Education: 100. Develop a Professional Teacher Identity and an understanding of the identities of...

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Education: 100. Develop a Professional Teacher Identity and an understanding of the identities of our students. By Thane Smith by Mind Map: Education: 100. Develop a Professional Teacher Identity and an understanding of the identities of our students. By Thane Smith

1. The various ways students learn and how teachers can incorporate these styles into learning.

1.1. Kungu (n.d.): Incorporated several different methods to teach pre K math including: auditory, kinesthetic, spatial,, collaboration, visual, and musical.

1.1.1. Self-reflection: As a student, I required a multitude of different learning styles for different subjects, and still do to this day. I have witnessed this in other students as well and have also applied different teaching styles when assisting another student in work. I believe this applies to all stages of education.

1.2. Francisco, (n.d.): Provided an environment conductive to self reflection which allowed for higher order questions and deeper learning. The activity was mainly student lead.

1.2.1. Leong, (n.d.): Similarly provided a student lead activity. Allowed students to explore unconventional sounds and explore unconventional creativity.

1.2.1.1. Self-reflection: Student lead activities as well as unconventional teaching approaches have delivered great success in both my own learning process and of friends. With regards to the arts and more specifically music, exploring creativity in an unconventional thought process helps in learning the different sounds, tones, and rhythms. Student learning also assists in developing leadership, collaboration skills, deeper thought, and self-reflection. Ultimately leading to the success of the student.

1.3. Wartenberg (2011): Students at a young age can participate in intellectual thought and begin to question the world around them. Post-secondary students are able to facilitate philosophical discussion with elementary students

1.3.1. Self-reflection: Individuals at a very young age can learn from what is considered very intellectual or above them in a non-typical learning style. This shows that teachers shouldn't underestimate the potential of their students, as a different learning style may bring out intellectual thought which may have previously been unseen.

2. Various levels of professionalism and how teachers need to adhere to a higher standard within the community

2.1. Guest Lecturers Dr. Gleddie and Dr. Thomas: You can remain professional and still maintain what you believe to be morally right. If a mission or value at a school conflicts with your own, you can challenge it so long as you have facts and sources to back up. If not, do not be afraid to walk away.

2.1.1. Self-reflection: It is vital to remain professional, even when dealing with a sensitive issue. Even if the issue is extremely important to yourself, how you as a teacher handles the issue is important in being a role model, in maintaining image in society, and image towards fellow colleges

2.2. In class discussion on Classroom management: Remain professional with language and actions. Try not to yell, but if needed pick your time and respect students.

2.2.1. Self-reflection: Teachers are role models for their students and as such need to present the professional behavior they wish to see in their students. I have had teachers who perform this excellently and the class in return is also professional and respectful.

3. Historical events which have altered the role of teachers in society and in the classroom

3.1. Guest Lecturer Frank Peters: Provinces, through historical events, have complete control over education. This then allows for control over curriculum, student assessment, but more importantly teacher certification.

3.1.1. Self-reflection: This wall between education and the various provinces creates differences in teachers roles as they become more of a representation of the province's best interests. This takes away from what should occur which is teachers representing the student's best interests. This is not to say that teachers do not occasionally represent the student's best interest, but it makes it increasingly harder to do so.

3.1.1.1. Self-reflection: As a future teacher I wish to be able to represent my students and their interests rather than a provinces.

3.2. Guest Lecturer Dr. Rob Wilson: The process of Eugenics which created segregated schools for the feeble minded.

3.2.1. Self-reflection: Schools in the past have been more similar to prison like establishments wherein the teachers took on the role of "prison guard." Presently, the role of teachers has changed to be more of a moderator of knowledge and learning. Through this students have also become more respected.

3.3. The RSA (2010): Robinson points out that industrialism has shaped our educational system, but this method is currently not applicable. We should be encouraging divergent thinking instead of convergent. The education system must be reformed to become relevant to today's world.

3.3.1. Self-reflection: Education needs to become more dynamic and adapt to the changing world. Divergent thinking is mainly how expansions in knowledge are made and should become integrated into the education system (especially in the higher grades when divergent thinking is very minimal). There is also, in my experiences, large amounts of divergent thinking within post-secondary education which is difficult to acclimate to after being in our industrialist system.

