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Section Two: Teacher Candidate Background Experiences

Introduction

The dream of becoming an elementary school teacher was not one I held for a long time,

rather it became something that evolved over the course of my educational, personal and

professional experiences. Having had multiple opportunities for teaching children, as a youth

soccer coach, assistant youth pastor, health educator and ESL teacher I began to realize that

educating children was something I wanted to do long-term. Working with children, I developed

a genuine sense of care and joy for their wellbeing. It also instilled within me a seriousness for

the important responsibility of helping shape their emotional and educational development.

In this section, you will learn more about the relationships and experiences that inspired

my goal of becoming an elementary school educator. Healthy relationships are a pivotal part of

healthy human development. As you will witness, I was fortunate enough to have good role

models growing up, including a couple wonderful educators who made an effort to establish and

foster relationships with me that taught me a lot about being a positive role model and also made

me rethink what it means to be a teacher.

You will also have an opportunity to read and interpret my philosophy of education, as it

pertains to areas of learner and facilitator participation. I have also provided my resume in order

for you to gain a better sense of the formal work experiences, education and trainings I have been

involved with. As you read through this section, I think you see that I have had time to learn and

grow from meaningful experiences and relationships that shaped the person I am into someone

who is capable of being a responsible, caring and effective educator.

Teacher Candidate Educational Background and Work Experiences

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Elementary School

Growing up, I fortunate enough to have some really remarkable teachers. Some made

bigger impressions on my memory than others. One of those people was my Grade 2 teacher,

Mrs. Garvalia. She embodied everything you would want for your child in a teacher. She was

nurturing, experienced, kind, patient and knowledgeable. I always remember her being so sweet,

making us feel safe and special. I never remember her getting upset or yelling. Later, when I

became a teacher, I tried to create that same feeling for my students.

I’ll never forget the time Mrs. Garvalia invited me to her house. She lived on a farm, and

maybe because I shared an interest in farms or for some other reason, she had me visit for the

day. She showed me the barn, the animals, walked me around the fields and we finished off with

lemonade and cookies. It wasn’t the only time she had me over or showed me kindness. For what

reason, I may never know fully, however, the lessons about what being a teacher means will

never leave me. She taught me that sometimes being a teacher means more than just teaching the

curriculum. It means listening to your students, taking a genuine interest in their well-being and

sometimes showing exceptional measures of kindness. Afterall, we ultimately want students to

grow up being exhibiting this behavior in their homes and in the community. Mrs. Garvalia was

one of those role models that imprinted major character exemplars into my psyche, as I would

later understand more fully.

In Grade 3, I had a very different experience. My teacher, Mrs. Pollard, was an old dairy

farmer. I am guessing one who was close to retirement judging by how old I remember her

being. Her management style was quite different from Mrs. Garvalia’s. We may have had a

particularly rambunctious group of boys, but she instilled a level of fear in us that I can still

remember to this day. If a student said something out of turn or got the question wrong, she
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would come down on them with frustration. I even remember her whacking someone in the back

of the head with her yard stick. I am aware this is by no means acceptable and would most likely

result in that person losing their job today. This was quite a contrast to most of the teachers I

experienced in elementary school. I learned from her that fear does not help the students in any

productive way. It only makes them less likely to participate and enjoy school less. Managing by

fear could also have other long-lasting consequences for students.

Fortunately, for me and my fellow students we were exposed to other wonderful teachers

our following year. Our Grade 4 teachers co-taught our class Mr. Youren and Mrs. Prost were

fun, energetic and very motivating for our class. I remember laughing a lot and thus learning a

great deal. They took the energy our class had and used it to our advantage. We were always

shifting gears, working on small-group projects and seating was sometimes optional. I wasn’t

aware at the time, but later understood that they were working with our high energy rather than

working against it. For their efforts we enjoyed learning and seemed to make great bounds that

year. One particular memory stood out for me when Mr. Youren stopped the lesson, so we could

all run outside to appreciate the first snowflakes of the season. I couldn’t believe he would stop

class to let us have fun, but it reminded me that our teachers were human too and wanted us to

have fun. I never forgot that lesson that it is important for our students to know that we are

human, that it’s ok to make mistakes, not know everything and want them to be happy. It was

yet another form of effective teaching that I was exposed to early on which stuck with me.

