1. Structures in Education
1.1. Federal
1.1.1. Canadian Charter of Rights and Freedoms (1982)
1.1.1.1. Citizens of Canada have the right to receive educational instruction in their first language of English or French
1.1.1.2. "Nothing in the charter abrogates or dergates from any rights or privileges guaranteed by or under the constitution of Canada in respect of denominational, separate or dissentient schools."
1.1.2. Section 93 of Constitution Act (1982)
1.1.2.1. Awards jurisdiction over education to provincial governments.
1.1.3. Bill C-33 The First Nations Control of First Nations Education Act. (2014)
1.1.3.1. "Enables First Nations councils to administer schools situated on their reserves or to delegate that power to the Firs Nation Education Authorities"
1.1.3.1.1. This bill was just enacted in April 2014 and I hope it will make a substantial difference in the education of FNMI youth and in cultural enrichment. I think it`s also a great step away from the Federal Government`s enduring attitude of Paternalism towards FNMI peoples
1.2. Provincial
1.2.1. _
1.2.1.1. Ministerial Order
1.2.1.1.1. Focuses on the educational best interests of the student when making decisions about education. Guides the direction of the ministry. Aim is to make students engaged thinkers and ethical citizens with an entrepreneurial spirit.
1.2.1.1.2. The ministerial order puts into effect the goals of Inspiring Education as a guideline for all future decisions by the ministry. I think it's an effective piece of legislation for the reasons outlined below
1.2.1.2. Education Act
1.2.1.2.1. Outlines in detail all laws and regulations related to Education in Alberta
1.2.1.2.2. Alberta Education Act (2014)
1.2.1.3. Inspiring Education
1.2.1.3.1. Three 'E's
1.2.1.3.2. 6 Core Values
1.2.1.3.3. I believe that Inspiring Education will help students to be more empowered and prepared for changes in the economy, in society, in their community and in themselves. I think that the three E's set students up for the job market and to cultivate a greater economy and social good.
1.2.1.3.4. Alberta Education. The Steering Committee Report (2010)
1.3. Alberta Education Structure (Storie, C. 2014a)
2. Agent of Change
2.1. Social Justice
2.1.1. Social Justice strives for intellectual humility and understanding of one's social position and how that affects our world view as a way to create a just society that embraces diversity and promotes equality.
2.1.1.1. Social Justice is a complicated issue that involves examining ones privilege and preconceived notions. It is very important for children to know themselves, their limitations and privileges and what that means. By knowing themselves, they become able to look outside themselves to understand those around them, creating a culture of understanding which ultimately leads to justice and equality.
2.1.2. Ford, K., Lopez, G., & Zúñiga, X. (2013)
2.2. Changing Forms of Discipline
2.2.1. Relationship Based Discipline
2.2.1.1. Jackson, J. & Sweetland, J. (2007)
2.2.1.2. A student-centered approach to classroom management that relies on teacher-student collaboration, using strong, mutually respectful relationships. There is an emphasis on empathy, unconditional positive regard, genuinity, encouragement and trust. creating a No-Fear environment.
2.2.1.2.1. Relationship Based Discipline is the form of discipline I favour. Student and teacher learn from the experience together and the students grow rather than becoming stalled and "in trouble". Students feel more self-worth and accepted, creating a much more positive classroom environment which will expand beyond the classroom.
2.2.2. Restorative Justice
2.2.2.1. Hopkins, B. (2002)
2.2.2.2. Restorative Justice focuses on all those affected by an "offence" or incident finding an agreed upon way forwards. There is a greater focus on social and interpersonal awareness, understanding and taking responsibility for one's actions and repairing harm.
2.2.2.2.1. From personal experience I have not seen Restorative Justice work in practice. I have seen it increase awareness of the offence and incident and creating an environment of social shame and embarrassment that often leads to retaliation and retribution. I feel that it is too far removed a concept from our dominant society to be integrated effectively.
3. Teaching Identity
3.1. Teaching Style
3.1.1. Theories of Educational Psychology
3.1.1.1. Humanism
3.1.1.1.1. Humans are intrinsic learners and their own abilities and desires control personal destinies.
3.1.1.2. Behaviorism
3.1.1.2.1. The actions and reactions of others determines behaviours
3.1.1.3. Information Processing
3.1.1.3.1. How the brain processes information
3.1.1.3.2. Sensory Registry -> Short Term Memory -> Long Term Memory
3.1.1.4. Constructivism
3.1.1.4.1. People construct their own meaning from information by personalizing and internalizing.
3.1.1.5. Storie, C. (2014c)
3.1.2. The best teachers have a style that is a blend of a variety of philosophies and is influenced by all theories of educational psychology.
3.1.3. Teaching Philosophies
3.1.3.1. Storie, C. (2014b)
3.1.3.2. Perennialism
3.1.3.2.1. Believe that the best education comes from the classic, everlasting knowledge of the past. Discipline, Subject Oriented, Critical Thinking.
3.1.3.3. Progressivism
3.1.3.3.1. Believe that schools should keep up with change, individualized focused on the future and the student's interests.
3.1.3.4. Existentialism
3.1.3.4.1. Believe in freedom and individuality with the only direction of learning provided by the individual.
3.1.3.5. Essentialism
3.1.3.5.1. Believe that students need to learn basic skils. Authoritarian Environment.
3.1.3.6. Social Reconstructivism
3.1.3.6.1. Believe that it is the schools duty to educate students to influence the reconstruction of society in a social democratic way.
3.2. Teaching Quality
3.2.1. Teaching Quality Standards
3.2.1.1. ``Quality teaching occurs when the teacher’s ongoing analysis of the context, and the teacher’s decisions about which pedagogical knowledge and abilities to apply result in optimum learning by students." (Ministerial Order #016/97)
3.2.1.1.1. The Teaching Quality Standards are the standards to which all Alberta Teachers are held. They hold teachers accountable to a excellent quality of teaching and maintain a consistently high benchmark for education
3.2.1.2. Alberta Education (1997)
3.2.2. Importance of Pedagogy
3.2.2.1. Osbourne, K. (1991)
3.2.2.2. Curriculum
3.2.2.2.1. It is important to make sure that you adapt the curriculum to reflect the needs of your students and modify it to best lead them towards success.
3.2.2.3. Hidden Curriculum
3.2.2.3.1. Rules, discipline, respect, trust, the classroom social environment
4. Current Issues
4.1. Inequality
4.1.1. Inequality exists at many levels, race, gender, sexuality, religion, socioeconomic status, geography, psychological, physical, cognitive, ethnicity and more.
4.1.1.1. It is incredibly important to recognize that minorities are not always visible, that inequality exists at many levels and that the idea of an equal playing field, placing all children on the same level, assuming homogeneity is flawed and problematic. Curriculum must be adapted to give every student a chance at success, individually.
4.1.2. Ascribed Characteristics can impede Achieved Characteristics due to innate inequality.
4.1.3. Robson, K. (2013)
4.2. Technology
4.2.1. Technology is becoming ever more important and rapidly changing. The jobs of the future don't exist yet and keeping up with technology is one of the greatest career assets. Social Media has an increasingly large role in our society and there are no jobs that do not involve modern technology and the internet in some way. (ATA Changing Landscapes)
4.2.1.1. It is necessary for children's futures that they are taught skills that will allow them to learn and grow with the latest technologies. The ATA chart does an outstanding job of demonstrating how important technology is to every aspect of learning.
4.2.2. Alberta Teachers' Association (2013)