https://padlet.com/elsoncscott/6ar36dysmdcxip6s PED 4141 Thoughts on my teaching philosphy and practice. en-us 2022-11-10 15:33:49 UTC 2022-11-11 04:41:46 UTC hello@padlet.com elsoncscott https://padlet.com/elsoncscott/6ar36dysmdcxip6s/wish/2379716262 There are no “bad kids”. Growing up I was likely to receive report card comments like “needs to apply himself” and “disruptive in class. I struggled to get assignments in, and often found myself in trouble for talking back. This was despite loads of parental support, three high-achieving older sisters, and attending a well-regarded public school. I haven’t ironed out all of my problems, but I have identified one thing that stuck out about all of my favourite teachers and the classes in which I was most successful. Patience.

I also feel that students learn best when they are heard. The expectations placed upon students through both the explicit curriculum and hidden curriculum can weigh them down. Students who are able to bear the load from a young age often sail through school, sometimes without really developing the deep learning skills that will last a lifetime. They learned to play their role, as was expected. Some students struggled to grasp aspects of one set of expectations or another and had a vastly steeper hill to climb as a result. Giving students the chance to take ownership of their learning, to disrupt the hidden curriculum and mold their learning experiences can have tremendous benefits. 
I take heavy inspiration from the Third Path model, and place great emphasis on relationship building to encourage student engagement and understanding.


]]> 2022-11-11 04:40:16 UTC https://padlet.com/elsoncscott/6ar36dysmdcxip6s/wish/2379716262 elsoncscott https://padlet.com/elsoncscott/6ar36dysmdcxip6s/wish/2379716849 I know the feeling of having to show up to class when you haven’t finished the homework, the feeling in your gut as you wait for your name to be called. Students shouldn’t ever feel shame in the classroom. Letting students know that I can be flexible with deadlines, that I respect their time and their life outside of the walls of my classroom lets the stress melt away. Students have shown a willingness to let me know if something is going on in their life that might prevent them from completing their work. 

I have also looked to apply principles of Universal Design for Learning as a craft my unit plans for my upcoming practicum block. Many teachers feel pressure to keep up with their unit plans and as a result can appear rushed or unapproachable to students. To combat this, I am building in time to just listen to the class a few times per week. Some students require regular check-ins with their teacher to keep them on track and engaged, so why not see if this might benefit all. These class listening moments will serve as both a gauge of where they are at in their social-emotional wellbeing, but also a low stress way to make themselves heard.   

]]> 2022-11-11 04:41:01 UTC https://padlet.com/elsoncscott/6ar36dysmdcxip6s/wish/2379716849 elsoncscott https://padlet.com/elsoncscott/6ar36dysmdcxip6s/wish/2379717423 My results have been mixed thus far. I have seen other educators start to wear thin around this time of year. Patience is at a premium. I haven’t gotten to that point, but I worry that the patient teacher model in my head might falter without some other teaching philosophies behind it. If it doesn’t click with a student do I have a pivot? Not yet. With more experience I hope get better at identifying early which students actually benefit from hard deadlines. 

I have found great success in building student relationships. Rome wasn’t built in a day, and it has been a slow process on my Wednesday practicums. Quiet conversations and observations have allowed me to catalogue a number of ideas. Incorporating one student’s interest into a lesson was a major step in putting my stamp on the class culture. The rest of the class saw the student light up with excitement at the mention of his favourite soccer team as the subject of a lesson. When I ended the lesson by asking if anyone had ideas for next week’s article the class erupted with ideas. Engagement rooted in relationship building will continue to be key part of my teaching philosophy. 

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