Undergraduate Reasoning

When I returned home from serving in the military, I decided to use the G.I. Bill to

pursue an undergraduate education. In my home town there was a reputable state university,

which seemed like the reasonable place to attend - Lake Superior State University. My initial
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interest in the psychosocial development of children and adolescents came from my own

educational awareness and understanding of the psychological and sociological influences that

shape our thinking, behaviors and actions.

In my undergraduate coursework, I took an introduction to psychology class where we

discussed, among other things, the suppositions of prominent theories and theorists. One very

influential theorist in the world of psychology was a man by the name of Sigmund Freud. His

reasoning about the id, ego and superego and the way they emerge and interact was quite

interesting for me as a young student. Furthermore, his suggestions about our behavior and

development being heavily influenced by our childhood experiences was something that made

me reflect and think about how I might have been partially shaped by my childhood. It also made

me realize how important it was to have positive role models growing up (Cherry, 2019).

Of course, there were other academics my professors introduced me to that inspired

thoughtful introspection. Those, such as Erik Erikson and his Theory for Eight Stages of

Psychosocial Development was equally thought-provoking for me because it was new

information for which I could begin understanding life’s intricate and delicate periods. Erikson

placed an emphasis on the social interactions and relationships that define one’s character. As a

person grows and matures, they are presented with new “conflicts,” Erikson suggested, as

opportunity for productive psychological development. If this person handles the so-called

conflicts successfully, he or she continues to develop skills that help them navigate their lives

successfully, however, if they are unsuccessful in any of these stages they may not acquire the

skills necessary for a strong sense of self and confidence needed (Cherry, 2019). These

psychologists really captured my curiosity for child psychology and the way we all develop.
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Later, I was introduced to another prominent psychologist, Jean Piaget, who has

influenced greatly the fields of developmental psychology and education. Piaget’s Theory of

Cognitive Development taught me that children think fundamentally different from adults. In

addition, he learned, through observing his own children and others, that kids take an active role

in their learning as they progress through stages of development (Genovese, 2003). Piaget

suggested that kids are constantly in experiment and investigative mode as they take in

information and try to understand the world around them (Genovese, 2003). These were some of

the big thinkers that were influencing the way I looked at the role of psychosocial and child

development.

The time pursuing my bachelor’s degree was a great period of personal growth. I was

also a student athlete who worked outside of my already busy schedule, so it gave me the

perspective of understanding the importance of efficient time management, among other things.

By the time I was nearing the completion of my undergraduate degree, I was hired as a health

educator for a state-wide public health consortium – The Inter-Tribal Council of Michigan - that

had elements of teaching included in the job requirements. Some of these teaching objectives

brought me to area public school classrooms where I talked to kids about tobacco cessation,

healthy heart practices and wellness programs. These experiences in the classroom gave me the

opportunity to take the floor, so to speak, and essentially teach students about healthy habits

while trying to manage the class. It was my first exposure to formal teaching in a classroom and

was something I quite enjoyed.

Over the course of my work with the agency, I developed relationships with school

officials who would often request for me to visit their schools to talk with a group of students.

Not only did I educate the kids about important information that was beneficial to their well-
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being, but I also was able to recruit student champions who would form committees to

disseminate the information to peers, family members and the greater community. It was a

profound learning opportunity for me to see what it was like working with students on projects

and helping them get motivated in order to take ownership of their work.

Eventually, my grant that allowed me to work with the agency came to a close, and I was

ready for another adventure. This time I was driven by a personal sense of giving back to the

community. As a newborn, I had some difficulties because of a bodily rejection of my blood

type. It required me to have a series of blood transfusions and stay for an extended time in the

hospital. The Red Cross supported my family during this time which was very significant to my

recovery and health. Therefore, I wanted to recognize the important work the Red Cross does on

behalf of people all around the country, and I did so by working with my local chapter to plan,

organize and conduct a fundraiser and educational campaign.

Along with a friend of mine, we set a goal of raising $10,000 while also generating

awareness about the life saving practice of blood donations. We aimed also to educate people

about water restoration and lake preservation since we were doing so in the Great Lakes State.

