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Education Courses

Educ 326

Educ 326 | Portfolio

In our Education 326 (Classroom Management) class, we were instructed to make a portfolio to highlight pieces of work that best represent the personal & professional growth we've experienced throughout the breadth of this course. This course was more than just about teaching us strategies on how to implement classroom management in our future classrooms. It gave us freedom to explore deep inside ourselves and rediscover our core philosophies, our views & perspectives on teaching, and our identity as both educators and people. I have sectioned off my portfolio into three modules similar to how our course was designed and a self evaluation at the end. Each piece that's included in this portfolio will have a brief reflection on what it is and why is it part of my portfolio.  I hope you find my portfolio to be helpful in your own personal & professional journey, Cheers!

Module 1

Type Preference

It seems appropriate to include this peer interaction piece from Week 3 as my first evidence of growth. In this exercise, we were asked to read "A Teacher's Guide To Cognitive Type Theory & Learning Style" from our course package and then determine through the "Instant Insight Inventory" questionnaire our teaching style. I chose this piece of evidence because many years ago in my undergrad, I did a similar activity using the Myers-Briggs type test in one of my psychology classes. Doing a similar personality type test again made me reflect upon the changes that have occured since my undergrad prior to entering into PDP. In retrospect, after completing my 404 semester, I believe it is very possible that my teaching style has changed and will continue to do so well into my teaching career. Here is a snippet of my commentary on the test.

Hey Group 2,

Again like my previous post, I found myself flip flopping between being a Introverted Intuitive Feeling Perceiving person and a Extroverted Intuitive Feeling Judging person. I also have done the Myers-Briggs many times before. My responses have generally stayed the same to some degree; however, as a person thats ever growing and taking in new experiences, new perspectives, new knowledge, I find that some responses do change over time. Again context is important to fully validate some of our responses and the typecasts provided do not fully characterize our educational standpoint or teaching style. I want to reiterate that it is important to consider and adopt additional teaching styles so to best reach our students. As future or present educators we are to acknowledge the ever so important educational philosophy that we teach to the student, not to the content. If the latter were true, this test would have more significance.

Experiencing Pleasure

The next piece even though not in chronological order and taken out from Week 2 was a very interesting and comforting assignment that we were tasked to do. The assignment asked us to go out and do something that give us pleasure and then to report it to our groupmates. In all my post secondary courses I've taken, I've never had a course that made me do this as part of course objectives let alone for marks. It was very refreshing and brought a sense of calm. As I commented in my report, I was coming off of my 401/402 semester and my brain was still in 5th gear. Coming into this course and doing the activities that the course asked us to do brought that level down. In the description of the assignment, it states that experiencing pleasure is important in becoming a good teacher. In the weeks from the beginning of this course to the end, I believe I've come to an agreement with that statement. It has certainly made the courseload a bit lighter when I found a balance between work and play.

Late Assignments

This activity from Week 4 asked us to discuss our own views on our students handing in assignments late. I chose this piece evidence because it is very applicable in terms how the views expressed will coincide with how I will implement similar attitudes in my long practicum as well as my future classroom. I think prior to PDP, I had views on handing in late assignments shaped by my own experience. I thought everyone should adhere to the teacher's due dates and that any extensions were handed out were unfair to the students that took the time to finish theirs on time. This has changed through my time in PDP and as well as my time in this course.

My mind has been racing all week with worrying over assignment due dates. Ever since coming off of my practicum, my mind is still in work mode thinking there is reflections, assignments, unit plans, lesson plans and/or prep to be done. Now that I'm in my coursework semester, it's been somewhat alarming and difficult to adjust back to life without the constant work looming over my shoulders. Don't get me wrong, I still have assignments to do but its just not as crazy as my practicum semester. That being said, I think it has been hard to take time to relax and to do things that make me feel good. My mind says go go go, but my body is saying to take it down a notch. Since I haven't had the need to wake up super early for work, I'm able to enjoy still waking up early and going to the gym or playing basketball in the morning. For me, its a great chance to meet up with my friends and play some recreational competitive sports. I also got to spend some time with my wife today and went to visit our 4 year old niece and 1 year old nephew. Seeing and playing with them continually affirms my love for kids and my decision to become a teacher.

If you are a teacher right now, how do you handle late assignments?

If you are not a teacher how do you think you will handle them?

In my practicum, I followed my SA's example by having a laxed approach toward assignment deadlines. These assignments were, however, very easy assignments that I considered as formative pieces of assessment and scaffolding tools to build up fluency of the particular content competency. We did give deadlines for the major assignments and all of my students were able to finish them in time. This is because I gave ample time for them to work on them in class and multiple days to finish them. If, however, some students didn't finish the assignment/project I assigned them, I would conference with them to find out why (all the while confirming my own reasons as to why they didn't finish with formative assessment ie. monitoring them through class, are they spending time to work on the assignment or are they goofing off) and still give them the opportunity to hand it in later but assess a late penalty of 10% each day.

