Section Two: Teacher Candidate Background Experiences

Introduction

This section of my portfolio showcases my background experiences in the field of education and

teaching, through the numerous work and volunteer opportunities I have pursued over the years.

In presenting these experiences, I hope to portray my experience and comfort in teaching, as I

have spent thousands of accumulated hours in the teaching environment. My diverse experiences

have been incredible valuable as they have all contributed in my outlooks and ideologies towards

education and teaching.

Teacher Candidate Educational Background and Work Experiences

As I previously mentioned, I was beginning high school when I realized my new found

passion for teaching. Since then, I have accumulated numerous experiences in work, volunteer,

and educational experiences. During my high school years, I volunteered in elementary school

classrooms at my local private school, and assisted Grade 1-3 teachers with their reading groups

and literacy practices. I was a Grade 1 reading buddy, and created a childrens book which I read

to the class at the end of the school year. During these years, I was also involved in numerous

extracurricular activities such as Student Council, Yearbook Committee, and Carnival

Committee which allowed me to interact with individuals and children of all ages and be

comfortable in engaging in social and academic settings which these individuals of all ages. In

my free time, I privately babysat and tutored children on a one to one basis, between the ages of

Grade 4-6.

Following my high school years, I enrolled in the English Literature program at

University of Toronto, and completed my Bachelors Degree there. I entered university with the

mindset of attending teachers college one day, and immersed myself in my free time with
volunteer opportunities which allowed me to engage in classroom settings. One of these

commitments was an organization called Peace by Peace which delivers an 11-week curriculum

on conflict resolution in Grade 3 classrooms, led by myself and other volunteers who administer

lesson plans, activities, and discussions with the students on a weekly basis. Furthermore, I took

education courses as frequently as I could as elective courses, and these were my most enjoyable

and valuable courses I took during my undergrad degree.

During my undergraduate studies, I also began to work as a tutor. I worked at

SharpMinds Academy for 4 years and tutored children between Grades 1-8 in Math and English.

The tutoring environment allowed me to interact with children in a more intimate learning

environment and target their process more closely while building strong relationships with the

students. I also worked on weekends at a local art camp called Young at Art which provides art

classes to children in arts, crafts, painting, baking and sewing. This environment differed from

the academic one but nonetheless facilitated learning in a fun and creative way and allowed me

to interact with many children of various age groups.

Following my undergraduate degree, I worked as a Grade 4/5 split and Grade 7 teacher at

Al-Qasim Academy, a private school in Scarborough. I instructed students in Language, Social

Studies, History/Geography and Science. From volunteering and working in numerous

educational settings, to finally working as a teacher in a classroom, this was a milestone in my

life and the first time I was instructing children with self-constructed lesson plans following the

Ontario curriculum. At the same time, I was also a classroom assistant in a grade 1 classroom at

Markham Gateway Public School, a local public school in the York District School Board. This

experience allowed me to shadow an experiences teacher of over 10 years and familiarize myself

with the educational system and setting in which I hope to create my career in, one day.
These numerous educational and work experiences have fostered my passion and dedication for

teaching.

School Observations and Classroom Application

Throughout my numerous experiences in the classroom, I have observed many useful

tools, techniques and approaches towards teaching. One of my most beneficial classroom

experiences was at Markham Gateway, as a classroom volunteer and assistant to the Grade 1

teacher. One valuable tool I tried to observe and implement were the various classroom

management styles the teacher used. When I volunteered at Markham Gateway, I was able to

observe how the Grade 1 teacher used effective classroom management techniques to manage

her large class of energetic children. This is an important concept we have learned at Medaille as

well; it is the responsibility of the teacher to enforce classroom management techniques at the

beginning of the school year to ensure that the learning environment is inclusive, respectful, and

beneficial for the students. An important classroom management tool I learned through my time

at Markham Gateway was learning centers. This was the first time I observed learning centers

being used in the class and with such young students. However, the teacher had a very effective

system in place where the students began every day rotating between their Daily 5 literacy

stations. each station encompassed a different aspect of literacy: reading, writing, vocabulary,

spelling, audio books and iPad games. The centers incorporated many important aspects of

learning such as accommodating various learning styles, differentiated instruction, and

technology. The centers allowed the children to complete tasks individually and in small groups

and gave the teacher the opportunity to focus on weaker readers and writers. I really liked this

system as it created a calm, organized classroom flow as the children were familiar and

comfortable with the system. The diverse stations also kept the students engaged and interested
and therefore everyone stayed on task. In my literacy courses at Medaille, this has been an

important concept we have discussed as well; to teach literacy in engaging and practical ways

which allow the children to apply their knowledge, practice it, and work together. This concept is

derived from Vygotskys theory of social learning, or allowing children to learn through social

interaction. I was able to observe this being successfully implemented at Markham Gateway.

