1. Developing Your Professional Identity
1.1. Taylor
1.1.1. Recognizing the difference between schooling and education means understanding how the profession goes beyond a classroom and the curriculum
1.1.1.1. School
1.1.1.1.1. Formal learning in a deliberate systemic fashion.
1.1.1.1.2. this strips the individuality of students and tells them that they can only learn in the classroom
1.1.1.2. Education
1.1.1.2.1. Transfers the social culture, socialization rules that is a lifelong progress. There is a functionalist perspective to education which can be done through many different channels.
1.1.1.2.2. Being able to educate students means being able to help them for a future where they will be able to think, work, and problem solve.
1.2. Gardner's Mulitple Intelligences
1.2.1. With a class of thirty plus students it is important for a reflective teacher to be able to teach to each individual. Knowing the difference between a linguistical (or auditory) learner and a interpersonal (group) learner means knowing how to teach individuals and not a whole class.
1.2.1.1. Linguistic - learning is done through the spoken or written word
1.2.1.2. Logical or Mathematical - learning is done best through numbers, calculations, logic and problem solving
1.2.1.3. Spatial - learning is done with visual aids, colour, symbolism, maps and webs
1.2.1.4. Bodily/ Kinaethetic - learning is done best through movement, or hands on activities
1.2.1.5. Musical - Learning is done best through music, song, chants or sounds
1.2.1.6. Intrapersonal - learning is done best through reflections of feelings or opportunity in choice based on self awareness
1.2.1.7. Interpersonal - learning is done best through co-operative learning and sharing, or group work
1.3. Classroom Management
1.3.1. While we will use all three classroom management theories, the one we hope to utilize the most is the Collaborative Management Theory. It shows respect, which is more important then any lesson, as well as guidelines which teaches consequences. There is a sense of team work with this theory; that people respect each other.
1.3.1.1. Teacher Management Theory states that the teacher is in charge of the classroom, and individual student does not impact the creation and implementation of its rules
1.3.1.2. Student Management Theory states that the student makes the decisions in the classroom, and that the classroom is self sufficient
1.4. Grant & Zeichner
1.4.1. Good teachers must be reflective, which requires reflective action: a behaviour which involves active persistent and careful consideration of any belief or practise in light of the grounds that support it and further consequences to which it leads. They believed that there were three actions that made reflective action possible
1.4.1.1. The ability to follow the three steps that Grant & Zeichner asks teachers to never assume they are right, to never allow stereotypes to interfere with teaching people, and to actively think about your actions and the consequences they might have.
1.4.1.1.1. Whole-Heartedness means being accepting of all students; fighting to provide a quality education for all. We must see the uniqueness of each child, and all the attributes they bring
1.4.1.1.2. Responsibility involves careful consideration of the consequences to which an action leads
1.4.1.1.3. Open-mindedness is an active desire to listen to more sides than one, to give full attention to alternate possibilities, and to recognize the possibility of error even in the beliefs that are dearest to us
1.5. Martin and Loomis
1.5.1. We believe that teaching through humanistic viewpoint allows for a healthy classroom. One that promotes the child above the lessons, which is an ideal classroom. The other psychologies have points that are positive but the driving force is not the student but the information.
1.5.1.1. Behaviorism promotes learning based on the actual environment rather than the student. It is believed that students can be conditioned to learn.
1.5.1.2. Informative Processing is a scientific way of teaching because the student ceases to be an individual and starts to be a matter of stimuli needed processing
1.5.1.3. Constructivism believes that people construct their own ways of understanding the information by combining existing knowledge with new information to understand the lesson
1.5.2. We both count ourselves as predominating progressive teachers as defined by Dewey, who strongly perpetuates hands on learning. We see the guiding of students to experiment and adventure into their own passions and own idea of learning as important. We both hold elements of the essentialist philosophy due to people needing a base of foundation in order to study further.
1.5.2.1. Perennialism believe that the classics, or the canon, need to be taught for the individual students to succeed in life.
1.5.2.1.1. Looking at the just the knowledge neglects the individual student
1.5.2.2. Essentialism believes that there is essential information, reading, writing, arithmetic, that every student need to be taught in order to succeed.
1.5.2.2.1. Similiar to perennialism, this philospohy neglects the individual student but at least this teaches basics
1.5.2.3. Progressism believes that education should be based around the individual child and their on interest. There is a informality of the classroom and the teachers are more guides of education rather than formal dictators of curriculum
1.5.2.4. Social Reformism believes that society is in need of reform and by educating the students about the changes that need to occur in society will be the most efficient way to bring about this change.
1.5.2.4.1. This neglects a foundation of knowledge as well as any individual drive that student have. This is a narrow form of education.
