My Final Standpoint

Final Standpoint by Michael Agati 8F01 Teaching in the Ontario Context

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My Final Standpoint by Mind Map: My Final Standpoint

1. My Own Important Notes on Inclusive Education

1.1. Remember that everyone comes from a different place. As educators, we had our own experiences and journeys to get where we are today and, consequently, we have certain learning tendencies that have become apart of our characters. Consider this when approaching teaching and the certainty of having a culturally-diverse class.

1.2. I view education as an everlasting resource that every being comprehends in their own unique way. It is important to have one or many educational role models to assist in the journey of education in one's life. As per my first standpoint statement, I still firmly agree that I would not be as educated, confident, or aware if it were not for my supportive loved ones.

1.3. Evidently, the journey of learning and the ways in which the student think are promoted in order to emphasize that everyone can learn without the correct answer being the sole winner; the ways in which the students learn, comprehend knowledge, and formulate an answer are of greater importance than any correct answer.

1.4. It is important to promote cultural and unique differences in the classroom in order to preserve the personalization of each individual and their input they present to the rest of the participants.

1.5. It is of great importance to consciously make an ethical connection to the OCT principles and standards while maintaining cultural awareness. Every student deserves the ability to participate and belong in an inclusive learning environment regardless of race, religion, gender, or culture. We must preserve these notions to maintain idiosyncrasy.

2. OCT Standards:

2.1. Respect: bringing equitable opportunities and sharing a trust amongst the student body. Modelling respect as a cultural value provides an embedded social justice for those the student will interact will in years to come and it forms socially-conscious participants for society to be compiled of.

2.2. Care: compassion and insight for a developing student's potential. Being a positive influence and providing guidance throughout their educational journey is the goal.

2.3. Trust: honesty and openness shared amongst the educator and the student body. This trust ripples to those involved in the student's life, such as parents, guardians, and also is shared amongst teaching colleagues to create a ubiquitous, equitable learning environment free of prejudice.

2.4. Integrity: maintaining a sense of reliability within the moral actions associated with all four ethical standards of the teaching profession. Integrity is fostering the passion and goals of both you as an educator and the young minds you interact with on a daily basis.

3. Standards of Practice

3.1. Professional Knowledge: reflecting on student development and the subjective comprehensions in the classroom when approaching the relationship between knowledge and practice. Overall reflection on the factors of our position as educators is important to consider, such as the curriculum, ethics, research, and policies.

3.2. Professional Practice: applying knowledge and professional experiences learned through one's educational process in relation to the upcoming processes a student will interact within. Inquiry, dialogue, and reflection are of importance.

3.3. Ongoing Professional Learning: maintaining a relevancy within education by constantly freshening up your styles, lessons, and approaches for the variety of young minds that once could potentially encounter. Staying committed to ongoing learning.

3.4. Commitment to Students and Student Learning: treating students equitably with respect while being conscious of the unique differences that compile a student's engagement.

3.5. Leadership in Learning Communities: collaborating with social actors within an educational system to recognize the shared responsibilities in facilitating a student's success.

4. Observations Via SE Days

4.1. Classrooms that encourage personalization, encourage emotions well-being, and emphasize cultural input create an atmosphere for both learning and development

4.2. Creating routines and establishing procedures saves time and effort in the long run; don't get burnt out!!!

4.3. The Ultimate goal of effective classroom management is that if a teacher is not in the classroom, the class will function as if an educator was present.

4.4. Various forms of cultural embeddedness should be considered when setting up your own classroom in order to create a welcoming, nurturing, and stimulating classroom environment that invites unique differences of all kinds.

5. Embedded Passion

5.1. Mother: My mother came to Canada from Sicily in Italy and had to leave her passion of becoming a teacher behind to raise four boys; however, she curated a handful of educational curriculums for us to follow at home that revolved around manners, respect, and general preparations for the atmosphere of a classroom. I firmly believe, and have had confirmation, that my mother is living vicariously through my dream of becoming a teacher and she is my #1 cheerleader.

5.2. Stephanie: While I was working extensive hours and losing my drive for the closing coordinator position I held at a mortgage company, my girlfriend, Stephanie, reassured that she would be my support through the two years of teacher's college and the journey that teaching would bring to my life. After I saved enough funds for the tuition costs, I resigned from my position and began to regain both my confidence and passion for teaching. The excitement could not have been measured.

5.3. Anthony: My brother, Anthony, has a drive to teach like no other. Being diagnosed with Rheumatoid Arthritis, he tends to struggle with simple routines and everyday tasks; however, he does not let this become an implication on his ability to teach music to his classes in the Toronto Catholic District School Board. Our commonality being a passion for music only leads me to use him as a role model for the rest of my life. I hope, one day, that I can teach music and mentor him even further. For the present moment, he has provided me with such positivity and encouragement to pursue my passions, like he has, no matter what obstacles get in your way.