We educated the public by organizing workshops within local schools, conducting media

campaigns and reaching out to community organizations. Again, we had an opportunity to work

alongside teachers, school officials and students to generate excitement and share information. It

was another opportunity for me to see the excitement students had to learn and work on projects

they found interesting. This project, along with being involved with my churches youth group

and being a soccer coach made me realize I wanted to try working with children on a regular

basis.
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I was not formally trained in education, but I was ready for a new adventure, so I looked

into teaching abroad as an ESL teacher. I had the required experience and education which then

made it rather easy to find a job. I did some research on the more enjoyable places to teach and

found that South Korea was very popular and friendly to new teachers. It was a bit of a process,

but I eventually got my work visa and travel arrangements figured out. I will never forget the

feeling I had when the airport bus dropped me off in my neighborhood for the first time. As I

stepped onto the sidewalk, after a 16-hour flight, and looked up into the night and all I could see

was florescent neon-flashing lights welcoming me to my new home. I knew it was going to be an

adventure, and it certainly was.

I began work promptly the next day where I was greeted by 12 beautiful, happy Korean

kindergarteners. It was my first experience as a teacher in charge of my own class, but the

lessons I learned were invaluable. I was given some training from the school, but was mostly on

my own. It became evident very quickly that the most important thing was classroom safety and

management. Once routines, expectations and rules were established the fun and learning could

take place. I worked to create fun engaging lessons that would challenge the students and help

them grow. We also addressed social/emotional components as they were learning to manage

their emotions and what it means to be a kind friend, etc.

The experience I gained as an ESL teacher was quite relevant to the classroom today, not

only because I was creating lesson plans and managing the classroom, but also because many

school boards/districts have students who speak many languages. For example, Peel District

School Board, the one I live within and will do my student teaching this fall, has a student

population where 60% of the students speak another language other than English at home (Peel
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District School Board). The ESL experience I had with new English language learners will help

tremendously with how to assist students in this category.

I met a fellow teacher in Korea, who became my wife. We moved back home to get

married and start a life together. I worked in higher education, pursued a Master’s degree in

Business and, most exciting of all, we had a child together. Having my own child has taught me

so much about how children think, grow and learn. We have been able to encourage a joy for

reading within her and it has helped her gain confidence and an excitement for learning. Once

our daughter was old enough to go to pre-school, we decided to fulfill our promise to return to

Korea.

We were attracted to teaching once again, and so we gave up our good jobs, put our

condos up for rent and moved back to the Land of the Morning Calm. It was a wonderful time to

return as a family and watch our daughter grow in so many ways. Again, we were in charge of

our classrooms and enjoyed all the duties and tasks associated with that. We were both

kindergarten teachers in a private, high-functioning school. We developed great relationships

with the staff, parents and student, of course. Often times people would talk about how good our

teaching was and how much the children loved us. We felt confident on our own, but it was

reinforced by the outward expression of others. While there we discussed going back to school to

become teachers back home. It is no easy undertaking with a family, but it is something we both

love and decided the sacrifices were worth it. That is a slice of how my education and work

experience lead me to teaching. As you can see it was not one event or a lifelong dream, but

rather a winding road of experiences that evolved into an awareness that I wanted to become a

teacher.
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School Observations and Classroom Application

I was fortunate enough to actively observe in a grade 1 classroom at a school in

Mississauga, as well as grades 6 and 7 in Buffalo. In Ms. K’s grade 1 class, with the support of

the teacher, I was able to actively engage with the students and help them when need be. Since,

they were at different levels of learning sometimes I was even permitted to take small groups of

students to learn reading strategies. It was very exciting to manage the emotions while trying to

get everyone on the same page. This grade one classroom was particularly energetic and there

was a good deal of behaviors, special needs to be aware of. It was good for me to gain more

experience in this area and to have an opportunity to learn from the teacher. In some cases,

where students had a difficult time sitting, we would stand in the back of the classroom and

stretch or march in place while the teacher carried on with the lesson. In other cases, I was asked

to take certain students for a walk so they could break up a particular sentiment before it became

an issue.

With this seemingly special treatment I might have initially thought that students would

be jealous of other student’s additional attention, but the teacher made everyone aware that some

students had a little harder time than others and needed some space from time to time. The

students were supportive of those with needs and were not bothered in any way. I witnessed how

a teacher communicates effectively with students to let them know that we all have differences

and that’s perfectly fine. I also watched how an effective teacher is flexible without sacrificing

content. I got to see firsthand how accommodations and modifications can be used appropriately

to assist students in accessing the general education curriculum.