4. History of Aboriginal students and their connection to education in Canada

4.1. In-class discussion: Residential schools are a part of Canada's past and need to be taught/recognized by all. Some of the stereotypical views of Aboriginals, such as suffering from alcoholism, can be attributed to the traumatic experiences of the residential schools- a very negative part of history between Aboriginals and education.

4.1.1. Self-reflection: In my experiences, the history of residential schools was barely taught, which is really unacceptable. It is nearly impossible to fully understand your students, let alone others, if you do not know their history. Realizing that Aboriginal students may have negative connotations towards education, or may be affected by generational trauma is vital when teaching, and in any other context for that matter.

4.2. Aikenhead and Michell (2011) : Aboriginal students learn in different ways which are not often incorporated into educational process. These include making connections to other subjects, connections to Aboriginal learning of nature, and use of cooperative learning groups.

4.2.1. Self-reflection: This is something I never fully understood until this year, even though I am Metis. After class discussion and the reading I have realized this is true and should be taken into account when teaching Aboriginal students, especially in science.

4.2.1.1. Self-reflection: As a teacher, your own identity requires the inclusion and understanding of your students' learning requirements; whether they are conventional or unconventional.

4.3. Laboucane (2010): Presently, schools that are on reserves are severely underfunded in comparison to public schools, which leads to more severe consquences. "First you create a funding gap, and then you end up with a real readiness gap. This, in turn, gives the government, our country and Aboriginal people an achievement gap and then, of course, we end up with the terrible socio-economic gap."

4.3.1. Self-reflection: There is a huge gap between the educational world and Aboriginal people, which can be traced back to education. Aboriginal students are not now, or in the past, receiving fair and just education which needs to be recognized and addressed. It is important for teachers to understand this history so as to better accommodate Aboriginal students who may not have had the same education as students from the public system.

5. Finding a philosophy and psychology which compliments your views on the classroom and your students

5.1. Loomis (2006): There are several educational philosophies that provide varying amounts of control to the students and their learning. Some provide very little while others provide lots. These philosophies ultimately affect the ways in which teachers run their classrooms. There are also several views on how students actually learn which really shapes how teachers teach their students.

5.1.1. Self-reflection: I identify mainly with progressivism as I believe the education system should be concerned with the student's interests. I also believe this is the best system to truly achieve the main goal of education, which is to learn, to apply what you learn, and to change/shape the world. This is only really done when those involved are interested on the subject and keen to explore unexplored ideas or aspects about the subject. This philosophy allows the student to explore relevant information that is important to the individual.

5.1.2. Self-reflection: I believe Information processing theory to be the most applicable psychological view. This theory can be manipulated and adapted to best suit the individual student while allowing the students interests to be the most prominent.

6. Recognizing the diversity of students with respect to Lesbian, Gay, Bisexual, and Transgender associated students.

6.1. Guest Lecturer Malinda McNie: LGBTQ teens need to be included and respected in the classroom to ensure they achieve success in life. Students who are LGBTQ require other support systems and teachers must recognize this and tend to it.

6.1.1. Self-reflection: Students who are LGBTQ need to be able to feel safe in the classroom and have proper respect to succeed. As teachers we need to recognize these differences and embrace them with understanding. It is not simply enough to accept these teens, although this is an excellent first step, but there needs to be an accommodation; one as simple as finding out which pronoun to use.

6.1.1.1. Self-reflection: In my experiences, those teachers that have been open and have provided a safe learning area are the teachers that bring out the best in their students. I have also witnessed the reverse, where teachers haven't provided the safest learning environment and in doing so have caused some students to no longer attend class.

6.2. Contexts of Education (2013): Gender and sexual identity is vital in shaping ones own individual and cultural self. However, current school systems are essentially social institutions which maintain the status quo, preventing individual and cultural growth

6.2.1. Self-reflection: Schools should be a place where individual and cultural growth can occur without being shaped by the norms. Diversity is one of human-kinds greatest assets which should be nutured not reformed. This in the context of LGBTQ students requires teachers to provide a atmosphere conductive for personal growth

6.2.1.1. Self-reflection: In developing a self identity, including gender and sexual identity, I found the teachers who were most accepting, positively influenced the process. I know this can be very confusing during a persons life, as I went through it as well, but I was never able to truly develop until I entered a teachers classroom who relished in diversity.