Ms. H's Teaching Portfolio

During the first week of Inclusive Education, it became apparent just how challenging the road to inclusion has been (Inclusion BC; BCTF 2020; Moore, 2016; Five Moore Minutes 2018-19).  There have been many potholes along the way and work still needs to be done to pave and smooth this complex road.  What became even more apparent, however, is that building this road has been for the greater good of ALL—not just for students with diverse needs and abilities:

All students benefit from inclusive education. Research has dispelled the notion that typical students “lose out” when students with disabilities and additional support needs are included in the regular classroom. Rather, research shows that all students do better both academically and socially when inclusive policies and teaching practices are followed (Inclusion BC).

Schools that were once exclusive, segregated, and integrated, are becoming more and more inclusive (Moore, 2016, Figure 1.2, p. 3).  We are in what Shelly Moore calls the “Inclusive Revolution”, where “inclusion describes the principle that all students are entitled to equitable access to learning, achievement, and the pursuit of excellence in all aspects of their education” (Five Moore Minutes, Episode 1).  But, as those working in schools and classrooms will attest, there is a significant gap between principle and practice, and we have a long way to go before inclusive principles actually align with inclusive practice.  Shelley Moore argues that:

Inclusion is not about integrating students by housing them into (or out of) forced containers of classrooms and schools. Inclusive Education is about providing opportunities with supports for all students to have access to, and contribute to, an education rich in content and experience with their peers. Period (2016, p. 17).

Inclusive education, therefore, is only successful if it is planned, meaningful, purposeful, and supported—which, woefully, is not always the case.

Looking back on my own childhood, I was fortunate to have been educated (for the most part) in inclusive classrooms, alongside peers of varying and diverse ability.  I had the opportunity to learn from these peers and reaped the benefits of learning alongside them, including (but not limited to): a greater understanding and acceptance of difference; a broader perspective of knowledge, skills, and abilities; and exposure to a wealth of different ideas and approaches to life, love, and learning.  I am certain that my peers of diverse ability learned and benefited from being included and that they did better academically and socially in these inclusive settings than they would have in exclusive, segregated, or integrated ones.  A particular peer comes to mind when thinking about the benefits of inclusion.  This peer loved school and was a big part of the classroom and school community, thriving on friendship and being involved in academic and non-academic life.  To this day, this person thrives on community, friendship, and inclusion, and is often seen riding his bike to different jobs, venues, and events.  To think of a time when he was not welcome in a “regular” classroom is disheartening.  What would life have looked like for him if he had not been included amongst his peers?  I imagine a life not nearly as rich or full.  My peer is proof that “students with disabilities and additional support needs who have been educated in inclusive settings have significantly better life outcomes than students without this opportunity”, including “better social connections, increased community involvement, and greater earning potential” (Inclusion BC).

Fast forward to today and I see the same opportunities and benefits for my own children and their peers, as well as for the children I have had the privilege of teaching.  However, I also see the profound challenges plaguing our educational system: legislation that supports inclusion but does not actually provide the necessary support that will make meaningful and purposeful inclusion a reality (leaving many students with disabilities and additional support needs excluded rather than included); teachers that are supportive of inclusion but have no idea how to implement it because they lack the professional development that makes inclusion possible and/or they lack the resources and supports to make inclusion happen.  Teachers are not born equipped to aim for the “outside pins” (Moore, 2016, pp. 48-52)—they need explicit teaching to successfully throw on a curve and “hit” all the pins (i.e., students), especially those hardest to reach! Teachers need to be expressly taught how to be effective “sweeper vans”—ones that make necessary interventions and provide critical supports, but still keep students accountable.

