Section Two: Teacher Candidate Background Experiences

Introduction
In this section of my portfolio, you will be able to explore my background and the

experiences that impacted me the most and those which motivated and inspired me to enter into

the Masters of Elementary Education program at Medaille College. Here you will find my

previous educational experiences ranging from elementary to post-secondary, which will

demonstrate for you that I am a lifelong learner, which is a quality that all teachers should

possess. In addition, you will learn of my previous work experiences, those that are related to

education and those that are not, my experience during my observations and student teaching, my

philosophy of education, and my resume. This section is an opportunity for me to exhibit for you

my professionalism, my competencies and skills, my dedication to learning, my love of working

in a team environment, the lessons I have learned on my journey, and my preparedness and

readiness to enter into the classroom.

Teacher Candidate Educational Background and Work Experiences

Education Experiences

Although the thought of becoming a teacher did not cross my mind during my earliest school

years, there were definitely certain teachers, who had an impact on me and motivated me to

choose teaching as a career path. One of these teachers was named Mrs. M., who taught me

when I was in the sixth-grade and the reason she had such an impact on me wasnt necessarily

about how she taught and how fun her lessons were but, how she treated each of her students.

When I was very young I was diagnosed with a minor form of Tourettes syndrome, which

causes a person to have uncontrollable movements in various parts of their body often identified

as tics. These movements ranged from hopping or skipping a few steps while I walked, wiggling
my thumbs before I picked something up, winking, and certain vocal tics. Once one tic would

disappear a new tic would be there to replace it within a day.

Having this condition was something that I was very self-conscious about as I never

understood why I couldnt stop. There were no other children who I knew of that suffered from

this and it made me feel like I was different from other children. My parents were obviously

always very supportive of me but when I went to school each day this feeling of support soon

disappeared. I was constantly tormented by my fellow classmates and other students in my

school because of these tics. There wasnt a day that went by that I did not come home upset

about the constant teasing and mockery. This is a horrible experience for a child to live through

and I wish it on no other person as these movements were far beyond my control and there was

and still is no medication to treat this condition.

Although I did have friends who did not judge me or make fun of me for these constant

and annoying movements, it was not easy coming to school every day knowing that I would be

made fun of for something that I could not control. Most of the teachers I had previously did not

understand my condition and did not bother to read my personal file that explained these vocal

and body tics I had and thus I was often in trouble for making annoying noises or for the constant

fidgeting I did. When I reached sixth-grade and landed in Mrs. M.s class I finally had a teacher

who understood what I was going through. She was well aware of my background with this

condition and did not let other students make fun of me. She expected all of her students to treat

each other with respect and if they did not they would be spoken to. She also understood that

these movements were not something I could control and thus never gave me any trouble for

fidgeting too much and did not bring notice to them during class, which was something that prior

teachers had done. Anytime I felt like I was different I could go and talk with her and she would
always reassure me that I wasnt and that I should be confident in who I was. This made a world

of difference for me and I began to come home smiling rather than being upset and it was due to

Mrs. M. taking the time to make sure that I felt like I belonged in the class and should be treated

with respect no matter what from everyone.

When I reached high school, I had several teachers who were absolutely fantastic and

made school a lot of fun. There was Mr. R. who was literally the happiest teacher I have ever

met. He taught history and absolutely loved teaching and getting to know his students. He always

made things so easy to understand and whenever there was any misunderstandings about the

material he was always happy to take the time to explain and help you out as much as possible.

He was a teacher who truly cared about his students and their well-being not only at school but

out of it as well. Then there was my twelfth-grade math teacher, Mrs. V. who made me realize

that math could actually be a subject I enjoyed learning. Up until this time, I was not a very

student in math and often dreaded going to class as I had never had a teacher who would take the

time to actually make sure I understood what they were teaching. My prior experiences consisted

of raising my hand to clarify what had just been taught and being told that there was not enough

time to explain things further and that the class had to move on. Mrs. V. was different. She would

not go any further into a lesson unless she knew that we all understood what we were being

taught and was always available if you had any questions.

Not very long into my semester in her class, I learned that not only could I understand

what she was teaching, but that I was able to explain how to solve math problems to my fellow

classmates who did not understand. In fact, Mrs. V. would often call on me to help out my fellow

students if she had too many students lined up for questions. This was the first time in my

academic career that I felt like I could confidently write a math test or exam and come out of it
knowing that I had done well. In having me teach other students, she gave me the confidence and

opportunity to explain tough problems in a way that they could understand and that was

something I had never been able to do before, especially in mathematics.

