Philosophy: What I Believe
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The core of my teaching philosophy is probably best encapsulated by the very first reading I did in teacher's college back in 2012. In her excellent textbook “Education Essentials”, Dr. Laura Pinto opens by highlighting the three purposes education should serve. The first, and perhaps most obvious, is economic or instrumental: to prepare students for post-secondary education and/or the job market. The second is more aesthetic in nature: education as a means of personal fulfillment and individual growth. The third and final major aim of school is ideological: “education for civic participation, character or societal improvement” (1).
Previous to reading these words, I actually had a fairly significant amount of teaching and coaching experience. When I was 17, I was a counsellor at a summer camp in Canada (Camp Ekon), responsible for caring for youth aged 6-15 and instructing them in a variety of activities, from archery to kayaking to arts and crafts and creative writing. Immediately upon finishing my undergraduate degree, I worked at a different camp, this one operating through my university and focused on learning through technology (Virtual Ventures). I showed students how to build simple machines, use video editing programs, and create websites through coding. Shortly after that, I left for Sierra Leone to volunteer at a high school, teaching English language acquisition and literature classes (among other subjects) in the remote village of Kailahun. In my final major mentoring role before getting my B.Ed., I went to South Korea in 2010 to teach ELLs ranging in age from 5 to 14.
All of these experiences were invaluable for my professional development and helped hone skills that are invaluable to the profession of teaching. At Camp Ekon, I became adept at making connections between physical education and personal and spiritual growth, as well as the responsibility that came with caring for youth in a wide variety of settings and capacities 24 hours a day. Virtual Ventures showed me the important role technology can play in supporting and engaging students, something that still informs my current practice. In Sierra Leone, I learned how to build a curriculum with almost no resources or structure: I had chalk, a chalkboard, a year end examination to serve as guidance, and very little else. Conversely, teaching the Sogang Language Program in South Korea was in many ways just the opposite, providing me with the opportunity to strengthen my ability to follow a school program where all aspects of assessment and pedagogy were tightly regimented. All in all, I entered teacher’s college feeling confident about my versatility and strong ability to communicate a message to young people while working as a mentor.
Yet it wasn’t until I began teacher’s college and read the passage referenced above that a unifying philosophy emerged that could cover such a diverse array of teaching roles, and also guide me going forward. In the six years since then, every lesson I teach, every unit I plan, and every assessment tool I design is primarily informed by three simple questions:
1. How will this help prepare students for life after secondary school?
2. How will this lead to growth and personal fulfillment for my students?
3. How will this make my students better global citizens?
Too often in the teaching profession, the last two questions here are ignored. My goal as an educator is to ensure every single thing I do - whether it be make a test, propose a field trip, or coach a team - has a good answer to all three.
Previous to reading these words, I actually had a fairly significant amount of teaching and coaching experience. When I was 17, I was a counsellor at a summer camp in Canada (Camp Ekon), responsible for caring for youth aged 6-15 and instructing them in a variety of activities, from archery to kayaking to arts and crafts and creative writing. Immediately upon finishing my undergraduate degree, I worked at a different camp, this one operating through my university and focused on learning through technology (Virtual Ventures). I showed students how to build simple machines, use video editing programs, and create websites through coding. Shortly after that, I left for Sierra Leone to volunteer at a high school, teaching English language acquisition and literature classes (among other subjects) in the remote village of Kailahun. In my final major mentoring role before getting my B.Ed., I went to South Korea in 2010 to teach ELLs ranging in age from 5 to 14.
All of these experiences were invaluable for my professional development and helped hone skills that are invaluable to the profession of teaching. At Camp Ekon, I became adept at making connections between physical education and personal and spiritual growth, as well as the responsibility that came with caring for youth in a wide variety of settings and capacities 24 hours a day. Virtual Ventures showed me the important role technology can play in supporting and engaging students, something that still informs my current practice. In Sierra Leone, I learned how to build a curriculum with almost no resources or structure: I had chalk, a chalkboard, a year end examination to serve as guidance, and very little else. Conversely, teaching the Sogang Language Program in South Korea was in many ways just the opposite, providing me with the opportunity to strengthen my ability to follow a school program where all aspects of assessment and pedagogy were tightly regimented. All in all, I entered teacher’s college feeling confident about my versatility and strong ability to communicate a message to young people while working as a mentor.
Yet it wasn’t until I began teacher’s college and read the passage referenced above that a unifying philosophy emerged that could cover such a diverse array of teaching roles, and also guide me going forward. In the six years since then, every lesson I teach, every unit I plan, and every assessment tool I design is primarily informed by three simple questions:
1. How will this help prepare students for life after secondary school?
2. How will this lead to growth and personal fulfillment for my students?
3. How will this make my students better global citizens?
Too often in the teaching profession, the last two questions here are ignored. My goal as an educator is to ensure every single thing I do - whether it be make a test, propose a field trip, or coach a team - has a good answer to all three.
