Frame of Reference

As a pre-service teacher, I am in the middle of developing the areas of my understanding

of education, my preferred methods of teaching, and my beliefs for myself and my future

classroom. In October of 2017, I had the amazing opportunity to attend the PSA Super

Conference in Vancouver, where I attended all of Shelley Moore’s presentations. She had me

engaged and hooked on her philosophies continuously, and I find myself referring to her ideas

many times in both my writing and verbal conversation. Besides the concept of inclusion

(Moore), I have come to the realization that communication is still very important to my beliefs,

as well as relationships with students, parents and other teachers.

My relationship with learners must be respectful, engaging, supportive and I must be

flexible to all their individual needs. To parents, a positive relationship requires effective

communication, a deep level of understanding, and I need to be transparent with my methods of

teaching and expectations. My relationship with colleagues and other teachers is one of my main

focuses for this year. Being professional, collaborative and creative with the people I work with

will only benefit me and my classroom. Because I am still so new to the profession, I would like

to look more frequently to my coworkers for advice and input.

My goal will be to create an inclusive classroom. Inclusion only happens when the

teacher accepts each learner for their unique abilities and needs, and adjusts the teaching to the

student’s learning, not vice versa. Part of making an inclusive environment successful means that

I must be clear about my boundaries and intentions. My boundaries will be for myself so that I

can maintain respect from the students, as well as be available as a person to trust, which is a

hard balance to create. To earn respect from students, it is important that I enforce the rules and

show that every action as a result. Hopefully, with time, this understanding will nurture a relaxed
but respectful classroom. Having open dialogue and conversation with my class will be

important so that they understand the topics and intentions I have for each lesson and each day.

I will use formative assessment frequently. As summarized by Liesel Knaack and Paige

Fisher (2018), formative assessment refers to assessment AS learning, where “increased

flexibility and mores self-directed student engagements around how learning is communicated,

greater emphasis on classroom assessment including assessment as learning, and competency-

based assessment” (p 2) are the main ideas. It is important that the feedback I provide has

meaning and relevance to the students. I will be constantly referring to the curriculum and

competencies so that my class can help to develop the learning they need and understand how

their learning will help them. Part of including the competencies into my classroom will mean

exploring the meaning of them as a class, which I will hopefully also do with a “community of

learners” activity. As part of the students’ learning, there will be an emphasis on practice versus

theory so that their learning becomes long-term. I will repeat theory several times over in the

format of “task, cue, challenge”, which I have become introduced to through a Physical

Education program. I like this method of theory and practice because it helps the students reach a

level of achievement and mastery, where perhaps they felt unsure and insecure. This format will

also help to individualize learning so that each student can get the most out of their education

according to their own needs and abilities.

As stated in the First Peoples Principles of Learning, “[l]earning ultimately supports the

well-being of the self, the family, the community, the land, the spirits and the ancestors.” (2015,

fnesc) As a pre-service teacher, my job is to absorb and apply my learning. Through support of

myself, family and community, I can apply my learning in a variety of ways. I believe that my

learning has shaped my priorities as an educator, and I am looking forward to the opportunity to
apply and continue supporting myself and other with this learning. With inclusion being the

underlying theme in my classroom, my goal is to be a teacher who is transparent in her teaching,

has strong connections to colleagues, and develops trust and respect with her students.

References

First Peoples Principles of Learning, www.fnesc.ca, 2015

Knaack, Liesel and Paige Fisher, BC K-12 Curriculum: What is Changing?, January 2, 2018,

presented at Vancouver Island University.

Moore, Shelley, blogsomemoore.com. As well as notes from October 20, 2017 at the PSA Super

Conference.