In 2010, three years after I finished my undergrad, I decided to go back to school for a

Human Resources graduate certificate and it was here that I had the privilege to meet and learn

from one of the best teachers I have ever had. Professor T., was a corporate lawyer who taught

and ran the Human Resources management program at the college I attended. From the moment,

I walked into his class I knew that I was learning from someone special. The class that he was

teaching was an employment law course and I have never come across anyone who had as much

passion for the subject matter and the students than he did. Employment law on its own is a

subject that most people would find dreadfully boring and would want to get through as fast as

they possibly could and before I started the course I felt this exact way. But Professor T.

immediately made me realize that my previous notions about the course and the subject matter

within were completely wrong.

From the very first class, Professor T. made me realize what an interesting topic

employment law could be by turning boring court cases into live theatre. He engaged us as a

class by acting out some very famous Canadian employment law cases so we could really

understand what they were truly about and I dont think I will ever forget them. In addition to

this, he often used humor and his own personal experiences as a lawyer to teach us along with

lively discussions and debates that involved the entire class. He was also the type of professor

who loved to incorporate popular culture and current events into his lectures to help us connect

to the material including using popular songs, movies, and stories. When I decided to leave the

workforce, and go back to school for teaching, it was he who I first thought of when deciding
what kind of teacher I wanted to be. His teaching style and the learning environment he created

made all of us who learned from him want to learn more. I truly could not wait for the next class

each and every week and that is what I want my future students to feel about my future classes.

Work Experiences:

I have,formanyyears,beeninterestedinandinspiredbythefieldofeducationandmany

ofmypastlifeandworkexperienceshavemademerealizethatteachingwouldbetheideal

professionforsomeonesuchasmyself.Ihavehadtheopportunity to work in a variety of

different fields ranging from working in automotive manufacturing plants to working as a

teacher/counselor at a summer camp for Chinese students. I believe that each of these past

experiences have prepared me and will assist me in becoming a well-rounded and dedicated

professional educator.

My first actual experience in the teaching field came during the summer of 2008 when I

came across an opportunity to work as a teacher and camp counselor at a summercamprunby

theGreatLakesCollegeofToronto.Myrolewastosuperviseandteach120Chinesestudents

aboutthecultureandhistoryofCanada,whiletakingthemonseveraltripsthroughoutOntario

andQuebecsotheycouldexperiencewhatlifeinCanadawasallabout.Itwasthisrolethattruly

sparkedmypassionforteachingothersandmademerealizethatthiswasdefinitelyanoptionas

afuturecareer.Beforetakingthisrole,Ihadneverconsideredenteringthefieldofeducationasa

careerpathanditisamazinghowquicklyyourmindcanchangeaboutthings.Thiswasmyfirst

realexperiencestandinginfrontofaclassroomfullofstudentsandIabsolutelylovedit.Not

onlydidIgettolearnaboutpeoplefromanothercountry,Igottoteachthemaboutmyownand

thatwassomethingIwasverypassionateabout.
 ThesestudentshadbeenlearningtheOntariocurriculuminChinafromtheninthgrade

andwereveryeagerandenthusiasticaboutcomingtoCanadaandbeingabletolearnabout

wheretheymaygotoschooloneday.EachdayIgottoteachthemabouthowourcountry

formed,ourpolitics,ourcustoms,andhowwebecamethegreatnationthatweare.One

particularlessonthatwillstickwithmeforeverwasonatripthatwetooktoNiagaraFalls.As

weweredrivingthroughQueenstonHeightsonourwaytoNiagara,wewerepassingthestatue

ofSirIsaacBrock,whowasaheroofthewarof1812betweentheUnitedStatesand

Britain/Canada.Istooduponthebuswewereonandtoldthestoryofhisbraveryinstandingup

toaninvadingcountryssoldiersandwhenIhadfinishedmystorythestudentsonthebuswere

soengagedandenthralledwiththestorythattheyactuallycheered.ItwasinthismomentthatI

knewthatIhadtheconfidenceandtheabilitytobeabletoteachothersandalthoughIdidnot

enterteacherscollegeforanothereightyearsitwasthismomentthatsparkedmyinterestand

passionforteaching.

