Section Two: Teacher Candidate Background Experiences

Introduction

The following section is a personal introduction to you, the reader, of myself as a teacher

candidate. I will explore my experiences and observations as an educator and discuss my

philosophy of education and how my past and current education and work experiences have

influenced and developed my philosophy of education. Lastly, I will showcase my resume so that

you, the reader, can obtain an overview of my education, employment, and volunteer work and

how my experiences have prepared me as a teacher candidate for the M.S Ed Elementary

program at Medaille College.

Education Experiences

Throughout my time in school, I was a very anxious and shy student and often struggled

academically. As a result, I often got lost amongst my classmates where I would find myself

falling behind in my academics. My mother fought hard for me throughout these years, she

provided me with tutors and refused to believe when teachers suggested that I had a learning

disability. It was not until my eighth year in elementary school where I had a teacher that listened

to my mother’s concerns and recognized that not all students learned in the same way.

During my grade eight year in elementary school, my outlook on education completely

changed. My teacher pushed me to excel beyond what I thought was ever possible. As a result,

this teacher provided me with multiple attempts to improve my work as well as a variety of

optional ways to showcase my knowledge. During this year, something had changed for me.

After all of my hard work and additional time spent with tutors, something had clicked. It was as

if a light switch had been turned on and everything started to fall into place. Throughout this year

I began to excel in subjects I never thought I would ever grasp and as a result, I received the
most improved award at my grade eight graduation. It was at this point in my life where I knew I

wanted to help others experience that same feeling. I wanted to show other children that not all

students learn the same way and that not every student has the same learning style. I wanted to

give other children the opportunity to experience their own, “Ah hah,” moment in education.

As my passion to help others grew throughout high school, I made the decision to enroll

into a one year program in the Human Services Foundation at a local College. During this

program I completed a placement where I was able to work closely with children ranging from

ages two to six. During this experience I found a mentor; a coordinator at my placement. I

looked up to this individual and discovered we both had similar backgrounds through our

educational experiences. I remember one distinct conversation we had that forever changed how

I perceived myself. This woman gave me an outsider’s look of myself and what I discovered was

an intelligent, passionate young woman that was hard working and cared deeply for others. It

was this moment in my life where I experienced another, “Ah hah,” moment and that motivated

me to strive for goals I so deeply wanted to achieve. This experience pushed me to make a

decision that would forever change me as an individual; I chose to continue my education and

follow my passion for child development by applying to a local University.

As my passion to help others continued to grow and a curiosity for child development

bloomed, so did my interest for sociology and psychology. Through my post-secondary

educational experience, I continued to follow my passion for child development where I went on

to University. At this point in my education, I still found math to be difficult. However, a credit

requirement for both sociology and psychology was to complete courses in statistics. I knew

receiving this credit for me would require a lot of hard work; however I was determined to

succeed in these courses in order to reach my goal in achieving a degree with honors. This also
raised concern for me that triggered anxiety I had not felt since elementary school. However, I

had a very supportive teaching assistant and professor. These educators took the extra step to

make sure their students understood the material for their course. More specifically, the professor

took the extra step to reteach the basics of math to her students. Although this may have seemed

pointless for some, this was a great relief for me and a game changer as a mature student. By

taking the time to walk her class through additional steps, the professor triggered my background

knowledge regarding basic concepts of math. As a result, I received high 80’s throughout this

course; something I never thought I would be able to achieve.

I worked very hard in this course because I knew this course would be the most difficult

for me. Every time it was possible I met with the teaching assistant for advice and inquiries

regarding assignments and in addition attended all available labs. This was a very stressful time

for me and I had my doubts if I would succeed in this course. However, the teaching assistant

gave me the push and support I needed in order to succeed and wrote to me a motivational

message, which allowed me to drop all of my doubts and fears.

“ … I saw how much effort you put into the course. Well done! Education is the most

powerful weapon which you can use to change the world. Always follow your dreams and

believe in yourself.” – Professor G.

