TRB Standard #1
Educators value and care for all students and act in their best interests.
Educators are responsible for fostering the emotional, esthetic, intellectual, physical, social and vocational development of students. They are responsible for the emotional and physical safety of students. Educators treat students with respect and dignity. Educators respect the diversity in their classrooms, schools and communities. Educators have a privileged position of power and trust. They respect confidentiality unless disclosure is required by law. Educators do not abuse or exploit students or minors for personal, sexual, ideological, material or other advantage.
Educators are responsible for fostering the emotional, esthetic, intellectual, physical, social and vocational development of students. They are responsible for the emotional and physical safety of students. Educators treat students with respect and dignity. Educators respect the diversity in their classrooms, schools and communities. Educators have a privileged position of power and trust. They respect confidentiality unless disclosure is required by law. Educators do not abuse or exploit students or minors for personal, sexual, ideological, material or other advantage.
Evidence #1
Reflection #1
The first piece of evidence that I have chosen is a picture (of me)- drawn, coloured and given to me by the grade 2 students from my first practicum. The hope is that this drawing will help to showcase the caring, nurturing relationship formed between myself and the students; a requirement as outlined by TRB Standard 1. Upon receiving this card, I experienced the joy in knowing that the students valued their time with me as much as I valued my time with them. This practicum placement was a wonderful season of life. It wasn't easy, but it was worth it.
I learned lots about the simple ways that teachers can make a difference in the lives of their students. Certainly positive relationships don't always need to be formed out of grandiose gestures, but rather, a kind word, a helping hand, an understanding ear, and the desire to help wherever one can. This, I believe, is the spirit of TRB Standard 1.
Reflecting on TRB Standard 1 has caused me to take stock of the aspiring teacher that I am, as well as the master teacher that I wish to become. I want to be there for my students; I want to help wherever I can; I want to shape lives in a positive way, and I want to do this consistently, throughout my career. Certainly I want to build my career with TRB Standard 1 as the cornerstone.
Certainly, TRB Standard 1 is imploring us to teach and manage with kindness, both as a means of growing successful students and as a way of modelling an environment that is free of negatively, harassment and bullying. That as we model positive relationships, this trickles down to the students and positively affects their relationships (with teachers, other students, their families, etc.). Lisa Currie, within her blog post, Why Teaching Kindness in Schools is Essential to Reduce Bullying states, "As minds and bodies grow, it’s abundantly clear that children require a healthy dose of the warm-and-fuzzies to thrive as healthy, happy, well-rounded individuals."
As teachers (and teachers-in-training), I believe that this begins with us.
This evidence piece is the right one for this TRB Standard because it helps to show the relationship that I had with my students. Additionally, it helps to show the positive, life giving relationships that I hope to have with all my students, throughout my career.
TRB Standard 1 is important because it highlights that which we must all base our teaching upon; that being: a desire to help and care for others. This selflessness must, in turn, influence our day to day practice, both in how we teach (doing all we can in order to ensure that all of our students are cared for), and in how we interact with others (doing all we can in order to be a positive influence in our schools and communities).
I would endeavour to hold TRB Standard 1 as true through the way that I interact with my students and colleagues moving forward; again, by being as selfless as possible, and by doing all I can in order to ensure student success and growth (according to their best interests, as outlined in TRB Standard 1).
TRB Standard 1 reminds us to check our egos as well as our ill-motivations and wrong attitudes at the door. Additionally, TRB Standard 1 encourages us to focus on the lives of the students who are in front of us, each day.
Sources
Currie, Lisa. (2014, October 17). Why Teaching Kindness in Schools is Essential to Reduce Bullying [blog post]. Retrieved from: https://www.edutopia.org/blog/teaching-kindness-essential-reduce-bullying-lisa-currie
I learned lots about the simple ways that teachers can make a difference in the lives of their students. Certainly positive relationships don't always need to be formed out of grandiose gestures, but rather, a kind word, a helping hand, an understanding ear, and the desire to help wherever one can. This, I believe, is the spirit of TRB Standard 1.
Reflecting on TRB Standard 1 has caused me to take stock of the aspiring teacher that I am, as well as the master teacher that I wish to become. I want to be there for my students; I want to help wherever I can; I want to shape lives in a positive way, and I want to do this consistently, throughout my career. Certainly I want to build my career with TRB Standard 1 as the cornerstone.
Certainly, TRB Standard 1 is imploring us to teach and manage with kindness, both as a means of growing successful students and as a way of modelling an environment that is free of negatively, harassment and bullying. That as we model positive relationships, this trickles down to the students and positively affects their relationships (with teachers, other students, their families, etc.). Lisa Currie, within her blog post, Why Teaching Kindness in Schools is Essential to Reduce Bullying states, "As minds and bodies grow, it’s abundantly clear that children require a healthy dose of the warm-and-fuzzies to thrive as healthy, happy, well-rounded individuals."