For the past four years, I have been working as a production supervisor in both the

automobile and food manufacturing fields and it was these experiences that helped me prepare

for a career in teaching. They allowed me to practicemyorganizationalandtimemanagement

skills,whilealsoutilizingleadershipandcommunicationskillsinafastpacedwork

environment.In these positions, I was the direct supervisor to up to fifty workers in a unionized

manufacturing environment. As a supervisor, it was my responsibility to make sure that each and

every worker under my supervision was one hundred percent trained in all areas of their jobs

including health and safety. I had to know what skills my workers possessed, what skills they

needed to learn, and where those skills could be applied around the plant. I was also responsible

for making sure thedailyscheduleandgoalsweremetandforcreatingasafeandpositivework

environment.Itwasalsomyresponsibilitytomotivatemyemployeestodothebestjobthey

coulddonotonlyforthesakeofthecompanybutforthemselvesandtheirteamsaswell.Itwas

intheserolesthatIlearnedtoestablishmeaningfulandtrustworthyrelationshipswiththe

workersintheplantwhoknewthattheycouldcometomeatanytimeforanyreason.They

knewthatiftheyneededhelporneededadayoffthatIwouldmakesurethatthingsweretaken

careofinatimelyandprofessionalmanner.Inaddition,itwastheseexperiencesthattaughtme

howtobeastrongandeffectiveleaderandaclearandconsistentcommunicator,whichIknow

willhelpmesignificantlywithdevelopingstrongclassroommanagementskillsandin

communicatingwithstudentsandtheirfamilies.

School Observations and Classroom Application

Myfirstclassroomobservationstookplaceatasummerliteracycampatapublicschool

inBowmanville,Ontario,Canada.Thisparticularlocationcateredtostudentsofboththe

suburbanandruraldemographicsandconsistedofavarietyofstudentsbothmaleandfemale

withdifferentacademicabilities,backgrounds,andethnicities.Duringmytimevolunteering,I

wasabletoworkwithESL/ELL(EnglishasaSecondLanguage/Englishlanguagelearner)

students,aswellasseveralstudentswithlearningchallengessuchasASDanddyslexia.The

campranforthefirstthreeweeksofJulyinthesummerof2016andprovidedprimarystudents

ingrades1,2,and3withadditionalacademicsupportoutsideoftheregularschoolyear.I

observedfor3daysfromthestartofthedayat9amuntiltheendofthedayat5pm.

Whileatthecamp,Ihadtheopportunitytoworkwithprimarystudentsinarelaxed,play

basedenvironment.Ratherthanfollowingaregularschooldayschedule,thestudentsatcamp

wouldspendtheirmorningsplayingatvariouslearningcentresthatfeatureddifferentactivities,
games,andhandsonactivitiesthathelpedthestudentspracticebasicliteracyrelatedskills,such

asphonics,sightwordrecognition,readingcomprehension,andfluency.Afteranhourof

literacylearninganda20minutesnack/recessbreak,studentswouldreturntotheirclassrooms

andrepeattheprocess,thistimewithcentresfocussedaroundprimarymathskills,suchassingle

digitadditionandsubtraction,patterning,skipcounting,andestimation.Thestudentsreally

enjoyedtherelaxedatmosphere,aswellasthefactthattheywerelearninginfun,handson

ways.Duringtheircentretime,Iwouldworkoneononeorinsmallgroupswithstudents,

playinggamesandhelpingthemwiththeirtasks.Theteachermadesurethatallofthese

activitiesweretimedandmadesuretoletthestudentsknowwhentomoveontothenext

activity.Theteacherwasalwayswatchfulofthetimeandofthestudentsandwasabletohave

themcompletetheactivitiesontimeandmoveontothenextactivity.

IobservedafewbestpracticeswhilevolunteeringinMs.D.ssummerliteracycamp

suchasclassroommanagement,positiverapport,andculturallyresponsiveteaching.Ms.D.

demonstratedgreatclassroommanagementwhendealingwithstudents,especiallyconsidering

shehadnevertaughtanyofthempriortothebeginningofcamp.Themostdominatebest

practiceIwitnessedwhilevolunteering,however,wasplanning.Ms.D.carefullyplannedand

executedseveralliteracyandnumeracycentreseachblock,eachonetargetingadifferent

learningskillthathelpedstudentstopracticerelevantskillsineacharea.Ithinkthatasafuture

teacherthiswasaveryimportantpracticetoobserveandlearnbecauseifyoudonotplaneach

lessoncarefullyandmakesurethatthebigideasandobjectivesofthelessonsaremetandthat

yourteachingwillbeculturallyresponsiveandcatertoalllearningstylesthenyouwillnotbe

doingyourjobasateacher.Beingpreparedtoteachisoneofthemostimportantthingsateacher
canlearnandIthinkthatbeingabletovolunteerinthiskindofenvironmentreallyallowedmeto

understandthevalueofhandsonlearningforstudents,andthevariouswaysinwhichwe,the

educators,canincorporategamesandtactileexperiencesintoourregularclassroomsinorderto

makelearningmoreaccessibleandrelatableforourstudents.

