Section 5: Teacher Candidate Reflection

Introduction

Putting this portfolio project together had led me to many surprises and realizations. In

this section, this is exactly what I will be discussing. At the end of a journey, it is important to

look back to see how far you have come and how much you have learned. As I come closer to

the end of my teacher candidate journey, this reflection will help in me becoming aware of

everything I have learned and how I can use it in the classroom. Reflection is also a way of self-

critiquing because it encourages us to look at our work from a perspective that we may not

otherwise. When we are so engrossed in building or creating something, it becomes difficult to

look at the thing as a whole with all its parts put together. This section provides the analysis I

was able to perform on my portfolio after stepping away from it and looking at as a whole. This

reflection is not just limited to this project as I have also been able to think deeply about how far

I have come since I decided to become a teacher. Self-reflection is the key to the kind of self-

awareness that is needed for self improvement. As a teacher candidate, this ability to self-reflect

is important because one has to know that there is always room for improvement and that this

improvement begins with ourselves.

In this reflection I aim to make connections to the areas a teacher candidate must be

competent in such as planning, instruction, assessment and others. I will also make references to

the Medaille College Department of Education TEAC/CAEP Claims. These claims state that

Medaille College graduates: know the subject matter in their certification area; meet the needs of

diverse learners through effective pedagogy and best teaching practices; and are caring

educators. I believe my experience inside and outside of this program have helped me grow into

a strong individual and teacher candidate. With the knowledge I have gained, I am excited to step
into the classroom where I will be able to support and mold my future students. I look forward to

fulfilling my role as a teacher as best as I can with the right intentions.

Portfolio Project/Teacher Education Learning Experiences

Upon learning about the work and criteria involved in creating this portfolio, initially I

felt overwhelmed. I was very unsure about whether I would be able to relay my readiness

effectively. As I began putting this portfolio together I started to realize that I have come such a

long way in the journey of becoming a teacher. From the very beginning of my time in the

Masters of Education program, I was taken aback by the knowledge and practice required to

become a good teacher. Perhaps the biggest surprise was learning about the different education

theorists and their theories. Benjamin Bloom, Jean Piaget, Howard Gardner and Lev Vygotsky

were names that I had not heard of before. Finding about the works of these individuals and

discussing their theories with my classmates opened my eyes to a sea of information that I

undoubtedly needed. From Vygotsky I learned about scaffolding and how support for students

should reduce with time to help them become more independent (DOE Claim 2: Pedagogy and

Best Teaching Practices). Gardner’s theory taught me that students learn in different ways

therefore instruction and assessment should reflect this diversity as well (DOE Claim 2:

Pedagogy and Best Teaching Practices, DOE Claim 3: Caring Educator). Each theory is now part

of my teaching arsenal and all the theorists are now ‘attorneys’ because I can always rely on their

works to support my teaching practices. My educational philosophy and general outlook on

teaching have been significantly influenced by the written works of various professionals in the

field. While making this portfolio I was happy to see the numerous references I have made to

important theories/theorists in the sections before this and my chosen artifacts. Being able to
reference these in my work shows that I have not only understood them, but also that I can use

them to guide my planning and analysis.

As a volunteer with a Science outreach program, I was able to gain some in-class

experience before beginning this teacher education program. After listening to my professors’

and classmates experience I realized that there was so much I had yet to observe and prepare of.

Learning about Adverse Childhood Experiences (ACEs) made me aware about the trauma and

difficulties many students go through in their young lives. For a child who faces neglect or abuse

at home, the classroom can be a safe place where they can experience the attention and support

they deserve. Students who have been affected by trauma, violence or poverty carry a burden

with them which they do not know how to unload. Berating such students for their misbehavior

or lack of understanding only increases the weight of this burden further putting them at risk of

completely giving up. Caring for students is not just saying good morning to them or giving them

prizes; caring means to be aware and mindful of the burdens students are carrying so that you

can help improve their state rather than worsening it (DOE Claim 3: Caring Educators). During

my field observations in this program, I came across students who very visibly distressed and

would often have large reactions to seemingly small comments or instructions. These reactions

always caught me off guard but instead of focusing on the reaction, I started to focus on the

reason behind the reaction. This way I was able to handle these situations in a calm manner

without assuming that the student has a problem with me or my teaching. While developing this

portfolio I had the chance to share my classroom observation experiences. When I was deciding

what to share I realized that my outlook on student behavior had changed drastically.

