Frame of Reference

One of the most important things in life is possessing an understanding of who you are

and what values define you as an individual. This understanding is known as your frame of

reference. An individuals frame of reference also directly relates to BC’s new curriculum, in

regards to the personal awareness core competency. Each individual’s frame of reference is

unique, and these differences allow people to view the world from different perspectives. My

frame of reference will be directly reflected in the classroom I teach in. The ideologies and

beliefs that define my personality will be reflected in how I teach and interact with students,

parents, faculty and more.

Relationships:

Relationships have always been an important aspect of my own frame of reference and as

a teacher they are crucial. John Hattie, an education professor, was quoted as saying “It is

teachers who have created positive teacher student relationships that are more likely to have the

above average effects on student achievement”. This quote is representative of how I view

relationships with students. If students feel encouraged and supported by their teacher they are

more likely to perform higher (Hattie, J. 2009). Positive relationships can also be extended to

parents, co-workers, and staff members. Creating a positive and open environment can increase

communication and form a nurturing community around the student (Hattie, J. 2009). An

example of a way that I built relationships with parents and students throughout my practicum

was through Fresh Grade. I was able to build connections through posting photos of student

work, along with the criteria for said work, and descriptive feedback for learning.

Teaching and Learning Strategies:

 I believe that everything should be done with the intention to facilitate learning. As a

result of this belief, I am very conscious about what teaching and learning strategies I use. An

example of a learning teaching/learning strategy I use to facilitate learning would be

differentiation. Differentiation is a way for teachers to adapt their lessons and units to best suit

all their learners. An example of differentiation that I use in my practice is allowing students to

show their learning in different ways (e.g. draw a picture vs. writing a short response).

According to Bloom’s taxonomy, learning happens in stages. In order to progress to higher levels

of learning, students must first master the lower levels (Pappas, 2013). Bloom’s taxonomy is an

important theory to consider when teaching. It emphasizes that students do not all perform at the

same level, for example, some students may be at the remembering stage, where others may be at

the applying stage (Tulsiani, 2017). The theory that students learn at different stages, solidifies

the need for differentiation in teaching (Tulsiani, 2017). Similar to Bloom’s ideologies, I believe

that students learn differently than others in their class and that teachers need to use

differentiation in order to meet the needs of the diverse learners in their classrooms.

Classroom management:

Throughout practicum I practiced classroom management strategies that helped facilitate

student learning. An example of a classroom management strategy that I found beneficial to my

learners was setting clear and visible expectations. Setting expectations reduces confusion in

students and minimizes possible behaviour issues. Further, when students are clear about

expectations, they are better able to focus on their learning. During one of my practicums I

organized a field trip that focused on finding examples of erosion, deposition, and weathering at

a nearby park. In order for this trip to be as rich as possible for the learners, I had to set clear

expectations for what students needed to do in order to be successful (e.g. use iPads as a tool,
sketch or write your examples on the paper, “3 whistles to me”, etc). With clear guidelines

students were able to focus on the lesson intention and have a rich learning experience.

Formative and Summative Assessment:

I implemented formative and summative assessment practices throughout my practicums

through the use of written feedback, conferences, Fresh Grade, student self assessments and

various other methods. One of my favourite methods for assessment is student self-assessments.

Student self-assessments allow students the opportunity to take responsibility of their own

learning. An example of how I used this form of assessment was through “traffic light self-

assessments”. Students were asked to fill out a self assessment regarding their knowledge of 2D

shapes, students either coloured their traffic light green, yellow, or red based on their

understanding of these shapes. This self-assessment allowed me to gauge prior understanding of

2D shapes and find patterns within the class. This information was then used to shape my unit

and lessons.

Curriculum and Competencies:

Another important aspect of being an educator is the curriculum and competencies that

you are expected to adhere to. In British Columbia this means learning and/or adapting to BC’s

new curriculum which focuses on inquiry, First Nation ways of knowing, and non-traditional

methods of learning. This curriculum design is reflective of educational theorist Jean Piaget’s

ideologies. Piaget believed that students learn by doing (Segal, et al. 2010). Students need to use

their hands and experiment in order to make connections and build understanding (Segal et al.

2010). My ideologies are in line with Piaget’s, as I believe students modify and manipulate

concepts in order to solidify their own understanding of them. An example of how I utilise BC’s
curriculum is through visible learning intentions (“I can” statements). These statements ground

my lessons and focus the learner’s intentions on a tangible goal.