Sheridan College and Medaille College have equipped me with organizational skills, the ability to

think critically and time management skills. My work experiences have added to these skills, by

enabling me to be a team-player, work collaboratively, and be able to seek help when needed,

Lastly, my volunteer experiences in the school have given me a great deal of observation time to

gain a deeper understanding of how I would like to be as an educator, my classroom management

skills, ways to differentiate learning, incorporating technology, and embracing diversity with all

students. These are all experiences that add pieces to the framework that has led me to the career

path that I am on today.

[Back to Table of Contents]

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