EDU 100 - Developing a Teacher Identity

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EDU 100 - Developing a Teacher Identity Door Mind Map: EDU 100 - Developing a Teacher Identity

1. Personal Identity

1.1. -Values in your own personal life can affect how you present and teach your material. (Professional identity)

1.2. 4 questions in relation to professional identity relating to you as a person: 1. What are you when you're not a teacher? 2. What are your qualities, strengths and how comfortable are you with yourself? 3. What are the goals you have? 4. What sort of a colleague will you be? (Importance of Study, In-class, January 16, 2014)

1.2.1. It is important to not teach until you feel comfortable with yourself.

1.3. Being a teacher becomes the central part of your personal identity because teachers have a responsibility outside of the classroom always and need to uphold a high standard.

1.3.1. According to the Legal and Legislated Frameworks, The Code of Conduct,"teachers are held to a higher standard than members of the public" and "teachers are bound by the code outside of their scheduled work life". (Guest lecturer - Mark Yurick, The Nature of a Profession)

2. Teacher Perspective

2.1. Understanding different cultures and their different identities in relation to each other overall- Helps to build an awareness in the classroom

2.1.1. Personally I am very passionate about travelling so the fact that I have gotten the opportunity to experience other cultures and learn about them will help me build an awareness among my own students because I been able to experience it firsthand. I would hope by doing this my students would learn to become openminded.

2.2. Guest lecturer Mark Yurick- Explained the role of the Alberta Teacher's Association and the benefits we can receive from being a part of it, along with the role of it in our teaching careers. He also went over our responsibilities as a teacher.

2.2.1. Gives us a bit of insight into the internal workings of the education system and helps us see where we fit within society

2.3. It is important for students to understand the connections between education and globalization and it is the duty of the teacher to to make sure students are striving for not just success, but for happiness. Teachers need to make children want to know more and to do more and not just because they "need" to to improve the economic standings of the country. (My own thoughts)

3. Sociological Perspective

3.1. How the educational system prepares students to fit into mainstream society

3.1.1. One perspective views education as cultural transmission in which it transmits social expectations through language, cultural and social values etc. Says that education allows people to become fully functioning members of society through the transmission. (Taylor, G.D. Education and Schooling)

3.1.2. Barbara Colorso - Her approach to teaching, inner discipline focuses on students taking responsibility for themselves and ownership to the choices they make, with teachers being there for guidance and support. Can prepare students for the real world by having them make decisions for themselves and think in their own best interest.(Charles, C. M. (2002). Barbara Coloroso’s “inner discipline.” In Building classroom discipline (7th ed., pp. 155-170).

3.1.3. Guest lecturer Melinda McNie - Discussed hidden curriculum and LGBTQ issues. Displayed strategies to us for creating an inclusive educational curriculum/content for sexual and gender minority students. Also to realize rights and responsibilities as educators relating to LGBTQ inclusion. (McNie, Mar,20, 2014)

3.1.3.1. If teaching in such a way that inclusiveness is very important in the classroom, students can learn to apply open minded views to the rest of the world in general. It is extremely important to make sure sexual and gender minority are addressed in the classroom because discussions of these topics are not openly talked about in day to day society.

3.1.4. It is said that how teachers typification of pupils behaviour plays an important role in categorizing pupils for the purpose of classroom organization. This could also play a role in how students perceive themselves in society. Barakett, J. and Cleghorn, A. (2007) Chapter 5 “The School as an Informal System of Socialization” in Sociology of Education: An Introductory View from Canada.

3.1.5. In the presentation in our class about democracy, education and globalization, it was displayed that there is a strong connection between education and the globalization of the community. It is said by the World Math Rankings that "economic and educational initiatives focus on investments in new technology, the quality of human resources and attracting foreign capital" (Kachur, J. L., & Harrison, T. W. (1999). Public Education Globalization, and Democracy: Whither Alberta? In Contested Classrooms, Edmonton: University of Alberta Press/Parkland Institute)

3.1.5.1. In my perspective, I think that the government should have their priorities more in the individual prospering rather than focusing on the country to have a competitive advantage over others. It is important to notice that these initiatives for education is not education based, but economic based.

