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Frame of Reference

As a person, everything we’ve lived through, both positive and negative, shapes and

grows who we become as people. The notion of there are people who teach and people who

are teachers is something that I hold dear to myself. It is one of those things that I think all

teachers strive for, to be the people who ARE teachers, not just someone who teaches. My own

experiences as a student, in all levels of my educational journey including university, has

provided me with my values as an educator. Not only that but it has shaped my own personal

morals and values outside of who I am as an educator. Something that has stood out to me

within my journey has been through a book that I’ve both read and listened to called It Won’t

Be Easy: An Exceedingly Honest (and Slightly Unprofessional) Love Letter to Teaching which was

written by Tom Rademacher. (2017) This book is about his experiences as an educator and he

uses those to talk about privileges, biases, and what it means to be a teacher. One of the things

that he talks about that stands out the most, and I have begun to realize more and more, is that

you learn more from your ‘bad’ days than you ever will from the ‘good’ ones. While this

statement might be common sense, however, it wasn’t something I thought about in the

forefront of my mind. This concept, Rademacher mentions, doesn’t just involve “messing up”

your lesson, or just having an off day. It includes having conflict with colleagues, students or

parents, as well as trying something out and “failing”. Through aspects like relationships,

classroom community, different forms of feedback, creativity and integration I hope to inspire

and motivate students to do the best they can.

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COMMUNITY & RELATIONSHIPS

Building a classroom community comes from providing a space where students feel safe

and heard. It also comes from building relationships with students through getting to know their

interests and listening to what they are telling you. While some students may not tell you

directly it is important to pay attention to the subtle cues they are providing. When you get to

know your students and build that mutual respect it begins to create a safe space for everyone.

I want there to be a mutual respect in the relationships I have with students, where they aren’t

afraid of me but don’t view me as a buddy who will let them slack and fall behind. It is

important to me that the students hold themselves responsible for what they do in the class

and want to learn.

By creating that classroom community, I hope I will be able to provide a space for

students to learn, grow, be creative and curious while also challenging themselves in ways they

might not have thought of before. During my fall practicum I was faced with a group of students

who did not want to be in art class and whose main goal was to just pass. The project I originally

planned on doing wouldn’t have worked for this group of students so I adjusted to better suit

them. We ended up doing a comic book unit that focused on character development and

paneling. One of my students thought they couldn't do it because they wouldn't be able to draw

more than a stickman. Basically, it was explained that character development did not have to be

a super detailed 3D image, as long as we could recognize the character throughout the panels

then that would be a successful character design. In the end this student for 18/25 which was

more then he was hopeful for. This student was really excited and proud of their work, and

through our conversations and support I was able to better connect with them. Even during my
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year four practicum, I had over 60% of my class not wanting to be in art but because of the way

the quarter system worked and the rotation they got put into the class. They were such a great

group of students who had little faith in themselves as artists and in their own creativity. During

this time I tried my best to be encouraging, helpful and constantly talk about what it means to

be an artist and to be creative. I made such good connections with them that I began having

inside jokes with multiple students. One student couldn’t pronounce my last name properly so

they called me Ms. Killan, which eventually mutated into Ms. McKillin’ it. It always brought a

laugh to the class when this one student kept saying it wrong so I turned into Ms. McKillin’ it.

Within my classroom I want to be able to have good communication with students, as

well as their guardians. I’d include parents in the classroom by providing them updates about

their child. Parents are an important part of the classroom and I think that gets passed over

when students reach high school. Something that is also important is the support provided

within the school community. It can be really easy to become lonely within your classroom

without connections in the school with other adults. (Beleznay, 2022) While connections with

students are really important for their sense of safety and honestly ours too as teachers, we also

need connections with other teachers. That support allows us to cross-plan, discuss situations

we need help solving, as well as just having someone you can connect with on a more personal

level.

INCLUSION AND DIVERSE LEARNERS

Inclusion in classrooms is super important not only for ‘regular’ learners but also for

students who are diverse learners. Instead of standing in front of the classroom and teaching to

your regular students ‘leaving out’ your diverse students, you use observed strengths to make
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them engage and be successful within the ‘normal’ classroom. (Armstrong, 2012) It is where

teachers recognize “every child’s … positive qualities, whether academic, social, emotional, or

creative” and use them to allow for all students to be successful in their learning. (Armstrong,

2012) In Dorchester, Massachusetts there is a K-5 public school that focuses on this type of

approach, called the William W. Henderson Inclusion Elementary School. What is special about

this school is that one-third of their school is made up of special needs students who are almost

fully immersed in the ‘normal’ classroom. (Armstrong, 2012) They use a strength-based

approach in their school that allows for ALL students, including those with special needs, to

thrive. A strength-based approach when used effectively can allow for any student to be

successful whether they are a ‘regular’ student or have a disability. A key quality of this strategy

is to hold all students to high expectations which allows students to be challenged and break

out of their comfort level. (Armstrong, 2012) When you are focusing on a strength-based

approach it allows for an inclusive practice which supports and embraces students within the

Special Education stream. (Armstrong, 2012)

Something that is also important when it comes to inclusion and diverse learners, is

teaching to student identity, not just their disability. (Moore, 2022) It is important to remember

that a student's disability doesn't define them, it is a child with autism not an autistic child.

