trb Standard #3
Educators understand and apply knowledge of student growth and development.
Educators are knowledgeable about how children develop as learners and as social beings, and demonstrate an understanding of individual learning differences and special needs. This knowledge is used to assist educators in making decisions about curriculum, instruction, assessment and classroom management.
Educators are knowledgeable about how children develop as learners and as social beings, and demonstrate an understanding of individual learning differences and special needs. This knowledge is used to assist educators in making decisions about curriculum, instruction, assessment and classroom management.
Evidence Piece #1
This evidence piece is a blog post regarding the unique nature of children, and on what we can and should do, as teachers, in order to properly care for each of our students.
Read the blog HERE. |
Reflection #1
The specific evidence that I've chosen for this TRB Standard (#3) is a blog post, written (by me) from the angle of a father and of a perspective teacher. Within the post, I speak to the idea that children are unique, and that each has their own customized learning style; furthermore, that it's our role, as teachers, to go from knowing our students to helping our students; meaning: we learn how our students thrive (both in and out of the classroom) as we get to know them; as we form relationships with them, and that this leads to effective teaching practice. As TRB Standard #3 states, "Educators are knowledgeable about how children develop as learners and as social beings, and demonstrate an understanding of individual learning differences..." and that, "...this knowledge is used to assist educators in making decisions about curriculum, instruction, assessment and classroom management".
Reflecting on this topic has reaffirmed within me the necessity of being genuinely interested in the lives of of my students: where they come from; what they like; what they don't like; what they're interested in; what they're not interested in; and that which drives them, as opposed to that which causes them to shut down. Because it's from this point that I can begin to teach to their strengths.
This evidence piece is the right one for this standard because it highlights the truth that every child learns differently, and that it's our job, as teachers, to find the best way forward for each of our students; this based on authentic relationships and a genuine interest in the lives of those around us. The strength of this piece, therefore, is in its truth- that student success comes from knowing; and that knowing comes from interest; and that interest comes from a heartfelt desire to build connections.
I've learned (and continue to learn) that student success is not built on the collective of facts, but rather, on being present. That if we're there for the children in our midst, we'll learn what they need in order to thrive, and we'll be in a much better position to make it a reality.
TRB Standard #3 is important because it reaffirms the truth that each child is unique; that each child is special; that each deserves to be successful, and that each is worth the time and energy in order to ensure that this happens. In a very practical sense, TRB Standard #3 states that we don't each facts, we teach students; and that, if this is truly the case, our practice will be one in which do our best to come alongside each student, offering them the chance to join in at an entry point which is comfortable (and known) to them.
Reflecting on this topic has reaffirmed within me the necessity of being genuinely interested in the lives of of my students: where they come from; what they like; what they don't like; what they're interested in; what they're not interested in; and that which drives them, as opposed to that which causes them to shut down. Because it's from this point that I can begin to teach to their strengths.
This evidence piece is the right one for this standard because it highlights the truth that every child learns differently, and that it's our job, as teachers, to find the best way forward for each of our students; this based on authentic relationships and a genuine interest in the lives of those around us. The strength of this piece, therefore, is in its truth- that student success comes from knowing; and that knowing comes from interest; and that interest comes from a heartfelt desire to build connections.
I've learned (and continue to learn) that student success is not built on the collective of facts, but rather, on being present. That if we're there for the children in our midst, we'll learn what they need in order to thrive, and we'll be in a much better position to make it a reality.
TRB Standard #3 is important because it reaffirms the truth that each child is unique; that each child is special; that each deserves to be successful, and that each is worth the time and energy in order to ensure that this happens. In a very practical sense, TRB Standard #3 states that we don't each facts, we teach students; and that, if this is truly the case, our practice will be one in which do our best to come alongside each student, offering them the chance to join in at an entry point which is comfortable (and known) to them.