This message was so powerful; it pushed me to follow my dreams and validated that if I

continued to work hard and kept focused, I would one day achieve my goals.

Throughout my higher educational experiences I learned about a variety of theorists

including Gardner’s theory of multiple intelligences. When learning about these theorists and

their ideas I felt I could relate to what I had experienced as a young student. As mentioned in the

previous section, Gardner’s theory of multiple intelligences states that people have more than
one type of intelligence (“Multiple Intelligences,” 2013). More specifically, people have multiple

types of intelligence (“Multiple Intelligences,” 2013). Recognizing this as educators, allows us to

provide students with the tools they need in order to express and demonstrate their abilities and

skills in a variety of ways (“Multiple Intelligences,” 2013). The knowledge I gained throughout

my University experience allowed me to connect what I was learning to my own personal

passions, beliefs, and experiences as well.

As I reflect, I do not regret the educational experience I had as a young student. My

experiences have molded me into the passionate and determined individual that I am today. It is

through this passion to help others and this immense interest in multiple intelligences and child

development where I obtained employment as a child care assistant. At this point in my

education and work experience I found an immense love and passion to help others with

exceptionalities.

Work Experiences

My passion to help others began at a young age; I could not wait to help and work with

others. During my post-secondary education, I completed a placement where I gained volunteer

experience at a child care center where I worked with children from ranging in ages two to six.

This was my first opportunity to program plan and gain experience with a wide age range of

children in a diverse, urban area with families from a wide range of socioeconomic backgrounds.

During my post-secondary education in University, I worked as a child care assistant for

a before and after school program where I worked with a variety of children ranging from eight

to 12 years of age. My experience with the before and after school program provided me with a

great deal of experience. During these five years, not only did I work as a child care assistant, but

also as a supervisor. As a result, I gained as great deal of experience with children from a variety
of backgrounds and exceptionalities including Autism Spectrum Disorder (ASD), Oppositional

Defiance Disorder (ODD), Attention Deficit Hyperactivity Disorder (ADHD), and partial

blindness. When I made the transition to supervisor I was able to use my experience as a child

care assistant to create programming that involved equity and inclusion for all students. After

gaining experience with the before and after school program I wanted to further develop my

skills and knowledge by continuing my work with children with exceptionalities. As a result, I

gained employment as an educational assistant with a schoolboard in my district.

As an educational assistant I have gained a plethora of experience; for the past three years

I have worked in one of the highest populated schools of my school board. The school is located

in an urban area and has a population of over 1,000 students; roughly 30% of students are Syrian

refugees and families from various countries. Through my years at this school I have had the

privilege to have worked closely with a wind range of students and exceptionalities including

student’s with ASD, ADHD, ODD, down syndrome disorder, FASD, non-verbal students, and

chromosomal disorders. By working so closely with such a wide range of students and

exceptionalities I have learned how to program plan for students where needs are always

changing.

In addition, the move from on ground to virtual learning has given me, over the course of

this past year, the opportunity to program plan and create lessons for my own small group of

students. This opportunity has allowed me to experience programing for English Language

Learner (ELL) students.

By working closely with students with exceptionalities in addition to having to work

under high stressful situations, I have gained experience in program planning where lessons need

to be flexible and change on a whim. In addition, I have gained a great deal of insight into the
field of education by working alongside an amazing team of educators. Throughout my

experience as an educational assistant I have learned so much from my students in addition to

other educational assistants, teachers, learning support teachers (LST), and administrators. I have

learned how to program plan for a wide range of student needs and how to be flexible when

situations vary and change is constant. Through the help and support of other educators I have

learned that working as a team is one of many crucial components in becoming a successful

educator.

School Observations and Classroom Application

Throughout my experience as an educator, in addition to my field experience throughout

the M.S Ed Elementary program, I have had the opportunity to gain experience and reflect over

the past few years and months on my observations and how I can apply my experiences through

my own teaching. Having the privilege to observe so many classrooms with students ranging in

socioeconomic statuses, culture, learning styles and levels has allowed me to grow both as an

educator and as an individual. Not only have I grown as a person, but these observations have

provided me with a plethora of tools for my teaching tool box for my future students and

classroom.

