Section Five: Teacher Candidate Reflection

Introduction

Putting together this portfolio has allowed me the opportunity to reflect on what it means

to be a great teacher. Creating an environment that is safe, warm, accessible and providing a

sense of belonging and community are some of the qualities I strive to demonstrate to my future

students. I am confident to say that my experience at Medaille has truly shaped me into the

strong, compassionate and effective teacher that I am today and solidified my desire to become a

professional educator. Continuing my education at this stage in life proves that I have a strong

desire to learn and continue to grow. I have a passion for education and my experience at

Medaille has enriched this passion and increased my desire to bring it to the classroom. In this

section I will be reflecting on my educational experience and how it has provided me with the

pedagogical skills to be a great teacher. This reflection will also show how my competencies and

qualifications are connected to the three primary claims to the Teacher Education Accreditation

Council (TEAC); To know the subject matter, to meet the needs of diverse learners through

effective pedagogy and best teaching practices and Medaille College graduates are caring

educators.

Portfolio Project/Teacher Education Learning Experiences

While attending Medaille College, an unforeseeable situation of a pandemic occurred,

resulting in our entire learning experience making a shift from an in-class model to an online

platform. Although the educational experience shifted gears, I was able to collaborate with my

peers and professors in order to develop relationships outside of the classroom and adapt to this

new learning modality. This was a learning experience for me on how to adapt to unforeseeable

situations and make the best of it. I strived to work collaboratively and professionally with my
peers and obtain as much knowledge I could from the new digital learning experience. I was also

able to get academic support from many of my professors during this time and the ability to

adapt professionally and compassionately was directly modeled (TEAC Claim 3: Caring

Educator). As teachers, things often do not go as planned and the ability to main professionalism

and be as adaptable as possible are qualities that make a great teacher.

I have taken various courses at Medaille with professors of such rich and diverse

backgrounds that have all helped guide and develop my own best practices teaching. I have

really valued putting this portfolio together and getting the opportunity to reflect on the plethora

of experiences I now have from attending Medaille College. Reflecting on my educational

experience, I am confident to say that I have developed a great deal of knowledge, theory and

best pedagogy practices from observing and learning from my professors (TEAC Claim 1:

Subject matter). I remember my first field placement professor saying to us after a

miscommunication on which school we were to be at, that they best quality you can have as a

teacher is a sense of humor. This resonated with me. No matter what happens in life and in the

classroom, when the students have a teacher that can find the joy, a simple smile or the humor in

a situation, they will feel safe and a sense of belonging. I have learned to find peace and

calmness when things go wrong and how in stressful situations, like technology not working as

planned or presenting a lesson to a class virtually through an online platform, if you go at it with

a sense of humor, you can always find the joy in it (TEAC Claim 3: Caring Educator).

Throughout the various methods courses taken at Medaille, I was given the opportunity to

not only to present various classroom lessons on literacy, math and science but to write them as

well (TEAC Claims 1: Subject Matter; Claim 2: Pedagogy, Best Teaching Practices for Diverse

Learners). When I first looked over the task of writing a lesson plan, I felt that I would never
obtain the skills to produce a lesson plan with such detail. Now, with instructional support from

my methods professors, I can write them with such ease and confidence to know that I am

reaching students of all learning levels and capabilities while including accommodations that

meet all student’s needs. With careful planning, I have gained a sound knowledge on how to

apply Blooms’ taxonomy (1956) within my lesson objectives and target my questions to reach

higher order thinking among my students. This is a pedagogical skill that I did not have the first

day I walked into Medaille. While presenting elementary lessons to peers can at times be

difficult, this has been the most educational experience for me. I have learnt that I have an

engaging ability to present my lessons with creativity and motivation for my learners. The

feedback I have received has always been positive and encouraging that I am doing what I was

made to do. I have really developed the ability to learn my subject matter and go deeper to

educate myself on the content. I have also really enjoyed the constructive criticism and feedback

to allow me to professionally examine different ways to present a lesson. Through this

experiential learning practice, I was also able to gain classroom management skills. Although I

was not teaching directly to children, I was able to see what part of my lesson’s required more

management and review of rules and expectations then others. I was also able to gain insight into

finding students intrinsic motivation and building that into my lesson. One aspect of feedback I

have consistently received is my ability to engage with students and reinforce active

participation, active listening and attempts to learn in turn creating an increased sense of

participation (TEAC Claim 2: Pedagogy, Best Teaching Practices for Diverse Learners).

