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Section Two: Teacher Candidate Background Experiences
Introduction
Getting to where I am involved a great deal of hard work, a lot of time and dedication.
Yes, I knew that I wanted to be a teacher since I was a young girl, but the path that I took to
finally pursue my dream was definitely not a simple, straight path. In this section of the
Elementary Portfolio Project, you will learn about my educational and work experiences that led
me to the elementary teacher education program at Medaille College. Next, I will discuss what I
experienced during my school observations and field work and how these experiences will help
me in my own classroom. You will also get an insight into my philosophy of education. Lastly,
this section of the portfolio will include my resume.
Educational Background and Work Experiences
Education experiences
As mentioned earlier, Ive wanted to be a teacher since I was in the fourth grade. This
came from a combination of some amazing elementary school teachers that I had, namely my
teachers from grades 4 to 6, and most importantly, from my dad. Before moving to Canada, my
dad was a math teacher in India. My dad places a very high level of importance on education and
it was him who taught me that education is the key to success. Of course, being a math teacher,
he placed extra importance on math and taught me multiplication tables at a young age. Ive
always had a love for math and loved going to school in general. In addition to this, my passion
for helping others comes from my dad. He is the most giving and generous person that I know.
He finds joy in helping others and watching them grow and become better, stronger people.
Luckily for me, I also have this natural instinct to always want to help others. At a young age,
my dad inspired me to become an educator and a lifelong learner.

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I was also very fortunate to have had some very inspiring and passionate teachers in
elementary school. My fourth grade teacher was, hands down, the most dedicated teacher that I
have ever had. She took time to know her students and build relationship with them, and their
families too. My dad was not one to come to open house or parent-teacher meetings; that was
something my mom and older brother did, but I remember specifically him attending these
events when I was in grade 4 because of my teacher. What I remember most was how organized
she was. Our days would run quite smoothly with very little classroom management issues.
Stepping into her classroom would be like stepping into the perfect classroom and I wanted to
be a teacher just like her.
In grade 5 was the first time I had ever had a male teacher. It was a bit intimidating at
first, but in no time, I saw what a great teacher he was. He was one of the most fun and
humorous teachers I have ever had. The biggest thing I remember doing in this class was reading
Hamlet and putting on a play for the whole school. We read Hamlet and practiced performing it
for months. Everyone had the opportunity to give their top 3 choices of which character they
wanted to play. Me being a shy person and not wanting to act in front of a huge audience, I chose
the role of narrator as my top choice. My teacher, knowing my potential, disagreed with me and
gave me one of the most important roles in the play, the role of the Queen. I was terrified but in
the end, everything worked out well. He was such an amazing teacher because he believed in me,
supported me and helped me do something outside of my comfort zone. As an educator, I too
want to be the teacher who teaches children to be risk takers and helps them realize their
potential.
Last but not least, my grade 6 teacher has also been very supportive. However, for him, it
wasnt until I was an adult that he inspired me to pursue my dream. I would always go back to

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my elementary school when I was in high school and university, to visit my old teachers, and he
is one teacher who I still keep in touch with regularly today. When I told him that I was in a
teacher education program, he gave me nothing but support. He is the one teacher and one person
who I can go to for anything and he does whatever he can to help me become a great educator.
The best advice he gave me was that no matter what happens in your teaching career, always be
yourself.
Fast forwarding to the end of my high school career, I was faced with having to choose
between going into a Concurrent Teacher Education Program offered at the University of
Toronto, or into their Commerce Program for accounting. After consulting with my dad, I made
the decision to go into commerce. The Commerce Program at the University of Toronto is
known to be one of their toughest programs, next to their medical program. Although it is quite
unrelated to the field of education, there are many things I learned as I did the program and after
I finished, that are helping me with my career in education. The main thing I learned at the end
of it was that teaching was definitely what I wanted to do. However, throughout the process of
getting my Commerce degree, I was able to strengthen my math skills. I was also able to develop
my critical analysis and thinking skills, time management skills, organizational skills, and
communication skills, to name a few, which will all be beneficial for me in my teaching career.
Work experiences
I have been working since I was in the tenth grade, learning how to balance my work,
school and personal life. During high school, I worked at McDonalds and quickly moved up the
ladder to become a crew trainer. In university, I had another training position at a retail clothing
store. Many people would probably not take these job experience seriously, however for me,
being a trainer actually helped me with planning, instruction, and assessment. McDonalds had a

