Section Two: Teacher Candidate Background Experiences

Introduction
Section two of my portfolio will focus on my experiences that are relatable to the teaching field.
In this section I will discuss my personal background of educational and work experience as well as
observations that I have made in fieldwork and teaching experiences. This section will also include my
philosophy of education which I think is very telling of the type of teacher that I would like to be.
Teacher Candidate Educational Background and Work Experiences
I am currently in the process of obtaining my Masters degree in Elementary Education at
Medaille College having already completed a bachelors degree and secondary school diploma as well. I
think I can say that I have attended school for the majority of my life. I have had many educational
experiences from split grade classes to online classes to distance education via correspondence mail as
well. Thus I feel that my educational experience is well rounded and encompasses the various formats of
learning as well as teaching. Though I have had many experiences throughout my career, I would like to
make reference to a couple different situations and personalities that have inspired me to take this
journey to become a teacher.
I have had many great teachers throughout my years as a student who have helped me reach
the current stage that I am at now in teachers college. I think I first discovered how much pleasure and
influence a teacher had teaching students when I was in grade six because I was able to see teachers
more as people than just my teachers. This particular teacher was also the head coach for the boys
soccer team who asked me to play for the team because of the effect it would have on the other
students playing on the team. I remember distinctly how it made me feel, empowered as a child to know
that I could help other kids. I think that conversation also showed me the humility required to be a

teacher which is a characteristic that I not only respect in people but feel is necessary to be a good
teacher. To this day I am still in contact with this teacher and I think that for somebody to have the
ability to instill confidence in you who is not your family member or a close friend shows the impact you
can make as a teacher on the future generations of adults. The reason why I feel it is important to
mention this experience is because in choosing to become a teacher, I feel I have chosen a career where
there is potential to play an integral role in the development of children. Such opportunities are not to
be taken lightly because the effects can be profound if you make that effort to connect with the student.
Another experience that I would like to reference that I feel has inspired me to become a
teacher was in grade eleven. My English teacher had demonstrated how I would want to motivate
students to always try harder in class and in life. At this point in time I was seventeen years old and had
fulfilled the requirements on the previous assignments to know that on the last assignment I did not
have to achieve the highest mark to still obtain a good mark in the class. My teacher had always been
extremely honest with his students in a respectful manner which I admired because in spite of what
many students thought before they entered his class, they found his honesty refreshing. It worked in his
favour to help build trust because as students, we knew that the information and feedback we received
from him would be genuine. Thus when he pulled me aside one day after class to speak to me about this
essay that I would have to write, I would say that those words he spoke motivated me to not just write a
paper that would receive a grade that allowed me to keep my average. Instead, write a paper that I
would be proud of that reflected who I was as a person only then could I consider that my work was
completed with integrity. My teacher to go one step further even said that he would like to meet with
me to see my progress on the paper. I left the class slightly taken a back for two reasons, one the
amount of care shown had me feeling special and how could my teacher put in so much time for his
students when he had his own family. The answer was that to him his students were his family and he
cared as much about how the grade they achieved and how they felt about achieving that grade. These

two considerations I think are extremely important principles to abide by as a teacher for many reasons.
Students need to feel like they can trust their teacher which makes them a mentor and a role model for
the student. Once that trust is established, it also allows the student to feel safe and when these two
characteristics are a part of the student teacher relationship it allows the teacher to help unlock the full
potential of the student. The other aspect that I feel is affected is the students attitude towards
themselves and their work. I think that it is a way to foster internal motivation which is not a trait all
children will have and something teachers have to understand requires development. These two
experiences combined have helped persuade me to think that with my personality type and what
motivates me in a career would be well suited to becoming a teacher.

School Observations and Classroom Application

I was able to observe the grade six classes of a private academy on Saturday mornings in
an urban setting. This academy is designed to provide students with an enriched learning
Experience. Many of the students were of African American descent with a close to equal ratio
of boys and girls. The underlying theme for these students was that they were children from
disadvantaged situations. The teacher that I had observed for the two sessions I was there taught
mathematics. The expectations of the program helped facilitate great classroom management
making it easier for the teacher to focus on her lesson plan. The children were well motivated
upon entering the classroom and did not need to be persuaded to be attentive in class. That being
said however, classroom participation especially at the age of twelve can be interesting. Students