One of my main priorities as an educator is to provide a safe and open learning

environment in my classroom where all students are provided with the tools and materials they

need in order to succeed regardless of learning styles/levels, or exceptionalities. Through my

years as an educator, I have observed a lot of classrooms where teachers have created a learning

environment that engages all students. The following observations were witnessed in various

classrooms and grade levels. Throughout these observations, students demonstrated how they
brought their personal backgrounds and previous knowledge to the classroom’s learning

environment in addition to a variety of learning styles and abilities.

During my field observations, a specific classroom that stood out for me was a grade 4-5

split class led by an ESL (English as Second Language) teacher. The ESL teacher runs a LEARN

(Literacy Enrichment and Academic Readiness for Newcomers) classroom, a literacy and

numeracy program specifically for immigrant students that have had limited or interrupted prior

schooling. The LEARN program focuses on utilizing students’ background experiences and

knowledge by providing them with a wide range of experiential learning opportunities to learn

curriculum with literacy and focuses on students in grades four to eight.

In this program students are integrated into their homeroom classes for half a day to

participate in French, Music, Art, Physical Education (PE), and content subjects. Observing the

LEARN program through my field observations opened my eyes to a learning experience I have

never seen before. I have worked in a classroom with ELL students, however in my prior

experiences I have never had the privilege to work with a classroom specifically geared toward

teaching ELL students. This classroom was absolutely amazing and I have learned so much from

this experience. More specifically, the ESL teacher provided a literacy and numeracy curriculum

that met all the needs of these students through whole group learning as well as through small

literacy and numeracy centers, providing students with an equal opportunity to work at all

centers and also have the opportunity to work independently with the teacher or in small groups

with the teacher.

For these students, the educator created an open and safe environment for learning and

exploration. These children often do not get to share their voice with their classmates because

they do not yet have the words to express their thoughts, feelings, and opinions. When I observed
these children in a classroom where they felt safe and open to learn, I witnessed outgoing,

vibrant, and confident students, excited for the activities their teacher had prepared for them.

The ESL teacher for the LEARN program knew her students very well; she knew their

interests and what motivated them to learn and participate. Through this observation of the

LEARN program I was able to observe how to implement a successful educational experience

for students with a wide range of learning levels and styles and that built off of the student’s

background knowledge and personal experiences. As a result, this teacher provided an

environment for these students that was always engaging and met the needs of all students

regardless of any language barriers, exceptionalities, or learning styles. As an educator I will

cherish this experience and utilize many of the tools I have observed and carry them with me in

my teacher tool box for my own classroom and future students.

Throughout my year studying in the M.S Ed Elementary program at Medaille College, I

have learned the importance of creating a learning environment for students that promotes equity

and supports a variety of learning levels and styles. According to theorist Howard Gardner,

individuals possess eight kinds of intelligence; however each individual is unique and may apply

their intelligence and process information in accordance to their individual learning styles

(“Multiple Intelligences,” 2013). I believe this is a crucial piece of information for all educators.

As an educator and observer I have witnessed that all students do not learn or use the same styles

of learning to apply their knowledge and intelligence. By looking at Gardner’s theory of multiple

intelligences and observing the LEARN program in addition to my experience as an educator, I

have observed teachers who understand and implement this theory throughout their teaching

practices. By doing so, I have learned that it is crucial to provide a variety of ways to present
class materials so that all students have an opportunity to learn and express their knowledge to

their fullest potential, regardless of learning styles(s).

A key component of education, I have studied and witnessed throughout my own

personal experiences as an educator and as an observer, is the importance of maintaining student

motivation to learn. Through my observations I have discovered that student motivation is

largely impacted through social learning and activities. According to Lev Vygotsky’s

sociocultural theory, social interaction amongst students plays a crucial part in learning for

children (Cherry, 2020). More specifically, Vygotsky’s theory states that children are constantly

learning and that children’s culture affects and influences this ongoing process of learning

(Cherry, 2020).

