1. Integrating ideas regarding professionalism, educational philosophies, and classroom management styles with my own personal experiences, and beliefs, to develop my professional identity
1.1. Professionalism requires professionals to have a good skill set, good judgement, and polite behaviour when doing their job. Teachers are expected to be professionals in what they are teaching by anyone who is involved in the educational process. For example, Dr. Yurick (Sept 23, 2014) used a river raft experience to draw parallels to being in a classroom. Being in a river raft is an exciting and dangerous experience, and that is why the group is led by someone who know what they are doing. This is much like a classroom, because both students and parents want to insure that the teacher is someone who is well educated and is trained to do a good job.
1.1.1. Considering everything that Dr. Yurick had to say, I strongly believe that not only is having a good skill set, good judgement, and polite behaviour key aspects to professionalism, but also the way that teachers present themselves. In my personal experience, when my teachers not only knew what they were doing, but were confident, well-dressed, and had appropriate mannerisms it made the educational experience far more rewarding. This is because I was not only learning well, but I had the urge to build relationships with my educators because they presented themselves to me in a way that made me feel as if I was in excellent hands.
1.2. Being a reflective teacher comes along with it's own unique strategy that allows the teacher to professionally develop. Generally, in order to be reflective, the teacher would look back at what they did in the classroom and ask questions. Not only is reflective teaching mechanism for the teacher to develop him or herself, but it allows students to self-develop by critically thinking and learning when teachers question them. John M. Peters (1991) states that the individual who practices reflective teaching is a student of his or her own actions. This is done by describing, analyzing, theorizing, and then acting.
1.2.1. When I become a professional teacher, I plan to use the reflective practice strategy because I believe it is so effective in order for me to grow as an educator. I want to be able to look back and reflect upon what I did throughout the day because it'll push me to see what teaching strategies I thought were effective or not. It'll direct me in a way that allows me to do my job more efficiently. Also, because I am someone who believes in progressivism, I strongly think that by making my students reflect upon themselves will contribute to not only their learning journey but their pathway to self-development.
1.3. Progressivism is a philosophy of education that values the students rather than just the content. Progressives believe education should prepare students to be teachers in a constantly changing society. For example, John Dewey (2014) argued that students must associate themselves with real problems and be ready to ask meaningful questions within the classroom.
1.3.1. With consideration of this philosophy, I want to use my occupation as a teacher to help and be not only be an educator for my students, but also a guide that leads them to self-development: both intellectually and emotionally. As much as I value how significant it is to get a well education, I strongly believe that throughout the age of secondary school students, children are growing and trying to figure out who they are. I want to be a guide for my students so they can develop as well-rounded students, inside the classroom and out.
1.4. The self regulating approach was introduced as a classroom management style that requires teaches to believe children are worth the effort and time it takes to help them develop themselves as students. Barbara Coloroso stated that restitution, resolution, and reconciliation, all reinforce the idea of creating classroom environments that make students feel worthy (Maheu, Sept 30 2014).
1.4.1. With my personal experience, when teachers helped me without questioning it, it made me feel like I was worth their time. When I was given that special attention, it came with a chain reaction; seeing that someone saw the potential in me, allowed me to believe that I was capable of fulfilling expectations that were placed on top of me. With Coloroso in mind, as a future educator, I want to make my classroom a place where students are able to feel like they have the potential to be successful in the classroom and out.
2. Understanding the structure of education in Alberta, and how globalization influences what is and isn't being educated to students of the 21st century
2.1. Public education is a system of learning that is supported by public funding such as tax payers. Public education provides free education for the child of a community district (Allison et al., 1984, pp. 73-92). With Canada in specific, there is a significant amount of diversity within the organization of how public education is organized, and throughout time, many laws have been made that allow provinces to make laws in regards to education. However, Allison et al., states that it is considered to be somewhat state managed because under the Canadian Charter of Rights and Freedoms, many minority educational rights are protected.
2.2. In today's time, there are so many varying factors that are changing around humans. There should be a way to change the model and fixation about school rather than sticking with past beliefs. Sir Ken Robinson (2010) questioned how students are supposed to learn and evolve when teachers and other influences are not adapting to globalization. The structure and system of education needs to modified in order for students of today's generation to better understand and relate to the information being taught.