Analysis

ThisbestpracticeofplanningconnectstowhatIhavebeenlearninginmycoursesinthis

programinsomanyways.Ineveryarea,whetheritisliteracy,socialstudies,civics,science,or

math,ifyouarenotpreparedandorganizedforthedayslessonsyouarenotgoingtosucceedin

meetingtheobjectivesofthelessonsorinconveyingthebigideas.Thestudentswillsufferforit

andthatisnotacceptable.Ateacherneedstoknowtheirsubjectmatter,knowhowtoteachit,

knowthestudentspriorlearning,knowhowtoactivatestudentsschemas,knowhowtoengage

students,andhowtomakesurethateveryoneisincludedinthelesson.Thelessonsmustbe

culturallyresponsibleandaccommodating,andmusthaveobjectivesandifyoudonotplanfor

thisyouarenotdoingyourjobasateacher.

Applications

IthinkthatusingthebestpracticeofplanningthatIobservedfromMs.D.willserveme

wellasanewteachertoimprovestudentlearning.EducationaltheoristRobertMarzanobelieves

thatateacherwhohasaneffectiveplanfortheirlessonswillhaveeffectiveinstructionthatleads

tostudentsuccess.(Harmon,PlanningforEffectiveInstruction)IthinkifIamreadyand

organizedasateacheratthebeginningofeachandeverydayandhaveallofmylessonsand

activitiesplannedoutaheadoftimeIwillbeabletofocusonmystudentsandteachthemthe

subjectmatterwithconfidencewhichwillallowthemtoachievegreatersuccess.Thiswillalso
allowmetobeabletoteachandexplainthematerialindifferentwayssothatallareableto

understandandapplytheinformationIamteachingthem.HowardGardnerstheoryofMultiple

Intelligencesstatesthathumanbeingsarebornwitheightintelligencesincluding:musical

intelligence,spatialintelligence,logicalmathematicalintelligence,naturalisticintelligence,

interpersonalintelligence,linguisticintelligence,bodilykinestheticintelligence,and

intrapersonalintelligence.(Gardner&Davis&Christodoulou&Seider,p.2)IfIplanmy

lessonstocatertotheseintelligencesthenitisverylikelythatIwillsucceedinengagingmy

studentsduringlessonsandhelpthemtocomprehendthematerialinthewaythatwillbesthelps

themlearn.

Formysecondclassroomobservations,Ispenttimeatanelementarypublicschoolin

BuffaloNY,whereIobservedtwokindergartenclassesaswellasafirstandthirdgradeclass.

Eachclasswasrelativelyevenwhenitcametogenderandseemedtobequitediverseasthere

werestudentsfromalldifferentethnicities,cultures,andbackgrounds.Thisschoolwaslocated

inasuburbansettingandIobservedonTuesdaymorningsfromthestartofthedayat8amuntil

11am.

InMrs.B.sgrade3classthestudentsallsatingroupsthatwereresponsibleforkeepingtheir

areasclean,hadamorningroutineforthefirsthalfhourofclassanddidattendancebyusingthe

smartboardandputtingtheirnamesinavirtualbucket.Theythenwentoverachecklisttogetall

oftheirhomeworkhandedinandtheirbookstheywouldbeusingthatdayout.Theteacheralso

hadtwochildrenassignedtopassoutworksheetsforeachweek.Theteacherwasalways

observingthechildrenandthelessonsallseemedtogososmoothly.
 InMrs.K.sclassroomeverythinghaditsplace.Thisparticularclasswasdesignedtobe

veryinvitingandappealingtoyoungchildrenandtoinspirecuriosityforlearning.Thereroom

wasverycolorfulandhaddifferentstationsfordifferentthings.Onewasacomputerstation

wherekidswenttoplaywordgamesandlistentostories.Anotherareahadarockingchairwhere

theteachersatandasmallareaforthechildrentositandreadandhelptheteacherfilloutthe

morningmessage.Thestudentsusedalloftheseareasduringtheirgrouptimeandalwaysknew

wheretogo.InMrs.E.sclassthestudentswereallverybusythroughoutthedayandreallydid

nothavetheopportunitytobecomeloudordisruptivebecausetheteacherhadallofthelessons

plannedoutaheadoftimeandwhenonethingwasfinishedtheywereontoanother.Theteacher

wasalwaysorganizingtheroomandmakingsurethatallthingswerehandedinandall

remindersgoneout.Thestudentsrespondedtothisorganizationpositivelyandknewwhatthey

weresupposedtodoalmostalwaysandthatwasbecausetheteacherhadeverythingplannedout.

