Frame of Reference

Frame of Reference

Megan Barber

EDTE 500
Frame of Reference
2

Teaching is full of continuous learning and growth. Teachers guide students towards their

future, help students grow and find a love for learning and strive to make a positive difference in

their lives. There are times when I will make mistakes, but learning from my mistakes and

reflecting on each situation will allow me to grow and move forward as a teacher. Teaching is a

career dedicated to guiding students’ learning forward, building meaningful relationships, and

making life-long connections with students, parents, colleagues and communities.

Relationships with learners, parents, colleagues and community

Building trusting relationships with learners, parents, colleagues and the community is

essential to establishing and maintaining a meaningful educational environment. A trusting, safe,

inclusive, and welcoming classroom community is the foundation for creating a space where all

learners feel accepted. I uphold standards for myself to be patient, respectful, understanding,

supportive and trusting when communicating with learners, parents, and colleagues. I will ensure

learning is never confined to the walls of my classroom, making sure I take the time to bring the

classroom into the community. I will work towards creating learning experiences that are

collaborative, hands-on, experiential, and both play and inquiry based. Bringing the First Peoples

Principles of Learning into the classroom guides students to shift their perspectives and

viewpoints of the world. Incorporating Indigenous ways of knowing into my classroom plays a

large role in having students understand that “learning recognizes the role of Indigenous

knowledge” (First Peoples Principles, p.1). Leaning on colleagues for support and advice can

help me navigate through various learning experiences. The teacher education curriculum states

as members of the broad educational community it is crucial to “demonstrate a commitment to

engage and seek out new ways of knowing” (Faculty of Education, 2019-2020, p.8). Taking time
Frame of Reference
3

to commit myself to seeking new ways of knowing and incorporating collaboration into my

practice will further guide myself as I become a practicing teacher.

Teaching and learning strategies

One of the main goals I have as I begin teaching, is to use multiple teaching strategies

that allow learning to be inclusive, diverse and engaging for all. Incorporating the language of a

growth mindset encourages students to focus on the process rather than the product of their work.

It is important to acknowledge and understand that the process of learning involves patience and

time (First Peoples Principles of Learning, 2015). I want students to be involved in their learning,

ensuring learning outcomes are being co-constructed, and students are given choice and

ownership of their work. I would consider my teaching strategies to align with Maria Montessori,

an educational philosopher, who believed in allowing children to work independently and guide

their own learning through self-discovery (American Montessori Society, n.d). I believe students

are able to discover their full potential and move their learning forward when they are given

opportunities to foster and enhance their natural sense of wonder about the world and their

learning. The principles of effective learning environments puts students at the centre of their

learning, allowing learners to facilitate and guide their learning through engagement and

exploration. I value this principle because environments where learners are placed at the centre,

allows for regulation of emotions and motivations during learning processes (Dumont, Istance &

Benavides, 2010).

Classroom management

Effective classroom management is built on the foundation of a safe and welcoming

school community and is formed through trusting and inclusive relationships. It is necessary to

create a classroom that provides students with physical, social and emotional safety. As a teacher
Frame of Reference
4

I will implement a variety of classroom management strategies, ensuring I stay consistent with

rules, expectations, and routines. Productive classroom management involves the use of positive

language. When referencing behaviours, I will focus on using non-verbal as well as verbal cues

while remaining patient, respectful, and understanding. Providing student choice and ownership

is an important part of classroom management. When students are given choices, their

independence is increased and strengthened. The Early Learning Framework views the

classroom as a safe space where, “learning and being is a holistic process that happens as

children and adults come together in relationship with each other, ideas, materials, places and

histories” (Ministry of Education, 2019, p.4). Approaching classroom management through the

lens of the Early Learning Framework is supportive in creating a positive and safe learning

environment and community.

