1. Sociological Impact - The systematic study of human society, especially present-day societies
1.1. "Carl Rogers developed the “Person-Centered” approach to psychology that says if we approach a person with empathy, genuineness, and non-possessive warmth, we can enable that person to grow and develop maximally (Rowan, 2001)." (Martin & Loomis, 2014)
1.1.1. As a teacher, one is expected to be a positive influence on their students lives. By understanding this necessary skill set by Alberta Education, a teacher can truly impact how a child does in school.
1.2. Being an "Ethical Citizen", having "Entrepreneurial Spirit", and "Engaged Thinkers" all impact the quality and depth of a students education. The optimistic view of the potential of education is reached through the teacher.
1.2.1. "The fundamental goal of education in Alberta is to inspire all students to achieve success and fulfillment through engaged thinking, ethical citizenship and entrepreneurial spirit" (Johnson, 2013)
1.2.1.1. In class we discussed the impact of the structure of the curriculum; how a change in the curriculum can drastically change a students learning potential.
1.3. "Delegates agreed that bullying occurs in all schools and in all societies, and that strategies for intervention and prevention are vital for students physical and emotional safety" (Walton, 2004)
1.3.1. ""Straightness" is imbued with the status of being "normal" and "natural" not only through gender socialization but through construction of"sexual otherness: as inferior. " Heterosexuality and Homosexuality is found in every school, thus impacting all in the school community. (Walton, 2004)
1.3.1.1. In class we talked about remaining neutral in our views when it came to students. A school should be a safe place for students, where instructors can remain completely professional.
2. Historical Impact - of or concerning history; concerning past events
2.1. " Our philosophy of education is strongly influenced by who we are and what our beliefs are. Tradition and culture are very important factors in the formation of our beliefs. Many teachers grew up in non-Eurocentric cultures, and many received their education in countries other than [North America]. Cultural diversity among students is the norm in the classroom, and groups that used to be considered the minority are rapidly becoming the majority in many school districts. "(Martin & Loomis, 2014)
2.1.1. This is directly related to staying updated on current issues in education by now letting current issues be impacted by personal bias, but rather introducing it to students and allowing their own personal opinions to be present.
2.1.1.1. The philosophy of education of a teacher could be in conflict with the philosophical beliefs of some students and their families. As a teacher, one must be aware and respectful of the values of their students and families, community, even if these values differ. Activities and teaching methodologies that are in contrast with the value structures of any particular culture represented in the classroom may limit motivation and may precipitate conflict between what the student experiences at school and at home. The teacher must recognize and deal with these differences to avoid misunderstandings that can interfere with their effectiveness as a instructor.
2.2. Not as prevalent today, but some trustees and school administrators remain resistant to implementing anti-homophobia measures in schools. This has lead to costly student-led lawsuits. (Walton, 2004)
2.2.1. Marc Hall, is among many who felt personally victimized by homophobia and ignored by their educators. They have pressed through the Canadian court system, proving to be a costly, but necessary form of redress and awareness. (Walton, 2004)
2.2.1.1. In class we discussed how a teacher can impact a students life by acting as an agent of change. In a case like this, social issues, along with current issues impacts how a teacher would impact a students life, with how they stood on the particular issues.
2.3. Each student is entitled to a specialized education, whether that be francophone, FNMI, catholic etc., as under the Education Act from the Ministry of Education.
2.3.1. "Each student has a right to a specialized education if there are enough students to warrant it" (Alberta Education, 2013)
2.3.1.1. As an educator, it is important to remember that students who are enrolled in specialized schools have a strong historical connection to their respective method of education. Teachers should be aware of these individualized needs and attempt to be as open as possible.
3. Philosophical Impact - relating or devoted to the study of the fundamental nature of knowledge, reality, and existence
3.1. " Your past beliefs about education which you are beginning to think and which you are beginning to modify in response to new experiences and your explorations of new information. What you know and come to believe about education will become stronger. Students already have a tentative philosophy of education based on their experiences and beliefs, even though they may not have articulated it yet. " (Martin & Loomis, 2014)
3.1.1. Instructors focus on people’s feelings, interests,likes, dislikes, abilities, and other personal qualities. The humanist educator believes learning is an “inside job”—that people learn through their own intrinsic efforts.This contrasts with other approaches that focus on pouring the information into the student without particular regard for the individual.
3.2. "Safety for some, but not all", Is one of the main arguments for addressing homophobia in schools. Creating a negative educational existence for the school community, especially those directly involved.
3.2.1. Not many programs look at the psychological violence. Only focusing on physical violence, in combination with anti-bullying initiatives, indicates to homosexual students that safety is enhanced for some students and not for others, even when districts promote "safety for all students". (Walton, 2004)
3.2.1.1. In my opinion, generic strategies for increased safety in schools regarding bullying do not simply address forms of homophobic violence, leading some of the most vulnerable students "unsafe".
3.3. The fundamentals of what is considered as knowledge is changing in Alberta with the redesign of the curriculum, spanning Kindergarten to Grade 12 . This impacts teachers, because they need to be aware of the changes from the Ministry of Education. (Alberta Education, 2013)
3.3.1. "Alberta Education has committed to supporting all school authorites in the valuable contributions they must make as the education system moves to inclusive practices." (Alberta Education, 2013)
3.3.1.1. This directly relates to what a teachers professional identity could be; having to stay within the boundaries of the guidelines set by Alberta Education.
4. (LEGEND) TYPE OF IMPACT
4.1. MAIN EXAMPLE
4.1.1. SECOND EXAMPLE
4.1.1.1. PERSONAL OPINION