Teachers are the head of the spear and need to be trained to reach ALL students—not just the “green ones” (Five Moore Minutes, Episode 3).  Teachers are the first line of attack as well as the first line of defense, and their ability to provide high quality Tier-1 supports is crucial.  Sadly, not every teacher is being educated to do so.  Fortunately, I am!  As a teacher in training, I am getting more and more prepared to go forth and do this hard but necessary work!  From a Tier-1 level, I plan to honor what I have learned this week (and in the weeks leading up to it) and vow to be cognizant of my language and not disable people with labels (Seale, 2019).  As the motto goes: “when you know better, you do better”, so I will do my best to adhere to these take-aways—each courtesy of the infamous Shelley Moore (2016):

• “We are no longer living in the Industrial Revolution; this is the 21st century–where we need to value the strengths rather than the deficits in learning. Rather than finding out why students aren’t wavy, our job is now to find out what their pattern is. What do they bring? What can they contribute because of their diverse and unique expertise? For decades, we have been trying to take this ‘pattern’ out of our students, taking the special out of special education, the autistic out of autism, the language out of culture, and, especially, the Indigenous out of First Nations, Métis, and Inuit children. This is not teaching to diversity. This is not inclusive. Teaching to diversity and inclusion is where we value the characteristics that are diverse, and not try to homogenize them” (p. 5).

• “Alternate spaces are so important in bringing students back up who have fallen. But if the only reason students are finally receiving supports is because they fell in the first place, then we as an education system have to do better. We have to get these supports to kids before they fall” (p. 26).

• “…supports need to be put in place universally, for all kids, regardless of category” (p. 27).

• “The goal does not have to be 100% of the time, but it does mean that 100% of the time we are striving to be more inclusive. It is a journey, not a destination” (p. 29).

• “…unless I presume competence in all people, I am the one who is disabled” (p. 34).

• “Let’s stop fighting for class composition ratios, and instead advocate for supporting our compositions in all of their perfect diversity” (p. 47).

• “We often forget that what helps one helps everyone, and it is exactly this idea that makes what we teach strategically more effective and efficient…” (p. 52).

• “To be inclusive is to collect stories and be the detective seeking to understand the full story.  The more stories we have, the more we understand” (p. 75).

• “…support is critical, and if we want inclusion to work, this is one of the biggest changes we can make in our classrooms and schools.  Supports designed for a few, but available for all” (p. 84). 

We are in this collectively and I cannot wait to make my classroom an inclusive place to learn!  

Together in education,

Ms. H

References

BCTF. (2020). Research: The landscape of inclusion: How teachers in British Columbia navigate inclusive education policy and practice. https://www.bctf.ca/whats-happening/news-details/2020/01/02/the-landscape-of-inclusion-how-teachers-in-british-columbia-navigate-inclusive-education-policy-and-practice

Five Moore Minutes with Shelley Moore. (2018, October 1). Episode 1: The Evolution of Inclusion. [Video]. YouTube. https://www.youtube.com/watch?v=PQgXBhPh5Zo

Five Moore Minutes with Shelley Moore. (2018, November 5). Episode 2: Don’t Should on Me! [Video]. YouTube. https://www.youtube.com/watch?v=MeRNhz0nGts

Five Moore Minutes with Shelley Moore. (2018, December 3). Episode 3: The End of Average. [Video]. YouTube. https://www.youtube.com/watch?v=Krec84KwbHE&t=2s

Five Moore Minutes with Shelley Moore. (2019, January 7). Episode 4: Inclusion 2.0: Teaching to Diversity. [Video]. YouTube. https://www.youtube.com/watch?v=rO3_UYaz1HE

Five Moore Minutes with Shelley Moore. (2019, February 4). Episode 5: The Infrastructure of Inclusion. [Video]. YouTube. https://www.youtube.com/watch?v=X8iAQTneyXI

Five Moore Minutes with Shelley Moore. (2019, March 5). Episode 6: Decriminalizing Supports. [Video]. YouTube. https://www.youtube.com/watch?v=LyqFcmUxHAw

Five Moore Minutes with Shelley Moore. (2019, April 1). Episode 7: Backwards Design. [Video]. YouTube. https://www.youtube.com/watch?v=mLKHaNo98Ts&t=1s

Inclusion BC. (2022). Chapter 1: History, Definitions and Benefits of Inclusion. In Handbook on Inclusive Education. https://inclusionbc.org/our-resources/inclusive-education-handbook-chapter-1/#3

Moore, Shelley. (2016). One Without the Other: Stories of Unity Through Diversity and Inclusion. Portage and Main Press, Winnipeg, Manitoba.