The implementation of Vygotsky’s sociocultural theory was evident throughout my field

observations as well as throughout my experiences as an educator in a grade one class. More

specifically through my experience working as an educational assistant for a grade one class, the

teacher demonstrated sociocultural theory throughout her teaching. One way this teacher did this

was by gathering information and learning about her students’ culture and background

knowledge. The educator had implemented the background knowledge and experiences of her

students throughout her lessons and activities. In addition, these students were constantly

motivated through social interaction and activities. The implementation of social interaction

played a crucial role in the learning for these students for many of them were hands on learners,

ELL students, and students with exceptionalities.

The social interaction in the grade one class allowed students to express themselves and

explore their learning in a variety of engaging small group activities. For example, mini guided

reading lessons, online academic games, and word sort activities in addition to whole group
engagement activities where technology was utilized to motivate the students to continue to learn

and remain engaged (for example through the online platform, “Kahoot”).

Through my observations I have learned and experienced the importance of social

interaction, its effects on student motivation and student learning. As an educator and through

my studies throughout this past year in the M.S. Ed Elementary program at Medaille College, I

have discovered the importance of implementing a curriculum that promotes equity and utilizes

student background knowledge and personal experiences to promote social interactive learning

in an environment that is safe, open, and engages and motivates all students of all learning

levels/styles and abilities.

As an educator I will implement the tools I have learned to provide a safe space for all

students where they maintain engagement and are motivated to learn. By getting to know my

students on a personal level, I will utilize their background knowledge and personal experiences

throughout their learning practices. By doing so, this will allow me to implement an educational

experience that is engaging, motivating, and tailored to students’ specific learning styles/levels in

a learning environment that promotes and encourages equity for all students.

Philosophy of Education

The following is my personal philosophy of education. Through my own philosophy of

education I express my perspective on each of the following; the school, curriculum, learning,

learner, assessment, classroom management, and the teacher. 

The School

The school’s role is to create a safe and supportive learning environment so that all

students can express themselves and be creative through their work. The school’s concern is to

make sure all students receive a quality education in order to succeed to their fullest potential
regardless of exceptionalities and/or cultural differences; all kids belong. The school is

concerned with providing an education that represents all students and differing types of

intelligence. Like Howard Gardner’s theory of multiple intelligences, the idea that individuals

have multiple intelligences plays a large role in my philosophy of education. More specifically,

Howard Gardner’s theory is based around the idea that children possess multiple forms of

intelligence including, verbal-linguistic, logical-mathematical, visual-spatial, musical,

naturalistic, bodily-kinesthetic, interpersonal, and intrapersonal (“Multiple Intelligences,” 2013).

Lastly, the school’s purpose is to prepare all children for success and for the future. Schools will

do so by utilizing various means of assessment and implementing a variety of subjects within the

school’s curriculum that will provide students with the necessary tools to succeed.

Curriculum

Curriculum within my philosophy of education includes math, art, science, and physical

education equally. However, it also includes classes that prepare students for the future such as

cyber education, meal preparation, and financial independence. Curriculum is

administered appropriately for each grade level as to introduce topics and prepare students for

high school where similar curriculum will be explored in greater depth. In order to teach these

subjects, schools utilize resources from the community to help implement the courses such as

Information Technology (I.T.) professionals for cyber education, and nurses for sex education

and health. By implementing this curriculum our goal is to prepare children for the future as

independent and successful citizens.

Learning

The way curriculum is implemented is crucial because it determines how well a student

understands the curriculum and how students will retain and understand information. For this
reason in my philosophy of education students are in control of their own learning; learning is

unstructured, encourages student creative expression, and occurs both in and outside of the

classroom. It is also important to note that students are the teacher and the teacher is the

moderator. By implementing this form of learning students are provided with the opportunity to

be a leader, gain a purpose, increase communication with peers, and possibly increase students’

self-esteem.

