Reflective Analysis
For this assignment, I went back to my first post about teaching, and I wanted to see what has changed from my previous understanding and my new learning.
Thanks to the Foundations I instructor, I now understand the importance of Land Acknowledgement better than I did before. His strong, informative teaching style helped me grasp the importance of Land acknowledgement at a personal level as an immigrant and someone who sought refuge in Canada in order to provide a better life for my children. I begin to reflect and build my personal gratitude for this Land of sacrifice and pride and to its original Peoples who still live on this land and who may not necessarily recognize this country aka Canada, but what is always to be known to them as their ancestral place and origin of their heritage, Turtle Island. After 9 weeks of classes, I became more aware of how good teaching gives you the opportunity to reflect and connect with the topics on a personal level. I am now more committed to learning about the history of this country, and about the Indigenous cultures that have always been here. I am grateful for the opportunity to learn and grow through this class and for its profound impact on me.
One significant shift in my understanding has been about assessments. Previously, I saw it as primarily about grading—often through tests or quizzes focused on content knowledge. Now, I recognize assessment as a dynamic tool that promotes student learning and guides instructional decisions. Incorporating formative assessment, peer assessment, and self-reflection activities into the classroom fosters a more personalized and growth-centered approach. I now view assessment as an ongoing process that helps students and teachers reflect on learning progress rather than merely arriving at a final grade. This shift helps me see assessment as a means to encourage deeper engagement, adapt my teaching strategies to better support individual needs, and empower students to take charge of their learning.
In terms of classroom management and instructional strategies, I now see the classroom as a second home kind of community where students' diverse backgrounds, abilities, and experiences all play a role. Social learning theories emphasize the importance of collaborative environments, which I have integrated into my teaching philosophy ( Woolfolk, 2016). I believe that fostering a classroom community where students learn from one another, share perspectives, and collaborate on projects is crucial for meaningful learning. Using varied instructional methods allows me to cater to different learning styles and encourage participation from all students. Techniques such as cooperative learning, problem-based learning, and hands-on activities not only build knowledge but also promote critical thinking, communication, and collaboration.
Something I still find challenging is mastering questioning techniques and creating high-quality, thought-provoking questions. I recognize that effective questioning is key to fostering deeper understanding and engagement, but it also requires a great deal of skill and practice. Good questions guide students' thinking, encourage critical analysis, and can open up discussions that lead to meaningful learning experiences (Buchanan Hill, 2016). Crafting these types of questions, however, takes time and a good understanding of both the content and the students' current knowledge. As I continue developing this skill, I look forward to practicing and refining my questioning techniques to better support my students’ learning journeys.
Ultimately, my goal as an educator is to create a supportive, responsive, and engaging classroom that respects each student’s unique identity and learning path. I am committed to fostering an environment that encourages curiosity, resilience, and a love of learning. My teaching philosophy is rooted in continuous reflection and adaptability, ensuring that I grow alongside my students and remain responsive to the evolving landscape of education. Through these practices, I hope to empower my students not only to achieve academic success but also to develop into thoughtful, compassionate, and capable individuals ready to make positive contributions to their communities.
Reference
Buchanan Hill, J. (2016). Questioning techniques: A study of instructional practice
Download Questioning techniques: A study of instructional practice. Peabody Journal of Education, 91(5), 660-671.
Woolfolk, A. (2016). Educational Psychology (13th ed.). Pearson. 2024, https://sehthehfoundation.org/wp-content/uploads/2023/09/Anita-Woolfolk-Educational-Psychology-Pearson-International-2016.pdf