As a student, how do you feel if someone in your class is allowed to hand assignments in later than the required deadline when you handed it in on time?

As a pre-pdp student, I would feel it was unfair and would garner feelings of resentment like someone who cut in line for new release shoe sale (i love shoes) when you've been standing in line for many hours already. As a pdp student, however, I don't have those same feelings anymore and those feelings are only reserved for situations like the one described above. The reason why I don't have those feelings is because people have their own unique socio-emotional learning style. For example If an at risk student comes from a situation where it is hard to complete assignments on time due to reasons not at the fault of the student, then how could we judge that their reason is not worthy of being valid in our classrooms. We inhibit learning and the motivation to learn.

Special Needs

In this assignment, we had to choose three articles about a specific special needs diagnosis. Apart from summarizing the artcile, looking for differences and similarities, we needed to write a poem and a letter to ourselves in the future. I chose this to be part of my portfolio because I think a large part of why I'm here in PDP is thanks to my experience in the special needs department. I was a behavioral interventionist and educational assistant for over 6 years. My pedagogical philosophies and educational experience was largely shaped by these experiences prior to entering in PDP. It is, therefore, appropriate for me to include my assignment on special needs. In addition, I was particularly fond of the poem I created. Click on the Word icon to download my assignment.

School should be math, learning, fun

But with my seizures it made me want to run.

The fear of having an episode

Makes staying motivated a tremendous load.

 

I used to think they thought me out of control

My condition is anything but something to be lol (laughing out loud)

I used to wonder where I can get help

I felt as useless and helpless as whelp

 

Fortunately, my friends and peers understand

Because Mr. Chan has made everything all planned

I no longer have to fear of discrimination

And all I have to worry is how to figure out this binomial distribution.

                                                                                       

Mr. Chan cares about my wellbeing

It’s because he doesn’t cower in ignorance and submit to feelings of fleeing.

I’ve been empowered to be epilepsy educative

All because he’s made his classroom inclusive.

A Short Story

In Week 4, we were asked to find a short story and post it on our discussion board. We were asked to create two outlines of assignments that potential grade 10 students could do. One of the outlines was meant for sensing students, and the other was meant for intuitive students. I chose this assignment because it was the first assignment that required us to receive and give feedback to our peers on the lesson outlines we would give to our potential students. I loved the feedback I got from my peers not only because the feedback was from fellow teacher candidates but also because validates the need to have community to foster openness and the ability to receive constructive criticism. Ultimately it pushes us to be lifelong learners when we have fellow teacher helping you along your educational journey. The short story lesson outline is that of a original outline. Below that is the changes I made from the feedback I was given.

Thanks Justine for the feedback. After reflecting on the assignment, I would like to change the assignment for the sensing students to be one where they would analyze "The Lottery" and compare and contrast that with the modern movies that reflect similar themes (ie. Hunger Games, Divergent, etc.,) For the intuitives, I would still ask them to be critically reflective and analyze the original story, but I would ask them to write their own version of the story based on the impression they felt.

Module 2

Constructing My Credo

I had created my credo in my 401/402 semester. In week 8, we were asked to construct a credo through a thinking and writing process. We were asked to do a physical activity that we enjoyed while thinking about our educational experiences when we were younger. Then we had to answer a series of questions that help to construct the foundation of credo. It was a worthwhile exercise because I got to see how different my credo would turn out compared to the one I wrote in my 401/402 experience. Please hit the Click Here button or click on the 401/402 link and scroll down to find my credo and compare that with the one I will post here.

Assessment & Grading

In Week 9, we were asked to analyze the article "Magic" written by Carolyn Mamchur, the course instructor for this class. The article was essentially about Carolyn's experience with an individual in a special needs class that she was teaching. We were to analyze the student Eileen's learning experience and also Carolyn's learning experience. I chose this to be part of portfolio because it is likely to be an experience we'll share as educators one day. We can't exclude the possibility that even though we're the teachers, there are always learning opportunities everywhere when we are cognizant of them. Hit the Click Here button to find the link to Carolyn Mamchur's "Magic" article.

Module 3

Wronging Someone

In Week 10, we were asked to recall and write about a time we wronged someone. We were tasked to come up with a plan for restitution. I chose this to be part of my portfolio because it reflects the growth of knowing when we are in the wrong and deciding to make amends. This is an important skill to have as educators. We are not all-knowing and always correct as educators. There will most likely be a time when we do this to not only a student, but perhaps a colleague. To demonstrate that we can function in a pluralistic, democratic community, we need to demonstrate flexibility and critical reflectiveness to that we do not appear rigid and unwilling to admit mistakes.

