trb Standard #5
Educators implement effective practices in areas of classroom management, planning, instruction, assessment, evaluation and reporting.
Educators have the knowledge and skills to facilitate learning for all students and know when to seek additional support for their practice. Educators thoughtfully consider all aspects of teaching, from planning through reporting, and understand the relationships among them. Educators employ a variety of instructional and assessment strategies.
Educators have the knowledge and skills to facilitate learning for all students and know when to seek additional support for their practice. Educators thoughtfully consider all aspects of teaching, from planning through reporting, and understand the relationships among them. Educators employ a variety of instructional and assessment strategies.
Evidence #1
I wrote a blog post on developing and maintaining a base of knowledge- with the idea that, to be well informed is a staple of a good classroom instruction. The link is below!
Watch, Read and Listen: Being Informed as an Example to Our Students |
Reflection #1
For this TRB Standard (#5), I've chosen to include a blog post, the topic of which is centred around the need for teachers to be informed regarding cultural and political events; this so that they can facilitate effective and meaningful classroom learning activities in a variety of subject areas for all students. (Additionally, that we, as teachers, should be aware of, and engaged in those things that are of importance to our students [fortnite as one example]; this so that we can create and maintain meaningful connections and points of entry into our student's lives).
This connects to Standard #5- specifically in that "educators have the knowledge and skills to facilitate learning for all students".
Previous to, and throughout the process of writing this blog post, my thoughts wandered to those things that make effective teachers. And certainly, I've come to believe that the ability to present the current political and cultural climate to one's students is a major asset. This can lead to learning, in real time, as students track events, discuss them, and think critically about them. This also brings the learning home as students discuss what they've been learning with their parents/guardians; those who are also, "in the know".
This evidence piece is the right one for this standard because it highlights the importance of being aware of one's world, so that, one can facilitate authentic learning moments with students. If one is not attuned to the world around them, their relevance (and usefulness) is put at risk.
Furthermore...
Throughout the writing process, I forced myself to think about the typical 12 year old student, and more specifically, I began to ask myself, "what are they interested in?". "What can I bring to the table, as a 30 something adult, that will stimulate discussion and interest- connecting their life to my class?". I have ideas, but more than anything, I've been learning the value of asking myself these questions.
The importance of this standard relates, in part, to teaching tools- mainly, that we acquire these (this evidence piece as one example) in order to build students into maturing, critically thinking young adults. And that we do all that we can to interact, meaningfully, with all the students in our midst. It's my hope that this is who I will be as a teacher- maintaining relevance in order to build bridges and keeping an eye on current events so that my classroom can be full of learning, in real time.
This connects to Standard #5- specifically in that "educators have the knowledge and skills to facilitate learning for all students".
Previous to, and throughout the process of writing this blog post, my thoughts wandered to those things that make effective teachers. And certainly, I've come to believe that the ability to present the current political and cultural climate to one's students is a major asset. This can lead to learning, in real time, as students track events, discuss them, and think critically about them. This also brings the learning home as students discuss what they've been learning with their parents/guardians; those who are also, "in the know".
This evidence piece is the right one for this standard because it highlights the importance of being aware of one's world, so that, one can facilitate authentic learning moments with students. If one is not attuned to the world around them, their relevance (and usefulness) is put at risk.
Furthermore...
Throughout the writing process, I forced myself to think about the typical 12 year old student, and more specifically, I began to ask myself, "what are they interested in?". "What can I bring to the table, as a 30 something adult, that will stimulate discussion and interest- connecting their life to my class?". I have ideas, but more than anything, I've been learning the value of asking myself these questions.
The importance of this standard relates, in part, to teaching tools- mainly, that we acquire these (this evidence piece as one example) in order to build students into maturing, critically thinking young adults. And that we do all that we can to interact, meaningfully, with all the students in our midst. It's my hope that this is who I will be as a teacher- maintaining relevance in order to build bridges and keeping an eye on current events so that my classroom can be full of learning, in real time.
Evidence #2
The following is an observation from my second practicum. Specifically, and as it pertains to TRB Standard #5, Rob (my sponsor teacher) wrote the following in the top left corner, "Great front end loading- setting [up] the lesson!" - front end loading and, on a larger scale, the idea of scaffolding: an effective practice when it comes to classroom planning and instruction.
Reflection #2
The specific evidence that I've chosen for this TRB standard (#5) is an observation report from my second practicum. Specifically, as it pertains to TRB Standard #5, this evidence highlights the need for us, as teachers, to give our students that which they'll need in order to be successful (in this particular case, I wanted to ensure that my students had the necessary background information in order to be fully engaged in the lesson from the outset. I didn't want to make any assumptions). And that this is effective teaching practice.
My belief before (as well as after) considering this evidence piece is, very simply, that learning builds on learning; and that it's important for us, as teachers to "scaffold" for our students, building upon prior knowledge so that they'll have that which they'll need in order to be successful (scaffolding, as it pertains to child maturation and education was first developed by Jerome Bruner and is cited below). As an aside, in order to do this well, we must find out what they know- a process which will time and work, but will lead to fruit, this as our students build on prior understanding and move forward in their learning.
This evidence piece is the right one for TRB Standard #5 because it showcases my desire to ensure that all students are tracking and engaged in the content of the classroom. Additionally, it's my hope that this evidence reveals my desire to build upon the prior knowledge of my students. This is (in my opinion) effective teaching practice. As TRB Standard #5 states, "Teachers implement effective practices in areas of classroom...planning and instruction".
With respect to the evidence, I learned that front-end loading is something that I tend to do naturally within the classroom. This because I want my students to be in a place where they can understand and get involved in the discussion right away. I don't want them to feel frustrated or "out of the loop"; because when this is happens, it's been my experience that, children tend to shut down.
This TRB Standard (#5) is important, very simply, because effective practice within (and outside of) the classroom leads to healthy student maturation and growth, not to mention a positive learning environment for everyone involved (students as well as teachers and other staff members).
It's my desire to grow in this area as I learn what it means to be an effective teacher- firstly, for the students in my care, and secondly, for myself.
Jerome Bruner- development of the term "scaffolding"
https://www.simplypsychology.org/bruner.html
My belief before (as well as after) considering this evidence piece is, very simply, that learning builds on learning; and that it's important for us, as teachers to "scaffold" for our students, building upon prior knowledge so that they'll have that which they'll need in order to be successful (scaffolding, as it pertains to child maturation and education was first developed by Jerome Bruner and is cited below). As an aside, in order to do this well, we must find out what they know- a process which will time and work, but will lead to fruit, this as our students build on prior understanding and move forward in their learning.
This evidence piece is the right one for TRB Standard #5 because it showcases my desire to ensure that all students are tracking and engaged in the content of the classroom. Additionally, it's my hope that this evidence reveals my desire to build upon the prior knowledge of my students. This is (in my opinion) effective teaching practice. As TRB Standard #5 states, "Teachers implement effective practices in areas of classroom...planning and instruction".
With respect to the evidence, I learned that front-end loading is something that I tend to do naturally within the classroom. This because I want my students to be in a place where they can understand and get involved in the discussion right away. I don't want them to feel frustrated or "out of the loop"; because when this is happens, it's been my experience that, children tend to shut down.
This TRB Standard (#5) is important, very simply, because effective practice within (and outside of) the classroom leads to healthy student maturation and growth, not to mention a positive learning environment for everyone involved (students as well as teachers and other staff members).
It's my desire to grow in this area as I learn what it means to be an effective teacher- firstly, for the students in my care, and secondly, for myself.
Jerome Bruner- development of the term "scaffolding"
https://www.simplypsychology.org/bruner.html