Personal Statement

As mentioned in the video, Saturday, September 30 marks the first National Day for Truth and Reconciliation, a new federal statutory holiday. Taking into account the OCT Ethical Standards & Standards of Practice, discuss how they relate to your responsibility as a future educator to address Canada's history of residential schools. Consider what you can do to "Build student capacity for intercultural understanding, empathy, and mutual respect" (section 63, iii). Reflect on what you may need to learn or unlearn.

​

To fulfill this responsibility, I must familiarize myself with the Truth and Reconciliation Commission's (TRC) Calls to Action, particularly sections 62-65 on Education and Reconciliation. This will provide a framework for incorporating accurate and culturally sensitive content into the curriculum, as well as creating a safe space for discussions surrounding this dark chapter in Canadian history. Additionally, it is essential to consider how I can actively engage in building students' capacity for intercultural understanding, empathy, and mutual respect, as outlined in section 63.

 

This may require me to engage in ongoing professional development, workshops, and resources dedicated to Indigenous history, perspectives, and teachings. For a student to initially understand, build empathy and formulate mutual respect, it begins with recognizing the key issues that Indigenous communities experienced and connecting that terminology with their own cultural/personal experiences. This could start by defining and understanding the impact of concepts such as stereotypes, colonization, assimilation, cultural genocide, and cultural appropriation.

​

There are certain occasions where experiences cannot be simply explained in written text and it is in these circumstances where the teacher can take the extra steps to reach out to a member of Indigenous background. Whether this individual come directly into the class, or attend a virtual zoom meeting, the teacher can facilitate a discussion panel for students to understand the experiences directly from a person within the Indigenous community. In accordance with the Ethical Standards and Standards of Practice set forth by the Ontario College of Teachers (OCT), it is my ethical duty to create an inclusive and equitable learning environment that respects the diversity of students, promotes their well-being, and shares their culture, history, experience and feeling.

​

When it comes to learning and unlearning concepts of history, it begins with questioning the phrases or information that was initially taught, such as statements like “European settler’s discovering North America.” Getting students to deconstruct statements like this to explain how Indigenous communities existed before settlers arriving, is just one of the many initiatives that students can take to learn how history may be narrated in biased perspectives and that learned information should be questioned critically as opposed to blindly accepting as the fact. Furthermore, this process is not just about getting students to recognize the issues occurring within Indigenous communities but taking it one step forward to see what the government can do to address these problems by improving Indigenous social status, income and lifestyles as well as conserving their culture and history. 

 

What is the overarching purpose of assessment within the K-12 context?

The purpose of assessment is to help the students learn better to not only meet the provincial standard but also meet the needs of students. I will use assessment for learning to diagnose students' prior knowledge and help them build new learning based on that. I will use self-assessment and peer-assessment for assessment as learning to evaluate their own learning development. I will use this assessment to identify the areas they still have difficulties with and the strength they have. Then I can assist them accordingly by supporting them with more instruction or practice, or challenging them with more complex tasks to meet their own needs. I will use assessment of learning to evaluate their learning outcomes to make sure their learning to meet the expectation of provincial standard. 

​

See the lecture video minds-on for your first DLP response about measuring student achievement. Now that we are nearing the end of Foundations 1 and you've had some exposure to assessment practices, what is one assumption you had about assessment prior to starting the B.Ed. Program that you no longer carry? How has your understanding developed? 

One assumption I had about assessment prior to starting the B.Ed. Program was that assessment was mainly a way of grading students and ranking their performance. I thought that assessment was mostly done at the end of a unit or a course, and that it was mainly based on tests, projects, portfolios, and exams. However, after taking the Foundations 1 course and learning more about assessment practices, I no longer hold this assumption. I now understand that assessment is a continuous and dynamic process that involves collecting, analyzing, and using evidence of student learning to inform instruction and improve learning outcomes. I also understand that assessment can take many forms and formats, such as observations, self-assessments, and peer-assessments, and that it can serve different purposes, such as diagnostic, formative, and summative. I have developed a more holistic and balanced view of assessment, and I appreciate its role in supporting student learning and development.

​

Based on your observation days, what instances of AI application/integration have you observed, if any (this can be student or teacher use of AI)? What are your initial thoughts about students using AI in the classroom or teachers using AI for planning purposes? Remember, these are initial thoughts and will likely evolve over time so this does not need to be a researched response!

 Based on my observation days, I have observed some instances of AI application/integration in the classroom, both by students and teachers. For example, I saw some students using online tools such as Quizlet and Magic School AI to create and practice flashcards/quizzes, to check answers based on the course contents, and to create lesson plan outlines/rubrics. I think that these are some examples of how AI can enhance and facilitate learning and teaching in the classroom.

My initial thoughts about students using AI in the classroom are positive, as I think that AI can provide students with personalized learning experiences, as well as opportunities to develop their digital literacy and 21st-century skills. However, I also think that there are some potential challenges and risks associated with AI, such as privacy, security, and ethics issues, and that students need to be aware of.

Similarly, my initial thoughts about teachers using AI for planning purposes are optimistic, as I think that AI can help teachers save time and effort in making review/assessment questions, as well as provide customized teaching plans and insights, checking assignments. However, I also think that teachers need to be careful and selective about the AI tools they use and that they should not rely solely on AI, but rather use it as a complement to their judgment.

​

As I prepare for practicum, I am looking forward to learning …

I like to learn more about my students’ interests and their goals from themselves and their parents. Having a better understanding of them will make my teaching more meaningful because this information directs my planning for future teaching to them, establishing a good relationship with them, and gaining mutual trust.

I am also looking forward to applying the knowledge learned from the university to the actual classes. I wonder how successful or helpful the planning and implementation of the lesson plans and teaching strategies could be and find out what should be adjusted for more effective learning for the students or what will be overlooked. This experience is valuable for me to learn more about the next steps in my teaching career.

 

By the end of the practicum, I will work towards…(create one personal goal for yourself)

My goal is to develop more skills in classroom management. I will also research and focus on improvement for my weaknesses based on debriefing by the end of the practicum.