Experiences that I thought were negative before, I now consider positive because they all taught

me something I wouldn’t have learned otherwise.

through the Dignity for All Students Act (DASA) seminar as well as the Child Abuse and School

Violence Workshops. As much as I wish that bullying and harassment were not a common

occurrence in schools, I know that I may have to face these situations at some point in time. After

going through the DASA seminar I feel I have the appropriate training to recognize, respond and

report such events of bullying and harassment (DOE Claim 3: Caring Educators). The Child

Abuse and School Violence workshops were difficult to go through because they included lots of

startling statistics. I was surprised to find that cases of abuse and violence are so widespread and

yet so many of them are overlooked daily. As hard as it was to read the statistics and stories in

these workshops, I understand that I need to be aware of them as a teacher candidate. When I

step into the classroom, I have to be extra cognizant of the adverse situations the students might

be facing inside and outside the classroom.

At the beginning of my teacher candidate journey, an aspect of teaching I was concerned

about was whether I could design lessons that were interesting, useful and engaging. In my

classroom, I want students to know why they are learning something and also have fun while

learning it. During the first semester in this program I had the opportunity to design a lesson plan

and a learning segment. For the lesson segment I chose the subject of Science and designed three

lesson plans on the topic of Energy and Energy Conservation (DOE Claim 1: Subject Matter).

This was the first time I was able to use curriculum standards in my planning and it really was a

great experience. The curriculum standards which initially alluded me are now my biggest

resource because they tell what exactly my students are expected to know by the end of the

particular grade. From my professors and peers I learned about the various instructional

strategies that I can use, in alignment with the standards, to create an environment where
students are learning subject matter and developing life-skills. Apart from direct instruction,

strategies such as Jigsaw, learning centers, Socratic seminar and word walls are now all part of

my teaching tool kit (DOE Claim 2: Pedagogy and Best Teaching Practices).

This lesson plans and learning activities I created also helped me become more aware of

students with exceptionalities and how I can support them through modifications and

accommodations (DOE Claim 3: Caring Educator). Having never seen an IEP before this

program, I am now equipped with the tools to analyze one and determine the appropriate

supports using it. Not only this, I learned how to consider the needs of students who are learning

English as a new language. Providing these students with a quality education is not just giving

them translations or making them memorize English words. Instead, helping them connect with

the curriculum and encouraging them to use their prior knowledge is how these students should

be supported (DOE Claim 2: Pedagogy and Best Teaching Practices). While choosing artifacts to

include in this portfolio, it made me proud to see that most of the works I had created involved

consideration of students with unique needs. My biggest concern in regards to working with

these students was that I did not want them to feel excluded from the general classroom

environment. After learning about IEP’s, accommodations, modifications and co-teachers I feel

confident that I can fully support these individuals.

A lot of what I have learned about teaching did not become apparent to me until I started

developing this portfolio. As I began writing about myself and my journey, the difference

between my knowledge before and now became increasingly evident. Sharing my work and

educational experiences in the earlier part of this portfolio helped me see how valuable all my

experiences have been and that all along I was meant to end up in the teaching profession. While

trying to decide which artifacts to include in this portfolio, I was initially very confused. I soon
realized that this confusion was actually a good thing because it meant that I had so many great

artifacts to chose from. The lesson plans, activities, and presentations I have created during this

program are some of my best works because I made these without worrying about the grade or

appreciation I would get. All my effort and dedication was driven by the interest and passion I

have for becoming the best teacher I can be. Developing this portfolio also helped me see that

curriculum and professional standards are crucial in guiding my instruction and pedagogical

practices. Apart from the care we have for students, these standards are also something that

connect me to other teacher candidates and teachers.

Putting this portfolio together has also shown me that I am much more creative than I

give myself credit for. I was also worried about being ‘boring’ or too ‘by the book’ in my

teaching and general demeanor. After looking at back at the works I have created and the way in

which I have carried myself throughout this portfolio, I can easily identify the creative side of

my personality. Through the course of this program and the development of this portfolio I have

grown as a person and as a teacher candidate. Many of the concerns that I had at the beginning of

my journey have now been replaced by appropriate training and knowledge. This portfolio and

its contents will remain an important part of my journey and will serve as a reminder about

everything I have learned so far and everything I have yet to accomplish.

Readiness to Become a Teacher

What I imagined about being ready to teach is very different than how I actually feel.

When you are student, you don’t think a lot about the effort and time that goes into designing a

lesson or planning an activity. The more I started to learn about the teaching profession, the more

respect I started to have for all the teachers I have had, and will have. I feel so fortunate to be
part of a group of individuals who are so dedicated in helping children become the best they can

be. Coming into the Masters in Science Education program, I was quite comfortable with subject

knowledge, using technology and being a good listener. As I approach the end of this program, it

is a pleasant surprise to see how many more things I am comfortable with, or even excel in. An

aspect of teaching that I now see as my strength is planning. This includes lesson planning, and

planning for time in general. The lesson plans I have designed thus far have spanned various

subject areas and are meant to be suitable for students from different backgrounds and diverse

learning needs. Positive comments from my professors and peers regarding these lesson plans

have helped me become more confident in my planning abilities. Since this type of lesson

planning is integral for an elementary classroom teacher, I feel that it shows my preparedness to

take on this role.