Providing students with the opportunity to learn in smaller groups is also a belief in my

philosophy of education and provides students the opportunity to learn hands-on in a team-based

setting. As well, creating smaller groups helps students with exceptionalities succeed; smaller

groups may increase student focus, decrease anxiety and lower the possibility of sensory

overload. 

Learner

My philosophy of education recognizes learners’ exceptionalities, and cultural

differences. More specifically, all learners are recognized, included and accepted regardless of

their differences both in the classroom environment and throughout the curriculum. These

differences include, but are not limited to national origin, weight, colour, race, disability,

different learning styles, sexual orientation, sex, gender, religion, and religious practice.

Learners with exceptionalities are acknowledged, represented, and respected within the

classroom and provided with a quality education that is tailored to their own learning style, level,

and personal needs.

Assessment

In regards to evaluating a student's work and progress, my philosophy of education

includes a holistic approach to assessment because not all children show their best work and
knowledge through standardized testing. Results from utilizing only one form of assessment may

decrease students' self-esteem and implant the belief that they are not intelligent when in reality

there are multiple forms of intelligence. With that said, multiple measures of assessment are

utilized  in my philosophy of education and include the following;

- Game-based assessment: an Early Childhood Development (ECD) form of assessment that is

intertwined within educational games and included in resources such as Khan Academy and

Scholastics; students are unaware they are being assessed (Walker, 2018).

Educational technologist, Kathy Schrock, demonstrates the importance of emerging

technology into the classroom and school curriculum (“Kathy Schrock,” n.d.). More specifically,

technology is constantly evolving and growing and plays a crucial role within our society. Due to

this and our ever-changing society it is crucial as educators that we provide our students with the

tools they need in order to succeed (“Kathy Schorcks,” n.d.). Schrock’s research on the

emergence of technology throughout curriculum and assessment demonstrates the importance of

technology and the tools we need as educators to implement this form of assessment and learning

throughout our curriculum in order to provide our students with a variety of ways to not only

assess, but demonstrate their comprehension and knowledge throughout class curriculum.

- Performance/portfolio-based assessments: this form of assessment measures student progress

based on presentations, projects, reports, and papers they have completed over the course of the

school year (Walker, 2018). This form of assessment allows for a multifaceted view of students’

academic performance (Walker, 2018).

Class Management/Code of Conduct

I believe that within the classroom, both teachers and students must follow a code of

conduct in order to maintain an open and safe space of learning for everybody. The following is
a code of conduct that is implemented in my philosophy of education for both teachers and

students to follow. 

The teacher must create a curriculum and classroom environment that is respectful, and

welcoming to all students, parents/guardians, and staff members regardless of ones gender,

weight, sex, sexual orientation, disability, different learning styles, religion, religious practice,

race, colour, ethnic groups, and national origin. It is the responsibility of the teacher to create an

open learning environment where all students feel safe and welcomed. With that said it is

important that the teacher is an outstanding role model for the students. As role model teachers

must make sure all students are held accountable for their actions and maintain class and school

standards for respect and responsible behaviour throughout the school year. Teachers must also

help students reach their fullest potential and foster a positive self-image. Lastly, teachers must

equip students with the proper skills and opportunities to be positive leaders in the classroom,

school, and community; teachers must prepare students to be successful, independent, and

responsible citizens.  

It is also imperative that students respect themselves as well as show respect for their

peers and teachers so that all individuals can learn and express themselves creatively in a safe

and welcoming space free of judgement. Lastly, it is also important for students to follow the

rules of the classroom and take responsibility for their own actions. 

The Teacher

Within the classroom, students will often take the role as the teacher. More specifically,

students will have the opportunity to lead activities and the teacher will guide lessons as a

moderator (for example; guiding questions where needed to further critical and encourage deeper

thinking). Allowing the student to take on the role as the teacher provides students with the
opportunity to be a leader and have a purpose, develop a sense of belonging amongst their

classmates and within the students’ community.

