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Overview
When I consider what will influence my teaching, I consider the path that I have taken to
develop my parenting and relationship skills as to communication skills and the nurturing
of the gems that each of us possess. This required vision, the development of trust to
guide and refine their interests, a knowledge of child development, a respect for learning
and knowledge, great flexibility, plus patience along with providing emotional support to
draw out their inner wisdom and gems. This dynamic of caring for others as to
have to influence one another, and tempered with loving care. My path has been one of
becoming more informed by science, evidence based strategies and theories for the
creation of an optimum learning environment that nurtures the individual. How I will
Relationships
Every person within the learning experience becomes a relationship that may influence
colleagues and the community. These all require time and respect in the consideration of
being able to support learners to being their best self. Providing a cordial relationship
with caregivers, colleague and community will enhance my ability to provide an affective
classroom. I see this captured within the Ecological Systems Theory by psychologist
supports needed by the child (at the centre). It demonstrates that the development and
growth of children reflects the influence of several levels of environment called systems.
With this model in mind, I am a person that is open and receptive to communication with
caregivers about their childs education and well-being. I will encourage them to be
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FRAME of REFERENCE Michelle Andruskievicz
2017
involved with their childs learning at home or school. I work to respect confidential
conflict, I will maintain a respectful relationship and to allow for teachable moments.
and the local environment to cultivate a self-directed learner. To make connections, I will
discern prior knowledge via an engaging question or activity to set the stage for learning
intentions, and demonstrate how it relates to their life. This facilitates them to be
inquisitive, creative and engaged with problem solving and decision-making. I love to
integrate subjects and will provide a variety of learning experiences to aid with various
learning styles and intelligences such as my integrated unit on the theme of Change for
Grade 1 and 2 students. I like to draw upon the local community to incorporate
understanding of our local area, to provide inquiry and place-based learning along with
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FRAME of REFERENCE Michelle Andruskievicz
2017
opportunities to explore the outdoors as part of the classroom. This provides a more
meaningful engagement to the material being shared and drives deeper learning, and
sustained knowledge. Having learners work collaboratively will enable them to learn and
provide opportunities of
voice and individuality. As I am a creative thinker that loves to learn and explore, these
Classroom Management
Being in a safe and trusting learning environment facilitates a childs learning. As their
teacher, I am responsible for creating the guidelines and boundaries of respect in the
classroom and for facilitating expectations of behaviour to ensure that they feel
comfortable at school and of what is expected and even anticipated. Students need to
know that they will be treated fairly and respectfully, and with consistency, where they
I have a patient, compassionate attitude towards children. I strive to see a child for their
potential and not just their behaviour - to encourage their best! As I learn about their
interests and strengths, I provide opportunities to challenge their capacity. I work with a
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FRAME of REFERENCE Michelle Andruskievicz
2017
gentle sense of humour. A teacher is in tune to many students and knows how to meet
From day one of school, each learner will be brought into a conversation about their
learning environment. We will co-create the important aspects in the classroom from
class rules to development of guidelines for learning, to the mutual respect each learner
deserves are explored. Everyone has a role to play, and each individual can explore their
interests and abilities to aid the whole. And, I will provide a daily and monthly schedule.
These tools will guide the creation of a safe environment, where this consistent care
balances the brain and modulates the emotions to be in the zone for learning. With this in
I also believe that when I am prepared and organized, I am a more effective teacher. And,
that to even take the time to reflect on my teaching to learn from my experiences and to
consider feedback from others, aids not only myself, but the learners, too.
in the direction of the learning intentionthe vision. Group learning, pair share, student to
student feedback and even quiz games are all part and partial to the overall process of
learning. This informs me of their progress along with their overall sense of well-being. I
will offer constructive feedback to guide their learning, and I will recognize their efforts
as the learner works to accomplish the end goal (summative assessment), to be able to
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FRAME of REFERENCE Michelle Andruskievicz
2017
A powerful tool that guides my practice is that of tasks being aligned to intentions, to be
able to know where the learners are going so that I may be able to get them there. These
intentions are shared with the learners to inform them of what to anticipate in their
learning. With knowing that, I will know whether to push or pull their learning forward.
This becomes my guide to direct my learners next steps. Formative and even summative
assessments can be co-created with the students, to be able to help them participate with
their learning. These will include a criterion based reference where learners know the
expectations to allow for the learners understanding of their own proficiency within the
from formative to
summative assessment
learning represented in a
https://www.pinterest.com/explore/examples-of-summative-assessment/
At times, the summative assessment can be demonstrated, expressed or displayed as
something that they may choose as to a culminating activity or product that demonstrates
their learning. And, as we move into the new curriculum and reporting, I see the benefit
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FRAME of REFERENCE Michelle Andruskievicz
2017
Role of Curriculum and Competencies
Merging curriculum with the learner, and with the new BC Curriculum, will be navigated
by providing a variety of connections to subjects and to the real world for the learner.
This is exciting. I will be able to take the newly developed curriculum in fun and
engaging ways to the learners. I will seek out connections of the various sections of
subject matter, to weave these curricular competencies with core competencies, and to
understanding, to meet them where they are to where they may be. This provides a more
The new curriculum also integrates subject areas with the knowledge of the First Peoples.
This provides learners with a foundational learning to be able to better understand where
how it may be applied with their life. This is an exciting time with the new BC
curriculum, and one that provides flexibility and creativity to aid the flourishment of
learning.