From taking methods courses in Math, Science and Social Studies, I have learned the

importance of teaching from the standards and developing lessons to hit cross curricular

standards and objectives. As demonstrated in my science lesson, I was able to make connections
from the New York State P-12 Learning Science Standards to the New York State Common

Core ELA Standards and the Ontario Curriculum Standards and embed components of all

curriculum within my lesson (TEAC Claims 1: Subject Matter).

During my early field experience course, I was able to examine the importance of

classroom management and develop my own tools that I will be able to utilize. I created a

classroom procedural tool that was designed to keep my classroom organized. I had various roles

such as Paper Passer, Line Leader, Caboose, etc. These roles were created in order to aid in the

flow of the classroom’s day to day activities while empowering the students and giving them

responsibilities. It was a large spin wheel. I had created clothespins with the students’ name on

them so that it could be easily manipulated to various roles. This tool is based off William

Glasser’s choice theory (1998) which identifies teachers as managers who need to work

effectively if they want to successfully teach their students. The role of teachers as managers

requires them to guide students in understanding that working hard and being obedient is worth it

and will have a positive influence on their lives. This is turn gives the students the ability to

make choices on their behaviour and act accordingly (TEAC Claim 2: Pedagogy, Best Teaching

Practices for Diverse Learners).

During my Research in Education class, I was able to gain widespread research skills and

recognize the importance in action research in today’s classroom. I was given the opportunity to

complete a district/school board website review that gave me the professional knowledge about

researching demographics, the board’s mission and values and the standards that teachers are

evaluated on. This in turn, provided me with the skill set to examine other boards and districts

that I may be interested in working with in the future.

 After being out of my University institution for quite some time, I was nervous about behind

on current technology standards and applications. Fortunately, my Technology in the Classroom

course gave me the hands-on experience to digitally learn and teach in today’s classroom. I was

fortunate to experience what it was like to be a full time student learning through a digital

modality. This course provided me with the insight on how to teach through such tools as a

google classroom, padlet, flipgrid and weebly and screencast-o-matic. I am now highly confident

in teaching through a digital platform. With technology in the classroom, it can now redefine

classroom objectives and the tools provided have guided me into best practice teaching (TEAC

Claims 1: Subject Matter; Claim 2: Pedagogy, Best Teaching Practices for Diverse Learners).

I believe that being a culturally responsive teacher is of the utmost importance in today’s

society. School climate and school culture play a large role in how student’s learning is

enhanced. Providing educational content that is relevant to student’s background knowledge,

experiences and learning styles will not only enhance student learning but will provide a sense of

community and assist to further develop relationships. Recognizing diversity and

multiculturalism in the classroom and using it as a teaching tool helps to make an effective

teacher great (TEAC Claim 2: Pedagogy, Best Teaching Practices for Diverse Learners; Claim 3:

Caring Educator). By completing the Dignity for All Students Act Seminar, I was provided with

skills to identify and support students who are experiencing harassment, bullying and/or

discrimination. Moreover, this training provided me with extensive prevention strategies as well

as intervention strategies.

It is very apparent based on my background, that the Foundations of Special Education

course was one of my favourites. This course allowed me to professionally share my knowledge

with my peers and help to engage them in critical thinking when it comes to students with special

needs. Every student is different and what works for one child does not always work for another.
Sharing ideas and working collaboratively with my colleagues was so inspiring to see the wealth

of knowledge that will be entering the teaching community. What I loved about this course was

the component of universal design for learning instruction. I cannot agree more with the idea that

making accommodations to instruction will benefit not only students who have an Individualized