Another important classroom management technique I learned at Markham Gateway was

how to keep students organized and engaged during free time, especially the students who finish

their work early. As a teacher who has many students, it is important to have a system in place

which keeps the students on task and busy. This decreases the chance of distractions, chaos, and

outbursts which can disturb the classroom flow and take away from learning or activity time. The

system which the teacher had, again focused heavily on literacy. Any student who finished their

work and had free time could go to the carpet and select a book from the class library to read

until their friends were done their work. The children were familiar with this system and did not

need instruction; they would go to the carpet themselves after their work was done and this

allowed the teacher to observe who was done and who was still working. This system also

allowed for more reading time and therefore was not wasted time.

Classroom management is important to me as I believe a good classroom system allows

for a peaceful and effective flow of activities and lessons, a stress free teacher, and a respectful

and positive learning environment. Therefore, I have made the effort to internalize and practice

these approaches, and also observe techniques which may not be as effective such as in the

private school I was working at. Here, the school rules were stricter and children did not have as

many resources and flexibility to learn through engaging and accommodating means. This had a

large effect on their motivation to learn and therefore their behavior. They would act out and get
distracted because their work was rigid and in their eyes, boring without any incentive to learn.

From this experience, I learned the importance of engaging and creative lessons which

accommodate the students needs, interests and diversities.

Throughout my time volunteering in classrooms, I also learned different assessment

strategies catering to the multiple learning styles in my classroom. This draws on Garners theory

of multiple intelligences, and the numerous ways in which children learn. This is important

because as a future educator, I want to keep my lessons creative and engaging for my students.

By observing and picking up these numerous assessment styles, paired with the strategies I have

learned through my instructors at Medaille; I feel that I now know a variety of formal and

informal assessment strategies to implement into my own teaching practices. My work and

volunteer experiences have therefore been very valuable.

Philosophy of Education

As a future educator, it is important to have a strong foundation and understanding of the

role, function and history of education. The following is my philosophy of education, including

the fundamental aspects which constitute my ideologies such as the function and role of the school,

curriculum, learning, learner, assessment, classroom management, and the teacher.

The role of the school

Humans have always learned from each other however the role of the school as a social and

political institution has changed across time and space, and influenced how we define schooling

in the United States. In the historical context of the United States, the school began as a place of

religious learning, influenced by Puritans colonialists who emphasized Christian texts, laws, and

ideologies. These schools focussed on religious education derived from religious texts along with
foundational subject matter such as mathematics. Some schools taught languages such as Latin

and Greek. As immigration and populations increased in the United States, the National Period

began and schooling for children shifting to emphasise and create ideal Americans. Schooling

became more secular and focussed on incorporating practical knowledge such as sciences, history,

and manners, implementing teaching methods based on childrens stages of development

(Ornstein et. al. 2015, pg. 83). Ultimately, the school now functions to integrate and develop

children into agents of society, preparing and teaching them academic, social and cultural skills.

By the time a student finishes their schooling, they are expected to enter the world and job force,

and be integrated with expectations, norms and skills. The school is therefore important

academically to train students on foundational academic knowledge, but also allow for social and

cultural interaction and learning to prepare children to be active, involved, successful and ideal

agents of society.

The role of curriculum

Curriculum is the planned experiences provided through instruction, through which the

school meets its goals and objectives (Ornstein et. al. 2015, pg. 484). In Ontario, the curriculum

is provided by the Ontario Ministry of Education and must be followed by all public schools in the

province, regardless of Board or District. In New York State, the curriculum is based on the

Common Core State Standards. Meeting the curriculum requirements requires coordination of

instructional planning, methods, materials, and testing to accomplish the learning objectives.

Curriculum is constantly modified as educational goals are revised, new innovations develop,

social issues are debated, and new interest groups emerge (Ornstein et. al. 2015, pg. 396).

In America, there are two approaches to curricula.

 The first is subject- centered curricula, which emphasizes the subject

to be taught by viewing curriculum as a body of content or subject matter that

leads to certain achievement outcomes or products. The second is student-

centered curricula which, emphasizes the student and defines curriculum in

terms of the students needs and interests; it is most concerned with the process

of learning, development, and how the student develops their ability to acquire

knowledge (Ornstein et. al. 2015, pg. 396).