Before I started living on my own in the city, my family lived in the suburbs way out in Abbotsford. Every weekend after finishing classes at SFU, I would bus home to see my family and my girlfriend now wife for the weekend. This was early on in my dating relationship so as you can probably guess, it was important for me to see her. My parents especially my mom didn't think it was necessary to spend all that time commuting back and should allocate my time with my studies. Of course I didn't see her point. There was one time when my parents were taking me back to burnaby, they or more so my mom asked me not to come back to Abbotsford anymore. My first thought was abandonment. Why would they not want me to come back and why such as rash decision. My second thought was that I could no longer see my girlfriend. I was infuriated. I did not know what to think or say, so I left my parents car abruptly and stormed into my apartment. Later on the week, my mom phoned me, but I refused to speak to her. I asked to speak to my dad instead. This was not a good move on my part. I've always been closer to my mom than my dad so this most likely stung when she heard what I said. It was only after a few days that I called back to apologize.

I understood that my anger was probably justified as no one likes to hear that they're not welcome back home anymore although this was probably not what my mom meant. My actions and words, however, were disrespectful because no parent wants to hear that their child does not want to speak to them. What I really wanted was my mom to understand that my relationship was serious but in my anger I did not consider her feelings because it was my first and only relationship and she was still trying to cope with it. In addition to my apology so long ago, I also make sure to spend time with my mom so that she still feels validated as a mom. I do not of course want to repeat this offence because it is disrespectful and does not model good role model behaviour when I am to become a parent one day.

Classroom Rules

In this assignment from Week 10, we were asked to read the article "Managing For Collaborative Decision-Making" by Larrivee (1999). We were to analyze the section on characteristics of effective classroom rules from the perspective of the classrooms that we've been in. I think this was a worthwhile exercise because the strategies listed are and can be applied to the future classrooms we teach. It is also a work in process because I'm sure the rules and the implementation of the strategies to make them effective will change depending on the classroom I teach. Hit the Click Here button to navigate to the article.

Gender Equity

In our last assignment from Week 11, we were to look at gender equity from a class we have observed. I observed a English Language Arts class from SFU but also made some references to the class I did my practicum at. Our task was to see if there were visible differences in whether the instructor or teacher showed biases towards a certain gender. In order to document these differences, we were tasked to create an instrument to help us analyze the data. Through discussion, we could refine Through my observations, I did not notice any significant difference but it is still worthwhile to include this because it creates awareness of this issue in todays classrooms.

Like most people here, I observed one of my education classes. I also realize that this would yield very different results compared to a class that had roughly an even proportion of males to females. For my gender equity tool, I simply made a class list and tallied anytime a student had an interaction with the professor. I also made some notes about the type of interactions. Later I compiled the results and analyzed them according to gender (understanding that the results would be quite skewed because of the disparity in number of females to males in the class). Here at the results I got:

Who is answering the questions the teacher asks?

Mostly female students. There are one or two male students who are involved with the discussions that happen in the class.

Whom does the teacher call upon?

The teacher calls upon anyone who raises their hand irregardless of gender.

Whom does the teacher talk with?

The teacher talks to anyone who approaches her. In this case, it is more likely that a female student would be in dialogue with the teacher due to the makeup of the class.

Which students ask questions?

The female students are more active in asking questions. Notably there are two to three female students who ask the majority of questions.

Which students receive individual assistance?

None that I have observed.

Which students “call out”?

None that I have observed.

Which students are more off task?

Difficult to make a conclusion based on gender. There only two incidents where I observed students being off task. One student was a male and one student was a female.

Which students are more on task?

Both female and male students were on the majority on task.

Evaluation

Pedagogical Sensitivity

I feel I displayed this with the exercises that involved observing students. I felt that through reflection, I was cognizant of how important this was in order to create safety and trust in the classroom. Through the activities and assignments, I feel like I have grown in my understanding of how what it means to be pedagogically sensitive and can exhibit this sensitivity to my future students - Grade: A

Reflective Capacity

Through the many exercises and assignments that required constant self reflection, and through my experience in my 401/402 semester, I believe I have refined my reflective capacity so that I can be constantly analyzing my teaching practices, styles, attitudes, and beliefs to best reach and teach my students - Grade: A

Other Directedness

By experiencing this class through on online community, by participating in discussions and peer interaction activities, I was able to execute this directedness by cognizant of what I'm contributing and how it will be perceived - Grade: A

Critical Mindedness

The essence of this portfolio is to show a snapshot of our learning and growth that has occured through this course. It is obvious that there is further growth as we continue our education. I believe I have demonstrated through my discourse that the overall theme in my contributions highlight the need to keep learning and growing - Grade: A

Creativity & Originality

I believe the creation of this portfolio is unique and creative. The assignments and outlines I have created for this course shows creativity and originality - Grade: A

Project | 02

Project | 02 title

I'm a Paragraph. Click here to add your own text and edit me. It’s easy. Just click “Edit Text” or double click me and you can start adding your own content and make changes to the font. Feel free to drag and drop me anywhere you like on your page. I’m a great place for you to write more. Tell a story about yourself.

Project | 03

Project | 03 title

I'm a Paragraph. Click here to add your own text and edit me. It’s easy. Just click “Edit Text” or double click me and you can start adding your own content and make changes to the font. Feel free to drag and drop me anywhere you like on your page. I’m a great place for you to write more. Tell a story about yourself.

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