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3 day training program and there was a lot of material that needed to be covered in those 3, short
days. It was my responsibility to ensure that all of the material was covered, and to assess the
trainees understanding, similar to what teachers do, but on a smaller scale.
After university, my first full time job was at the call center of a bank, and then I moved
to a small health care company called Leda Health Innovations. At Leda, I handled inventory
management. This involved a great deal of forecasting and planning and professional
collaboration all of which are essential skills for educators to have. This job has also helped be
become more culturally aware because I would deal with vendors and customers from around the
globe. For example, many of our vendors were from China, so I learned a lot about Chinese New
Year and many other holidays recognized in China. We exported some goods to customers in
various countries such as Mexico, Russia, UK, Dubai, Qatar, Jordan, Singapore, and Honk Kong
to name a few, so I was able to learn a bit about the different cultures and customs of people
from these countries. Teaching in Ontario means teaching students from diverse cultures,
therefore this experience will definitely help me be a culturally responsive teacher.
Lastly, as I worked at Leda, I also volunteered at an after school, supplementary
education center called Oxford Learning Center. At Oxford, each student was on their own,
individualized plan based on their needs, whether it was for improvement or enrichment. I would
work with 3 students at a time who were in different grades and on completely different
programs. I would be required to give guidance to each students and immediate feedback, all in a
short 1 to 1.5 hour session. This helped me multitask and accommodate for different learners and
these skills will assist me in my future classroom.

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School Observations and Classroom Application
During my first semester at Medaille, I completed 100 hours of classroom observations.
Most of my time was spent in 2 different classrooms in one school. The school was located in a
suburban area with students coming from medium socio-economic status families. The
classrooms were very culturally diverse and included ENL students and students on IEPs. I
observed a grade 1 and 2 split classroom for a month with a teacher whom I will refer to as Ms.
R herein, and then a grade 4 classroom for another month with Mrs. S. While I was in each
classroom, my main focus was to observe how the teachers interacted with their students, how
they dealt with disruptive behavior, and classroom management in general. This was my main
focus because I felt that this was an area that I needed to learn more about and learning about
classroom management would be more effective through observations and practical situations.
While observing the way Ms. R interacted with her students, the first thing that came to
my mind was DASA the Dignity for All Students Act. DASA (2012) says that regardless of
race, culture, gender, ethnicity, etc. treat all students equally and with respect which was
displayed flawlessly and effortlessly by Ms. R each and every day. Also, Ms. R had to deal with
a lot of minor conflict resolution situations and I would always watch and listen closely to how
she interacted with students who were not getting along. The students slowly started coming to
me with their problems too and at first, I was having difficulty dealing with these situations.
When I asked Ms. R for advice, she began by explaining to me that children in grade 1 and 2 are
really into themselves and cannot always tell the difference between an accident and an
intentional conflict. Right away, I thought of Piagets Stages of Cognitive Development. These
students would fall under stage 2 pre-operational because their thinking is still egocentric
(Piaget & Inhelder, 2008). I am glad that I was able to make this connection because it helped me