Though one approach is usually focused on over another, most schools incorporate both

aspects into their teaching methods. As an educator, I believe it is crucial to incorporate both

approaches to curricula into the classroom learning environment and teaching techniques. While

certain subject material must be covered in order to understand and achieve certain results, the

teacher must create lesson plans and material based on the unique needs and interests of the

student. Without taking into consideration the diversities within the class, the learning potential of

the students will not be met as their learning styles and interests will be neglected. The most

important aspect of teaching is understanding and respecting various learning styles and

incorporating this into lesson planning, otherwise a majority of students will not be successful in

understanding subject material. The curriculum should reflect the political, social and cultural

factors and influences of the society which it is educating. Furthermore, incorporating the

experiences of the students into their learning allows for the growth and expansion of the childs

knowledge.

Learning approaches

As I mentioned in the introduction of my capstone, I believe that amongst the numerous

methodologies towards education, the most ideal approach is the theory of constructivism, a
process through which students construct their own unique systems of knowing, in consequence

of which the teacher should focus on this individual process of internal construction rather than

one universal method (Changing Minds, n.d.). This idea was developed by Jean Piaget, but further

emphasized and analyzed by many scholars. One example is the works of Jean-Jacques Rousseau

who was a French theorist focusing on the stages of human development and creating appropriate

learning environments for these stages. This approach emphasized child-centered progressivism,

in which the role of the teacher is to assist the students rather than imposing social conventions

on them (Ornstein et. al. 2015, pg. 90). In this way, students learn through reliance on sensation

and experiencing their environment and society (Ornstein et. al. 2015, pg. 90). Learning should

focus on the needs, nature, and interests of the students and this reflects in Rousseaus ideologies

of child-centered education. Instead of a one size fits all model, the diversities and cultures of

the students are celebrated and appreciated, and this is incorporated into the learning environment.

Categorizing students as one type of learners limits their creativity and individuality. This

approach emphasizes the role and place of the child in the process of instruction as similarly

discussed by Dewey who emphasized the child being a free agent of their learning specifically,

giving attention to the child as an individual with rights and claims of his own (Warde, 1960,

pg. 1).

These theorists emphasize the importance of individualistic child development and growth

through learning, which incorporates each childs unique experiences and views. The teacher

should therefore accommodate these diversities within the class, and accommodate the variety of

learning styles and approaches. While some students may learn from listening, others learn better

by visual or auditory instruction. The teacher must be aware of these learning styles and

incorporate them into the lesson. This is crucial as the method of instruction should accommodate
all the students within the class otherwise this can harm their learning and understanding. As a

future teacher, these are important foundational concepts I hope to incorporate into my own

classroom. I hope to supply the resources and opportunities for students to take their own learning

strategies and experiences and apply it to their learning and development, in an inclusive and

welcoming environment.

The role of technology

In modern day classrooms, the emergence of technological resources has increased and

shown to be increasingly beneficial. Children are exposed to technology from a young age and are

increasingly confident in using laptops and tablets from an early age. Therefore, incorporating

videos, PowerPoints, activities, and learning apps provide new ways of learning and encourage

technological use. As society changes and technology is increasingly prevalent, incorporating it

into the classroom is only appropriate for the social and academic development of the child. There

are some concerns with technology in the class such as distractions, improper use and cyber

bullying but it is the job of the teacher to monitor these concerns and enforce appropriate use.

Overall, the use of technology can allow the teacher to use creative means to address different

learning goals and maintain the interest of the students. As a future teacher, I hope to integrate

these resources especially Smart Boards and YouTube videos to make my classes interactive, more

interesting and understandable for my students.

The role of assessment

The purpose of assessing students is to analyze how well the students have understood the

material which has been taught to them. It allows the teacher to reflect on what techniques and

teaching practices work and which do not for instruction, and what material has to be retaught in
a different manner. It also allows the teachers and parents to track the progress of the student.

There are many techniques and methods to assess students learning but they can be divided into

two main types of assessment; formative assessment and summative assessment. Formative

assessment is an immediate assessment following a new lesson, for example a class discussion or

quiz. This form of assessments allows the students to reflect on what their strengths and

weaknesses and allows the teacher to reassess how much of the content was understood by the

students, before covering further material. In opposition, summative assessment is a formal

assessment which comes at the end of a large amount of material being covered such as a unit test

or presentation. These are marked in more detail and carry more weight in report cards. These

forms of assessments prove the students understanding of an entire concept, unit, or topic.