Seale, Alyson. TEDx Talks. (2019, May 22). Purposeful Steps Away From Ableism. [Video]. YouTube. https://www.youtube.com/watch?v=LhFVnlLnKjM

Ok, so I thought the last condensed week in Prince George flew by, but this one went by even faster!!  

Although the weather did not feel like summer (with rain everyday and temperatures similar to Spring’s Intensive week), we still managed to enjoy several interactive, outdoor, place-based learning opportunities…the epic scavenger hunt and trip to Lheidli T’enneh Memorial Park stood out above the rest! Those who know me know that (1) I am a bit competitive and (2) I love nature and taking photos of nature! So, this week felt like it was made for me! My fellow competitive Terrace teacher candidate, Shelley, and I sprinted the entire scavenger hunt, got drenched in the process, and came away with treats for being the “Jack Rabbits” of the group, lol! The opportunity to experience place by making a photo story of the Park was right up my ally, and I got a chance to photograph so many beautiful flowers, trees, fungi, bees, hornets, squirrels, and even one of UNBC’s resident moose!!

And, I was so excited to meet and learn from the amazingly talented indigenous artist, Clayton Gauthier!!

Those who know me know that I have never considered myself an artist–it was something I always struggled with in school. But, with Clayton’s instruction and artistic philosophy, I came away with two pieces of art that I am proud to share, and which I can use to inspire future classrooms of learners–spreading the beauty of Clayton’s work and the indigenous techniques he employs.

What a week it was for sure! Now, time to get down to business and complete the rest of the Summer Intersession…t-minus 4 weeks!!

I spent my district’s most recent Professional Development Day watching Emily Moorhead’s three-part webinar series, Implementing Structured Literacy Instruction in the Kindergarten Classroom.  Initially, I had a hard time deciding between the available Pro-D options.  I really wanted to hear something that aligned with, and would solidify, all of the amazing things I had learned from my professor (Melanie Baerg), the course (EDUC 397), and the course’s text (Speech to Print).  To assist the decision, I reached out to my fellow teacher candidates—those eager ones who had done their Pro-D hours—and asked them what they recommended.  The message I received was unanimous: “watch Emily Moorhead’s webinars …they bring everything together!”  They were right!  Moorhead’s approach to literacy aligns perfectly with our course objective—”creating literate students” (Baerg)—and supports all of the ideas outlined in the course text (Moats), as well as in Lyon and Trask’s structured literacy framework (SD 52) and Montgomery and Zwicker’s cognitive approach to printing (Printing Like a Pro!).

Five weeks ago, I was not at all equipped to create literate students.  Luckily, Professor Baerg (with all of her knowledge, expertise, resources, and connections) stepped in and changed that sad fact.  Her lectures, and the assigned readings, videos, and workbook activities, have taught me more than I could have hoped to learn in such a short period of time.  At the end of our second to last class, I felt fairly confident in my ability to create literate students.  Now, after having watched Moorhead’s three-part series, I feel fully confident in my ability to begin such work.  Moorhead provided me with an easy to follow, scientifically backed, scope and sequence—inclusive of explicit instruction, lively lesson enactments, guided practice, interactive activities, and fun games.  Like Lyon and Trask’s presentation, Moorhead’s webinar series showed me what structured literacy looks like and what it sounds like.  Reading about structured literacy is one thing, seeing it in action is something totally different.  Both have helped me understand how to help students master phonemic awareness, and connect it to print—that is, how to give learners the skills they need to read, spell, and succeed in school and in life!

I know that mastery of such tasks is not easy.  Moorhead, like Moats, Lyon, and Trask, tells us that children do not simply learn to read (or spell) naturally.  It is not a natural process for human brains to leap from phonological awareness (what we hear) to print awareness (what we see on a page); rather, it requires re-wiring the brain through explicit instruction.  Similar to Lyon and Trask, Moorhead likens this instruction to teaching a “secret code” (the code of the English language) and stresses that when introducing each new piece of code, teachers must pay close attention to whether or not students can hear the sound; whether they can pronounce the sound; whether they can recognize the letter; whether they can print the letter; and whether they can apply new learning (Moorhead, PART 1).  Although learning the “secret code” is hard, Moorhead’s approach makes it exciting and engaging for all learners (very similar to Lyon and Trask’s “perky-paced” approach to structured literacy).