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understand the meaning of that developmental stage better. Experiencing what a child is like in a
certain stage is much more helpful than simply reading the theory and now I understand why
young children are always tattling on each other. One of my goals was to actually improve my
conflict resolution skills. Observing Ms. R deal with these situations on a regular basis and
having to deal with some myself has made me more confident in dealing with these situations in
my own future classroom.
Working with and observing Ms. Rs class was very informative. Ms. R was very
respectful and always emphasized good mannerisms and as a result, the students returned the
respect and manners. In the case students forget how to be respectful; Ms. R posted a list of
rules and expectations on the wall. This list was formed together by Ms. R and the class at the
beginning of the year and each student signed it. The class also had a Golden Rule which was
to treat others the way you want to be treated. I will definitely apply this strategy and
collectively make a list of rules and expectations with my students, and right from the start. This
worked very well for Ms. R and is a very effective way to manage the classroom because it gives
the students a sense of accountability. This best practice can be applied to deal with conflicts and
disruptions in the class. Whenever there is disruptive behavior or conflict, I can refer back to the
list that each student signed. It also ensures that students interact with you and with others
respectfully.
When working with children, I can also apply the Golden Rule strategy along with the
list. This too will help dealing with conflicts and disruptions and will ensure that students treat
you and their peers with respect. As educators, we all know that time is of the essence, and
applying these strategies will assist with having more time dedicated to instruction, which will

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make my students experience much more meaningful. Lastly, just like Ms. R, I too will interact
with students in a positive, respectful manner and be a positive role model for them.
Dealing with disruptions is a very important to skill to have because disruptive behavior
can take up a lot of teaching and learning time which is why it is important to know how to deal
with it effectively. One best practice Mrs. S used was keeping a student profile. She had a chart
with every students name on it along with anecdotal notes she had made throughout the year
about each student. The comments were related to how the individual student learned, how the
student acted during certain activities, who the student worked well with, and so on. She also
knew the students families well and kept in touch with them. For example, Mrs. S regularly
communicated via phone with the mother of one student who had trouble getting and staying on
task and who constantly distracted others. Mrs. S was great with dealing with disruptions
because she knew her students and families very well.
The best way to improve the way you teach is by knowing how your students learn. This
relates back to Gardners idea of individualization (Gardner, 2011). We must learn as much as
we can about our students in order to accommodate for them as best as possible. I can apply Mrs.
S best practice of keeping student profiles in order to keep track of what I learn about my
students. This will help me determine what works best for them. I would however, keep actual
folders of each student separately and not all on one chart as I feel like that would help me stay
organized. I would also make them more like portfolios and keep other things in them such as
student work samples. These portfolios could be used to communicate with families as well
during parent-teacher meetings for example. I can also use this best practice by teaching it to my
students. I would encourage them to keep portfolios of their own work and achievements and to
also keep a journal. This will teach students to know and become aware of themselves. These are

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things that everyone should be doing as they grow, and it is best to get students started on this at
a young age. If your students know themselves, it makes it easier for them to express themselves,
which in turn can help you as a teacher know them better
Along with knowing her students, Mrs. S also placed a very big emphasis on having
respect for yourself and others. If students were being disruptive, she would always directly or
indirectly talk to them about respect. For example, during carpet time one day, a student was
being disruptive, so Mrs. S told him to leave and sit at his desk and said youre not helping us
learn. She didnt raise her voice, instead gave a valid reason for why he had to leave. She didnt
simply say, Youre being disruptive, you need to leave, she made the student realize that his
actions were affecting everyone around him. So by letting the student know that he was
disrupting other peoples learning, he realized that what he did was disrespectful. He came back
later when he saw everyone having fun and learning and was behaving much better. I believe
that teaching students about respect is extremely important because healthy relationships are
built on respect. As an educator, giving and teaching respect will result in receiving respect and
an overall pleasant and welcoming classroom environment.
Observing both Ms. R and Mrs. S was a very instructive experience. They both had
amazing classroom management skills and best practices that I can apply in my future classroom
which will help create a positive learning environment. This will also ensure that more time is
dedicated toward learning so that students will have meaningful learning experiences in my
classroom.
Philosophy of Education
Below is my philosophy of education which discusses the role of the school, the
curriculum, learning, the learner, assessment, classroom management, and the teacher.

