Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Rachael Bakker
Frame of Reference
A teacher guides her students and plays a significant part in shaping their lives. As a
future educator in my community I am excited and aware of the responsibility I have in creating
a classroom community that molds individuals to be the best people they can be. I believe
making genuine connections with my students, their parents, and my colleagues are the
cornerstone for teaching effectively. I will strive for a classroom community where students
know it is okay to make mistakes and they understand experiences of failure do not mean that
they are a failure. In my classroom, behavioral expectations will be clear. An organized, orderly
atmosphere allows for better learning to take place. I am excited to be a part of my future
students’ lives and offer them a classroom that inspires them to be the best people they can be.
essential. Getting to know each of my students on a personal level lets them know that I care
about them and their wellbeing. When my students know I care about each and every one of
them they will feel more willing to listen and learn from and with me. Effective communication
with my students’ parents is a must. A good relationship with the parents is crucial and I will rely
on their advice and insight to teach in such a way that is most effective for their children. I
believe that working as a team with my colleagues is the only way to teach. As a team we will
support and offer advice to one another, especially to those just starting the profession. We will
help each other get through the tough times and celebrate the exciting ones. Creating good
relationships with my students, their parents, and colleagues is an integral part of teaching.
emphasize as the year goes on. Students should never feel badly about making mistakes and a
lot can be learned from them. In Pamela Lottero-Perdue and Elizabeth Parry’s article
Engineering” they emphasize the importance of teaching students to have a growth mindset. A
growth mindset does not get discouraged by failure, in fact failures are simply learning
experiences for those with a growth mindset (Lottero-Perdue and Parry, 2017, p. 49). Lottero-
Perdue and Parry stress the necessity to model a growth-mindset to students, practice how to
positively and productively respond to failure, and value failure experiences (2017, p.50). There
is an awesome book called ‘Bubble Gum Brain, Ready, Get Mindset, Grow’, by Julia Cook. In
this children’s book she illustrates a growth mindset as someone who has a bubble gum brain
that can be ‘flexed, bent, and stretched’ and a fixed mindset as someone who has a brick brain
(p. 1). In the story the two characters show how differently they view challenges. Cook shows
how a ‘bubble gum brain’ loves to try new things even if they seem challenging, makes great
mistakes, and says to himself, “I can’t figure this out…yet!” In order to inspire my students to
become the best people they can be, we will learn how to have a growth mindset.
Classroom management:
I believe good classroom management techniques will enable greater learning. I have
had my fair share of teachers growing up, some had effective ways to manage my peers and I,
others did not and I know from my experience, the teachers that could not manage their
students effectively had a hard time covering all they wanted to teach. I greatly value efficient
classroom management and intend to teach using many management strategies like Whole
caused a lot of stress. I do not want this for my future students. My classroom assessment will
be used to help me plan for future lessons; it will tell me if I need to stay a little longer on a unit,
help me plan for differentiation, give me evidence to discuss with parents and students, and
make plans for future lessons. I think in order to alleviate anxiety around assessment I need to
I plan on basing all the units I teach on the BC Curriculum. It will be my guide for what I
Every student comes to school with their own needs, as their educator it is my job to
meet them where they are and teach them to the best of my ability. I know that reaching every
student during every subject may not happen, but as their teacher it is my responsibility to try. I
think the best way to include diverse learners in the classroom is to get to know them
personally, once I’ve created a relationship I will better know how to include them in lessons.
Planning for everybody’s needs is the key to having a successful lesson. I learned during my
one week practicum in February that I needed to plan for enrichment of the lesson or else the
higher level students became bored and did not get as much out of the lesson as did the others.
During my five week practicum in May I was able to better include the higher level students and
learning how to include these principles in my units and incorporate First People’s Principles of
Learning in my future classroom. After reading the list of Principles, one word that comes to
mind is ‘holistic’; it includes all aspects of learning and I think for a classroom to thrive I need to
focus on all of these principles. I plan to continue to learn what it means to teach with all of
these principles.
relationships in not only this program, but in the workplace as well with my students and
colleagues.
a lot of hands on experience in the classroom which has prepared me well for my
practicum and also reminds me to reflect this type of teaching in my own practice. In my
experience, great learning happens when you are given the opportunity to use your
hands and try out your skills in a real situation. Place-based learning is also a key way to
We are passionate life-long learners: I know there is so much more to learn than I will be
taught before I graduate and I am excited to keep learning as I enter the profession.
classroom.
hope. I hope to inspire my students in such a way that they feel they can change the
world and make it into a more inclusive positive place to live in.
OECD Principles of Effective Learning Environments:
Hannah Dumont’s book The Nature of Learning: Using Research to Inspire Practice
talked about creating learning environments where students flourished. “Chapter 4 The crucial
role of motivation and emotion in classroom learning” identified 8 key principles that give insight
into motivation and emotion of students in the classroom. “The 8 principles exemplify how
favorable cognitions and positive emotions act together to energize students. They also
demonstrate how negative emotions and unhealthy attributions can inhibit learning (p.106)”. I
understand the types of activities, instruction, classroom space, and subjects all influence a
student’s motivation and emotions towards their learning. As stated on page 107, “Students pick
up these unintended messages, and appraise the climate as either favorable or unfavorable for
learning.” Being aware of how my students are reacting to my lessons will help me mitigate
In Chapter 11 they talked about the effects of family on student learning. I found it
interesting their mention on parent involvement in the classroom as being unproductive; I agree
that this is true because teachers are not being able to teach a student when their parent is in
the same room trying to parent the student. Involvement from parents is beneficial in different
areas such as running school events or helping out with field trips. The article said that offering
affordable extracurricular activities for students is a great way to boost skills such as
extracurricular activities growing up, I know they are awesome ways to build character and
confidence and if schools can offer after school programs for students it will definitely benefit
them.
I am really looking forward to my future as a teacher and the impact I will have on my
students. I recognize the importance of creating sincere relationships with my students, their
class organized, engaged, and ready to learn will allow my students to blossom.
References
https://doi.org/10.7771/2157-9288.1158
https://www.youtube.com/watch?v=Ame8AZ4pWZQ&t=114s
Dumont, H. (2010). The nature of learning: Using research to inspire practice. Paris:
OECD/CERI