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The video showed us what kind of teacher we don't want to be (the first one) and the kind of teacher we do want to be (the second one). It made us wonder what we can do when we have a student like the boy who is so used to being told what to do so when he has the chance to be creative he's not comfortable doing so. How do we encourage creativity and make students comfortable bringing who they are into the classroom rather than just trying to please you as a teacher. The quote "if every student drew the same pictures with the same colours, how would we know whos is whos" really resonated with us and it really connects to the competency of creativity and innovation and how it's important to have those skills to be a well rounded learner.

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Vanessa Montesano, Nadeka Persaud, Tina Salatino, Tamia Walker

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Vanessa Montesano, Nadeka Persaud, Tina Salatino, Tamia Walker

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- providing examples for the students can be both good and bad depending on the subject
- giving examples can help foster student learning
- it also can limit what the students do, and not allow them to think outside the box or show any individuality within their work
- we believe that allowing students to have choice within their education is very important

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In relation to the 21st Century Competencies students within the first classroom were not able to critically think as they were not able to have any form of self-directed thoughts. This also restricted the students in their creativity and innovation. As the teacher instructed the class and the students followed, there was likewise a lack of independence for students since the educator directed and gave instructions for every step of the process.

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- teacher did not allow space for the student to critically think about what he would like to draw
- teacher did not provide space for the student to be creative and innovative with his drawings
- teachers suppose to hold high expectations of all students, she did not do that at the beginning
- a space to make mistakes and learn from them was not provided
- teacher limits students from going through the creative process, limits their creativity
- teacher limited communication when she limited his creativity, did not build a space to communicate how he is feeling or would like to do

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Juliana Locantore, Melanie Macchia, Sarah Gomes, Gabriella Pinheiro, Sarah Chiarenza

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Juliana Locantore, Melanie Macchia, Sarah Gomes, Gabriella Pinheiro, Sarah Chiarenza

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- second teacher encouraged self expression and simulated creativity.
-when students copy teachers/peers work, it leaves out their own knowledge and understanding
-the 21st Century Competencies tell us to encourage creativity and innovation, but the first teacher in the video didn't allow for either.
- when the boy was given the opportunity to draw independently, he did not know what to do and ultimately drew what his teacher showed him which reflects on his self regulation.
-The first teacher limits their students self regulation because she does not let them set up their own individual goals in activities

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- the first video showed us the problem with the school system and how a relationship between a student and teacher should not be
- the teacher looked down on the student and did not value the student (power dynamic)
- teacher limited a chance for the child to explore and be creative
- teacher did not give the child an opportunity to dig into past knowledge
- no freedom of expression of the child, no individuality, suppressed from creativity, lost interest

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Liana, Cassandra P, Cassandra A, Keerthana

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Liana, Cassandra P, Cassandra A, Keerthana

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In the first school scenario, it seemed that the teacher had a very specific way of doing things, making sure the students followed every step she did. In the second school, the teacher allowed more freedom in picture making and the boy really struggled because of his history with his past teacher.

We teach 2 different types of content: curriculum and unwritten content. We have the responsibility to teach subjects like science and math but also teach thinking and creative freedom, developing students that can think for themselves.

The first teacher does not support the boy’s character development because she has her way doing things and does not allow straying from her steps.

From the independent work rubric, we would grade the boy as E because he is able to complete his work independently in both scenarios.

Relating to Growing Success, teachers create environments that students feel comfortable to take risks. The first teacher did not, whereas the second teacher did, but the little boy could not capitalize on that because of his history in the first school.

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Sabrina Melillo, Catarina-Raquel de Oliveira Gomes, Rashda Ahmed, Sabrina Gaudon, Angie Lau

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Sabrina Melillo, Catarina-Raquel de Oliveira Gomes, Rashda Ahmed, Sabrina Gaudon, Angie Lau

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-teaching approach in first school was detrimental to his learning: not having the freedom to communicate and self expression
-lacked creativity/ innovation and critical thinking
-lack of opportunity for collaboration in first school due to having a conventional seating plan VS the second school where students were placed in groups
-Scaffolded learning  (crucial for teachers to provide guidance and foundational knowledge to students but must also allow them to be creative and value the ways that they understand information- gives students the confidence to do things)
-allowing students to be autonomous by giving them the freedom and the initiative to solve problems on their own

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Toula-Marie, Alessandra M., Alessandra U., Jessica, Atia

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Toula-Marie, Alessandra M., Alessandra U., Jessica, Atia

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- In the beginning of the video, we noticed that the boy was eager and excited to explore his creative freedom. Over time, after the teacher would continuously stopped him from doing his own thing and making him follow the way she does things, he quickly lost his motivation and engagement in the class.
- In his new school, because he was so used to being dependent on his previous teacher, he was surprised to have freedom to draw whatever he wanted.
- In present day, there is more of a balance between the teacher expressing to students what they want from them and then also allowing students to express their ideas in whichever way best suits them.
-Collaboration between teacher and students and students and students ( lots of group work)
- There is an increase in initiative on the student's end