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The School
We often hear the saying it takes a village to raise a child, which holds true especially
in a school setting. Aside from a childs family, their school and the schools teachers, principals,
administration, and staff play a huge role in raising a child. This village of people, thus the
school, are the childs support system. The goal of the school is to teach skills, help children
develop human intelligence and, encourage personal self-definition. The school should not try to
set or influence policies, but rather prepare students to become moral, ethical, and valuable
members of society. The school must understand and be able to cope with changes in society.
Schools need to adapt to changes and also teach students to adapt to change because they must
recognize and understand that change is real.
The Curriculum
In order for schools to meet their objectives of teaching skills and preparing students to
be the best members of society, the curriculum must be reflective of these goals and objectives.
The goal is for students to be well versed. To make this happen, students must learn the core
subjects and skills such as reading, writing, math and science, but there must also be a focus on
health and physical education, and teaching morals and ethics. Students should also be provided
with the option to explore the arts and music. The curriculum must also include and focus on
teaching students about money and finance and home economics/family and consumer sciences.
These are crucial subjects for students to prepare for the real world. This type of allencompassing curriculum will ensure that students are well versed and prepared to be valuable
members of society.
The curriculum must be structured in a way that provides meaningful learning
experiences for students. For this to happen, the curriculum must encourage active learning

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where students learn through experiences, inquiry, and projects. The curriculum must also be
structured in a way that develops students critical thinking skills. The best way to do so is to
implement Blooms Taxonomy into curriculum goals and objectives to ensure higher level
thinking (Anderson & Krathwohl, 2001).
Learning
Along with curriculum comes the topic of delivering the curriculum and how learning
should occur. In order to develop critical thinking skills, learning should involve inquiry and
problem solving. This ties closely to the thoughts of John Dewey who was an advocate and
believer of problem solving and the scientific method (Dewey, 1910). Problem solving, dealing
with new situations, and making critical decisions are all things related to real life and will help
prepare children for adulthood. Learning should also involve cooperation and group work. This
is another thing that Dewey encouraged as he believed that it enhanced social intelligence, which
again, is very important in the real world (Dewey, 1910).
One best practice that is important in delivering instruction is using the spiral approach
where students build on prior knowledge. This approach is crucial as it makes the learning
process much more meaningful. Building on prior knowledge and relating new knowledge to
prior knowledge helps retain information better, which is exactly what we want our students to
do. Another best practice that should be used in the learning process is the Gradual Release of
Responsibility Model. This model involves scaffolding instruction to get students to ultimately
work independently (Fisher, n.d.). The learner first watches how to solve the problem, then tries
working through the problem in a group setting, and then has the skills to tackle the problem on
his or her own (Fisher, n.d.). Both best practices make the learning process meaningful for
students.

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It is also important to recognize that learners will be diverse, therefore learning should be
diverse. Instructions must be delivered using a variety of methods to accommodate for different
learners and to incorporate different learning styles, as discussed by Howard Gardner. Each
student is entitled to receiving the best and equal education, which can only be done if we
diversify our instructions to reach every student, or as Gardner (2011) would say; to pluralize. It
is also important to recognize that everyone learns at different paces, therefore differentiation of
instruction and learner accommodations are also necessary. Using technology in the classroom is
a great way to integrate different learning styles such as audio, visual, and kinesthetic learning to
name a few. Integrating technology in instruction is also a great way to keep students engaged,
and thus, motivated.
The Learner
It is very important to know the learners and be aware of their needs, interests, nature,
strengths, and weaknesses in order to provide the best learning experience possible. This is what
Howard Gardner (2011) refers to as individualizing. As mentioned above, learners will be
diverse. Everyone, no matter what race, religion, culture, gender, sexual orientation, disability,
and socio-economic status, has the right to an education. Everyone will be coming from different
walks of life, therefore knowing your students are crucial. All learners also have the right to learn
in a safe, welcoming environment. Also, all necessary accommodations are mandatory for
students with special needs to ensure equality.
Learners should play an active role in the learning process and their education as a whole;
students should not simply be fed information. This means learning is student centered. Learners
should also have autonomy and choice in terms of what they learn. Their interests should be
taken into consideration as this will give them a sense of empowerment, which helps keep

