1. Personal. 2. The Purpose of Education

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1 1. Personal Teaching comes from humility: I like the proverb everyone is my teacher because I can learn from anyone. After being a pastor for sixteen years, I know this is true, for as I have taught my faith tradition I have learned at the same time. I also like the expression that everything you know has been taught to you by another person. This reminds me that no one person has a monopoly on knowledge or perspective. Years ago, my favourite teacher observed that I had a good general knowledge of the world. That statement made me feel good about myself and was important in creating who I am today. I have always tried to build on that insight by increasing that general knowledge. Because I enjoy learning and sharing about things in general, I want as a teacher to help others come to know the world around them. I want to help others discover their own potential, talents, and worth as human beings. Education for me is much more than transmitting facts or shaping individuals into societal roles, it is also about instilling esteem and personal worth - or to borrow a phrase from Virginia Satir, it s about people making. It s my desire to help make good people through teaching. 2. The Purpose of Education Education should be about expanding a child s horizons not locking them into a competition for marks. It saddens me that children measure their own selfesteem by their grades: they see the F s rather than celebrate the A s and B s on their report cards. I feel many children are disheartened by the things they don t do well and that their challenge subjects can become their exclusive focus and defining factor. I would like students to know that they are not expected to excel in every aspect of education but at the same time to encourage them to reach their potential, and celebrate their achievements on the way. It is my desire to make a child feel valued as a person through encouragement and positive feedback of their efforts as well as through risk taking. I do not believe we do children favours by not allowing them to take risks. Risk taking should be encouraged and praise should be given for the attempt even if the goal is not achieved. The target for teaching is not to create perfect students whose minds are full of facts it is to create children who want to have open minds and be willing students of the life.

2 3. Classroom Environment and Management A safe and welcome space: I believe that students work best when they feel respected by their peers and teachers. As a teacher, I recognize the importance of a welcoming classroom environment. Essential to a good classroom setting is establishing a community that encourages learning. Community can be built through a class agreement or through a vision statement to treat each other with respect and to listen to each other. In maintaining a respectful community, it is necessary to have a fixed system of asking questions through raising one s hand and being quiet while other students participate or ask questions. Students should be clear not to criticize or put down other students and this should be clear in housekeeping rules. Differences such as ethnicity should be celebrated. Differences in learning speeds and academic growth should be seen as normal. One tool towards establishing such an environment would be to emphasize cooperative games over competitive activities. Physical space could also help establish a sense of community and belonging through a circle set-up or through having pod groups of four students together: to prevent cliques a seat shuffle from time to time is in order. As a teacher, I would like to make my classroom interesting and bright, full of visual charts, pictures, photographs and biographies of everyone in the class including myself. I would like to have tactile things in the class that would provoke interest and investigation as well art and objects to mark the seasons and occasions such as Thanksgiving, Halloween, and other events throughout the year. Having clear expectations and well-established routines helps keep a sense of order and safety in our classrooms and creates a focused space for learning. 4. Professionalism Professionalism is not the job, it s how you do the job. Who are you when nobody is looking? I believe that being a teacher means more than a job, it means assuming the responsibility of being a person of character in all aspects of one s life it means living with integrity always. I understand this for as a professional minister I know what being a public figure means and this is also part of being a teacher. Teachers are recognized in their communities and are held to a high standard of respect and accountability. Teachers must be careful in how they speak about other colleagues and their students and must respect confidentiality at all times. Teachers must also be careful about touching children, which can all too easily be