Professional Development
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Continuous professional learning has always been central to my practice. Since I graduated with a B. Ed. In 2013, I have completed five additional qualification courses. In doing so, I have completed my English Honour Specialist, a course designed to allow teachers to "acquire the skills and knowledge to facilitate the development and implementation of English and Language Arts programs, and explore the leadership skills necessary in the management of an English program in a division, department, or school." This past summer, I also finished the third and final part of my Teaching English Language Learner Specialist qualification, which provides educators "with a comprehensive understanding of the role of the ESL/ELD teacher as a leader within both the elementary and secondary schools and school systems. It is designed to develop the professional skills of teachers who wish to assume leadership responsibilities in ESL/ELD education."
This coming March, I will attend the 21st Century Learning Conference in Hong Kong for the second time. I've also attended several professional development days at my own school, and presented myself on topics such as using templates to share resources and how to best develop learning goals and success criteria with students (you can download a zipped file containing material from this session to the left). At conferences where I am not presenting, I have demonstrated leadership by creating presentations where all of my colleagues were free to share new teaching resources and techniques they examined in individual sessions. As I continue endeavouring to grow as an educator, I have turned my focus towards the International Baccalaureate Diploma Program. As a teacher who strives to mold open-minded, analytical, inquisitive, reflective and caring students, completing the International Educator Certificate for IB is a natural next step for me. I am currently enrolled in the third of five courses and should be finished the certificate with a specialization in English Language and Literature by the end of the 2018-2019 school year. |
Project and Problem-Based Learning
Problem-Based Learning Problem-Based Learning is an approach I primarily use in math, but has applications across all subjects. At the beginning of my courses, I introduce my students to a slightly modified version of Polya's famous problem-solving method that follows this format: HAVE: students categorize and list the information they have, either verbally or orally. Context clues, highlighting key words, and annotations skills are all modelled here. NEED: students identify what is being looked for, or what a successful solution would look like. USE: students make a plan for solving the problem. This can involve anything from using technology tools to drawing a diagram to using logical deduction. SOLVE: students execute the plan. CHECK: students look back and use alternative methods, peer conferencing or practical knowledge to assess the accuracy of their solution. |
Project-Based Learning
Project-based learning has become an increasingly prominent part of my pedagogy. Projects in English Language and Literature or ESL classes will typically follow this format: 1. Research/Foundation Knowledge 2. Brainstorming/Prewriting 3. Teacher Conference 4. Rough Copy 5. Self and Peer Assessment (checklists) 6. Teacher Conference 7. Editing 8. Good Copy As students proceed through the project, they focus on concepts, skills and success criteria related to whichever stage of the process they are at. In this assignment for an ESL class, students had to pretend they were applying for a volunteer opportunity in Hong Kong. They began by examining the nature of volunteer work and why it's an important aspect of being a part of a community. Afterwards, they did research on possible volunteer positions in Hong Kong and chose one they felt best aligned with their areas of interest. As part of the brainstorming process, we did a lesson on transferable skills and and how to effectively use the STAR interview technique. In completing the initial draft, the class completed activities on when to use formal vs. informal language and analyzed proper letter/email format. The editing and publishing checklists were co-created with the students, and students conferenced with the teacher about writing style and conventions. To support this, I created an example based upon my own experiences. Finally, we completed a lesson about proper body language and oral communication tips in interviews. By the end of the assignment, students have developed their reading, research, writing, listening and speaking skills, prepared for a future real life situation, and reflected upon their civic duties as a Hong Kong citizen, all while working towards a clear and tangible goal. |
Use of Technology
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Technology plays a crucial role in my practice. My current school (Delia School of Canada) has a 1:1 laptop ratio, SmartBoards in every class and an ICT specialist. Teaching here for over five years has allowed me to develop a strong sense of what technology tools best support and suit my practice. My use of new digital platforms and software is never superfluous - I only use it when it improves learning in a meaningful way.
I currently use Planboard for expectation tracking and long-term planning. It allows me to see not just which curriculum expectation I have covered, but how many times and on what day I have covered them. All classes and teams have their own Google Classroom site, where I post all class materials, give students valuable feedback, and put reminders about homework, due dates, or other important information related to the class. In having students submit materials on Google Classroom, I will often amalgamate it in Google Sheets as a type of formative assessment. Another method for doing this is Google Forms, where students answer questions divided into the categories of knowledge, communication, thinking and application or fill out a self-assessment reflecting on their own level of skills acquisition. Sometimes I mark or make comments on these submissions manually, while other times I will use an add-on like Flubaroo to quickly grade it and get an overall insight into a class's level of understanding. |
I also utilize other online learning platforms to track student progress, such as Kahoot and Quizlet, where I both modify existing resources or create my own. For English Language Learning specifically, I use NoRedInk to supplement and support the learning of grammar and writing conventions. For reading comprehension, students in my classes complete 7 Read Theory quizzes a week, which provides a lexile level for each student that serves as a guide for assigning them appropriate novels. Students can get feedback on their oral communication skills by submitting Flipgrid responses to prompts I give.