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students motivated. Playing an active role in their education and learning what interests them
will also promote lifelong learning, which is the ultimate goal. We must encourage students to be
lifelong learners and show them the power of knowledge.
Assessment
The purpose of assessment is to gauge the learners understanding of the concepts and
curriculum being taught. Assessment should be used by both teachers and learners to help them
grow. Students should be encouraged to use their assessments to identify their strengths and
weaknesses and understand where they need to improve and understand what skills they should
continue with. Teachers should also use students assessment for this purpose, but they should
also use the assessments to determine which teaching practices are working well and where their
teaching can improve. This is in line with the thoughts of McTighe and Ferrara. In their article
Performance-Based Assessment in the Classroom, they state that the primary purpose of
classroom assessment is to inform teaching and improve learning, not to sort and select students
or to justify a grade (McTighe & Ferrara, n.d., p4.).
Also, assessments should be ongoing, and both formative and summative. Students
should be assessed based on their assignments, teacher observations and notes, and projects. In
other words, standardized test should not be used as a form of assessment. We must take into
consideration that all children develop and learn at different paces. Therefore, they should be
assessed based on their own ability to grasp knowledge, and not based on what governments and
society think they should know.
Classroom Management
Good classroom management starts with outlining expectations and classroom rules from
the beginning. According to Marzano, Marzano, and Pickering (2003) rules and procedures are

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one of the general components for effective classroom management. Students must be aware of
what the teacher expects from them from day one. Instead of simply dictating rules and
expectations, teachers should get students involved in the process of making classroom rules. If
teachers and students work collaboratively to develop and set classroom rules and expectations,
it will give the students a sense of empowerment. It will also promote accountability because if
the student misbehaves, the teacher can always refer back to the rules and expectations that were
set out with the help of that student. It is also very important for teachers to emphasize respect
and responsibility both for ones self and others. A respectful classroom is a productive
classroom.
The Teacher
The role of the teacher is to be a mentor and a facilitator of student learning. As mentioned
above, learning should be student centered, therefore the teacher should engage in mutual
learning experiences with the students, not simply stand and lecture. The teacher is also a role
model of moral, ethical, and positive behavior inside and outside of the school. It is important for
teachers to be kind, caring, and nurturing to develop a bond with the students at a professional
level. This means they must also express interest in the student and what the student is learning.
Of course, with the diversity of students, it is essential for teachers to be culturally responsive. It
is also important for teachers to be approachable so that students feel comfortable and safe in
their learning environment. Not only do teachers have to be approachable for students, but they
need to be approachable for parents and colleagues.
Teachers should have regular communication with parents and encourage parents to be
involved in their childs education, as they are one of the most important members of the childs
village. Professional collaboration with colleagues is also encouraged in order grow and

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improve teaching. Lastly, in terms of educational background, teachers must be well-rounded,
have at least an undergraduate degree which specializes in education with the necessary
certifications. They must be reflective and always looking for ways to develop professionally, to
grow and to improve, in other words, be lifelong learners. Students cannot be encouraged to be
lifelong learners if teachers arent doing the same.

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Resume

Below you will find my resume which outlines some of the experiences discussed above.
You will get an insight into what my responsibilities were for various employers which consists
of diverse experiences that are not limited to just the field of education. My resume is a very
important document which represents the long path I have taken to get to where I am today. It
outlines the hard work I have devoted and development that I have undergone to fulfil my dream
of becoming an educator.