1.5.2.5. Existentialism believes that the choices people make define who they are and who they will become. Therefore, students pursue their own interest, and their own lessons
1.5.2.5.1. A six year old should not have a full control over where their minds want to go. They need guidance.
1.6. Pugach
1.6.1. The ability to create a professional identity through the five major influences of any pre- service teachers life.
1.6.1.1. Autobiography
1.6.1.1.1. Having a family member who is a teacher, or having a family member who is against you being a teacher
1.6.1.1.2. Having a personal drive to give back to your community
1.6.1.1.3. Who you are and what you have experienced is an important aspect of why you want to be a teach as well as how you will teach.
1.6.1.2. Working in The field
1.6.1.3. Media
1.6.1.3.1. The portrayal of classrooms assists in your belief of what teaching is. This is not always accurate.
1.6.1.3.2. An example of teaching in the media
1.6.1.4. Your own experience as a student in the classroom
1.6.1.4.1. Apprenticeship of observing is being able to view both good and bad examples of teaching through the thirteen years of school
1.6.1.5. Your beliefs come from the other four major influences and help shape who you are as a teacher
2. Structures and Bodies that Govern Education in Alberta
2.1. Alberta Teachers' Association
2.1.1. From the ATA speaker session, the ATA is is an organization which advances education while providing a platform to advocate for teachers and maintain and uphold standards in the profession of teachings.
2.1.1.1. The ATA provides resources to all teachers who are members in the association. The ATA also provides resources for pre-service teachers, parents and administrative personnel
2.1.1.2. ATA has four objects that the association is out to achieve
2.1.1.2.1. "advance and promote the cause of education in Alberta"
2.1.1.2.2. "improve the teaching profession"
2.1.1.2.3. "to arouse and increase public interest in the importance of education and public knowledge of the aims of education, financial support for education, and other matters"
2.1.1.2.4. "to cooperate with other organizations and bodies in Canada and elsewhere having the same or like aims or objects."
2.1.1.3. ATA provides benefits, salary, and pension to all members.
2.1.2. In our opinion, the ATA provides ample knowledge and opportunity to educators and it would be a shame if teachers did not utilize the vast resources that are available given by the ATA
2.2. Inspiring Education
2.2.1. Inspiring Education video
2.2.1.1. Inspiring Education is Alberta's way of changing the classic classroom setting and student-teacher relationship
2.2.2. From the speaker session and discussions in class, Inspiring Education is a collaboration between the province of Alberta to improve the quality of education throughout the province.
2.2.3. Inspiring Education is new way that students can learn in order to deal with today's changing society and new jobs.
2.2.3.1. Students need to be believed in and given the opportunities in order to succeed and become a good citizen.
2.2.4. The goal of inspiring education is to make students embrace the 3e's of education
2.2.4.1. Engaged Thinker
2.2.4.1.1. Students will become life long learners and will be able to share and collaborate knowledge with other students to better themselves
2.2.4.2. Ethical Citizen
2.2.4.2.1. Students will understand humility, will care for themselves and others while understand what is the right thing to do.
2.2.4.3. Entreprenuerial Spirit
2.2.4.3.1. Students will be self-reliant, resourceful and ready to challenge the status quo.
2.2.4.4. The 3 e's encompass the future students of Alberta education graduates. With the 3 e's we can assess the successes of inspiring education. Students will be capable of becoming a model citizens.
2.3. Alberta Education
2.3.1. Alberta Education is a branch of the provincial government not federal.
2.3.2. The ministry of education is in charge of
2.3.2.1. "develops curriculum and sets standards"
2.3.2.2. "Evaluates curriculum and assesses outcomes"
2.3.2.2.1. Teaching Quality Standard Applicable to the Provision of Basic Education in Alberta (Ministerial Order)
2.3.2.2.2. Ministerial Order on Student Learning
2.3.2.3. "Supports special needs students"
2.3.2.4. "Funds and supports school boards"
2.3.2.5. "Aboriginal and francophone education"
2.3.2.6. "oversees basic education policy and regulations"
2.4. History of Education
2.4.1. Canadians valued the idea of compulsory education (elementary) for all and as a result. This is based upon the speaker session on Alberta schools.
2.4.1.1. Education became local (parents, community, and churches)
2.4.1.2. Costs were local
2.4.1.3. Public education became a provincial responsibility
2.4.2. Four main players in education history
2.4.2.1. Ministry of Education
2.4.2.2. School Boards
2.4.2.3. ATA
2.4.2.4. Some Universities and Colleges
2.4.3. Public Education
2.4.3.1. Responsibility of all Albertans
2.4.3.2. Taught by certified teachers
2.4.3.3. Assessable and funded by all Albertans
2.4.3.4. Funded so all students have equal opportunity to learn and succeed
2.4.3.5. Public education allows many topics to be brought up and talk like social issues within a classroom and in a curriculum. For example, many of the Aboriginal issues we hear and know about would not be in our knowledge if we did not have public education.
