1. LEGEND:
1.1. Main Thesis and general ideas
1.2. Content and Key Ideas
1.3. Supporting Evidence from readings and Citations
1.4. Personal Reflections/ How I will use the informtation
2. The Structures & Institutions that Govern Education in Alberta
2.1. History of Canadian Education
2.1.1. Socio-economic conditions influenced education
2.1.1.1. After WW1 conditions of society changed due to a shortage of jobs. A decade later economic depression led to children being left around the street with nowhere to go eventually they started in labour jobs. After this was realized to be wrong, an importance was placed on education (Loerke, 2012).
2.1.2. First Nations have influenced our educational system. Several different groups allied with the French and British that immigrated to Canada. Today FNMI education is a federal matter, unlike the rest of education (Peters, 2015).
2.1.2.1. FNMI have a rich culture that isn't embraced enough in todays educational system. It is simply taught in social studies class and is generally quite repetitive and boring resulting in a lack of respect amongst non-Aboriginals. This could be avoided or the rates of disrespect lowered if FNMI culture was integrated in a culturally stimulating way across the curriculum.
2.1.3. The clergy was also an influence as they put the fear into society and acted as the police (Peters, 2015).
2.2. Present Day Education system
2.2.1. Education across our province is undergoing a major renovation (Alberta Education, 2015).
2.2.1.1. The vision stated under the Ministerial Order to have children become engaged thinkers and ethical citizens that hold an entrepreneurial spirit (Alberta Education, 2013).
2.2.1.1.1. This is based on several communities voices from across our province (Alberta Education, 2015).
2.2.2. Teachers in Alberta in their first two years follow a list of 17 Teaching Quality Standards. These are Interim KSA's (Knowledge, Skill, Attributes) Once teachers hold a permanent certificate the list expands (Alberta Education, 1997).
2.2.2.1. As a young teacher it is important for me to know my rights as well as the rules I must follow. When I chose the career of a teacher I fully realized that this is a title I hold 24/7 and must follow these rules when out in my community and not in the classroom.
2.2.3. The Alberta Teacher Association
2.2.3.1. The ATA was establish due to a rise in educational issues and demand for teacher support. Every permanent teacher is required to be a member. Private school districts and First Nations (federal) districts may have teachers who choose to join the ATA as well. They set standards, offer PD, respond to teacher concerns, and protect teachers rights. Pre service teachers can join their local groups. The U of A has a local called the ESA (Alberta Teachers Association, 2015)
2.2.4. The School Boards
2.2.4.1. They are to run daily activities of the school
2.2.5. Standard for Special Education by Alberta Education (2014)
2.2.5.1. outlines the requirement for school boards regarding the delivery of education programming for special needs students. It states they are entitled to access, appropriateness, accountability, and appeals.
2.2.5.1.1. This document was interesting for me to read. I will definitely keep it for the future. I strongly believe a good teacher is one who can adapt her classroom to make all students feel included regardless of any special needs they may have.
2.2.6. The Minister of Education
2.2.6.1. We have a Minister of Education, who recently has been given more roles. The minister has a large amount of control over education in our province
2.2.6.1.1. Teachers need to understand the legislation that governs them, but need to focus on their students and the day-to-day activities in their classrooms
2.2.6.2. The minister works with the provincial government. In Canada education is a provincial matter unlike many other nations where it is often federal. (FNMI ed. is federal)
2.2.6.3. A deputy minister will oversee
2.2.6.4. The minister of ed is currently Gordon Dirks and he has recently worked on the Alberta Budget. This is a current issue for Albertan Education.
2.2.7. The Ministerial Order
2.2.7.1. Was produced by the past minister of ed. Jeff Johnson stating the outcomes teachers should aim for in their students
2.3. Reflection
2.3.1. Before taking EDU 100 I had a basic idea of what the ATA did as well as the other governing bodies and administration but I didn't have a great understanding. Now I feel confident that I know where to go when I need support as a teacher and even a pre-service teacher, because I am a member of my student local. I am aware of my responsibilities as a teacher through my interim practice through to my permanent certificate.
2.4. THE HIDDEN CURRICULUM
2.4.1. This is by far the most influential part of education. It is the in between learning where connections are made. It is the unplanned for learning that occurs.
3. Trending Issues in Education
3.1. What is socialization? How does culture influence it?
3.1.1. Our beliefs are the result of our social setting ( Sensoy & DiAngelo, 2012,p.15)
3.1.2. "It refers to the systematic training into the norms of our culture" (Sensoy & DiAngelo, 2012, p.15).
3.1.3. Socialization is often internalized and not seen as a choice. The culture an individual is born into plays a great role in their life. People may chose to not conform to societies expectations but this is merely impossible as some expectations are under the surface (Sensoy & DiAngelo, 2012, p. 19).