(Moore, 2022) This makes me think about when we talk about equality versus equity. How

equality is everyone getting the same support, the same resources, so on and so forth. Equity is

getting exactly what they need, whether or not it differs from someone else. Not all students

need EA’s, not all students need access to the resource room and staff, however, some students

do need access to these opportunities to better their educational journey.

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Part of teaching to ALL learners is using Universal Design of Learning (UDL) that provides

opportunities for all students regardless of their abilities and challenges. Using UDL strategies

does not compromise the integrity of a learning standard, therefore, can be used in any

situation. (Moore, 2022) Having UDL in the classroom allows for there to be less barriers for

students if it is used to enhance the learners, and is chosen based on the needs of the learning

community. (Moore, 2022) UDL is just one way to incorporate ALL students into the classroom

and provide a safe and inclusive place.

TEACHING AND LEARNING STRATEGIES

Something that has become important to me during my educational journey is the idea

of incorporating picture books into secondary classrooms. It’s not hard to understand that there

is a joy in being read to and that seems to end after elementary because of the assumption that

this need stops as we get older. Through an inquiry, I did some research revolving around the

use of picture books within a secondary classroom. While there are specific books that are

deemed for “younger” readers there are also many picture books that focus on more complex

topics and are centered around “older” readers. One of the benefits for using picture books in a

secondary classroom is that “no matter their reading ability or comprehension will be on a level

playing field” allowing for all students to grasp the concepts. (Kirsten, 2019) There are multiple

different ways to introduce picture books into the classroom in the secondary classroom,

whether that is through “novel” studies or read-alouds. One of the reasons I like the idea of

using picture books in a secondary classroom is it allows students to visually see the concepts

while they listen. One way to use picture books in a classroom would be through teaching
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harder topics like residential schools, racism, handling emotions, etc. Using picture books allows

for students to view hard topics in simplistic ways that make it easier to understand.

One aspect of the classroom that has been growing in interest has been interdisciplinary

teaching. For example, if students are strong in math they can use that to support them in other

subject’s areas like art. The same can be said with other areas of learning, like using music and

theater to teach math. (Balingit, 2016) Integrating different subjects together allows for

students to use their strengths to further their learning. Teachers need to be able to support a

learning environment that “encourages students to identify and explore their own strengths” so

they can better engage with the material being given. (Haines, 2011) For students who are

creative and do art, they can use that to further their understanding while taking their notes in

social studies. There are lots of different mash ups of subjects that allows for students learning

to be more diversified. For example, in my fall practicum, my class made light-up holiday cards

that involved circuit building and designing a card. This whole idea is about the integration and

incorporation of multiple subject areas to create something that is more inclusive of all the

areas and to show that they are all important to real life. (Brewer, 2018)

ROLE OF CURRICULUM & COMPETENCIES this

I think that the BC Curriculum is heading in the right direction to improve for students'

benefits. As educators we owe more to our students than spouting information for them to

memorize. School is supposed to be a place where students can learn, grow and figure out what

makes them who they are. In my own experiences there is a lot of focus on the learning and we

are missing the other things that are just as important. The use of curricular competencies are

beneficial for students to understand there is more to know and learn from then when the last
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war was. Learning about history, math, science, english, etc, are all important to a students

growth but it isn’t the only thing schools should be used for. Students need to learn how to be

compassionate, empathetic, how to work with others, and deal with conflict. Content and

curricular competencies need to be used together to do right by the students. BC’s move

towards their new Indigneous graduation requirements is so important to ALL students. I think

our education system is finally moving in the right direction for students' benefit by recognizing

that not all learning happens by learning equations, knowing the anatomy of a pig, etc. Those

things are all important but should go hand in hand with learning how to be a “good” human

being.

ASSESSMENT

In my classroom I want to provide a wide range of assessments. I would love to focus on

the process over the product. It shouldn’t be what the student produces but how they got to

that product. I’d also like to have more opportunities for differentiated learning within my

classroom. Giving students the opportunities to identify ways that best show how they learnt

what was expected. This could be by integrating other subjects into it, or finding the solution

using the student’s strengths. The idea of differentiated learning is something I have thought a

lot about over this last year. I’ve had to do a lot of adjusting when it comes to my planning to

accommodate students' needs with having more than one way to complete the assignment.

When planning for my fall practicum, I chose to focus on a comic book unit because most, if not

all, of my students would get more out of it then the project I originally planned. During the

project I had a student who did not want to draw the same person multiple times, so we

adjusted it to a comic book cover with specific instructions. With this I have adjusted my current
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planning to incorporate differentiated learning having more than one way to do the assignment

whether its a different material or slightly different outcome. I’ve had little experiences using

differentiated learning but most of my lessons coming up incorporate it.