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KOMAL GIDDA
komalgidda@gmail.com (C) 647-404-5407
PROFILE
x Proven leadership skills with outstanding analytical, problem-solving and people skills
x Comprehensive knowledge of Microsoft Office, Smart Software, and Smart Board
technology
x Demonstrated effectiveness working independently or as a team player
x Outstanding organization and planning skills
x Accomplished facilitator; able to coordinate multiple and complex projects
x Excellent communicator; interact effectively and professionally with all types of
individuals
EDUCATION
Medaille College
Present
Working towards obtaining a Master of Science in Education
x Elementary Education

January 2015 -

University of Toronto
2012
Graduate of Bachelor of Commerce
x Major in accounting and economics
WORK EXPERIENCE
LEDA HEALTH INNOVATIONS INC.
March 2013 Present
Inventory and Logistics Manager
x Responsible for reviewing monthly sales by product to determine companys inventory
requirements
x Place needed stock orders with suppliers/manufacturers in coordination with freight
forwarders and customs brokers to ensure goods arrive in a timely manner
x Responsible for maintaining healthy inventory levels to ensure customer order fulfillment
x Control movement of inventory between Canada and US warehouses
x Organize logistics and documentation of export sales
Accounts Payable Analyst
x Post vendor invoices and ensure proper allocation of expenses
x Analyze and reconcile unbalanced vendor accounts
x Coordinate payments to freight forwarders and suppliers/manufacturers as per stock
orders placed
x Assist and participate in period end ad-hoc projects as required

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BMO FINANCIAL GROUP
August 2012 February 2013
Customer Contact Agent
x Consistently provide exceptional customer service by responding to customer requests
and manage transactional banking needs promptly, courteously, knowledgeably and
professionally during inbound customer conversations
x Deliver a great experience for each client by proactively listening to needs and offering
solutions to meet their financial goals
TOMMY HILFIGER
December 2009

February 2008

April 2010 July

2012
Head Cashier
x Responsible for managing junior cashiers and their day-to-day scheduling
x Trained new cashiers
x Assisted customers in completing their purchases by processing cash, debit and credit
transactions
x Processed refunds and/or exchanges for customers
x Opened and closed cash registers and took out cash deposit at day end to balance
registers
x Conducted internal audits
MCDONALDS RESTAURANT
August 2005 October 2007
Crew Trainer
x Conducted 3 day training sessions for new hires in customer service , debit/credit and
cash transactions
x Provided exceptional customer service to customers by preparing their orders in a timely
manner
x Implemented a system of selling to help consistently meet aggressive sales targets
COMMUNITY EXPERIENCE
Conestoga Public School
February 2015 April
2015
Teaching Assistant
x Assisted grade 1/2 and 4 classroom teachers with daily lessons and activities
x Assisted ENL students with reading and writing
x Assisted students on IEPs with math work
Oxford Learning Centre
March 2014 September
2014
Teaching Assistant
x Provided assistance to teachers with keeping students on task

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x
x

Assisted students from grades K-8 with completing Oxford work in reading, writing, and
math
Assisted students from grades K-8 with homework from school in all subjects

South Asian Alliance

September 2010 April
2012
Executive Team Associate
x Forecast financial budgets for upcoming events
x Promote and market the association to students in order to increase awareness
x Coordinate meetings with alumni colleague members from associate universities
REFERENCES
References Available Upon Request

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Conclusion
Section Two is a significant part of the Elementary Portfolio Project as it is meant show
my background, experiences and beliefs. In this section, you were able to learn about my
educational and work experiences that led me to the elementary teacher education program at
Medaille College. I also discussed what I experienced during my school observations and field
work and how these experiences will help me in my own classroom. You also get an insight into
my philosophy of education. Lastly, this section of the portfolio included my Resume.
As you can see, my journey which led me to the teacher education program at Medaille
College was definitely not a straight path. With teaching on my mind since the fourth grade, I
took a detour and decided to explore the business world after high school. Though unrelated to
the field of education, I developed many skills while getting my Bachelor of Commerce and then
working in the accounting field that I can bring into a classroom to improve my teaching.
Through numerous hours of classroom observations, I gained new skills, especially those related
to classroom management, which I can apply in my future classroom as a competent educator.
Next, you were able to get an insight into my theoretical influences which were outlined
in my philosophy of education. Lastly, the section concluded with my resume which highlighted
my educational background, work experiences and volunteer experiences that I currently possess
and that have helped prepare me to become a professional educator. The next section of the
Elementary Portfolio will display the pedagogical evidence to show my preparedness for being a
professional educator.

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