Frame of Reference

Personal Aspects:
I lived in different countries while growing up in a middle class family that moved continuously
because to my dad's job (mainly Calgary and Texas, but also Nigeria and parts of Europe).
Education was heavily stressed and it was always assumed I would go to university. Top marks
were expected, and study habits and routine were extremely importance with my mom. She
taught me to rely not to rely on anyone, and to make my own way in the world. I juggled a busy
schedule with competitive swimming, which provided me with a scholarship my freshman year
of college. I know being middle class afforded me this opportunity of swimming. I also know
even though I was brought up in an environment where the importance of education was heavily
stressed that I will encounter students brought up different and varied types of environments.
Not all students will have parents that see the importance of or support getting an education.
Some parents will not be able provide the necessary means (routine, transportation, help with
homework, food, safety) to help their child succeed academically.
It was difficult making friends with moving often, and I dont know what it was like to grow up
with the same group of friends. I still wonder what it would have been like, especially when I
hear other friends and students share their stories about life-long friendships. I can only imagine
but I understand most students in my classes will have this type of upbringing. This has been a
personal adjustment as I acclimate to teaching in Canada. I also consider my recent teaching
experience in South Korea when I say this. Ive been learning (again) about Canadian culture, as
well as what life is for teenagers here on the island since Ive never lived here before.
Teaching in Korea still heavily influences my frame of reference and knowledge about teaching
in general, in addition to my experience student teaching last year. It taught me enormously
about having to make education personal, which is especially important in the context of living
and teaching in an entirely different culture (and language). Since starting this program and
having been asked multiple times about personal learning experiences, and Ive thought about
my 'worst' teacher, who was in elementary school. She left a lasting impression and I feel been
important to examine this, they why's and the how's of how she influenced me. Teaching is an
important job that can greatly influence students, both positive and negative. I loved the ah-ha!
moments of great teaching or connecting with my students in Korea. Positive university
experiences are also in the forefront of my mind during this program; what made classes
interesting, fun and engaging when I finally settled on a university and a degree program after a
couple of attempts elsewhere. All of these aspects of my life and experiences are helping to
influence my ideas of education.
Role of Curriculum and Competencies and Instruction:
I consider the purpose of education to be to learn how to think about, view and understand the
world around us, with all of its different components and levels of complexity. I want students to
have a sense of curiosity about this and to embrace a sense of passion in learning, not only for
the topics and areas that are of great interest of them, but to also cultivate an appreciation for the
subjects that are not as interesting or easy for them.
I think students learn best when they are engaged and so it is my job to find how to best engage
students through appropriate communication and a variety of activities. A significant part of this
is being able to teach to the different intelligences (verbal, auditory, kinesthetic, etc), different

levels of understanding as well as to different special needs. Being able to build a lesson around
different activities that support different learning types is key, and being able to do this for every
lesson is optimal. Adding adaptations to each lesson plan for special needs within a class allows
for accommodations through alternate materials, assignments and activities. Assignments, for
example, can be shortened or simplified. Activities can allow for students to work with others or
individually, as needed. Some students need more visual instruction, others more kinesthetic.
Brain breaks, and breaks in general are not only popular with the students, but effective in
helping to keep students more motivated and focused through the long block classes.
I think students also learn best when they see a real-world connection and relevance why is
this important to them and why should they care? I believe its the teachers responsibility to
provide the basic knowledge to build a solid foundation, and to also impart a passion and
curiosity about learning. One thing I really love about the sciences is that its easy to make many
lessons into a physical, hands-on experience. This inspires me to transfer this belief to other
subjects like math or ESL. I want to see students as co-creators in the classroom, and to be able
to draw on student experiences to bring these into lessons.
When considering these diverse needs, its very important me to always have complete and
varied lesson plans with back-up activities available so that I am prepared for each class. It is
one of the most important things for me to work effectively and efficiently with students. When
the teaching comes easily then I am more available to watch, listen to and connect with students
and provide them with the appropriate help they may need.
An inclusive classroom and activities are also important when considering the needs of diverse
learners. During my study of English as a Second Language learners as an inquiry project for a
Social Justice class I read how creating inclusive activities for these students in particular was
the key part of their educational experience, as well as being valuable in helping them to master
the English language. Having students working together in pairs and groups promotes
inclusiveness and allows students to help, teach and learn from one another.
Another important aspect to consider are various theories of learning, and which one I personally
identify with, so to be able to see when students identify with other theories. I most identify with
the ideas of social constructivism, which stresses collective activity and interpersonal dynamics
to develop shared understandings. What resonates with me most about this theory is how it is
viewed as a system that draws on various aspects of human life, such as circumstance, language,
culture and social status, and prior knowledge and how all of this together creates a personal
context. We learn from one another, as well all bring individual contexts to the table. Again, as I
am beginning to learn about and understand myself in the context of education and teaching, I
see this as another way to understand how students will see their own education experiences
differently from one another; it may be more solitary or brain-focused, or maybe even include
and even larger scope of inter-connectedness.
The relationship between theory and practice is one that requires a lot of attention and awareness.
The one critical factor in the classroom is always changing the students. Day to day, even hour
to hour, the moods and attitudes of students are changing and presents the challenge in bridging
the gap between theory and practice. And what works for one class may never work for another.
Adaptability in lesson plans and teaching methods seems to be key for me in bridging this gap.
At Dover Bay I had to very different grade 8 science/math classes, and I learned over the course