Therewasalockdownduringthisvisitandeventhoughittooktimeawayfromlessonsthe

teacherstillhadareadaloudforthechildrenwhilewewerewaitingforthelockdowndrilltobe

over.Theteacheralwayswasaheadofthings.

InMr.M.sclassthestudentswereallveryhappytoseehimwhentheyshowedupinthe

morning.Theyimmediatelyfellintotheirroutineofdoingattendanceandhandingintheirwork.

Allofthestudentssaidhellototheirteacherandhuggedhim.Theteacherwasalwayscalling

themfriendsandsmilingandjokingwiththemwhentheycameintheroomandthismadefora

reallypositivelearningenvironment.ThebestpracticeInoticedwhileinMrs.B.sclasswas

classroommanagement.Thisisimportantformeasateacherbecauseifyoudonothave

classroomrulesorroutinesitislikelythatyourstudentswillberunningtheclassandnotyou.
ThebestpracticeIobservedinMrs.K.sclasswastheclassroomlayoutanddesign.Thisis

importanttomeasafutureteacherbecauseifyouhaveawelldesignedclassroomyoucanget

themostoutofchildrenthroughouttheday.Ifyouseatthemwiththerightpeopletheycanall

learnfromeachother,andifyouhaveeverythingorganizedthenstudentswillknowwhereto

findthings,ifyouhaveacolourfulandwelcomingclassroom,studentswillrespondtoit.The

bestpracticeIobservedinMrs.E.sclasswasplanning.Thisisimportantbecauseiteffectsall

aspectsofteaching.Ifyoudonothaveanorganizedplanfortheteachingdayitislikelythat

thingswillgooffcourseanditwillbehardtoreturn.ThebestpracticeIobservedinMr.M.s

classwaspositiverespectandrapport.Thisisimportantbecausestudentsneedtohaverespect

forthemselves,theirpeers,andtheirteacher.Theteacheralsoneedstoshowthatherespectsthe

studentsandwantsonlythebestforthem.

Analysis:

Ithinkthatthebestpracticesofplanning,classroommanagement,respectandrapport,

andplanningthatIobservedareallveryimportantandallconnecttothecourseworkweare

doinginthisprogram.Thesebestpracticesallowteacherstocarryouttheirlessonsthroughout

thedaymuchmoresmoothlythanifthesepracticeswerenotused.Thebestpracticeofplanning

asImentionedinmyfirstobservation,connectstowhatIhavebeenlearninginmycoursesin

thisprograminsomanyways.Ineveryarea,whetheritisliteracy,socialstudies,civics,science,

ormath,ifyouarenotpreparedandorganizedforthedayslessonsyouarenotgoingtosucceed

inmeetingtheobjectivesofthelessonsorinconveyingthebigideas.Thestudentswillsufferfor

itandthatisnotacceptable.Ateacherneedstoknowtheirsubjectmatter,knowhowtoteachit,

knowthestudentspriorlearning,knowhowtoactivatestudentsschemasandhowtomakesure
thateveryoneisincludedinthelesson.Thelessonsmustbeculturallyresponsibleand

accommodating,andmusthaveobjectivesandifyoudonotplanforthisyouarenotdoingyour

jobasateacher.Buildingandhavingrespectandrapportwithstudentsisveryimportantasthe

studentsseeyouasarolemodelorevenaherointheirlivesandtreatingthemwithrespectand

havingthemtreatyouwithrespectisparamount.Ineachlesson,weasteachersshouldalways

makesurethereisrespectandrapportwiththestudentsandthatthestudentsrespecteachother

andtheteacherduringclasstime.

Applications:

IthinkthatthelessonsIhavelearnedfrommyvisitsatMapleEastwillhelpmeasabeginning

teacherandhelpmeimprovestudentlearninginmanyways.Iwillmostdefinitelybeusingthe

classroommanagementtechniqueofhavingamorningroutineforthestudentsandhavingthem

checkoffiftheyhavefinishedtheirhomeworkornot.Inaddition,Iwillbeusingthespecific

soundstrategytogettheattentionofstudentsratherthanhavingtoraisemyvoiceabovethe

noise.Thechildrenknowrightawaythattheyarebeingtooloudandevendisrespectfulifthat

soundisplayed.