4. Philosophical Perspective

4.1. Understanding how we know and what we have come to know

4.1.1. Reflective practice - Important to always improve our practice of teaching and the quality of it and to draw on our practices and learn from it.(Peters, no date)

4.1.1.1. As a teacher I can apply this in my classroom to see what I can improve on. Having this instilled as an important practice can lead me to reflecting about my everyday life and what I can improve on within that..

4.1.2. Different teaching methods - Canter/ Coloroso are most significant. Had opposing classroom management and teaching strategies. How a teacher uses aspects of both will affect their way of teaching. (Inner discipline- Colorso vs. Take-charge approach - Canter and Canter) (Tauber, Robert T (1999). Classroom Management: Sound Theory and Effective Practice, Third Edition, Westport, CT: Greenwood Publishing, Inc., pp. 67-88.)

4.1.2.1. Learning different teaching methods gives us choice of what we feel is the best fit compared to our values and beliefs regarding how students are taught.

4.1.3. Philosophy of Teaching - We wrote a personal reflection of our philosophy of our education is relating to our values, past experiences and qualities we have that would benefit us in our teaching careers.

4.1.3.1. By doing this reflection, it helps us lay out all of our values to regards to teaching so this is the start of us developing our own teaching identity

4.1.3.2. The structure of our classroom environment and how we manage it links to how it was created.

4.1.3.2.1. It is said that "the teachers who are most successful at creating appositive classroom atmosphere that enhances student learning are those who employ a carefully developed plan for classroom management. Clearly any such plan must be congruent with their basic beliefs about the nature of the teaching and learning process. When teachers use this type of plan they are more likely to be successful" (Levin et al. (2009). Classroom Management, Toronto: Pearson Education Canada. Pg 78.)

5. Historical Perspective

5.1. Understanding the origins of what we know

5.1.1. Eugenics movement - Was a movement that the main goal of it was to "improve the stock" and make sure citizens in society were all normal and well, can be suitable blood or race. Davenport applied eugenics to race and ethnicity. Sterilization was a major problem in relation to this. (Get rid of the bad genes). (Guest lecture, Rob Wilson, Feb 27)

5.1.1.1. Has influenced us as teachers because it is an example of inequality and our role as teachers is to create equity within the class

5.1.2. Residential schools - The Aboriginal identity is significantly shaped these schools since it is a large part of their history. These largely affected policies made in regards to schooling because of the way Aboriginals were treated in the past along with fragmentation in Native communities, there is a big importance to have them included in aspects of Aboriginal Education. As a teacher it is important to have a sense of inclusion within the classroom.

5.1.2.1. In the First Nations, Métis and Inuit Education Policy Framework which was developed in 2002, a major outcome was to improve educational opportunities within these groups and recognize parental involvement with education. (Alberta Learning. (2002) First Nations, Métis and Inuit Education Policy Framework . 1-34)

5.1.2.1.1. As a pre-service teacher, I am able to realize that teachers are the ones that will play the most important role in parental involvement when it comes to their children's education. They are the closest individual to their child who can help them excel in their learning. We have a very important job as teachers and in regards to Aboriginal students it is necessary to make them aware that their learning and education is just as important as anyone else. It all relates back to their history, but our solution is to move forward and help today's youth excel and set a great example for others. (My own thoughts)

5.1.3. Jim Keegstra- The historical case of Keegstra has a significant impact on how the educational system looks at their teachers more closely within it specifically to their pedagogical ways. The anti-semantic views Keegstra had were his values which he wanted to instill into others, and he considered this as freedom of speech.

5.1.3.1. As a pre-service teacher, it makes me contemplate how you as a teacher would instill values and beliefs in a class and what you would instill, this is a major responsibility put on teachers.

5.1.4. Guest lecturer Dr. Frank Peters-Discussed the structure of schools within Canada and how education is the way it is. Discussaed Egerton Ryerson who wanted to improve education in the 1800's and make it free and available to everyone.

5.1.4.1. There were different types of schools: Public, Seperate, Francophone and Charter which the ATA worked with. There were also private/independent ones not affiliated with the ATA.

5.1.4.1.1. Can be looked at as class structures in societies. (Some better than the others.)

6. As a teacher you need to know who you are and are comfortable with that before you can start anything, otherwise you cannot develop a teacher identity. There is no way that you can help develop student's identities without knowing your own