become more aware of others opinions and the effect can be internalization. This teacher
however was able to create a positive and safe environment. Students could feel free of shame
when asking questions to ensure they that were learning the material correctly.
As a best practice I feel that this teacher did a wonderful job in creating a safe
environment that fostered positive reinforcement and an openness to learning. During the review
of homework from the previous lesson there were a variety of checks performed for student
understanding. The most general was to simply ask who had completed the homework and then
who had trouble with the work. To see that many students raise their hand without hesitation
spoke to me in the sense that there was a real rapport between the teacher and her students. I
think that there were many attributes that contributed to this outcome; her tone, her warm
demeanour and her accommodating reaction to the students who struggled to complete certain
questions. Another check that was performed was to use student proximity. Walking around the
classroom and asking students on an intimate individual level assured students that she cared and
was not simply looking to teach a portion of her students. I could relate to how that would have
made those students felt because as a student and I appreciate receiving that added attention. This
also adds encouragement to perform better because the student knows that the teacher will hold
them accountable for their work. The positive reinforcement also came from the way she allowed
students to present their answers to the rest of the class but stood behind them in case they

required guided assistance to arrive at the right conclusion. I would like to control my classroom
in the same manner as I observed at this academy. Students not only learn the material but grow
their self-esteem due to a safe environment which can be the difference between releasing a
childs potential or having them create a barrier and isolating themselves if they do not feel
assured. This relates directly to Maslows hierarchy of needs, particularly the basic and
psychological needs of humans. Within these needs are the categories of security and safety,
intimate relationships and friendships as well as esteem needs which includes the necessity to
feel accomplishment to improve esteem (Maslow, 1943, P. 375). There has to be a consistency in
creating this type of environment because it essentially is a level of trust that is being created
with the students.
During the past few months I was able to volunteer regularly at a public elementary
school in central Mississauga. Being able to spend extended hours with the same students in a
classroom setting was a very valuable experience for me. The school had a multitude of
diversities, foreign language speakers and students of varying economic backgrounds. The
challenge that I decided to observe because of this cultural melting pot was how to teach with
cultural diversity. In the primary section, I worked with a grade one class that did have a few
students who were new to Canada. There were many challenges on how to integrate them into
the full classroom so that they could partake in as many social learning activities as possible. I

did have the chance as well to sit down with the ELL teacher when she would come into the
class to work with these kids as well to see how they individualized or prepared smaller group
lessons. There was a focus to make sure that cultural diversity was included in as many lessons
as possible because as the teacher I shadowed had informed me, children do relate better when
they can connect personal experience to the lesson. The other reason why they incorporated
cultural diversity was because it was an easier way to be able to get students to become engaged
in the class. Finally the third aspect of cultural diversity that I considered to be a positive
characteristic was that it encouraged students to speak about their experiences. This enriches the
classroom as well because students will also be able to teach other students according to the
student to student principle (McLeod 2015) . Having discussed the various ways involving
cultural diversity can benefit the classroom, I think that it is a practice that I would like to
incorporate in my own classroom one day. It may require a bit of time to learn how to apply and
I can see that a great deal of reflection is required to make sure that students are reacting
appropriately to what I am teaching. The other consideration when teaching with cultural
diversity is to make certain that I avoid approaching the students culture with the stereotypes of
their race at the forefront of my thoughts. Tokenism can actually be insulting and the student
may feel ashamed or embarrassed rather than proud.
I had the pleasure of observing a grade one class for literacy and I found it a joy to watch

the kids enjoy learning about phonics. As a child I would practice phonics after school to help
improve my reading leading me to believe that it is an extremely effective strategy for young
kids. The classroom had a large multicultural presence, so it was very interesting to see how the
teacher related the read aloud to the various cultures present within the classroom. The novel that
she chose to read was The Cat in the Hat by Dr. Seuss. The teacher provided great use of
formative assessments to make sure that her Students comprehended the story. They were
learning about rhymes and what I observed from her modelling was the importance of tone. The
children were able to pick up that it was rhyming book not only by the sounds they heard but
also from the rhythm and tone that she used when reading aloud. Another trait that I thought was
important to conducting a successful literacy lesson was the use of an engaging activity to
monitor whether the students had learned what rhyming had sounded like. The children were
split into teams and would come up with a word that the other team had to try and find a word
that rhymed with it. As the instructor, she was able to aid both teams so that the children were
able to complete a chart of rhyming words. The class was very interactive and the kids were
engaged throughout the lesson. The other trait that I liked was the enthusiasm that was displayed
while reading to the kids. The teacher modelled extremely well which seemed to benefit the class
by allowing the kids to see what fluent literary skills were all about.
One best practice for me that I would like to replicate in my teaching of literacy was the

level of enthusiasm displayed when reading for the children. The importance of modelling and
showing how happy she was to read allowed her students to see that reading is a pleasurable
activity. The formative assessments that were used never once caused interruption during
the class which for a subject like reading I feel is important because students can easily become
disengaged.