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FRAME of REFERENCE Michelle Andruskievicz
2017
Relationship between Theory and Practice
Teachers understand the Zone of Proximal Development and the idea of Scaffolding by
Lev Vygotsky. The following graph takes this theory to note the connections to learning
and development, of the thinking and the tasks that inform my teaching practice and of
the importance of understanding the relationship between theory and practice. This by no
means excludes other theories that inform my practice such as that of Gardners Multiple
ongoing research about neuroplasticity and optimal learning environments. But it does
teaching practice.
https://s-media-cache-ak0.pinimg.com/originals/91/31/e2/9131e290d999909be5eb615ac95ce73c.jpg
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FRAME of REFERENCE Michelle Andruskievicz
2017
Needs of Diverse Learners through Inclusive Practices
I am curious to understand students and to know how to create a learning experience to
optimize learning and make learning fun, for everyone. Gardners Multiple Intelligences
along with the use of Blooms Taxonomy of Thinking are strategies that I will use for
teaching, keeping in mind the learners that are on the outside, those that are the low level
learner and the gifted learner. Not everyone will be able to do the same type or level of
work, and knowing my learners will inform me to know what to offer them. These
relationships will help me to design their learning as I come to know their ability and
strengths, keeping in mind the learning intention and how that learner may reach it.
Providing a variety of learning experiences such as pair share, group work, opportunities
the practice of a strong evidence based Social Emotional Learning (SEL) program that
allows the learner a deeper appreciation of their abilities and strengths, that empowers
their desire to learn and to appreciate who they are. This mindful strategy, of the learners
academic, social and emotional needs, creates the space to learn. And when there is
being presented in the classroom, I will document these to inform future decisions.
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FRAME of REFERENCE Michelle Andruskievicz
2017
Social Justice Issues
With my belief that we are all connected, I feel strongly about developing an inclusive
environment where we can understand how we all have abilities in various areas of our
lives, that we can learn about the experiences of others, and to know that we impact
others with our perceptions. In an ever-changing world, the variety of individuals within
the classroom is always in flux. Every day is a new scene. Seeing what these learners
bring to the classroom is an opportunity for learning of various Social Justice issues
before us. Being able to take the time to explore a learners concerns, to seize the
moments presented within the dynamics of relationships and in awareness of others and
our environment are about addressing various Social Justice issues from gender identity
to poverty, from abuse to mental illness. In order to build the bridge to expand the
perspectives of one another for creating inclusion and empathy in the classroom, would
below notes three of the five competencies of this type of program and how SEL is linked
http://casel.org/wp-content/uploads/2016/01/2013-casel-guide-1.pdf page 9
commitment of bringing out the best in learners, of aiding them to handle challenging
situations, creating the comfort of a safe place for my learners and even of my
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FRAME of REFERENCE Michelle Andruskievicz
2017
commitment to ongoing professional growth. With many concerns facing learners today,
SEL along with building relationships with our community to know what is available for
learners provides the trust and care that I am to provide for learners. These bring insights
of understanding our self and others and of building relationships as we learn together.
Learners will see that I care and that they matter, no matter who they are.
Sustainability
The concept of sustainability is one that is often connected to the environment. Knowing
how we are all interconnected to the community of where we live, and the impacts that
we have on it as well as with the greater cycle of life informs the direction we may take
Sustainability can also be seen in the context of teaching and learning, to be able to
sustain and maintain a balance of each to be able to drive learning forward. Teaching is
about facilitating a childs learning to support them with the development of their skills to
http://ojibweresources.weebly.com/medicine-wheel.html
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FRAME of REFERENCE Michelle Andruskievicz
2017
Governance Structures
Understanding the levels of administration and governing bodies within the education
system of BC provides me with an eye to understanding they dynamics in play within our
growth of this system along with the an understanding of the relationships between the
the district level for programs and resources, the considerations given to the composition
As a teacher on the frontline with the public, I need to be informed about the educational
am also aware that the Ministry places me with the responsibility of being the in loco
young hearts - a sacred trust. My actions, behaviour and relationships from my personal
life to that of within the community are to demonstrate how people may get along and
care for one another. This includes being an advocate for the needs of my students, from
poverty issues to learning needs. I will seek the generosity of the community to provide
resources for my classroom and learners needs. The new curriculum design provides
more opportunities to make connections, on many levels, and includes sharing the story
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FRAME of REFERENCE Michelle Andruskievicz
2017
Final word about how I frame my teaching practice
Educating the mind without educating the heart is like no education at all. Aristotle
Where there is love, nothing is too much trouble, and there is always time. `Abdu'l-Bah
I know there is potential in everyone, and I love to be part of that process of discovery for
children. I know that I am able to impact the learning of another. How do I know? When
I see children engaged with their learning and when they ask questions. As a creative
thinker, I look for connections to create fun ways to learn to be able to create a dynamic
learning environment where all are respected. I know we are all different, which
front of me provides the impetus to consider varied learning styles and thinking levels. I
expect that everyone can learn, that everyone has something to contribute. It is just being
able to find the key to unlock the heart to open the mind.
I also love to learn and will share my passion for learning. It may ignite their spark for
lifelong learning. My lifelong learning demonstrates that I value knowledge and apply
have developed over time. I will continue to dedicate my learning to create an optimized
learning environment for others, placing the learner at the centre of my teaching practice
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