I also know that this “code” must be taught in such a way that it gets into all students’ ears, eyes, and brains (Moorhead, PART 2).  Like Moats, Lyon, and Trask, Moorhead bases her scope and sequence on the fact that phonological awareness follows a predictable, brain-based continuum.  Although Moorhead’s sequence varies slightly from that of Lyon and Trask’s “SATPIN” sequence, the overall scope remains the same: getting students to hearindividual letters (and eventually blended letters and words) and know them based on what their mouths and vocal cords are doing when said aloud, and then move to having students associate letter sounds to letter names.  Students can then take their phonological and phonemic awareness to print.  During the print stage, Moorhead utilizes many Printing Like a Pro strategies, also akin to those of Lyon and Trask: guided instruction, modelling, and scaffolded practice (whiteboards and laminated strips with brown ground/green grass/blue sky)—with each task aiming to help students practice proper letter formation as they move from speech to print. 

I could go on for pages, detailing the parallels and valuable take-aways of this three-part series (i.e., how best to capitalize on whole group instruction and make the most of small group and one-on-one instruction; how to create controlled text; and so much more) but I am out of space and a voice in my head is saying “Joni, only two pages!”  So, I will leave it here 🙂

References

Lyon, K. and Trask, E. (2022, May 16). Teaching Kindergarten with the Brain in Mind. [Lecture] Presented at the University of Northern British Columbia, School of Education.

Moats, L.C. (2020). Speech to Print: Language Essentials for Teachers. Paul H. Brookes Publishing Co.

Montgomery, I. and Zwicker, J. (2017). Printing Like a Pro! A Cognitive Approach to Teaching Printing to Primary School-Age Children. Sunny Hill Health Centre for Children.  Downloaded May 10, 2022:  http://www.childdevelopment.ca/SchoolAge_Therapy_Practice_Resources.aspx

Moorhead, E. (2020, March 12). International Dyslexia Association Ontario. Implementing Structured Literacy in the Classroom – PART 1 – Phonological Awareness. [Video] YouTube. Uploaded June 3, 2022:  https://www.youtube.com/watch?v=7ZrA8ak0Inw

Moorhead, E. (2020, June 4). International Dyslexia Association Ontario. Implementing Structured Literacy in the Classroom – PART 2 – Moving to Print. [Video] YouTube.  Uploaded June 3, 2022:  https://www.youtube.com/watch?v=jDcb5Jfc658

Moorhead, E. (2020, June 29). International Dyslexia Association Ontario. Implementing Structured Literacy in the Classroom – PART 3 – Putting it Together. [Video] YouTube.  Uploaded June 3, 2022:  https://www.youtube.com/watch?v=OBjzsfml-qo

Steven Katz, speaking at the Learning Exchange, said it best: “We teach the kids we’ve got to the best of our ability”—that is, teachers don’t wake up and go to work believing that their students deserve sub-par instruction, or sub-par lessons.  Rather, teachers go to work knowing that their students deserve the ultimate best of them and what they can provide.  They know that what matters most for their learners is quality classroom instruction.  But what IF a teacher’s best isn’t good enough?  What IF one isn’t equipped to teach a certain subject or grade-level?  What IF, despite (or in spite of) our teaching, our students don’t get it?

We can’t forget that we, as future elementary teachers, are not being trained as specialists, but rather as generalists.  We will emerge from the School of Education as holders of a vast amount of theory and generalized knowledge on how to teach, but little in the way of subject-specific brilliance.  It isn’t uncommon, then, for some material to be too much for a single teacher—too complex, too abstract, too detailed, etc.  This is especially true in teaching Mathematics and Science, where the breadth of knowledge becomes highly sophisticated as you progress through the curriculum. And, as hard as teachers try, and as robust as classroom instruction may be, there will still be students that just do not get what is being taught.  What THEN?