Education Plan but the entire classroom. By meeting the needs of the widest range of students,

you will reduce the barriers to learning. This then allows students to learn in accordance with

their learning preference. The teacher is constantly creating alternative ways for students to both

receive and deliver information. This is how I foresee myself as a teacher, constantly assessing

and evaluating different instructional modalities to fit all the learners in the classroom (TEAC

Claims 1: Subject Matter; Claim 2: Pedagogy, Best Teaching Practices for Diverse Learners;

Claim 3: Caring Educator). I was also given the educational opportunity to complete an I.E.P

analysis. This was so beneficial for me as it gave me the skills to thoroughly comb through and

understand the individuality of each plan, recognizing that every student is different. Based off

Gardner’s (1983) multiple intelligence theory, examining each students’ strengths and needs and

using different modalities of instruction and accommodation, will help to empower learners and

not classify them into one learning modality.

During my assessment and evaluation of literacy course I was able to conduct a reading

assessment on a student and design a plan for instruction based off the results of my assessment.

This gave me the skills to recognize where the reader was at and what literacy strategies are

needed to support the learner. The first assessment that I implemented with the student was, the

Book Handling Knowledge Guidelines. The goal of this assessment was to measure the child’s

concepts of print. The second assessment I completed was a running record. Wanting to test for

phonemic awareness, I implemented an initial sounds assessment. I assessed the student’s

phonological awareness, by using the identifying rhyming words assessment. Based on all these

assessments, I was able to conclude that this child was at the emergent reading stage.
Determining what background knowledge he had, and forming an instructional plan around the

results, shows how beneficial it can be for the student and the teacher. While doing these

assessments, I was also able to see where the student was challenged and when he began to shut

down. What I thought was interesting during this assessment, is how successful the child was

with a prompt. Although this was an assessment and prompts should not have taken place, this

informed me of how instruction can work. With instructional guidance, the student can be a

successful reader and therefore increase his reading confidence.

Reediness to Become a Teacher

Students require a safe and secure environment where learning can take place. As a

teacher, setting up a supportive classroom to meet the needs of your students and provide safety

will not only make for a cohesive learning environment but a safe place for your students. I

believe based on my educational skills gained from the diverse courses at Medaille, I am ready to

become an elementary school teacher. I truly believe that creating a relationship with each

individual student is going to in turn develop a sense of mutual respect. Students with feel safe

when they know the teacher cares about their best interest and wants to continue to build the

relationship with them. When the teacher models respect, caring and compassion, it then is

expected in return.

I believe that it is important for students to have rules and responsibilities and learn that

there are classroom expectations within the classroom. If the rules are broken, there are

consequences. If the rules are followed, there are rewards. Thus, developing a sense of intrinsic

motivation within each student to show each other and the classroom respect. This would ideally

reduce the occurrences of maladaptive behaviour within the classroom.

 I also believe that as a teacher, modeling vulnerability and resilience is so important. As a

parent, I do this on the daily and it makes a huge difference in my children’s learning. When they

see vulnerability, they feel safe. It no longer becomes an ‘us versus you’ relationship, it is an ‘us

together’ relationship.

Building a sense of trust is important right off the bat. Letting your students make choices

and decisions is a great way for this to be done. What subject to do next, what project to do, book

to read or project to complete are some examples that students can be given choices to.

I believe it is important to talk about bullying in the classroom and teach a zero-tolerance

policy. It is important to teach empathy and emotional intelligence to students so that students

understand not only consequences to themselves but to others as well. By completing the Child

Abuse and School Violence and Prevention workshops offered through Medaille, it has helped to

gain this insight. It has also helped to set me up as a professional teacher who respects and abides

by the policies and procedures of the SAVE legislature.

Conclusion

As I continue to learn and develop in my teaching abilities, I will continue to reflect upon

my practices and experiences. Continuously keeping a growth mindset will allow me to model

the ability to reflect and grow for myself and for my students. With proper planning,

instructional strategies, assessment and professional collaboration, we as teacher’s are opening

the wings of each student and guiding them successfully into society to create and make magic of

their own happen. There is so much more to the role of a teacher then standing in front of the

class and lecturing. As it can be seen from my artifacts and my reflection, I am ready to take the

next step into the classroom.