Teachers can use the aforementioned form of assessment for improving next years

coverage of the material, or for further lessons to come. Regardless of formal or informal

assessment, it is always based on the Common Core State Standards or Ontario Curriculum

Standards. As a teacher it is important to constantly reflect from assessment results, assist the

students through their improvement process, correcting and critiquing, and having open discussion

with the students and their parents about their development.

The role of classroom management

Classroom Management is the process of ensuring that classroom lessons run smoothly

and effectively through the prevention of disruptive behaviour. This can be established through

various techniques for example,

Establishing expectations, letting students know how to obtain help,

enforcing rules through reminders and reward systems, smooth

transitions between activities, a variety of assignments to maintain student

 interest, monitoring and observing the class for signs of confusion or

inattention, responding flexibly to unexpected developments, designing

tasks that draw on students past knowledge and experiences, helping

students develop self-management skills. (Ornstein et. al. 2015, pg. 15).

Ultimately, classroom management allows for the creation of an inclusive classroom and

learning environment which embraces cultural, religious, gendered, and social differences amongst

students. Classroom management allows for an optimal learning environment and instructional

success.

In order to achieve effective teaching practices, the teacher must first observe and note the

students within his/her individual class. After assessing and tracking their learning and behavioural

levels, the teacher can accommodate the differences within the class. Maintaining a relationship

with students and being educated and aware of their numerous diversities is crucial for classroom

success. Each class of students is unique and therefore one set of rules and activities will not work

across various years, and groups. As technology and society changes, it is crucial for teachers to

innovatively integrate this into their teaching. The goal of effective classroom management is to

allow the educator to teach within an environment which is peaceful, organized, inclusive,

respectful and enriching.

The role of the teacher

The role of a teacher is fundamental to classroom instruction. The teacher assists the

learning of children through delivering educational material to the class, and is therefore one of

the primary agents of socialization and instruction to young children aside from their parents

and/or guardians. Because they have a personal and first hand relationship with the children, the

teachers role in the life of these children is very important and subsequently puts great
responsibility on the teacher as well. The personality and professional characteristics of the teacher

are important factors and influences on the children. As agents of socialization they must exhibit

all the traits which they hope their students will pick up themselves. This is not always

demonstrated but it is crucial for teachers to display positive and uplifting personality traits, to

create a positive environment. Creating a space which is culturally responsive and inclusive is

fundamental to successful learning and reflective of how the teacher approaches these differences.

This is a big task and responsibility for teachers; however, teachers have different measures of

value and worth in society. In the West, teachers are often underpaid and not given sufficient

benefits. In the East, teachers are more valued and socially respected within society.

To become a teacher, future educators must be able to demonstrate that they can function

at the seventh to eighth curriculum and grade level in reading, writing, and math. In New York

State, teachers must take exams upon completing their training to show their teaching ability and

understanding. In Ontario, a teacher must have certified training upon which entry into the Ontario

College of Teachers allows them to be recognized as a teacher. The teacher can then continue to

take Additional Qualification (AQ) courses to increase their knowledge and qualifications in

specialized area.

In order to successfully assist their students in academic and social matters, the teacher

must collaborate with colleagues, parents and the community to achieve this task. While teachers

are influential figures on the childs social and academic development, the parents are the

primary influence on a child and therefore it is crucial for the teacher to work alongside the

parents to make sure that all matters affecting the child both positively and negatively are

discussed. This open communication is crucial for the development of the child and for the

teacher to be aware of what is going in on the childs life outside of the classroom which may
affect their learning within the classroom. Many external factors can influence the success of a

child such as socio-economic and family matters. Similarly, the teacher must collaborate with

colleagues to compare different strategies which work and do not work. One of the best ways to

learn is from other professionals in the field, especially those who are senior and more

experienced. Within a school, or even a board, other teachers may be more familiar with policies,

rules, and even students. This personal relationship and understanding shared with colleagues

can assist the teachers own teaching and planning.

Lastly, collaborating with the community is important to the success of the teacher. The

teacher must understand the community which the school is within and from which the students

are from. This community shapes the understanding of the student, and the policies of the school.

When the school, staff, and teachers work together, they can create a strong learning

environment which focusses on the success of the students. Therefore, the teacher must be

integrated and involved within the school community and take every opportunity to reflect on

their own professional development but also the development of the students and the

involvement of families and communities.

