As an educator I want to create an environment that encourages and fosters inquiry and

the opportunity for students to construct their own understandings. Like Jean Piaget, I

believe that learners are both active and motivated, and that my role as educator is to

foster and guide students to create these constructs of knowledge and understanding,

independently, with their peers, and their environment. Through constructivism, students

not only own their learning, but see its authenticity and relevance to the world outside

the classroom. If learners do not see the purpose of their learning, they will not be

invested in it. Students must be able to immediately apply their newly acquired

knowledge in a meaningful way or the knowledge obtained in the classroom will be lost.

I also believe that learning is a four- way partnership between students, their peers,

their parents, and their teacher. Students, parents and teachers need to have a

consultative partnership. Parents and educators together can create a positive home-

school connection to help students reinforce concepts and skills learned at home, in the

classroom, and outside both these learning. Students must also work with their peers to

test their understandings and be introduced to new concepts. In these instances of

learning the teacher takes on the role of Moderator and Guide.

I see the learning value and potential of the messy environment which comes with the

constructivist approach. Within set boundaries and appropriate scaffolding, students

must be afforded rich learning opportunities to make their own discoveries. As an

educator I must be prepared to follow the collective student learning experience which is

not controlled or predicted and can change from class to class, with different discoveries

made each time. In this way, I must always be prepared to alter my lessons and modify
my approaches to the curriculum to match both the collective and individual learner

needs. When creating this type of rich learning environment, I must be prepared to be

part of the classroom learning as a guide, a moderator, and a learner.

To properly foster rich, inquiry based learning environments, my priority as an educator

is to provide a safe and healthy environment for all learners. There are direct links

between learner success and achievement and the environment in which their learning

takes place. To do this I must be aware of each learners needs and each students

learning profile. By creating a safe space for learning, students can feel confident to

take educational risks. Mistakes must be viewed as part of the learning process, not

as errors (Ministry of Education, 2013). Safe learning spaces are essential for the

potential of the emergence of novel, innovative, and insightful knowledge and for

student understanding to become the groundwork of student inquiry based, curriculum

relevant lessons.

I recognize Howard Gardners Multiple Intelligences (1983), and understand that

students approach their learning differently. As an educator I must create multiple entry

points to learning and ways to express understanding. This affords exceptional learners

different ways to access the same concepts and express their understanding of

acquired knowledge, while enhancing the understanding of all learners as they to

approach concepts in novel ways.

As an educator I also need to be aware of what each learner brings to the classroom

from outside, whether it is home life, past experiences, mental health hurdles to create

an environment where these obstacles to learning are mitigated. By providing

predictable schedules, advance warning of routine changes, practicing mindfulness and

encouraging and supporting students to take small risks all students I can create a safe

space for learners who are struggling with what lies outside the classroom and at the

same time benefit all students.

In sum, my role as an educator is facilitator. My purpose is to create safe, rich learning

environments, which are dynamic and meet different learner needs, while

simultaneously enriching the learning experience of all students. I am a partner in

learning with students for I am learning alongside my students. By getting into the

messiness of constructivism with students, I model healthy risk taking and show that

mistakes are an essential part of learning. My ultimate goal for students is that they

recognize and value their contributions both inside and outside the classroom.