My Teaching Philosophy & Pedagogy
There are Four main philosophies/pedagogical practices that are essential within my classroom. As relationships are central to my teaching pedagogy, the subsequent philosophies/pedagogy practices can all relate to relationships within the classroom. These practices and frameworks make up who I am as an educator and the type of classroom I intend to create.
- Trauma-Informed Teaching:
“Trauma-informed pedagogy, rooted in the theory of trauma-informed practice, reminds us that stress can impede the ability to process information, make choices, and stay focussed. Ultimately, it’s more difficult to learn (and to teach) when your brain is already overwhelmed with survival, including daily tasks that used to be completely mundane” (Joudrey, 2022, para 4). I identify myself as a trauma-informed educator. Building a classroom environment that feels safe for learners, is trustworthy, gives way to choice, and empowers young people while recognizing that we all have different life experiences is important. I set healthy boundaries and limits in the classroom along with routines, but ensure my reactions do not go to anger or yelling when issues arise. I also do my due diligence on the materials and content I bring in; I think about what effects it can have on all learners. Trauma-informed teaching can also come in simple ways; if a child walks in late, rather than demanding their late slip, I greet that child with a “welcome, I am so happy you are here.” Being trauma-informed is all about continual learning and working to find how I can best support all learners in feeling safe and secure within my classroom.
- Incisive Teaching
Something that I value profoundly is inclusion within education. Inclusion will look different in every classroom, as the students and their needs will differ. My main goal is to present the learning content in various methods to meet all learners’ needs. It is always good to assume that at least 1/10 students will have some form of exceptionality. With this in mind, my lessons strive to evoke different senses and give opportunities for choice in how students share their knowledge. For example, if I was teaching emotions and wanted students to write/talk about a time they were happy, I may have a journal-like writing page for students to fill out, or they could do a tape recording, or create a comic strip about their experience. Creating a learning environment that fosters success and a sense of pride in all students is crucial. When creating an incisive learning environment, it is also important to set standers of respect and care for all students as a classroom norm. Inclusion is all about making people feel welcome, seen, and supported by teachers and peers.
- Education for Reconciliation Pedagogy and Teaching
As a white settler who is situated as a learner and educator on Treaty 4 land, bringing Truth and Reconciliation to my classroom is essential. As part of the next generation of teachers and learners in Canada, we must teach for reconciliation, acknowledging past harms, specifically residential schools. I try hard to bring perspectives and teaching that are authentic and appropriate. I have strived to create relationships with Indigenous Elders and Knowledge Keepers as both an educator and person. I am constantly on a journey toward Reconciliation. I am committed to the original intentions of the treaties “as long as the sun shines, grass grows, and river flows” (Cardinal & Hildebrandt, 2000). In my Classroom, I try to apply the Plains Cree dialect where possible. Additionally, I try to highlight various resources and books written by Indigenous authors. I often try to connect to Indigenous ways of knowing and learning in multiple subjects, from health to social, literacy, math, and art. One of the most important things is that Indigenous content and TRC is not just a check of something I cover once a year on a list. Teaching for TRC is ongoing and continual. I am deeply committed to this in my future classrooms as both a teacher and learner.
- Experiential Learning Pedagogy and Philosophy
Something fundamental to me as a future educator is providing opportunities for experiential learning or learning by doing. For the experience to be successful, a form of prior knowledge must take place for students to recognize the why in the learning experience. Experiential learning is most valuable because it can reach all learners. Experiential learning can be used in every subject, and I always plan my units around at least 3-5 experiences. How experiential learning looks will differ depending on the grade level and subject. I find that outdoor learning can occur in any subject. For example, music outside, making songs with sticks, a science scavenger hunt, or a measuring math lesson outdoors. In addition, I always love experiments for STEM units as it gives way to understanding how and why a certain process may occur. In my grade 2/3 internship class, I had us participate in a pumpkin investigation with lots of hands-on learning for each student. In literacy, I also incorporate an experiential aspect. Most notably, story workshop was a great form of experience and hands-on learning within writing. I also love taking students on field trips (when possible) and know these learning opportunities are often of great value. Ultimately, learning by doing or experiencing invokes many senses, and through this, there is a way to reach almost all learners.