With respect to TRB Standard 7, I have learned how reflecting on my past experiences as both a learner and teacher can inform my practice in the future. Most of my reflections were based heavily on theory. Reviewing that theory again, having had more experience in the field, has allowed me to critically assess the areas of my teaching that I can improve.
I have tried Socratic seminar in my classroom a number of times and believe that it is a powerful learning tool. However, as TRB Standard 7 identifies, personal philosophies on education can always be refined with experience, and I realised through writing this evidence piece that this is the case with my use of Socratic pedagogy. In previous seminars I may have been, as Chesters & Springer (2012) warns not to do, “stereotyping children as always having something to contribute” (p.23). Though I never |
With respect to TRB Standard 7, this blog post shows that I value reflection as a means to improving my practice, especially as I work to learn about and integrate more Indigenous content and ways of knowing in to my classes. For the past year and a half I have been on my own journey towards truth and reconciliation. The truth can be painful and reconciling within the current status quo, difficult. This will likely be a life-long journey, but the more I learn, the easier it will become to incorporate Indigenous knowledge and content more naturally and confidently, and thus create a foundation within my class on which reconciliation can take place. This evidence piece for TRB Standard 7 shows how my journey thus far is impacting my perspectives as well as my teaching.
TRB Standard 7 identifies how important it is for educators to recognize and meet their professional needs, both individually and collaboratively. Reflecting on the only time that I have tried to teach spoken word, I knew I needed help before trying again. As described in my blog post, I heard about a teacher at a local |