Resources from the community will be utilized and brought into the classroom to expand

the knowledge of students and provide students the opportunity to be taught by individuals from

cultural backgrounds that are represented throughout the classroom. Utilizing resources outside

of the classroom will also allow people within the community that specialize in specific topics to

educate the class. For instance, guest speakers such as I.T. professionals would be brought in to

teach cyber safety education, dental hygienists will educate younger children on proper dental

hygiene, and nurses would teach students (at the appropriate grade level) about sensitive topics

such as health and sex education.

Conclusion

In conclusion, I believe a successful philosophy of education involves an educational

system that provides an open and safe learning environment where all students feel welcomed

and can receive a quality education regardless of cultural differences and exceptionalities. All

children have the right to receive an education that will successfully prepare them to be

responsible, independent and successful future citizens. 

Resume

The following resume is a reflection of my personal achievements highlighting my skills,

work experience, educational background, and volunteer experiences. More specifically, these

highlights pertain to the field of education in addition to other relevant information that speaks to

my abilities as an educator.
 12 McDonald Ave
Sheena Glousher London, ON N6G 1B1
+1 (519) 440-9945
sgloush.sg@gmail.com

WORK EXPERIENCE SKILLS

Thames Valley District School Board — Educational  Leadership

Assistant  Organized
2018 - PRESENT  Problem-solving
 One-on-one student support ranging from skills
kindergarten to grade eight.  Team work
 Create lesson plans tailored to children’s specific  Communication
needs.  Adaptability
 Encourage the development of children’s fine and
gross motor skills through social development and
curriculum modifications and accommodations.
 Support co-workers and students during transitions,
lifts, and toileting.

London Children’s Connection — Supervisor

2014 - 2018
 Program planned for children ages six to 12.
 Organized social and academic activities for students.
 Built rapport with parents and students.
 Incorporated personal interests and promoted equity
within the program. 
 Encouraged the development of the children’s fine and
gross motor skills.
 Equipped students with the necessary tools for both
social and academic development in a safe and fun
environment.

VOLUNTEER EXPERIENCE

Childreach — Field Placement

 Completed 140 hours of field placement for children
ages two to six.
 Program planned according to children’s interests and
exceptionalities.
  Developed children’s social, fine, and gross motor
skills in an all-inclusive environment. 

Daya Counselling Centre — Evening Receptionist

 Volunteered 27 hours and 4 months.
 Further developed organizational, social, and time
management skills.
 Gained experience with Microsoft Excel
spreadsheet.
 Placed reminder calls and answered questions for
clients.

 Modo Yoga Studio — Studio Cleaner

 Provided a safe and clean environment for the

community.
 Further developed organization and social skills.

EDUCATION

University of Western Ontario — Double Honors in

Sociology and Psychology

Fanshawe College — Human Services Foundation

 Dean’s honor list

References are available upon request

Conclusion

The second section of my portfolio explored my philosophy of education in

addition to my experience with children through my work, observations, and field

experiences. Throughout this section I have had the opportunity to reflect on what I have

experienced through both field experiences and my work as an educator. By observing

exceptional teachers and having the privilege to learn and gain further experience as a

student and educator throughout the M.S Ed Elementary program. I have learned and
gathered tools for my teaching tool box that I will implement throughout my own classroom. In

addition, I have developed the tools, gained knowledge, and experiences that will allow me to

create a classroom that promotes equity amongst all students as well as a safe and open learning

environment where all learning styles/levels and exceptionalities are met with a curriculum that

values and accommodates all students.

The next section of my portfolio project will allow me to introduce eight to ten artifacts I

have created over the course of the M.S Ed Elementary program. The following artifacts will

demonstrate how I will implement what I have learned in addition to the tools I have developed

throughout my observations and experiences as an educator and as a graduate student of the M.S

Ed Elementary program at Medaille College.