2.5. What makes teaching a profession?
2.5.1. Discrete body of knowledge that separates the group from others
2.5.2. Formal period of preparation and a requirement for growth and development
2.5.2.1. In the field of education students and curriculum are always changing and with that it is important to understand that it is teachers and administrators job to remain up to speed in technology and professional development.
2.5.3. Large degree of autonomy
2.5.4. Cooperation amongst members by Association
2.5.5. Profession influences education standards, admissions, licensing, PD, ethical and performance standards and professional discipline
2.5.6. Serves a higher, greater social purpose.
2.5.7. These 6 things also go along with professional identity.
3. Current Issues in Education
3.1. Socialization refers to the systematic training of the norms in our culture. It is the process of learning the meanings and practices that enable us to make sense of and behave appropriately in that culture.
3.1.1. Gender identification is one of the earliest forms of socialization that will be an issue in the modern classroom. We have been socialized into the roles of our assigned sexes from our birth.
3.1.2. We are socialized to see beauty, gender, and appropriate families and because these are shifting but will be necessary to be aware of in our future due to the diverse group of children that will be in our classrooms.
3.1.2.1. How do we stop/change that?
3.1.2.1.1. Equity over equality. Giving the individual student what they need to succeed instead of treating all the kids in a class equally.
3.1.2.1.2. Transforming instructional practices will help by building on children's knowledge in their native tongue, including, and welcoming all students, not just the ones who fit the dominant culture and using different teaching styles and techniques.
3.1.2.1.3. Recognizing the double identity of children
3.1.2.1.4. Create a safe, trusting environment in which the students feel safe, wanted, and accepted.
3.1.2.1.5. By looking at yourself and your own socialization you will be able to actively look at how you will interact with students.
3.1.3. Family socialization is a child's first form socialization and helps shape language, values, and behavior which assist in the future schooling, interpretation of media, which is a major influence as well, and religion.
3.1.4. An individual looks through the macro frames, the socialization that everyone shares, and micro lens, the individual perspective they believe.
3.1.4.1. It is through our lenses that we have to actively look at how we interact with the different students who enter into our classrooms.
3.2. Oppression
3.2.1. The information given in class through power points and class discussions. Oppression is the act of holding someone down.
3.2.1.1. Prejudice leads to oppression and prejudice is prejudgement of someone else based on the group that they belong to. For example, hispanic, asian, africian american, black.
3.2.1.1.1. Prejudice begins from stereotypes. Stereotypes are simplified characteristics attributed to a group.
3.2.1.1.2. It can manifest in thoughts, feelings, attitudes and assumptions.
3.2.1.1.3. As a pre-service teacher, it is important to recognize everyone has prejudices and when you can identify them you are on the path to stopping them to become discrimination.
3.2.1.2. Discrimination is the action based upon someone's prejudices.
3.2.1.2.1. This can include ignoring, avoiding, harassing, threats, jokes, etc.
3.2.1.3. Oppression = Prejudice and Discrimination + Power
3.2.1.3.1. With the class activity standing on the chair and desk. The oppression stops when someone stops the power. It is important, as a teacher, to stop oppression, which could be seen as bullying.
3.2.2. Oppression cannot happen unless a person is in power
3.3. Bullying is the repetitive abuse of one individual to another.
3.3.1. We both believe that there is never an acceptable time or place for bullying.
3.3.2. Bullying requires a person or group of people with power and an individual or smaller group of people without power being oppressed.
3.3.2.1. How are we going to change this
3.3.2.1.1. Address any bullying immediately and make it clear that it is an unacceptable behavior in any class
3.3.2.1.2. Being responsible teachers, we will think about our choice of words and the consequences of our actions.
3.3.2.1.3. Organizations/ clubs
3.3.2.2. In our in class discussions we have mentions children and teenagers committing suicide or acts of violence because they are being bullied. A student from St. Joan of Arc Catholic School in Maple, Ontario committed suicide yesterday because he was bullied for being gay. For myself (Amanda), this incident is from a high school close to home and it impacts me because it shows me that I should not complacent. Just because it hasn't happened at my high school does not mean that is will not eventually happen. Teachers must always be on the look out and be using preventative measures instead of solving the problem when it occurs.
4. LEGEND
4.1. Developing Your Professional Identity will be different shades of green
4.1.1. Current Issues in Education will be different shades of turquoise,
4.1.1.1. Structures and Bodies that Govern Education in Alberta will be different shades of purple
4.1.1.1.1. Our personal reflections are in white