Reflection: Research To Practice

As I close my eyes and drift away to a land where there is love, health, peace, and blessings. I wanted to take the time to think and reflect. 

     The truth is that I was taking the time to think about my recent teaching experiences within in the classroom environment. I find that our experience is more like a journey, it is a journey together with the students, who I am learning from, and who are learning from me. This is the foundation of my teaching philosophy. Anytime I walk into a classroom to formally teach, you will hear me say these two sentences:  

"I am learning from you, and you are learning from me." 

"When I am talking you are listening, and when you raise your hand with the desire to speak we are all listening." 

     These two sentences are intended to assisst with the facilitation of a horizontal learning structure, rather than the vertical that arrives from traditional models, where the teacher is seen as the authoritative figure. It is to acknowledge that even though I possess more knowledge of the subject matter than the students, it is to say that I myself am still capable of learning, as learning is continuous, learning never ends. And I can learn from the students as well. As educators we want to show students that we care, that they can trust us. This can happen when we bring ourself to the level of the student. Now I am not saying that there will not be times where authority is needed, I am saying there must be a gentle balancing of roles in the classroom.  

Reflection:
​     I have really enjoyed our students, because I have seen first - hand the values of the impact. This is not just upon the learning, but also upon improved behaviour, and it truly humbles me when a student says: "Miss, I wish all teachers were like you." :) During my teaching time, I have to say: teaching the subject matter is probably the easiest part of the teaching day. I will produce visual aids, that act as prompts for myself, and also to help students remain attuned to my voice, when delivering the knowledge. With this framework I am able to appeal to multiple learning styles. 

 Time - In Concept:
   
​     What I did see within my first few days was behaviour issues. This did not bother me, because I find it rewarding to work with students who are at risk, or need more guidance. This is where I have seen significant impact. You see, I don't believe in a punishment system. It is absolutely out - dated. When a child / student is acting out, it is not a time to turn the student away  - it is actually a time that the student needs the most attention. These thoughts are related to the concept of time - in. This concept is how I manouver classroom  behaviour management. As educators we must understand that turning students / children away not only hinders learning, but also breaks trust. Trust is absolutely crucial and vital for the learning relationship. Once trust blooms, the possibilities are endless, you will see the results. 

     Below are some key ideas from the Time - In concept. I learned these in my first year of teaching education at York University, Toronto. These ideas are from the book by Dr. Otto Weininger, who taught Clinical Child Psychology at University of Toronto, Toronto. The following is a basic overview of this concept that can be applied to the work of teaching and learning. 

Dedication: These thoughts are dedicated to students, never stop dreaming. I am very grateful and honoured to be able to share my learning and put research directly into practice. My thoughts to share with love & kindness! :) 

Notes: These thoughts were originally hand - written on May 6th, 2017
Image 1 - Web Link
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Reference
Weininger, O. (2012). Time - in Parenting. ON: Toronto: Rinascente Books