Iwillbedesigningmyclassroomstobeorganizedandappealingtostudentsnomatter

whatthegrade.Iwillmakesurethattherearemanyvisualsandlotsofcolourandmakesurethat

itisaverywelcomingandrespectfulenvironmentwhereallcanhavefunlearning.Authorand

educationalexpertHarry Wong, believes that to be effective a teacher must have excellent

classroom management skills and these classroom management skills will in turn allow students

to reach the highest levels possible. Establishing and ingraining in the students the routines and

procedures they are expected to follow throughout the school day and throughout the rest of the

school year is something that must take place the moment the school year begins. Wong, also
believes that those teachers who do not have classroom management end up reacting to situations

rather than being prepared for them. (Starr, 2006) Respectandrapportgoalongwaywhenit

comestoclassroommanagement.Ifthestudentsarenotpayingattentionoraredisruptingthe

teacherortheirfellowclassmatesthelessonisgoingtogoofftrack.Havingrapportwith

studentsisallabouttearingdownwallsandbeingabletointeractwiththemonalevelwhere

theyfeelcomfortablesharingwithyouisveryimportant.Forexample,ifIwasgoingtoaskthe

classabouttheirfamiliesathomeIwouldfirstdescribemyfamilyandtellthemallaboutthem

andhowfuntheycanbe.DoingthatwouldhopefullyshowthemthatIastheteacheramwilling

tosharedetailsaboutmylifeandfeellikeIcantrustthestudentswiththatinformationand

becauseofthatthestudentshopefullywillfeelcomfortablesharingsomedetailsabouttheir

lives.

Philosophy of Education

Mypersonalphilosophyofeducationrevolvesaroundtheideathateverychildisa

uniqueindividualthathastheirownstrengths,weaknesses,andlearningstyles.Ibelievestrongly

inHowardGardnersMultipleIntelligencestheorythatwithinasingleclassroomtherecanbe

multipletypesofintelligences,andasaresult,Imustbepreparedtoprovidestudentswith

multipleentrypointstoaccessthematerialIteach.Modernclassroomsarealsomadeupof

studentsfromdifferentwalksoflife,andIbelievethatmyroleasaneducatorwouldbetofoster

alearningenvironmentinwhichallstudentscanthriveregardlessoftheirrace,gender,culture,

religion,orsocioeconomicstatus.

The School
I believe that the mission of a school should be to inspire and ignite a passion for lifelong

learning in each and every student. It should be a top priority for every school to make sure that
all students, no matter their backgrounds, feel welcome and accepted as a part of a part of a large,

caring, and compassionate community. Their goals should be to mold and develop students into

well rounded, creative, and critical thinkers who see themselves as a valuable part of their

community and society and are able to take the knowledge they acquire and apply it to their lives

and to the world in which they live. A school should strive to create a caring and compassionate

environment where students respect not only the teachers and themselves but each other. In

addition, schools should seek to prepare students for their futures lives outside of school and give

them the best possible opportunities to allow them compete and achieve success in society.
Schools have an absolutely profound effect on almost every aspect of the societies in which they

are found. In addition to our families, schools are what make us who we are as people. They

instill in us the desire to learn and succeed the views that we have about the world we live in

teach students to work together, to solve problems, to be confident and responsible citizens
The Curriculum
In todays world, we are facing challenges that are not only having a significant effect

right now but that will impact all areas of life as we know it in the very near future. We as a

species, have recklessly ignored the effects we have had on our planet to date and because of this

we now face an unknown and uncertain future. For this reason, the importance of focusing on

teaching students about science, technology, engineering, and mathematics has never been more

important. We need students to be inspired by and interested in these subjects so they will want

to pursue secondary education and learn further. With more students in these fields it is more

likely that these students will one day come up with solutions to the problems we are facing now

and in the future. In addition, I believe that the curriculum should offer students a chance to

compete in the job market of today and tomorrow, which means that there should be more of an

emphasis on relevant skills like coding, time management, and money management. There

should also definitely be hidden curriculum included during school. We are sending people out
into the world who do not know how to manage their finances, who do not know how to invest

or save, and who do not have relevant skills that will provide them with job opportunities in

emerging sectors.
Learning
The educational theorists/philosophers that I believe in the most are Vygotsky, Harry

Wong, and Howard Gardner. I think that learning should be centered around the child and

involve lots of social interaction between the teacher and their students and between the students

and each other. Group learning and the scaffolding method are absolutely essential to student

success. In addition, I believe strongly in Howard Gardners Multiple Intelligences theory that

some intelligences are stronger and others are weaker in individuals and not one person learns

exactly the way another learns. (Gardner & Davis & Christodoulou & Seider, p. 2) Thus,

students should be taught in multiple ways that cater to their strengths. Learning in the past has,

as I mentioned, not taken place this way and it is the responsibility of the administrators and

teachers to make sure that the lessons they teach are engaging, interesting, and connect to a

students prior background knowledge and experiences.