2.2.1. In my opinion, we as future and present-day educators have to shift away from the idea that everyone has been so fixated on about human capacity. I believe that everyone has to understand that there's more to determining whether a student is smart or not by using a grading system. In today's day and age, people are constantly introduced to technology, and new & improved resources; considering this, students minds are developing in various directions other than just academically.
2.3. Within a school, there is a total learning experience that is provided by the institute that is outlined by specific skills, value and attitudes that students are expected to learn; this is referred to as the formal curriculum which is set in place by the education ministers. However, teachers do not always educate their students with only what is written in the educational syllabus; this is known as a hidden curriculum. There are many people who support hidden curricula as they state that having a curriculum "apart from the objectives and activities in [the] official program"(Cubuku, 2011, pp.1528) will influence the students educational experiences and understanding about themselves. On the other hand, others may argue that teaching students with information out of the syllabus prevents students from being exposed to common material and may contradict the culture of the school.
2.3.1. I would support hidden curriculum to a great degree. Within a school, students are constantly surrounded by professionals, and as a student, you rely on them to make you the best that you can be, mostly intellectually. However, whenever educators challenge their students to take part in classroom discussions regarding everyday issues, aside from the syllabus, it allows them to apply what they learn to their lives. When I become a teacher, I want my students to apply the knowledge that I provide them in discussion and activities and reflect back; by doing so, I hope that they raise questions and answers that will enforce them to consider their own life. This is because it provides another layer on to what you are expected to takeout from the entire school experience.
3. How can teachers serve as an agent of change in contemporary society within classrooms, the community, and schools?
3.1. In order for someone to be an effective agent of change within society, it is crucial to know who you are as an individual first. As a teacher, the drive to make differences in children's lives is evident. However, in order to be a role model within "a culturally diverse classroom, [the teacher] first needs to know and understand their own cultural identity" (Berg et al., 2011).
3.1.1. Shauna Paul (Nov 20, 2014) discussed her childhood experience in elementary school; she elaborated on how her teachers were not ideal because they didn't give her the educational experience that she expected as a child. They did not respect her as a person, and on top of that she felt as if they were not even teachers because she did not have a relationship with them. Due to her personal background she promised herself that she would make her school one that her students could go in and out of feeling like they had a place where they belonged. Not only did she want her students to have an excellent education, taught by professionals, but also had an overall experience that made them feel safe and loved.
3.1.1.1. By analyzing everything that Paul (2014) had to say, I believe that she used her character that was developed throughout her childhood in order to instill change within her school as a principle. Everything that she lacked as a student of elementary school, built her into the person she is today. As a principle, she wants to make her students feel valued and worthy when they are in the classroom, out of the classroom, and when leaving the school. In my point of view, by educating students and providing them with support and comfort, is an example of creating change. As a teacher, you never know what your students may be going through, and even if you ask them what the matter is they may not want to say so. Therefore, as a future educator, I want to do as Paul (2014) did and make a classroom environment that provides safety and comfort to the student.
4. Exploring current issues in education and schools that should be addressed by educators of today's generation
4.1. Homophobia within schools has been known to lead to bullying and violence. When someone is being mentally and physically attacked it is "considered a relation of power of one or more individual over another"(Walton, 2004,pp.4). Many LGBT students constantly face "social invisibility" (Walton, 2004,p.4) because they go against the social norms. Teachers may ignore LGBT talk because of parental concerns, and not wanting to go against the curriculum, however, it is an issue that is so widespread in today's generation that homophobic bullying should not be ignored.
4.1.1. Throughout schools, private and public,I strongly believe as a future 21st century teacher, that issues regarding bullying should be addressed; specifically those that concern LGBT students. In todays time, with increased social media,cyber bullying has increased, and because of that, schools should find a way to help students understand what bullying is and why it is so wrong. Within schools, bullying can also arise because certain students may not fit the cultural norms. To prevent, or minimize, students bullying one another is to enforce anti-bullying programs and having assemblies that reinforce the severity of the effects that bullying can have. As a teacher, I want to make a difference and see change take place.