Well, according to Katz, we must plan for it: we must make a Theory of Action statement to solve the problems of practice we encounter (2014a).  Personally, I do not have a prior degree in Math or Science, and so lack the level of wisdom required to step into a classroom and naturally teach my students Mathematics or Science to a vigorous degree.  Let’s not kid one another; my background is in the Social Sciences, and History and Social Geography are my lines of expertise.  I’ve said it before, and it bears repeating here: I am a voodoo of people, place, and time—not numbers, formulas, and equations!  So, for me to be an effective Math and Science teacher, a Theory of Action statement is a must! 

But what exactly is a Theory of Action statement?  According to Katz, it is an inquiry framework for teachers, one that entails a series of crucial steps intended to define challenges of practice so that one can take steps toward bettering their teaching practice (2014b).  Step one requires teachers to ask themselves: “What is my challenge of practice and why?”  Katz stresses the why and argues that it cannot be neglected as it addresses the evidence of need (i.e., teacher need, student need, classroom need, etc.).  In my case, I am not dealing with specific student or classroom needs (yet), so my Theory of Action statement currently addresses my specific needs as a teacher—that is, what do I need to do (what course of action must I take), to become the best teacher of Math and Science possible.

Katz’s Theory of Action is about intentionality—about mapping out, as specifically as possible, how things are going to work out.  According to Katz, “if you can’t map it out in theory, you will never map it out in practice” (2014b).  Thus, after defining a challenge of practice, step two becomes “what are you going to do about it?”  Katz urges us to create a working hypothesis and a series of if/then statements, where the first “then” becomes the next “if”, and so on and so forth.  He urges us to be specific: to define all the links in the chain and lay out how one plans to get from where they are, to where they want to be.  Along the way, he urges us to monitor ourselves against success criteria, gauge how well we are doing, and decide whether we need to adjust.  

Without realizing it, I had developed, and have been acting upon, a Theory of Action statement since April 2019, when I graduated from the University of Northern British Columbia with my Bachelor of Arts degree.  At that time, I knew I wanted to go on and become a teacher but wanted to gain experience (and save $$) prior to committing to the two-year program.  So, I began teaching as an uncertified teacher on-call (UTTOC) and formulated my first if/then statement: IF I enjoy teaching on call, THEN I will take further steps to become a full-time teacher.  It only took a few short months for me to realize that I could really “do this” but even less to see that I had a serious case of “math anxiety.”  It had been fifteen years since I had taken, or engaged with, structured math, and my math sense needed “refreshed.”  That is when I developed my second if/then statement: IF I want to continue teaching, THEN I must take a Mathematics refresher course.  

Fast forward to Spring 2021, when I enrolled myself in Math for Elementary and Middle School Teachers, and you arrive at my third if/then statement: IF I pass this course, THEN I can apply for a spot as a Teacher Candidate in the first ever UNBC-Quesnel Bachelor of Education program (commencing September 2021).  I applied myself, worked diligently to master all the math concepts covered in the course, passed with an A-, and (most importantly), came out feeling more confident to teach the elementary and middle school math concepts I was required to teach as a UTTOC.  With this heightened confidence, and all the credentials I needed, I created my fourth if/then statement: IF I get into UNBC’s School of Education program, THEN I will apply myself 100% to becoming the best teacher I can, particularly focusing on what challenges me (i.e., math and science).  This is exactly what I have done in class, on assignments, and during my practicums.  It is what I am doing, and will continue to do, until graduation in April 2023. 

I have read every assigned article (and many more that were unassigned) on how to improve Math and Science education via curriculum, instructional approaches, learning designs, and resources.  I have collaborated with my peers and engaged in dialogue with professors, instructors, coaching teachers, and colleagues. This, therefore, brings me to my fifth and final (for now) if/then statement: IF I graduate from the Teacher Education program, THEN I will take everything I have learned into the classroom and to my students.  For them, I will continue to read articles, research, and enroll in professional development opportunities to further develop my skills in Math and Science instruction.  As Katz attests: the element of challenge is crucial. We need to surround ourselves with challenging people (colleagues, professionals, students, etc.) and challenging ideas. We need to interact with these people and ideas in ways that challenge our limitations of understanding.  And, if we want to find ways to make what’s not working, work, we must challenge our own thoughts ideas, beliefs, and modes of practice (2014c).