The role of technology in education today is more important than ever. It affects many

aspects of our lives and will continue to do so in the future and it is for this reason that we need

to teach our children not only how to use technology but how to use it for their own benefit and

the betterment of society. Teachers must use it to engage students and cater to the various

learning styles in the classroom and create interactive lessons that inspire and motivate students

to learn. Students who are considered disabled are now able, due to technology, to learn and

participate in their classrooms in meaningful ways and these technologies will only get better as

time goes on which will allow all students no matter their physical or mental abilities to succeed

where they could not before.

 Schools can meet the diverse needs of students by providing an environment that allows

students to achieve the highest level of success. Schools should make sure that the curriculum is

geared toward students of all different backgrounds and experiences and that they have an

environment that is welcoming and inclusive for all students. In addition, they can provide

technology for students who need it in order to be able to communicate, or write, or to learn and

teach those students how to use this technology to better their school experience.
The Learner
The age range that I would like to work with is from kindergarten to the fourth grade. The

reason for this is that I see in young children so much wonder and excitement at learning new

things and it makes me so proud to see them learn and succeed. Students at these stages are

interested in all subjects and love to learn new things. They love working, learning, and sharing

their background knowledge with their peers and are determined to succeed. The responsibility

of the student in the learning process is to make sure that they are making every effort to learn

and apply the material they are being taught. They should be active in the classroom and asking

questions and communicating with the teacher and their peers when they do not understand

something. A teacher will make every effort to make sure that the student has every opportunity

to succeed but if that student does not put in the effort to do so then the onus is on them to realize

that others cannot succeed for them.

Assessment
In a classroom, there should be multiple forms of assessment that allow students to

demonstrate their knowledge in meaningful ways. Students should be assessed in a way that

demonstrates their strengths and allows them to improve upon their weaknesses. Strictly

assessing students through written testing does not show whether a student knows or doesnt

know the material. Students should be assessed on whether or not they have learned the big ideas

and met the objectives that the teacher has set out in their lessons and whether they can apply
their knowledge in multiple situations. How students should be assessed/evaluated on their

progress is through oral and written checks for understanding, experiments, interviews, journals,

peer evaluations, open-ended questions etc. The goal of assessment in education in general is for

a teacher and administrators to be able to see the areas where a student is lacking in their

comprehension and where they are excelling and try to modify their teaching to ensure that the

students are able to meet the objectives set out for each lesson and unit.
Classroom Management
Classroom management is the cornerstone to success in any learning environment and

there are many methods to choose from. The ones I prefer to use and that I believe are the most

effective are having a daily routine for the students to follow. Harry Wong states that these

routines should be established right at the beginning of a school year within the first minutes and

continue right up until the very last bell at before summer vacation starts. (Starr, 2006) Students

should immediately know what is expected of them upon entering the classroom and be

knowledgeable about the classroom rules and signals they have been taught. Teachers should

have routines set up for all times and situations within the classroom and the students should

follow these routines like clockwork. Teachers themselves should always know and be prepared

to teach their lessons at all times and be able to adapt to any situation that comes their way. If

their lesson is not going well, or if there is a fire drill, or a lockdown a teacher should always be

prepared to meet the needs of their students. A method of positive reinforcement should also be

in place to ensure good classroom management as well as children respond to this in a very

meaningful way.
The Teacher
The most important personality and professional characteristics of a teacher are a that

they are lifelong learners who are dedicated to the success and well-being of their students.

Teachers should have an educational background that reflects the skills and knowledge that they
are teaching to their students. If a teacher is not knowledgeable of the subject matter then it will

be difficult for them to teach their students in a way where they will be the most successful.

Teacher should always be learning and reflecting upon their practice and making sure that they

pursue further education to ensure they are up to date with the latest skills and competencies

needed to teach in our fast-changing society. Teachers should be well versed in all subjects, and

be able to especially in writing and mathematics. They also must be caring leaders and role

models who create a positive learning environment that inspires and motivates students to reach

their highest level of potential. Teachers should also be excellent collaborators who communicate

and work with their colleagues, the administrators, and the parents and families of the children

they teach.
Resume

Anthony Keefer
58 Hartsfield Drive Courtice, ON L1E 1L8 Canada
905-926-3505
Medaille Email Address: ak3525@medaille.edu

CERTIFICATION: Seeking New York State Initial Certification in Childhood Education, Grades 1- 6.
Seeking Ontario College of Teachers Certification, Grades K-6.