Another strength I believe I have is in the area of culturally responsive teaching. When I

moved to Canada with my family as young girl, the classroom environment was drastically

different from the one I was used. In this new environment I faced many challenges in terms of

communication and fitting in. Even though this was a difficult experience, it made me aware of

the extra supports students need when they are not very familiar with the English language or are

used to classroom expectations that are very different. Thus, when I plan instruction I try to be

mindful of students’ backgrounds especially as it relates to the topic at hand. After taking the

Culturally Responsive Pedagogy course and the DASA seminar in this program, I was able to

learn about specific strategies I can use in my teaching to create an immersive and culturally

vibrant classroom. My personal experience combined with the knowledge I gained as a teacher

candidate have helped me become a considerate individual. I feel that this is important in terms
of my readiness to become a teacher because I am both prepared and excited to use these

considerations in my future classroom.

As mentioned earlier, learning about the curriculum and professional standards greatly

expanded my knowledge regarding effective instruction. We live in a time where there are

standards for technology use, literacy instruction and for supporting students with

exceptionalities. The artifacts I shared in Section Three aligned with many of these standards

along with the Professional Standards identified by New York State and the Province of Ontario.

Lessons and instruction should not just be based on the preferences and comfort level of the

teacher. The various standards ensure that I am teaching students everything they need to learn

while doing it in a way that is safe and ethical. Being able to use these standards and analyzing

them in regards to my chosen artifacts shows my understanding of them. This understanding has

contributed significantly to my readiness in becoming a teacher because it helps me remain

accountable for what goes on in my classroom.

An aspect of teaching that I personally find important is collaboration. This includes

collaboration between teachers, teacher and student, and between students. Being a responsible

team member and making valuable contributions towards attaining a common goal are skills

everyone should have. During the course of this program I have been able to work closely with

my professors and other teacher candidates in my cohort as well. Interactions with these

individuals has taught me that there is so much we can learn from each other. In my classroom a

goal of mine will be to help my students develop their teamwork and communication skills. With

the group-work strategies I have learned, I feel that I am ready to become a teacher and achieve

this goal.
 Ever since my first day in this teacher candidate performance, I have felt my confidence

gradually increasing. While developing this portfolio this confidence has further increased.

Looking back at my artifacts reflecting on my past experience have made me sure about my

decision to become a teacher. Any doubts that I had regarding my knowledge and abilities are

have now been replaced by the conviction that I am prepared to take on the role and duties of a

teacher. As sure as I am about my skills, I am also aware that I have much more to learn from the

experiences I have yet to have. Each student I will have the opportunity to teach will teach me

something in return. I am looking forward to the exchange of knowledge and ideas I will get to

participate in with my future students. I am certain that my passion, intention, and growing

knowledge have prepared to become the best teacher I can be to support students in reaching

their full potential.

Conclusion

An important reason for why I can claim my readiness to become a teacher is because of

the reflection I have been able to do on my experiences and works. This reflection has helped me

recognize the change that I have gone through in my journey as a teacher candidate. The

mistakes I have made and the lessons I have learned have all shaped me into the teacher

candidate I am today. Regardless of the profession one is preparing for, being able to analyze and

critique your own work is an important skill. If I chose to overlook my shortcomings then I will

never be able grow and improve myself. This section of the portfolio gave me the opportunity to

take a closer look at the trajectory I have followed ever since becoming a member of this teacher

candidate program. With the Medaille College Department of Education TEAC/CAEP Claims in

mind I have been able to work on my weakness and further build on my strengths. Educational
theories of individuals like Lev Vygotsky and Howard Gardner have become a major influence in

my thinking and planning. These theories, along with the awareness that different students may

have unique needs based on their past or present situations has helped me become a more caring

individual.

In this section I also discussed my readiness to become a teacher. The artifacts I have

shared in the earlier part of this portfolio all speak to my understanding of planning, instruction,

assessment and learner diversity. The connections to curriculum and professional standards I

have made using these artifacts help show the knowledge and respect I have for these standards.

I believe that I am prepared to step into the classroom as a teacher and am ready to continue

learning and growing in this profession. I am looking forward to becoming a partner-in-learning

with my students and to help them become well-equipped, considerate individuals. As this

section regarding my reflection comes to an end, the next section will include a teacher candidate

interview video where I will showcase my skills and answer important questions regarding my

readiness.