Alas, IF Katz (and other educators) can do this, THEN so can I!

References

Katz, Steven. (2014a, February 20). “Teachers Matter.” [Vimeo] Professional Learning Supports. Uploaded May 20, 2022 from https://vimeo.com/87241809

Katz, Steven. (2014b, February 20). “Theory of Action.” [Vimeo] Professional Learning Supports. Uploaded May 20, 2022 from https://vimeo.com/87242143

Katz, Steven. (2014c, February 20). “Intentional Interruptions.” [Vimeo] Professional Learning Supports. Uploaded May 20, 2022 from https://vimeo.com/87242535

Reflecting back on the week, I cannot believe how fast it went by!

It was interactive and jam-packed…full of camaraderie, experiential learning, and inquiry!

And, we finally got to meet our other half – the fun & energetic Terrace cohort! Boy was it nice seeing them “life-size”, rather than ant-size on our Quesnel campus screen!! Getting to know each other and being surrounded by so many diverse thinkers was definitely the highlight of the week!

My brain & bucket are full! Now to get through these next 3 weeks 📚📖 💻

I just braved the climb and ran up to my old stomping grounds!

The last time I was here, I crossed the stage and received my Bachelor of Arts Degree. Today, I am back, gearing up for the Spring Intersession’s Intensive Week.

It’s going to be a grind (much like running the hill to get here), but it will take us (Regional Teacher Candidates) one step closer to the end goal–certification!! Plus, the Quesnel cohort finally gets to meet the Terrace Cohort…in person…no more technology glitches or blurred faces on the “big screen” 🙂 Whoop, whoop!

So, although it is going to be exhausting, I look forward to a fun week of studies!!

P.S. Stay tuned for the possibility of witnessing some teacher-in-training shenanigans!!

As depicted in this visual, “Critics” are like a dark cloud: they look for your flaws, want to win (and you to lose), hold you back, change your mood (for the worse), and will make you swear (or at least want to).  “Critical Friends”, on the other hand, are the “Silver Lining”: they see your strengths, want to help, move you forward (toward success), change your mind, and make you smile.  I am fortunate to have several Critical Friends.  The Quesnel cohort regularly unites (before class, after class, and during our “spare” time) to seek each other’s advice and feedback, just like in Bambino’s (2002) “Critical Friends Groups”:

The structure and format of Critical Friends Groups create opportunities for colleagues to challenge their own practice as well as that of their peers.  The work is critical because it challenges educators to improve their teaching practice and to bring about the changes that schools need, but the process is neither negative nor threatening.  The work involves friends who share a mission, offer strong support, and nurture a community of learners (Bambino, 2002).

The Quesnel Bachelor of Education teacher candidates value one another’s opinion and are each other’s biggest supporters.  So, when we were tasked with being “Critical Friends” on a recent resource sharing assignment, we were ready and willing. We have been giving each other this type of feedback all along, this time it was just structured into the assignment and required.  

We initiated the Critical Friend’s process by drawing popsicles sticks.  Carly, Andrea, and I were paired together and made plans to meet and share our resources when ready.  The obstacle, however, was timing.  This condensed and intensive Spring semester has overwhelmed us with readings, assignments, and quizzes, so much so that we barely have time to eat, never mind schedule time to meet outside of the four weekly, three-hour class times.  This problem is akin to what full-time teachers confront: feeling like there is no allotted or structured time to engage in meaningful collaboration with their colleagues.  Nevertheless, like teachers do, we “made it work.”

I provided Carly with some pre-emptive solutions to young writer’s block (i.e., how to deal with the digging in of heels when it comes to putting pencil to paper) and I probed Andrea to think about how she would tackle students getting distracted by games and the like when using an online learning platform.  My colleagues also provided me with some great feedback, imploring me to think about how I would support and encourage those students coming to me from difficult backgrounds, who have not experienced positive “options” in their lives, and who might have trouble thinking ahead to formulate hopes and dreams—all valuable insights that would help improve my delivery of this resource/lesson. 