As teachers (and teachers-in-training), I believe that this begins with us.
This evidence piece is the right one for this TRB Standard because it helps to show the relationship that I had with my students. Additionally, it helps to show the positive, life giving relationships that I hope to have with all my students, throughout my career.
TRB Standard 1 is important because it highlights that which we must all base our teaching upon; that being: a desire to help and care for others. This selflessness must, in turn, influence our day to day practice, both in how we teach (doing all we can in order to ensure that all of our students are cared for), and in how we interact with others (doing all we can in order to be a positive influence in our schools and communities).
I would endeavour to hold TRB Standard 1 as true through the way that I interact with my students and colleagues moving forward; again, by being as selfless as possible, and by doing all I can in order to ensure student success and growth (according to their best interests, as outlined in TRB Standard 1).
TRB Standard 1 reminds us to check our egos as well as our ill-motivations and wrong attitudes at the door. Additionally, TRB Standard 1 encourages us to focus on the lives of the students who are in front of us, each day.
Sources
Currie, Lisa. (2014, October 17). Why Teaching Kindness in Schools is Essential to Reduce Bullying [blog post]. Retrieved from: https://www.edutopia.org/blog/teaching-kindness-essential-reduce-bullying-lisa-currie
evidence piece #2
For my first professional development day of the fall semester, I chose to reflect on "ways of knowing" (this was a conversation that the year 6 students entered into, earlier in the week". Part of this pro d day reflection was the following blog post, in which I state that, to be an effective teacher, one must understand the different view points within the classroom. And that this leads to caring relationships, a level of comfort of all students and an increased feeling of safety.
Read below! Ways of Knowing: Key to Life and Teaching |
reflection #2
The specific evidence that I have chosen for this TRB Standard (#1) is a blog post. Written as part of my professional development, the post is a reflection regarding the documentary series, 8th Fire- specifically, as it relates to my life and to the classroom teacher which I hope to, one day, become. The post addresses our need to open our minds to ways of knowing that aren't our own; the diverse people groups, opinions, cultures and histories represented in our classrooms. And that, as we do this, students will feel valued and protected. As Standard #1 dictates, "educators value and care for all students" and "educators respect the diversity in their classrooms, schools and communities".
I have come to believe that a classroom with many (informed) perspectives is a gift. And that this can lead to fascinating discussions and learning opportunities! How do we get here? We open our minds to ways of knowing which aren't our own; we welcome these thoughts, we respect these thoughts (because the individuals from which they come have value), and we allow for these thoughts to help guide the learning in our classrooms.
This evidence is the right one for this standard because it is [partially] through valuing perspectives that people feel welcome; cared for, and safe; comfortable in their own skin. And the act of recognizing alternative perspectives (ways of knowing) that aren't our own are the beginning of this (worth while) process. Again, as TRB Standard #1 suggests, we are to care for ALL our students".
I have learned (and continue to learn) that there are many valuable ways of knowing that aren't necessarily my own. And that, to be a good teacher, I must open my mind to the possibilities around me. Additionally, I believe that, as I do this, the classroom moves from a top-down leadership structure to one in which my role is found, more often that not, in the facilitation of learning, where all students have "a say"; an equal voice, based on their own thoughts and beliefs.
This TRB Standard is important because teaching begins with a relationship (just as a relationship begins with understanding). And a relationship can't be formed until both parties feel valued, respected, safe and comfortable. It is to this point that TRB Standard #1, speaks. And it is my hope that my teaching style (and my life) will be anchored in this understanding.
I have come to believe that a classroom with many (informed) perspectives is a gift. And that this can lead to fascinating discussions and learning opportunities! How do we get here? We open our minds to ways of knowing which aren't our own; we welcome these thoughts, we respect these thoughts (because the individuals from which they come have value), and we allow for these thoughts to help guide the learning in our classrooms.
This evidence is the right one for this standard because it is [partially] through valuing perspectives that people feel welcome; cared for, and safe; comfortable in their own skin. And the act of recognizing alternative perspectives (ways of knowing) that aren't our own are the beginning of this (worth while) process. Again, as TRB Standard #1 suggests, we are to care for ALL our students".
I have learned (and continue to learn) that there are many valuable ways of knowing that aren't necessarily my own. And that, to be a good teacher, I must open my mind to the possibilities around me. Additionally, I believe that, as I do this, the classroom moves from a top-down leadership structure to one in which my role is found, more often that not, in the facilitation of learning, where all students have "a say"; an equal voice, based on their own thoughts and beliefs.
This TRB Standard is important because teaching begins with a relationship (just as a relationship begins with understanding). And a relationship can't be formed until both parties feel valued, respected, safe and comfortable. It is to this point that TRB Standard #1, speaks. And it is my hope that my teaching style (and my life) will be anchored in this understanding.