Resume Introduction

My resume is a valuable portion of my portfolio, as it is the first impression that a

potential employer will have of my abilities to be an effective teacher. The resume is important

as it is the first opportunity to showcase your talents and abilities, and should therefore be unique

and professional. It should be relatable and to the point, not too lengthy or detailed. I have

attached my resume to this portfolio, which reflects my work, volunteer, and educational

achievements.
Jehan Rizvi

1653 Goldenridge Road

Pickering Ontario, L1V 7J5
Mobile: 647-870-8160
Email: jehan.rizvi@hotmail.com

Education

Medaille College 2016-2017

Masters in Science of Education

University of Toronto 2012-2016

Honors Bachelors of Arts and Science in English Literature

Islamic Foundation School of Toronto 1998-2012

Elementary and Secondary School

Employment History

March 2017- Present: Oxford Learning, Tutor

Tutoring students between grades 1-8 in Math and Science

Assisting students from a personalized education plan and workbooks which cater to their
academic and social needs.

September 2016 February 2017: Al-Qasim Academy, Grade 4/5 split and Grade 7
Teacher

Teaching Grade 4/5 split and Grade 7 students English, Social Studies/History and
Geography, and Science.

December 2014- November 2016: SharpMinds Academy, Tutor

Tutoring students in Grades 1-8 in both individual and group settings, to keep up with
curriculum studies in English, Math and Science.

February 2013- February 2014: Young at Art, Art Instructor

Assistant Art Instructor at a local art camp and weekend classes for children.

October 2013- September 2014: Private Tutoring

Tutoring students in Grades 6-8 in their homes, in subjects including English, French,
Math and Science.
October 2012- October 2013: Leading out Loud Enterprises Inc., Board Member
Providing leadership opportunities for middle and high schools students

July 2011- Pickering Islamic Centre Summer Camp Counsellor

Camp Counsellor at local community center summer camp, for children between the ages
of 4-12

2007 2012: Babysitter

Babysitting for several families after school, on weekends and
during school vacations.

Volunteer Positions

November 2016-Present: Markham Gateway Public School: Teachers Assistant

March 2015- Muslim Interscholastic Tournament (MIST): Regional High School

Competition Moderator

January 2014- April 2015- Peace by Peace UofT: In-Class Conflict Resolution Program

Facilitator

March 2014- Muslim Interscholastic Tournament (MIST): Regional Competition

Coordinator

January 2013- April 2014- Peace by Peace UofT: In-Class Conflict Resolution Program

Facilitator

February 2013- June 2013: Grade 3 Teachers Assistant at Islamic Foundation School

April 2012- June 2012: Grade 2 Teachers Assistant and Tutor at Islamic Foundation

School

September 2012- December 2012: Grade 1 Reading Assistant at Islamic Foundation

School

2010-2012- Annual School Carnival Committee Organizer

 2009-2012- High School Student Council Member

2009-2010- Pickering Islamic Centre Summer Carnival Volunteer

Professional Development:

EGGS- 2017
DASA Certification - 2017

Technology:

Microsoft Office
Microsoft Outlook
SmartBoard
EdModo
Glogster
Symbaloo
Projector
iPad
Computer

References: Available on request

Conclusion

From a young age, I have known that teaching has been a goal I hope to achieve and

work towards. Knowing that this was my passion early on, gave me an advantage as I have been

able to pursue it through numerous work, volunteer and academic opportunities. From high

school, to my undergraduate studies, and now completing my Master degree, I have always

found a way to incorporate time in the classroom with my busy schedule. I have also pursued

numerous job opportunities which involve teaching and learning. In doing so, I have

accumulated thousands of hours of teaching and classroom experience, which has ultimately

provided me with a comfort and love for teaching.

 This section of my portfolio presented my work and volunteer experiences which have

shaped my ideologies and pedagogies towards teaching. These experiences have been incredibly

valuable as they have provided me the fulfillment and love for teaching, and working alongside

students in a learning environment. In this section, I included my philosophy of education and

the theorists and ideologies which influence my teaching practices. I also attached my resume, as

this is an important tool which represents my abilities and experiences. Through completing this

Master program, I can incorporate these experiences with the necessary theoretical and practical

tools, to be an effective teacher. I am also fortunate to learn from instructors who are

professionals in the field and have provided me with valuable knowledge and tips which I hope

to implement in my own classroom one day. My goal is to create a classroom which is

respectful, inclusive, creative, safe and engaging for my students. I want to create a classroom

where students are passionate about their learning and work alongside and with their peers. I

want to create a classroom where diversities and differences are respected and celebrated. My

past work and volunteer experiences have provided me with the tools I need to create this kind of

a learning environment.