3 misinterpreted. As a minister I know that professionals are watched carefully, especially in a small community. I hope that through dress and teacher presence I may come across in a way that is welcoming, supportive and yet as a professional that students can trust and with whom they can feel safe. I know that when I groom well and go into a classroom I feel more competent as a teacher and hold myself to a higher standard. Being a teacher means living by the codes and expectations of my profession as outlined by the BCTF Code of Ethics and the TRB Standards. As a teacher I will fully meet all the professional standards expected of me and strive to continue developing and upgrading my teaching skills so that I may give back to my profession. I will support my fellow colleagues and share resources and ideas with them and encourage them in their work. I believe that teaching is more than just a career that one creates, it is also calling and a vocation that also creates you. In the wider community of the school many personnel support the efforts of the teacher. Office administrators need appreciation and respect for the work and organizational gifts. Custodians need thanks for their work in keeping the classroom environment tidy. Other teachers can give encouragement as well as ideas to share. Parent volunteers need to know that their kindness and interest in the student s education is deeply appreciated. I believe parents have great influence over a child s development and would welcome parental interest in their child s progress; they can be kept informed through letters, Parent-Teacher Interviews, reports, student profiles & journals, blogs, newsletters, and through open-house days. At the same time, however, I realize that a teacher often spends more time with the child than their parents. 5. Curriculum and Instruction Nothing is particularly hard if you divide it into small jobs Henry Ford. One of my delights is to see how people can accomplish great things if only the right teacher is present. I see the work of classroom instruction as opportunities for students to grow in ways that they could not imagine. One of the delights of teaching today is the rich and varied B.C. Integrated Resource Packages which give clear expectations as to what is to be taught and a lot of creativity in how to do that teaching. I believe that children grow best when what is presented is interesting and varied and when this is the case, children often learn without even knowing it through the back door so to speak. The BC Curriculum offers so many creative suggestions as to how to present material a school day can be an enjoyable event and not a tedious series of

4 quizzes and exams. While quizzes and exams do have their place, there are so many other ways to assess a child s progress in learning (e.g. performance, summative and metacognitive). My aim as a teacher is to encourage children to develop an inquiring mind that learns to connect concepts and ideas and to think critically about them - if a child can do that, rather than simply stuff facts into their minds, then I will have done my job. 6. How People Learn "It is the supreme art of the teacher to awaken joy in creative expression and knowledge." - Albert Einstein. I can only feel a sense of wonder when I reflect upon how many times I may have heard a truth and yet failed to understand it. Suddenly, I hear it in a new way and its truth and beauty opens up like a flower. The truth I have come to appreciate from the IRPs is simply but profoundly put: Learning requires the active participation of the learner; People learn in a variety of ways and at different rates; Learning is both an individual and a group process. Learning requires a teacher be creative and employ strategic use of group and individual based lessons and recognize that there will be a variety of learning speeds in the class. It is also important to understand that there are students who have difficulty keeping pace or fitting in. Students who have behavioral issues need to be approached in an objective way that tries to help the student s problem rather than see the student as the problem. Many factors can shape a student s behavior including diet, sleep deprivation, family difficulties (including addiction in the family, absent or under-functioning parents, sibling rivalry, poverty to name but a few), lack of challenges, over-scheduling, world events etc. The whole community of the school creates the climate for learning and many personnel support the efforts of the teacher. My aim is to establish a team approach also with parents so that we mutually can encourage a supportive and effective learning environment through letters, Student-Parent-Teacher Conferences, reports, student profiles & journals, blogs, newsletters, and through open-house days. Why do people learn? It is because someone believed in them, encouraged them and took the time to make the learning creative.

5 Metaphor for Teaching I see teaching as taking on the mantle of being storyteller. The teacher helps the student by sharing the wisdom and the stories he has learned. The teacher shares both stories from literature and of the world around. The listeners, the students, are more than an audience they too are building up their own personal stories of who they are and how they can shape and influence their own world. Students engage in the process of learning and in turn they shape and modify the story they are building and begin to share their own stories, talents and skills with their world. The teacher as storyteller has the power and responsibility to help students shape the best story they can. Sometimes, this means encouraging them to leave old and unhealthy stories and opinions they have assumed about themselves. Teachers have the power to encourage, strengthen and bring out the best in their students and thus help them to begin new chapters in their life story.

6 Thus a child learns By wiggling skills through his fingers and toes and into himself; By soaking up attitudes and habits of those around her; By pulling and pushing his own world. Thus a child learns More through trial and error; More through pleasure than pain; More through experience than direction; More through suggestion than isolation. Thus a child learns Through affection, love, patience, understanding; Through belonging, doing, being. Day by day the child comes To know a little bit of what you know; To think a little bit of what you think; To understand your understanding. That which you dream, believe, and are in truth, comes to be known by the child. As you perceive dully or clearly; As you think fuzzily or sharply; As you believe foolishly or wisely; As you dream drably or goldenly; As you bear false witness or tell the truth- THUS A CHILD LEARNS Frederick Moffett

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