Philosophy of Education

Schools purpose is to develop students intelligence, self-awareness, social skills and moral
aptitude to the highest levels possible. All students deserve equal educational opportunities irrespective
of their social economic status, gender, ethnic background or whether they have a disability or not. As a
multi-dimensional institution, schools are integral to the continuity and progression of a society. I think
it is important to teach subjects such as math, language, arts, science and social studies related to real
life applications. The im importance of teaching kids to think critically and problem solve adheres to the
three upper tier of Blooms taxonomy which are to create, evaluate and analyze (Bloom). The curriculum
must be diverse so marginalized kids are represented in the material and can relate to experiences to
activate prior knowledge. Lessons also have to engage and accommodate multiple learner styles so
there needs to be flexibility.
Lev Vygotskys gradual release theory resonates with me because modelled instruction helps
student hear and see the expected outcome of the lesson. Instruction with assisted application allows
the student to practice and the instructor to check for understanding while accommodating different
types of learners and motivating them to apply the knowledge by themselves. Using technology can help

create more in depth lessons and diversify learning through the variety of applications a teacher can
use. The final step in this model is assessment which must relate to the lesson. Vygotskys model
empowers students because they witness and then take part in the learning process. I feel kids need to
be accountable for their own education and behaviour. This is not an easy task and requires intrinsically
motivating and empowering the student to become responsible. As stated previously, technology is an
integral component of the modern society. Teaching without technology may alienate a main outlet to
connect with students. However, technology can distract students and lessen the teachers ability to
manage the classroom. Technology can create competition for engagement because students may
prefer using technological devices while becoming less involved in the classroom.
From grades three to six, students can be in a developmental stage that is egocentric or
understanding of the concept of empathy. They start to apply reasoning to their lives and their
curiosities are heightened by their many new experiences. Instruction has to vary greatly due to the
childs desire to play and their attention span can still be limited. As Piaget states, the learner may be in
a state of imbalance while they are developing their sense of self, therefore it is important to socially
and emotionally connect with them (Piaget). As teachers we have to make students feel comfortable
exploring and analyzing situations for their own personal development and educational development.
Classroom management is vital to being an effective teacher. The classroom environment must
allow students to feel physically and emotionally safe with a routine so that they can focus on learning.
Society has rules to maintain acceptable behaviour and so should the classroom. Rules for behaviour are
designed to promote participation without fear, proper conduct towards other students and classwork
accountability. Students should know that failure to comply affects their ability to learn and disrupts
classroom harmony. The child will adhere more to the rules if they are a part of creating them. When
students abide by the class rules, it is correct to praise with positive reinforcement, but should also

understand that good behaviour is expected. Consequences should aid mitigating intolerable behaviour
and the consequences should teach a lesson. Children can learn from their mistakes and I feel this would
be more effective to prevent constant undesired behaviour. They also have to be consistent and
appropriate because kids will develop an understanding that will relate to the logic of their behavioural
motivations.
I feel that my personality and experience of working with kids thus far best suits me to teaching
grades three to five. Children are beginning to understand cause and effect, writing to express feelings
and reading to learn. This is an important time to instill confidence in students. They should be engaging
in social interactions because it is part of their development and questioning their teacher because they
are capable of understanding reasoning. I feel that my experience would help to mentor children while
teaching them educationally.
Assessments display whether our teaching is proving effective or not and how well information
is retained so that they can apply it. Therefore, it is important to test children in a variety of ways that
creates an understanding of the childs education level. Standardized testing allows grade level
comparisons to establish what is relevant to teach. Also the data collected serves as evidence to
determine a childs appropriate learning level. We must consider factors that will affect a childs ability
to perform accurately when providing a standardized test. Thus, formative assessments should be done
regularly and not just annually or every three years (McTighe). Informal assessment must also be used
for comprehension. Classroom observations, understanding of homework or class projects are ways to
note a childs comprehension. Students learn differently and so they will demonstrate their ability to
learn differently too. Group and individual projects may highlight differing outcomes than a test would
which is why both formal and informal testing are needed. Testing is designed to see how to help
improve the student, not just to see if they know the material. In order to maximize the effects of