Evidence Piece #2
This evidence piece is a picture of the chalk board at the conclusion of a professional development option provided by VIU (facilitated by Liz Kroeker). Within the seminar, we discussed that which students need in order to develop in a healthy way (academically as well as socially): specifically we talked about the importance of: belonging (relationships), the building of skills, generosity and a measure of independence.
Reflection #2
The specific evidence that I've chosen to include for this TRB Standard (#3) is a picture of the chalk board at the conclusion of a professional development option provided by VIU (facilitated by Liz Kroeker). Within this seminar, we discussed that which students need in order to develop in a healthy way (academically as well as socially): specifically, we talked about the importance of: belonging (relationships), skill building, generosity and a measure of independence for students.
As it pertains to TRB Standard #3, "Educators understand and apply knowledge of student growth and development", this evidence reveals a desire within me to understand and know each of my students in a deeper way: that which they need, and those things that are going to make healthy maturation possible within each of their lives. Furthermore, this evidence helps to show that I've taken the time to ponder various classroom strategies within the vein of knowing my students and applying that knowledge in order to create a positive learning space.
This evidence has caused me to reflect upon how each student is different; specifically, in how they view the world and their learning. Furthermore, this evidence piece (and the reflective process) continues to reaffirm in me the belief that its my responsibility to find out what each child needs in order to thrive, and to provide it for them, applying the knowledge of who they are to the practical reality of the classroom.
This evidence piece is the right one for this standard because it shows that I've thought about that which I need to do, as a teacher, in order to reach each child in my classroom (and within the broader school community). The reality is, education isn't "one size fits all". TRB Standard #3 makes this clear, and this evidence helps to show that I've embraced this philosophy, moving forward.
Furthermore...
This evidence piece (and the broader seminar) has taught me that there's no quick fix for reaching children, effectively (that if we rush relationship, it's built on a shaky foundation). Rather, that some of the most important tools we have at out disposal are time and space. That it's here that we can listen, observe and discover that which we need to do in order to better facilitate learning for each of our students.
TRB Standard #3 is important because it highlights the truth that kids develop and learn differently. And it points us, as teachers, to the truth that it is our responsibility (at least, in part) to "mine out" the best within each of our students; helping them, and moving them to a place where they can be successful. I hope to utilize these strategies (and more) as I move into teaching. with the hope that the students in my care will feel valued, safe, and confident in their learning.
As it pertains to TRB Standard #3, "Educators understand and apply knowledge of student growth and development", this evidence reveals a desire within me to understand and know each of my students in a deeper way: that which they need, and those things that are going to make healthy maturation possible within each of their lives. Furthermore, this evidence helps to show that I've taken the time to ponder various classroom strategies within the vein of knowing my students and applying that knowledge in order to create a positive learning space.
This evidence has caused me to reflect upon how each student is different; specifically, in how they view the world and their learning. Furthermore, this evidence piece (and the reflective process) continues to reaffirm in me the belief that its my responsibility to find out what each child needs in order to thrive, and to provide it for them, applying the knowledge of who they are to the practical reality of the classroom.
This evidence piece is the right one for this standard because it shows that I've thought about that which I need to do, as a teacher, in order to reach each child in my classroom (and within the broader school community). The reality is, education isn't "one size fits all". TRB Standard #3 makes this clear, and this evidence helps to show that I've embraced this philosophy, moving forward.
Furthermore...
This evidence piece (and the broader seminar) has taught me that there's no quick fix for reaching children, effectively (that if we rush relationship, it's built on a shaky foundation). Rather, that some of the most important tools we have at out disposal are time and space. That it's here that we can listen, observe and discover that which we need to do in order to better facilitate learning for each of our students.
TRB Standard #3 is important because it highlights the truth that kids develop and learn differently. And it points us, as teachers, to the truth that it is our responsibility (at least, in part) to "mine out" the best within each of our students; helping them, and moving them to a place where they can be successful. I hope to utilize these strategies (and more) as I move into teaching. with the hope that the students in my care will feel valued, safe, and confident in their learning.