Something that has always been something I’ve valued is helpful over hurtful feedback.

Especially, when doing peer feedback and reflection. Wanting students to walk away feeling

good but also having things they can choose to work on or not. While hurtful feedback can

diminish a student's self-esteem, helpful feedback allows for students to hear what they could

work on. The key word is ‘could’ meaning that students can choose whether or not to take the

feedback and apply it to improve. It can allow students to guide their own learning and choose

whether or not they wish to improve in that way. During my year 4 practicum, I had students

take part in a Gallery Walk where they chose 3 art pieces that they’ve created to be displayed

around the classroom. There were well over 100 pieces of art over two classes that overtook

the walls of the classroom. While doing the Gallery Walk I had students give peer feedback to

each other through giving TAGS. TAGS (Tell, Ask, Give) provide space for students to give helpful

feedback. Before I sent them to give feedback to each other, we discussed different ways to give

helpful feedback to others and how to phrase things in the positive. For example, saying “I

wonder what it would look like if there was more blue,” is better then “it would look better if it

was blue.” It is important to teach students about how to give and receive feedback before you

ask them to give feedback.

CONCLUSION

While my specialties shape a portion of what I believe as an educator, learning new

ideas and strategies have only added to my frame of reference. Adding in different aspects of
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asset-based strategies, integrated subject’s areas, student-centered learning, and creating a safe

classroom environment while making a positive contribution to my future classroom. Through

inquiry and curiosity, I want to be able to grow and connect these values into more concrete

research founded ideas.

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References

Armstrong, T. (2012). Neurodiversity in the Classroom: Strength-Based Strategies to Help

Students with Special Needs Succeed in School and Life. Alexandria, VA. Association for
Supervision & Curriculum Development.
Balingit, M. (2016) Teachers are using theater and dance to teach math – and it’s working. The
Washington Post.
Beleznay, S. (2022) EDTE 531 Classroom discussions. Faculty of Education. Vancouver Island
University.
Brewer, S. (2018) What is STEM and STEAM? A Guide for parents and educators. Steam
Powered Family.
Edutopia. (2015). Place-Based Learning: Using Your Location as a Classroom.
https://www.youtube.com/watch?v=Q3ij_dFpZgw
Haines, G. (2011) Enriching the context of lifelong learning: The challenge of accessing the
authentic self by developing self-knowledge using strength-based positive psychology
measures through teaching pre-service art education. Action Research, 9(4), 426-443.
DOI: 10.1177/1476750311414738
Inwood, Hilary J.. (n.d.). At the Crossroads: Situating Place-based Art Education. Ontario
Institute of Studies in Education, University of Toronto. Canada.
https://files.eric.ed.gov/fulltext/EJ842767.pdf
Kirsten. (2019, December 20) Discover the benefits of picture books for older readers. Children’s
Library Lady. https://childrenslibrarylady.com/using-picture-books-with-older-children/\
Mack, Laura. (2018). Art Education matters, so what’s the problem?. TedxSalem.
https://www.youtube.com/watch?v=CRJ1jX27_E8
Moore, S. (2022, March 4) Inclusion Workshop. ClubEd at VIU over zoom.

https://uploads.theartofeducation.edu/2016/03/Ultimate-Assessment-Guide.pdf

FRAME OF REFERENCE
Assessment & Comments
Frame of Reference Criteria

Form Criteria

● 1000 words minimum (3 pages)

● Professional/formal tone balanced with personal
voice
● Carefully edited for spelling, grammar, clear concise
writing
● APA citations for all references- 8 minimum
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Teacher Identity

Convey a sense of ‘voice’ or personality (teacher identity)

in the writing. For example, your frame of reference could
be anchored around a key metaphor that is meaningful for
you, or include short narratives as illustrations. You are
encouraged to include artistic elements as desired (poetry,
music, videos, images, stories, quotes, other)
Content Sections

Discuss your current perspectives on teaching and learning

with reference to:

● relationships with learners, parents, colleagues and

community
● teaching and learning strategies
● classroom management
● formative and summative assessment
● role of curriculum & competencies
● needs of diverse learners through inclusive
practices

Theory

Support your statements with a rationale and at least one

piece of evidence/examples for each of the above themes.

Curriculum Guiding Documents

Embedded throughout your discussion, make reference to

at least three new educational theories or theorists who
inform your current perspective and cite appropriately.

(Refer to Assessment Modules, Philosophers’ Café, guest

speakers, inquiry research, class activities)

Reflect understanding of current principles of learning that

are relevant to a BC teaching and learning context. Refer to
at least three new relevant curriculum documents.
(First People’s Principles of Learning, VIU program values,
OECD - 7 Principles of Effective Learning Environments).
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Include at least 3 new citations, for a total of 8 minimum

references.