learning we must take into consideration what they are capable of learning and at what age this is most
suitable.
The teachers role is to teach. To be able to teach well, one must understand the material they
teach and understand how physiological and psychological factors affect a childs learning. A child may
not learn as well if they are hungry or tired or do not feel safe from bullying or shame because they
cannot answer all questions correctly (Maslow). Teaching requires patience, empathy and humour.
Teachers have to try and earn the trust of their students by being responsible, showing respect and
flexibility. As a role model, one must exemplify good citizenship and be professional at all times. They
have to protect students from physical and emotional harm to ensure they develop a healthy selfesteem and the ability to affect society in a progressive manner.

Resume

The following is my current resume that will serve to highlight my professional

Experience related to the teaching industry and how it has better prepared me to become a

teacher.

My resume.

Paul Lewis
14 Appleton Trail Brampton Ontario L6W 4L4

Phone: 416-520-5673
Email: paul.lewis8324@gmail.com

Objective

To obtain a position where I can utilize my skills and experience to further expand and
promote the professional growth of an organization
Highlights of Qualifications

Six years of experience working as a customer service representative

Ability to communicate effectively in French/English, both verbally and in writing with all
levels of staff and clients
Excellent organizational skills and the ability to work independently or as a team player to set
priorities, and to plan and meet deadlines
Demonstrates ongoing efforts to achieve and exceed performance expectations
A problem solver who quickly understands complex situations and quickly turns the situation
into a manageable task
Advanced software knowledge in Microsoft Office (which includes Word, PowerPoint, Excel,
and Outlook), and Internet/Email.
Customer Service Experience

 Respond to incoming calls in a high volume call centre

Verify and update client information
Applies technical and professional job knowledge to evaluate customer concerns and
accurately inputs requests for product orders, equipment service or other support activities
Promoting products and services to customers, as well as identifying cross sell-upopportunities and sending leads through appropriate channels
Able to resolve customer escalations and conflict resolutions in a calm manner
Supports the Consumer team efforts by meeting individual and department service objectives
(i.e. phone productivity, quality, accuracy etc)
The ability to provide proactive retention of accounts when dissatisfied customer calls are
received
Involved in special team projects to organize, implement and analyze protocols for prompt
resolutions and customer satisfaction
Effectively manage all tasks and follow-up related to telephone or email inquiries from
clients/companies
Paul Lewis
Phone: 416-520-5673
14 Appleton Trail Brampton Ontario L6W 4L4
Email: paul.lewis8324@gmail.com
Able to stay current with the industry and trends and using the information accordingly as needed
Responsible for ordering, shipping of parts and maintaining inventory

Work History

Bilingual Customer Service Rep

Present

Uline

July 2013 -

Customer Relations Manager

2013

Toshiba

2011 June

Customer Service Rep

Consumer Computer Systems Inc

2010 2011

Athabasca University

Bachelors Degree, French

2015

Alliance Francaise

Certificate

2000

Education

Cardinal Leger Secondary School

Diploma

2001

Additional Activities

coach for Dero Soccer Academy

Tutors elementary to high school students in French and English
Volunteer in the after school program of Sheperd Montessori
REFERENCES AVAILABLE UPON REQUES

Conclusion

Section two of my portfolio distinguishes why I am motivated to become a teacher, my

employee experiences relatable to teaching and some of the observations that I have made in my time
of practice teaching. The section also includes my philosophy of education and a copy of my current
resume with references available upon request. In this section I mention many of the best practices that
I have witnessed used to positive affect that I will use with students of my classroom. For example,
incorporating Maslows Hierarchy of needs into how I develop my classroom atmosphere requires
conscientious daily effort of teaching with inclusion principles. This will also require empathy, respect
and positivity on my part to establish trust and a positive environment. Encouraging students to enjoy
reading by how I model reading and diversify the material available for all students to have books to
read particularly students new to English struggling to read at their grade level. My philosophy of
education allows me to the theorists that my beliefs are in agreement with which is important to
understanding me as a teacher. The next section of my portfolio will emphasize my teacher experiences
and how I portray my beliefs through my work in the form of my student teaching artifacts.

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