In this class I watched how the students had a very similar routine most days. They knew

what to expect, what was expected of them and understood the school code of conduct. When
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they were getting out of hand, as young classes tend to do, the Mrs. K simply used effective class

management techniques, such as “clap once if you hear me, clap twice if you see me” and

counted backwards from three to get their attention. They were quite familiar with this technique

and it worked well with them. Here, again, the teacher was exhibiting consistency and control of

the class. When a teacher is able to manage a class effectively students feel safe and thus

learning can occur.

In the grade 6 and 7 classes, held at Buffalo Prep School, the teachers had a slightly

different approach. I noticed that they encouraged more student dialogue, tolerated them

directing the conversation and, with the exception of math and science, allowed students the

flexibility to work on projects for which they were interested. It was my observation that the

teachers were encouraging high-order thinking models as students analyzed and structured

information to create, test and evaluate their work. Again, I was fortunate enough to have an

opportunity to actively engage in the process with the students. It was informative to observe

their though process while trying to steer them in a certain direction without giving too much

support.

At times, the teachers would allow the students to converse, collaborate and work

independently. However, when thing became too loud of students were sidetracked, the teachers

would draw the attention to the front and regroup. It was helpful to see how effective this method

was in helping the students stay focused without feeling stifled. I noticed a couple useful

technology tools that helped them organize and manage time with the students. They projected

the classroom screen website which allowed everyone to see what time frames they were

working with and reminded everyone what the objectives were. I found this tool very effective in

managing the classroom without having to repeat yourself or disrupt the student’s collaborative
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efforts. In these classes, the students were mature and independent enough to allow more

freedom, therefore the teachers were more relaxed about routine and schedule.

In the observations, I noticed many things about classroom management and teaching

methods. In the book, Classroom Management that works: Research-based strategies for every

teacher (2003) the authors discuss management styles. They go on to say that each classroom

dynamic may require a different approach depending on the needs and disposition of those in the

classroom (Marzano & Marzano & Pickering, 2003). What worked the year before may not work

for the incoming class and students respond differently to different methods. However, as the

book points out, in order to provide productive instruction a teacher must first establish the

foundation of guidelines with regards to rules, procedures and expectations (Marzano &

Marzano & Pickering, 2003).

Philosophy of Education

The impact of an effective, caring teacher can last generations. I have experienced this

firsthand. The influence that a few particular role models and mentors had on the course of my

future has been transformational. Personally, I believe that each individual child is unique in

their own right, and brings with them talents and gifts they hold which can be nourished by the

assistance of a motivating, safe and stimulating learning environment. An effective educator

utilizing the tools of technology, training and classroom management can provide a stimulating,

nurturing environment through which students can explore and discover more about themselves

and the world around them. In my experience, there is nothing more rewarding than evaluating

the progress of your students to see their academic development blooming and confidence and

self-sufficiency increasing.
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The role of the school is instrumental in building a sense of community for the people,

not only in the school, but those in the neighborhood. Schools have a unique opportunity to help

people feel welcomed, supported and engaged. As Marzano, Marzano and Pickering (2003) point

out, the success of the students and teachers is heavily dependent on building school-wide

expectations, guidelines and support mechanisms that empower and inspire those who work and

attend there.

In terms of the curriculum, we need to ask ourselves: How do we prepare our children to

become citizens of the future? We should aim to look beyond traditional models of lecture and

textbooks to include, civics, community engagement, self-management and instill a thirst for

curiosity. The general education curriculum is a good place to start, and it should be accessible to

all students no matter their needs. The curriculum gives teachers a strong guide for which we can

use to develop meaningful lessons, but we can do so in a way that teachers children, as Bass,

Contant and Carin (2009) write in their book, to be more actively engaged in their construction

of knowledge.

I would tend to agree with this idea about allowing students to experiment and investigate

the world around them. That is why I think inquiry-based learning environments could be

beneficial for students. It can be the job of the teacher as facilitator of learning while guiding

students in asking simple, but meaningful questions about the world and helping find ways for

them to engage in discovering answers to those questions. An inquiry-based approach

encourages students to draw on prior knowledge to connect with observations and

experimentation to build new sets of knowledge and questions, thus leading to a deeper

understanding of subjects (Bass, Contant & Carin, 2009).