In math, I provide step-by-step modeling of how to use the TI-84 Texas instruments graphing calculator by using the Smartview emulator software. I also demonstrate how students can create graphs and geometric models using GeoGebra and Desmos. I record many of these demonstrations using Screencastify and post them on my Youtube channel. In addition to more traditional manipulatives, students in my classes also use motion sensors to create quadratic and exponential models. Students also use sites like BrainPop and CK-12 frequently to watch videos, read case studies or complete practice questions and activities to deepen their understanding.
In addition to the mainstays of my professional practice listed above, I am constantly trying to add new tech tools to my repertoire. This year, I am experimenting with the Read&Write and Equatio extensions to support reading and writing and making equations in Google Drive, respectively. Additionally, I have begun to experiment with Sphero as a means of creating a tangible representation of a function.
In math, I provide step-by-step modeling of how to use the TI-84 Texas instruments graphing calculator by using the Smartview emulator software. I also demonstrate how students can create graphs and geometric models using GeoGebra and Desmos. I record many of these demonstrations using Screencastify and post them on my Youtube channel. In addition to more traditional manipulatives, students in my classes also use motion sensors to create quadratic and exponential models. Students also use sites like BrainPop and CK-12 frequently to watch videos, read case studies or complete practice questions and activities to deepen their understanding.
In addition to the mainstays of my professional practice listed above, I am constantly trying to add new tech tools to my repertoire. This year, I am experimenting with the Read&Write and Equatio extensions to support reading and writing and making equations in Google Drive, respectively. Additionally, I have begun to experiment with Sphero as a means of creating a tangible representation of a function.
Class Environment and Student Growth
Class Dojo Example
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At the forefront of my practice is building a welcoming, inclusive and equitable class environment. This is not only so that students feel comfortable asking questions and participating in group activities, but also so that they are growing as caring, reflective, open-minded individuals. There are several strategies I use to achieve this:
Personalized Pedagogy - I have students take personality quizzes at the beginning of each semester that give me an idea of where their interests lie and how they feel they learn best. Whenever possible, I make case studies and instruction personal by appealing to students' interests or common experiences. I encourage students to make connections between their own cultures and concepts studied in class. Learning Skills Tracking - I track six learning skills in accordance with the Ontario curriculum. Namely, responsibility, initiative, self-regulation, collaboration, independent work and organization. In the past I have used Classcraft to record instances of positive behaviour and negative behaviours. Currently, I use a customized version of ClassDojo (see example on left) to track how each student is progressing in the six aforementioned areas. Parents and students can track their development by logging in to the site at home as well. Purposeful Grouping - I carefully consider how my classroom is arranged and where each individual student is located. Many factors are taken into account, including group roles, language level, personal chemistry, and academic proficiency. Sometimes, if I want to have students interacting with different peers than they usually do, I'll use the Teams app from Idoceo. Collaborative Activities - Every semester starts with icebreakers aimed at having students learn more about others in the classroom, such as two truths and a lie and people bingo. Throughout the semester, students participate in a variety of activities that feature group work, often with a kinesthetic element. Speed dating and four corners are simple activities that can be used with a wide variety of concepts that get students comfortable brainstorming, debating and collaborating. |
Extracurricular Activities
I have been heavily involved with extracurricular activities since joining DSC six years ago. Over that time, I have coached both male and female students in cross country, soccer, ball hockey and tennis. I take great pride in doing whatever I can to help develop and support our school's athletes. In coaching cross country, for example, I have practiced running with students up Mt. Parker for hills training and to Shek O Beach to prepare for running in the sand at the finals in Pui O. In ball hockey, I have facilitated the purchase of new equipment, helped organize extra tournaments, and even brought extra equipment back from Canada to help students. The results have been extremely rewarding. I coached both girl and boys teams to silver and bronze medals in tennis, while also helping one of our runners make the podium for cross country in 2015. Last year, our Boys U20 Division 2 Soccer Team also captured silver after a hard-fought battle with HKIS. In 2016-2017, our U20 Boys Division 1 Ball Hockey Team captured the banner, which was all the more impressive given that over half the team had never picked up a hockey stick before they joined. The sport continues to grow at DSC, as we just added a girls' team last year. In addition to coaching, I make an effort to help out my colleagues, my students and the school whenever possible. I volunteer at swim meets, dances, and art exhibits, and over the past two years have helped spearhead an initiative to help students prepare for the Ontario Secondary School Literacy Test, a requirement for graduation. Currently, I teach an after school math program once a week to students in grade 4-6 that focuses on reinforcing concepts learned during regular class time. |