3.1.3.1. The classrooms I teach in will all have a different culture and 'feel' to them as they are all part of different socializations. If I chose to teach abroad which I would really love to do it will take some adjusting to their culture to really understand how to connect with my students.
3.1.3.2. FNMI students often live in a very different lifestyle than my own. If I do teach in a school district with a large amount of FNMI students I think it's very important that I understand this and the issues that my students may be facing at home. by integrating their culture into the classroom learning will be more relatable.
3.2. What are some current issues in education?
3.2.1. Is teaching an art or a science?
3.2.1.1. When viewed as an art teachers will not have set rules (Pugach, 2006).
3.2.1.1.1. I believe that education is an art, because it is all about context. No set of rules can apply to every classroom. Teachers are artists filling in the lines throughout their classroom year.
3.2.1.2. When viewed as a science teachers are viewed as technicians (Pugach, 2006).
3.2.2. To what extent should social justice issues be involved in the classroom
3.2.2.1. Social issues should be left to the hands of older students and adults, because it may scare children and they will not fully comprehend issues anyways.
3.2.2.2. Social justice is an important part of all ages and its place is needed in the classroom for societal progress.
3.2.2.2.1. Children are smarter than many people believe. I never want to assume my class can't handle things. Of course I won't show grade 2s horrific documentaries. but I will ask them questions like, "How can we end racism?" or "How can we create peace in our classroom?" If we can create it together in our classroom who's to say they won't search for it outside of the classroom in their community and society as a whole?
3.2.3. Should kindergarden be full or half day?
3.2.3.1. Students in kindergarden should only be going to classes half day or else they will get very tired.
3.2.3.1.1. I am not one hundred percent certain on this perspective, but I think that children have short attention spans and thus just as much learning can be done in half day as full day. With this said though, I also believe that children need time to play and interact with other children at the same developmental stage as them and so full day kindergarden may be the way to go.
3.2.3.2. Kindergardeners need to prepare themselves for the next 12 years and should be going to school full day to learn as much as possible.
3.2.4. Should it be mandatory for children to go to school until 16 or 18/ graduation?
3.2.4.1. Children should have the choice once they are 16 so that they don't interfere with the students who actually want to learn.
3.2.4.1.1. If someone who isn't interested in learning is in a classroom they are taking away from the other students experience. Programs in high schools can be put in place to encourage graduation. One example from Grande Cache Community High is called ELITE it's a program that sets you up with direct apprenticeships throughout school and after graduation for labour jobs like the mill, mine or oil/ gas industry we have in GC. This helped many students stay and get their diploma that otherwise may have dropped out for these labour jobs.
3.2.4.2. At 16 children can't make well informed decisions to guide them for the rest of their life and they should have to legally graduate for a better society.
3.2.5. Should technology be included in the classroom? To what extent?
3.2.5.1. Technology should always be included as it keeps learning engaging and involves the student.
3.2.5.1.1. Although I consider technology to be distracting for myself, the new generation of students I will be teaching were born into it and to them it is normal. They are technologically literate and thus it can be used as a tool. As long as learning isn't about the tool, but is using the tech tool for learning it is useful. With this said, I do not mean replacing activites that should be naturally outdoors with a simulation game as this will further disconnect children from nature. Let them explore in fields and ponds. At the end of the day if a parent gets upset with you for their child getting mud on their boots or jeans I would consider this a success.
3.2.5.2. Technology is often distracting and is taking away from a child's true learning experience if not used properly.
3.2.6. How should children play?
3.2.6.1. Children should have structured organizations and clubs they belong to for teamwork building.
3.2.6.2. Children need more free play to develop their own relationships with the world and build creative minds.
3.2.6.2.1. In todays world children are very over scheduled. Teamwork is essential and sports teams are great, but children who are young also need time to play in an unstructured manner. They should be creating and using their imaginations to make their own games. They should have time when they get home to roam their neighbourhoods and not get directly into the van and off to hockey and then football and then soccer.
3.2.7. Should there be segregated schools?
3.2.7.1. With segregated schools children can thrive in an environment they are comfortable in.
3.2.7.2. Segregating children in schools will only push them further to the outskirts of society after graduation. If they fail to integrate at a young age they will also struggle as adults.
3.2.7.2.1. Personally I believe that by integrating all children into the same school that society will learn better tolerance. With segregation a child may only know people of the same culture, religion or gender as them depending on the means of segregation the institution has.
4. How to be a Change Agent in Schools and Make the World a Better Place
4.1. Teachers in areas like inner city schools who deal with high rates of poverty can make a huge difference. By providing students with respect and making learning interesting for them they can reach their full potential and can achieve their diplomas.
4.2. Teachers need to look at success through a different lens. It isn't always about academics, but also a place where the environment is comfortable and students feel they are in a community. This will make learning more motivating and academic rates will soon rise.