EDUCATION: Masters of Science in Elementary Education: anticipated graduation August 2017

Medaille College, Buffalo, New York.
GPA: 4.0

RELATED EXPERIENCE:
Teacher - Great Lakes College of Toronto Summer 2008
Taught 120 Chinese students aged 5 to 17 about Canadian culture and history.
Supervised the students on several trips throughout Ontario and Quebec.

Student Teacher Courtice North Public School Jan 2016 March 2017
Planned, instructed and assessed students on all subjects in the third-grade curriculum.
Responsible for daily student attendance and class management
Recording grades and evaluating student success
Lunch and recess monitoring

Student Teacher Dr. G. J. MacGillvary Public School March 2017 May 2017
Planned, instructed, and assessed students on various subjects in the sixth-grade curriculum
Responsible for daily student attendance and class management
Recording grades and evaluating student success
Lunch and recess monitoring

Student Volunteer Kawartha Pine Ridge District School Board Summer Camp, Summer 2016
Helping students with Mathematics and literacy skills.

Student Volunteer Charles Bowman Public School Fall 2016

Working with students on Literacy and Mathematics.
Scribing for an IEP student in both Math and Literacy.

Student Volunteer Williamsville Public School Fall 2016

Working with students from kindergarten to third-grade including ESL/ELL on mathematics and
literacy

TECHNOLOGY: Microsoft Office Suite, SMART Board, Prezi, Weebly Websites.

Professional Development:
DASA Training

EMPLOYMENT:
Production Supervisor
Johnson Controls Inc. Oct 2013 - Oct 2015
Managed a team of 30 associates and 2 team leaders in a unionized manufacturing environment
that produces doors pads and floor consoles for General Motors.
Ensured daily production requirements are met while responsible for quality, health and safety,
cost control, and 5s initiatives.
Balanced schedules and labour requirements per production requirements
Improved daily attainment in assembly from 60% to 95% in less than one month.
Conducted daily safety audits to ensure employees are following proper procedures and wearing
personal protective equipment

Production Supervisor
Pepsico (Quaker Oats) May 2013 Oct 2013
Manage a team of 20 unionized employees over 3 departments for a for a 24-hour, peanut-free,
food processing facility
Host stakeholder meetings regarding health, safety, quality, throughput and environmental
opportunities
Lead Quality Assurance, Good Manufacturing Practices (GMP), and Hazard Analysis Critical
Control Point (HACCP) practices
Use critical thinking processes to avoid rework, changeover and other costs related to non-quality
that impact business expectations
Production Supervisor
Wastequip Cusco Fabricators November 2012 May 2013
Manage a team of 25 employees and 3 team leaders over 5 departments within a fast paced
unionized (CAW) manufacturing environment effectively meeting weekly production schedules.
Oversee welder/fitters, mechanics, painters, sandblasters, general laborers, and material
Handlers.
Responsible for assisting with health and safety issues and procedures along with preventive
maintenance programs

Production Supervisor (Chassis)

General Motors Oshawa (Contract position) June - November 2012
Manage a team of 26 associates and 4 team leaders within a fast paced unionized (CAW)
manufacturing environment effectively meeting rigid daily production schedules
Direct team leaders to effectively meet strict daily production goals with minimal down time.
Manage department financials and budget for MRO supplies and quality scrap.
Balance schedules and labour requirements per production requirements
Maintaining corporate management control systems (Audit Reports and Information, Time
Keeping System, Grievance system, etc.)

LANGUAGES: English and currently learning French.

 * References available upon request

Conclusion

Writing this section of my portfolio has been a very valuable experience for me. It has

made me reflect upon my educational career and past work experiences to realize that I was

destined to become a teacher. Each experience was just a stepping stone on a path the would

ultimately lead me to choose teaching as a profession. In this section, you have learned about my

past educational and work experiences, my school observations and classroom applications, my

philosophy of education and my resume. It is my hope that after reading this section you will see

that I am a lifelong learner with a vast educational and working background that has provided me

the skills and preparation necessary to enter into a classroom. In section three, Teacher

Candidate Artifacts, you will find examples of the most stellar work I have produced thus far in

my educational journey. These examples will be presented to you as artifacts and each artifact

will exhibit the knowledge and skills I possess in planning, instruction, assessment, engagement,

ENL/ELL, SWD, SES, Ethnicity, religion, and sexuality, literacy, math/science, professional

development, technology, and dispositions.