My teaching goals have been shaped by the clinical placements in my program, and courses such as Equity in ECE and Families in a Canadian Context. I value social justice, and I view myself as a non-neutral educator. I strive to express my opinions to allow children to feel free and open to express their own opinions and questions. One way in which I try to create a classroom of equity and tolerance is by having aspects of an inquiry based curriculum that allows children to develop the skills they need to be critical of culture and to form a more equitable environment. Children learn abilities such as critiquing, controversial debating, developing deeper understanding of knowledge and self-empowerment. All of these skills are important in the formation of lifelong tolerance and understanding.
I bring a love of children to my work, and feel a safe happy environment coupled with the bonds that are formed provide the basis for my educational philosophy. The educational process is a relationship, and combined with my patience, passion and enthusiasm for teaching will help form these “care” bonds. This caring, combined with skills I have learned in my job and my placements such as leadership, organization, and adaptability will provide the tools I need to become a teacher.
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THE STANDARDS OF PRACTICE FOR THE TEACHING PROFESSION ARE:
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Commitment to Students and Student Learning
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Members are dedicated in their care and commitment to students. They treat students equitably and with respect and are sensitive to factors that influence individual student learning. Members facilitate the development of students as contributing citizens of Canadian society.
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Professional Knowledge
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Members strive to be current in their professional knowledge and recognize its relationship to practice. They understand and reflect on student development, learning theory, pedagogy, curriculum, ethics, educational research and related policies and legislation to inform professional judgment in practice.
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Professional Practice
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Members apply professional knowledge and experience to promote student learning. They use appropriate pedagogy, assessment and evaluation, resources and technology in planning for and responding to the needs of individual students and learning communities. Members refine their professional practice through ongoing inquiry, dialogue and reflection.
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Leadership in Learning Communities
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Members promote and participate in the creation of collaborative, safe and supportive learning communities. They recognize their shared responsibilities and their leadership roles in order to facilitate student success. Members maintain and uphold the principles of the ethical standards in these learning communities.
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Ongoing Professional Learning
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Members recognize that a commitment to ongoing professional learning is integral to effective practice and to student learning. Professional practice and self-directed learning are informed by experience, research, collaboration and knowledge.