4.3. Children are the ones who will make the world a better place, not the teachers. However, the teachers role comes in to play because it is up to him/her to allow the children to explore their minds and beliefs. Indirectly teachers change the world by allowing their students to explore how they wish to change it!
4.4. TPACK stands for Technological Pedagogical and Content Knowledge. It refers to the interrelations of these three topics and their place in a teachers classroom. This will vary from classroom-to-classroom and depends on what is available. It uses what the teacher knows (Content Knowledge), how the teacher gives the information (Pedagogical Knowledge) and what the teacher uses for tools to give this information (Technological Knowledge). If the teacher uses this framework to plan lessons and reflect on lessons technology can be integrated in a successful way to boost learning and not distract from it.(Harris & Hoffer, 2009)
4.4.1. Using TPACK will allow me to identify if I am appropriately getting across the information I need to in the correct manner. I hope to use technology in my class in a way that I can share what students are learning with their parents. I also want to use technology as a way to back up my students own opinions, but not as a way for them to simply find an idea to use. With google and other search sites children are thinking less on their own and this is a major problem I want to focus on changing. Students all know how to search but there should be a higher focus on having them come up with original ideas and then following up with information and data as a resource from the internet.
4.5. Think ethically with equality in mind. Teachers should be driven to give all of their students freedom. It is stated that there are 4 underlying principles to reaching an ethical classroom (Piquemal , 2004).
4.5.1. A commitment to difference
4.5.1.1. This all starts with acceptance and tolerance. Then an awareness of equality will allow for a community classroom free of discrimination.
4.5.2. A respect for all people
4.5.2.1. A commitment to the school the teacher works in is essential for growth. If the teacher respects her students they will respect her. This means that if we are teaching in an urban or rural area that we are accepting and show that we enjoy our job even if it isn't where we initially wanted to settle.
4.5.2.2. Teachers should not consider teaching in a job that wasn't their first choice as a stepping stone to getting a real job, but should embrace the journey they are on and commit to bettering the lives of the students and community they are in through learning.
4.5.3. A commitment to reciprocity
4.5.3.1. Teachers need to be aware of the students socialization and then build culturally stimulating experiences throughout their classroom for truly engaging learning.
4.5.4. A sense of care
4.5.4.1. Teachers need to work with their students in ways that are mental,emotional, physical and lastly spiritual.
4.5.4.1.1. This should occur all throughout the day and one great way to do it is including natural elements. Children should learn through nature to feel connected to their world mentally, emotionally, and spiritually. They also need to be physically present and understand their connections to this world.
4.6. What it means to be a great teacher
4.6.1. Taking eflective action with careful consideration and active persistence in any belief (Grant & Zeichner, 1984).
4.6.1.1. Open minded
4.6.1.2. Responsible
4.6.1.3. Wholeheartedness
4.6.1.3.1. Personally, I believe that being a reflective teacher is a realistic goal if a teacher wants to be successful in teaching individually to each student, and changing the methods on a year-to-year basis of how each class acts and learns. If the teacher is reflective the children also should be. This will create a more mindful environment
4.6.2. Thinking critically
4.6.2.1. Use opposing opinions to deepen your own beliefs (Grant & Zeichner, 1984).
4.6.3. Embrace creativity
4.6.4. Thinking on your feet
4.6.5. Being compassionate and understanding
4.6.6. Adapting the classroom as needed
4.7. Engage in your community and make learning real. What is taught in the classroom should be current events. It should be relatable. For example, in Alberta the oil prices are a huge issue, and so children of all grades should be dealing with the questions of, "Why?" and, "How can we fix this?" I believe with all my heart that if children are working on social issues while in the classroom, then they will be able to solve serious problems after they graduate.
4.7.1. I do not want to refer to after graduation as the "real world" to my students. They need to comprehend and be mindful that they are in the real world and hold the power to solve any issues and create a more peaceful world. MAKE LEARNING REAL & AUTHENTIC!
5. Developing my Teacher Personality
5.1. My beliefs about education before joining the faculty
5.1.1. My personal experience in schools
5.1.1.1. Teachers spend countless hours preparing for each day they have in their classroom. Students through K-12 don't often realize this and think that teaching isn't too difficult. As a result teachers are sometime under appreciated (Pugach, 2006).
5.1.1.1.1. After taking EDU 100, I've really come to appreciate many of the amazing teachers that I have had throughout my own K-12 experience. I have written letters to my favourite teachers to thank them for where they have led me.
5.1.1.2. The apprenticeship of observation is a way to describe the knowledge behind teaching we have from being in school and sitting on one side of the desk (Pugach, 2006).
5.1.2. My autobiography
5.1.2.1. People who chose the path of education, may just genuinely have a love for children and their curiosity (Pugach, 2006).