Formative and summative assessment

I will strive to put celebrating learning at the centre of both formative and summative

assessment. Formative assessment should be self-reflective to help students take ownerships of

their work and focus on the process rather than the product. Having multiple entry points for

students to make their learning visible engages deepening understanding and taking learning to

the next level. Formative assessment provides ongoing reflections to gauge where students are,

and highlights strengths and stretches to guide and move learning forward. Summative

assessment reflects both strengths and stretches of each lesson and highlights goals and next

steps. I will aim to make learning outcomes and expectations clear, and ensure the reasoning

behind the learning is visible. Throughout both formative and summative assessment, I will do

my best to involve students, parents/guardians and the educational community.

Role of curriculum and competencies

The BC curriculum and competencies guide student learning in meaningful directions

and supports growth and learning. Although the curriculum will guide what I teach, I will adjust

and differentiate lessons accordingly for each student to ensure I am sensitive to individual needs

and differences. The curriculum website communicates how learning environments can, “explore

the use of time and space in creative ways” (BC Ministry of Education, 2013). I will take

learning outside of the classroom as much as possible and make connections between learning

and the land. I will make room for culturally-relevant pedagogy and land-based pedagogy within

and out my classroom. I will bring the OECD’S seven principles of learning into my practice by

ensuring “building horizontal connections” is embedded within my classroom. (Dumont, et al.,

2010, p.7). Encouraging my students to view connectedness is a significant aspect of the

community I build and maintain.

Needs of diverse learners through inclusive practices

There is significant importance in welcoming and honouring the unique strengths and

stretches of each student. Building a classroom community based on the foundation of safety,

inclusiveness and trust is critical for students to feel respected and appreciated within the

learning community. I will find strategies to engage all learners will recognizing that “children

are strong, capable in their uniqueness and full of potential” (Ministry of Education, 2019, p.15).

Each of my students offer unique greatness to the classroom, and as an educator acknowledging

diversity and inclusion is one of the most rewarding aspects this career can offer. George Dei

stated that, “inclusion is not bringing people into what already exists; it is making a new space, a

better space for everyone” (Dei, 2006, as cited in Ontario Ministry of Education, 2009).
Frame of Reference
6

Diversity and inclusion within my classroom community is an important and crucial piece of my

pedagogy.

Conclusion

Overall, I will create and maintain a classroom environment that is a safe space where all

learners are welcomed with endless opportunities to further develop both as a community and

individually. Establishing a positive space where everyone feels safe and can make mistakes is

an important part of teaching. Inviting students into a community where everyone feels heard,

comfortable and confident plays a large role. I will make time to encourage growth through

assessment and incorporate theory into my practice, while finding multiple entry points to move

student learning forward. One of the most fulfilling and rewarding aspects of this career is

welcoming and honouring the differences of all learners. I am looking forward to strengthening

my pedagogy through learning that is collaborative, hands-on, experiential, and play and inquiry-

based.
Frame of Reference
7

References

Dumont, H., Istance, D., & Benavides, F. (2010). The nature of learning: Using research

to inspire practice. Paris, France: OECD.

Faculty of Education Teacher Education student handbook- 2019-2020

First Nations Education Steering Committee. (2012). First People’s principles of learning.

Retrieved from: http://www.fnesc.ca/wp/wp-content/uploads/2015/09/PUB-LFP-POSTER-

Principles-of-learning-First-Peoples-poster-11x17.pdf

Ministry of Education. (2013). New Curriculum Info. Retrieved from,

https://curriculum.gov.bc.ca/curriculum-info.

Ministry of Education British Columbia. (2019). Early Learning Framework

Montessori School of Shanghai (n.d). Montessori Philosophy. American Montessori

Society. Retrieved from http://www.montessorisos.com/montessori-

philosophy#:~:text=The%20Montessori%20Method%20is%20founded%20on%20Maria

%20Montessori’s,independently%20and%20allow%20for%20the%20joy%20of%20self-

discovery.

Ontario Ministry of Education. (2009). Realizing the promise of diversity: Ontario’s equity and

inclusive education strategy. Retrieved from

http://www.edu.gov.on.ca/eng/policyfunding/equity.pdf