References

Bambino, Deborah. (2002, March 1). “Critical Friends.” [Article] ASCD. Uploaded May 8, 2022, from https://www.ascd.org/el/articles/critical-friends

P.S. If you are interested in the resource I shared with my “Critical Friends”, head over to the Portfolio Components section, scroll down to Lesson Planning and Resource Sharing, and you will find it under Career Education titled “My Hopes and Dreams – A Resource Worth Sharing.”

The most important thing I have learned as a TTOC, and teacher candidate, is that relationships are key.  Good relationships make school fulfilling and enjoyable, while bad relationships derail both teaching and learning.  In Every Kid Needs a Champion (2013), Rita Pierson, expert educator, argues that “kids don’t learn from people they don’t like”; that learning only occurs if there is a positive relationship between student and teacher; and that student-teacher relationships must be built upon positive, not negative, reinforcement.  When teachers reinforce and reaffirm student uniqueness, intelligence, capability, and skill, they have the power to influence student thinking and student action—that is, “say they are good or successful enough times, and they’ll believe it!” (Pierson, 2013).  Teachers, then, are the “real influencers”—more influential than social media stars (Naysmith, 2019).

Canadian teachers spend, on average, 190 days instructing students each school year (Whelan, 2019).  Elementary teachers are with the same 20-27 students for six hours a day, five days a week, for a total of 1,140 hours per year!  Depending on parent or guardian work schedules, these students could be with their teachers more hours each week than their own kin!!  Think about that for a second.  Our students could be spending more time with us than anyone else in their entire lives, so how can we not be “influencers”??  For a great portion of their day, week, and year, students are being exposed to our teachings (our ways of thinking, knowing, being, and doing); to our personality traits; to our beliefs, values, and interests; and no matter how hard we try to hide them, our inherent biases.  

In the presence of good relationships, then, our students will most-likely value our input and soak in our feedback like sponges.  Students will watch, and they will listen, which is why our job is so influential.  Teachers are in a privileged (and powerful) position to help mold and shape the minds of students.  With such privilege and power comes great responsibility: to be knowledgeable and up to date on the changing realities of work and career development, in so that we can help students navigate and prepare for the ever-changing career dynamics of the future.  Teachers must be adaptable and open to change.  We cannot just espouse a growth mindset, but rather adopt one ourselves.  Teachers cannot stay stuck in the past, comfortable in what they know and perhaps did themselves (i.e., fixed mindset).  Rather, they must pledge to become life-long learners.  As teachers, we must go forth and be forward thinkers, committed to consistent and collaborative professional development (e.g., Critical Friends), and stay up to date on the latest research, data, and evidence coming out of the career development world.

References

Bambino, Deborah. (2002, March 1). Critical Friends. [Article] ASCD.org. Uploaded on March 5, 2022 from https://www.ascd.org/el/articles/critical-friends

Pierson, Rita. (2013, May 3). TED Talks Education. Every Kid Needs a Champion. [Video] You Tube – TED. Uploaded on September 20, 2021 from https://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion

Naysmith, Stephen. (2019, October 6). New Research Shows That Teachers are More Influential Than Social Media Stars. [Article]  Uploaded on May 5, 2022 from https://www.heraldscotland.com/news/17950490.teachers-important-young-people-social-media-stars-youtube-instagram—say-parents/

Whelan, Lisa. (2019, October 30).  How many weeks in a school year – Comparing term dates in Canada & UK. [Article] Engage Education.  Uploaded on May 8, 2022 from https://engage-education.com/can/blog/how-many-weeks-in-a-school-year-comparing-term-dates-in-canada-uk/

Looking back, there were moments throughout this semester where I “debated” whether I would lose my mind juggling work, school, and family, but what is not debatable is that the first ever Quesnel UNBC School of Education Teacher Candidates are rocking this program and are one step closer to being fully certified teachers!!

I am looking forward to these next three weeks off from classes, assignments and projects before starting our intense Spring & Summer inter-sessions!!

Until then…you can find me teaching by day, enjoying my family by night, and enjoying the mountains by weekend 🙂