Connection is the cornerstone of a “good” teacher and an effective classroom.  These connections can begin by greeting students in the hallway or as they enter the classroom.  Students need to feel that they are seen and valued before learning can begin.  Each student needs to be met where they are, with the knowledge that they already have.

My TPI results had a dominance of Nurturing with equal doses of Apprenticeship and Developmental.  All of these show that I place an importance on student-focused learning.  Nurturing focuses on student’s effort being rewarded rather than merely knowledge.  Perseverance will take students farther than academic knowledge.  Students need to be acknowledged for the thinking that they are able to follow through with.  Development focuses on a student’s point of view.  Students should be encouraged to ask questions, engage in discussions and find their passions within the subject matter.  Activity completion may look different for each student, with evaluation being completed via rubric.

Constructivism with its focus on building on previous knowledge and experiential learning is one of the soundest ways to reach a diverse population of students, each with their own struggles.  Connectivism builds upon this, with the teacher being a facilitator for the knowledge that students discover for themselves.  Both of these align with the TPI results, which only shows to highlight my focus.

Indigenization is a foundational part of my course creation and implementation.  Engagement with the knowledge keepers and communities is not an afterthought, but a keystone.  Inclusion of the First Nations Way of Knowing and a connection to the student’s communities brings a richness into the classroom and a deeper understanding of students.  Engaging in place-based learning, venturing outside of the classroom and exploring the knowledge and traditions of the local culture helps students to also be able to make a place for themselves within the community and the wider world.  This is of utmost importance for students that are forming their identities and trying to understand how they fit.  I have seen this assist with self-regulation in Kindergarten age and secondary students alike.

Why did I identify “good teaching” as I did?  I have seen what has worked within the school and population that I have experienced within the past six years.  Students need a connection and stability in order to succeed, however that may look for them.  Flexibility within the scheme of a rubric and self-evaluation helps students gain ownership and agency over their learning.  My teaching philosophy has been greatly influenced by the staff and students that I work with.

Sources

Bates, A. W. (2015). Teaching in a digital age: Guidelines for designing teaching and learning. Vancouver, BC: Tony Bates Associates. ISBN-13: 978-0-9952692-1-7

Collins, J. B., & Pratt, D. D. (2020). TPI. Teaching perspectives inventory. http://www.teachingperspectives.com/tpi/

First Nations Education Steering Committee http://www.fnesc.ca/

Tondeur, J., van Braak, J., Ertmer, P., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555–575. doi: 10.1007/s11423-016-9481-2