5.1.2.2. It is also a great opportunity for a career with lifelong learning and self growth (Pugach, 2006).
5.1.2.2.1. This is what brought me to education in the first place!
5.1.2.3. For some educators it is a way to give back to their community or society as a whole (Pugach, 2006).
5.1.2.3.1. This is true for me! Education can change the world.
5.1.3. My experience working in schools
5.1.3.1. This brings knowledge from inside the classroom that has been gained as an adult. Whether, it is volunteering or working as a paraprofessional (TA) the experiences will vary dependant on the teacher you are working with. Some may give lots of guidance, while others may not (Pugach, 2006).
5.1.3.1.1. Personally, I have volunteered in two classrooms. The first was grade 2 and the second grade 5. This helped me see how difficult situations can be. It also helped me realize that I would prefer teaching in upper elementary if I had the choice, however this may change with my practicums. I loved the grade 2s but grade 5 at Greystone Centennial School has stolen my heart!
5.1.4. My view from media
5.1.4.1. The good teacher vs. the bad teacher: In media often teachers are portrayed either one of two ways. They are either evil or extremely kind and loving. This fails to show any regularities of the profession. It is sensationalized to be overly easy for the caring and loving teacher, or absolutely horrible for the evil teacher.
5.1.4.1.1. I don't believe that the media has overly changed my opinion on the role of a teacher in the long run, but as a child I know I was deathly afraid of Matilda's mean principle. As I grew older I realized that teachers weren't mean and valued my own personal experiences with them. I had one amazing teacher who reminds me of Robin Williams in the Dead Poet's Society.
5.2. Psychologies within Education
5.2.1. How people learn
5.2.1.1. Humanism
5.2.1.1.1. Learning must be personalized in order for students to be successful. If children can connect to information the learning will last (Martin & Loomis, 2013).
5.2.1.2. Behaviourism
5.2.1.2.1. Learning is shaped by the environment around a student. The behaviour of an individual is formed by actions and reactions. People are motivated to learn by rewards (Martin & Loomis, 2013).
5.2.1.3. Constructivism
5.2.1.3.1. Learning is constructed by an individuals own understanding. It is combined with existing knowledge connecting to new knowledge (Martin & Loomis, 2013).
5.2.1.4. Info. Processing Theory
5.2.1.4.1. Learning and problem solving occurs in three basic mental processes; sensory input, encoding into short term memory, and retrieving info from long term memory. It works like a computer. According to this psychology learning takes place in short term memory (Martin & Loomis, 2013).
5.3. Philosophies within Education
5.3.1. An eclectic philosophy believes a little bit of all of these combined
5.3.1.1. Perrenialism
5.3.1.1.1. Consists of transferring ideas that are classic and have withstood time so are clearly important (Martin & Loomis, 2013).
5.3.1.2. Essentialism
5.3.1.2.1. This is a back to the basics approach to education. It emphasizes the importance of the key subjects already in society (Martin & Loomis, 2013).
5.3.1.3. Existentialism
5.3.1.3.1. The belief to individualize education to meet needs of specific children. This beliefs stems off the idea that children must take control of their own learning for success and teachers should act as facilitators (Martin & Loomis, 2013).
5.3.1.4. Progressivism
5.3.1.4.1. With this philosophy teachers will focus on the student rather than the content they are teaching. Learning should be meaningful so that it is lasting (Martin & Loomis, 2013).
5.3.1.5. Social Reconstructivist
5.3.1.5.1. When society needs a change people with this philosophy believe that education is the answer. The purpose is to create a utopian democratic society (Martin & Loomis, 2013).
5.4. General Philosophies
5.4.1. (Martin & Loomis, 2013)
5.4.1.1. Axiology
5.4.1.1.1. Branch dealing with values. What is of value/ what value is important?
5.4.1.2. Metaphysics
5.4.1.2.1. Ontology
5.4.1.2.2. Cosmology
5.4.1.2.3. Theology
5.4.1.3. Epistemology
5.4.1.3.1. Study of knowledge
5.4.1.4. Logic
5.4.1.4.1. Deals with reasoning
5.5. Personal Discoveries I've made on my journey so far
5.5.1. Behaviourist teaching techniques are ineffective when used repetitively
5.5.2. Subjects should be interconnected and overlap
5.5.3. Nature and the outdoors should be a part of the classroom. Children in urban areas as well as rural need this connection for a deeper understanding.
5.5.4. Children need to feel safe and comfortable in their classroom environment for optimal learning.
5.5.5. Children should use writing as a way to be creative, but also as a learning and comprehending method.
5.5.6. Homework should be minimal, but when given should connect learning to life beyond the classroom to develop inquiring minds.
5.5.7. Emotions should be heavily involved and understood in the classroom from a young age.
5.5.8. The students are the most important! Keep the classroom walls full of their work and let them feel like they've designed it! They can redesign their learning space as they see fit! It is their space.