of practicum how to better predict how each class could/would react to or engage with each
lesson. I learned to make the necessary adaptations to my lessons, either in delivery, timing or
assignments and activities.
Relationships:
I believe that in the classroom and in schools, as in life, the most important foundations are those
of trust, care and respect both for self and for others. The relationship a teacher has with their
students is at the foundation of education. Without a solid foundation in place, learning will
most likely be compromised. I continually strive to create these sorts of connections with my
students first and foremost, and to also forge these connections with their parents, my colleagues
and the community at large. There is a strong relationship between all of these pieces of the
puzzle. I also think first acting in a professional manner will always to help foster this goal of
relationship building through trust and respect.
With my colleagues it would be ideal to be welcomed into the school as a new teacher and
feeling like a contributing member to the positive well-being of the school atmosphere. During
my previous practicums Ive been able to establish solid relationships with my sponsor teachers
by trying to achieve these goals every day. I feel like I was able to earn their respect, and
developed what were hopefully mutually beneficial relationships as we worked together and
contributed ideas to their classes. I feel I was also able to earn the respect of other teachers and
administration by doing so.
I believe it is also crucially important to develop these relationships of trust and respect with the
parents of students, whenever possible. During my practicum at Dover Bay I saw how some
parents were more involved than others. Participating in parent-teacher conferences was a
valuable experience, and overall very positive. They can provide insight for better understanding
a student and where they are coming from.
Connecting a school with its community is beneficial to all parties involved: students, parents,
teachers, residents. Mutual support can help the school to flourish with education and growth,
and the school can help better the community through volunteer work, action and education on
topics such as recycling and environment or bullying. Our Earth Charter Action Project this
semester is providing us with an opportunity to foster this type of supportive relationship within
the community.
Assessment:
Assessment is a part of the curriculum I am still working with and trying out new ideas. I am
looking to learn as much as I can about it during my last practicum. At VIU we have talked
about formative and summative assessment and how they can each play a role in student
evaluation. Checking in with students with on-going formative assessment throughout the
semester serves as a good progress report, whether its assignments or quizzes. It provides a
snapshot of understanding and progress. Exams still seem to be the main summative assessment
used in schools, especially in subjects and grades that still have a provincial exam as well.
I believe assessment has a critical role in education. As a teacher, mentor and role model I
believe this is an important responsibility, and that we owe this type of feedback to our students
to help them gauge themselves and their learning. I am still in the process of sorting out exactly
what my philosophies around it are, especially with summative assessment as there is so much
shifting in the new BC curriculum and philosophy around the importance and significance of

writing exams. My experience with student teaching at Dover Bay Secondary where they the 4
Cs as both formative and summative assessment that students also have a say in by grading
themselves and how they perceive their academic and personal performance, provided me with
another view of assessment. It is certainly something I am keeping in mind as I head into final
practicum.

Formative assessment is easier to define as I see this as something that is ongoing in the
classroom daily and ideally with every student, although this can even be difficult given all of the
roles and responsibilities of a teacher, as well as the size of classes and the needs of individual
students. It can be an instantaneous assessment with verbal feedback to students. I believe
formative assessment to be a powerful teaching tool in that it allows teachers to be able to
constantly and continuously evaluate student response to lessons and use this awareness to adjust
lessons and units as they are happening.

Current learning:
It is important to try to incorporate First Peoples Principles of Learning into each subject area, and Ive
learned it can be done in all subject areas. Last practicum I taught several math lessons around
calculating the surface area of shapes and transferred these skills to having students make bentwood
boxes after also studying the meaning and stories behind the boxes. This type of learning is good for
encouraging students to make real-world connections with the concepts they are learning in math and
science classes.
These principles also promote that learning ultimately supports the well-being of self, family, community,
land, spirits and ancestors. It is holistic, reflexive, reflective, experiential and relational, and it involves
recognizing the consequences of ones actions. This speaks to the heart of the lives of First Peoples. We
have talked in classes about the world we are going to be leaving our children and relatives for the next
seven generations. It is a reminder to the power of our actions and
I believe the VIU program values embrace teaching for diverse needs and making connections with and
caring for all students in a class. Relationships are at the center of education, and this drives interactive
and innovative learning. Part of making this a reality in the classroom is through the use of inquiry based
learning, which allows students to find what learning works for them and to tap into their strengths and
talents. Being a life-long learning is also important to VIU values, which I deeply appreciate since I have
always and will always love learning.
A lot of what the VIU program promotes involves the idea of social justice. This is an idea that
encompasses the extreme diversity of students and people in general. We all have different stories and
come from different places. This can create personal conflicts and challenges, and will force us to
examine ourselves, so we as teachers will be able to address them effectively and respectfully in our
classroom.