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The number on job of a teacher, in my opinion, is to first make sure students are safe.

That includes being safe from one another. It can be easy, especially for young children, to get

out of hand and become careless, therefore, teachers need to make sure that the ground rules

have been established and expectations are upheld. They must also make sure everyone feels

welcome, supported and engaged. This can be done by creating a positive learning environment

and sense of community where everyone has responsibility to others and comes ready to learn.

Resume

Introduction

My resume is included and contains relevant education and work experience pertaining to

the MSED program. Elementary education related work experience is included at the beginning

of the document and other work experience is near the bottom. I have also included the extensive

training package I received as an employee of the Halton District School Board.

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My resume

Sean Kutzler
(647) 323-9439
Sean.Kutzler@medaille.edu

CERTIFICATION: Seeking New York State Initial Certification in Childhood Education,

Grades 1-6 and Ontario College of Teachers Certification Primary/Junior

EDUCATION: Master of Science in Elementary Education, anticipated December 2019

Medaille College, Buffalo, NY
GPA: 4.0

Master of Science in Business and Human Relations, May 2015

Amberton University, Garland, TX

Bachelor of Science in Liberal Studies, May 2007

Lake Superior State University, Sault Ste. Marie, MI

RELATED EXPERIENCE:

Student Supervisor, Jan 2019 – Current

Halton District School Board, Oakville, ON
 Facilitate safe, positive and encouraging learning environment
 Monitor and support students with special needs and behaviors
 Help student with lunch, recess, play, socialization and washroom
routines
 Communicate with teacher and/or principal any observed behavior or
progress events that may occur

Reading Program Volunteer (Grade 1), Oct 2018 – May 2019

Dufferin-Peel Catholic School Board, Mississauga, ON
 Small group tutoring in reading based on literacy expectations
 Used guided reading strategies to promote fluency, phonemic and
phonological awareness, word recognition, comprehension and
inferencing skills

Kindergarten Teacher (ESL), Jan 2016 – Jan 2017

Maple Bear Institute, Gimpo City, South Korea
 Collaborated with teaching team and administration to provide a safe,
engaging and fun learning environment
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 Used curriculum to design fun, engaging and academic lessons to

promote learning

Lead Foreign Teacher (ESL), Dec 2009 – Feb 2011

Interactive Multimedia Academy, Seoul, South Korea
 Worked with teaching core to strategize, design and implement
curriculum that was both engaging and fundamental to student
development.
 Provided classroom learning through multimedia technologies, engaging
lessons, assessments and progress measurement metrics.

TRAINING: Halton School Board Trainings: Asbestos Management Program,

Supporting Students with Asthma, Bill 168 Workplace Violence &
Harassment, Supporting Students with Diabetes, Supporting Students
Epilepsy/Seizure, Footwear Awareness, Globally Harmonized System -
H&S Training, HD & RW Policy and Admin Procedure, Health and
Safety, Lockdown at Lunchtime, Ontario Human Rights Commission
(OHRC) and Accessibility for Ontarians with Disabilities Act (AODA) -
Working Together, Privacy and Information Management (PIM), Safe
Handling and Storage of Materials, Threatening Behavior-
Physical/Verbal, Travel and Expense Admin. Procedure, Violence
Prevention in the Workplace, Workplace Hazardous Materials Information
System (WHMIS) Training, Worker Health &Safety Awareness,
Supporting Students with Anaphylaxis DASA, Recognizing Child Abuse,
SAVE, National Education Association Conference, 2012, 2013;
Michigan Education Association Conference, 2013, 2014; National Indian
Education Association Conference, 2012,2013

TECHNOLOGY: Microsoft Office Suite, SMART Board, Various office machines, SMART
Notebook, Weebly, Padlet, Student records software, Education related
Apps, Databases, Budget and finance software, etc.

CO-CURRICULAR:College Advisory Board Member, 2014-2016

EMPLOYMENT: Academic Advisor: North Central Michigan College, Petoskey, MI

Business and Technologies Coordinator: Little Traverse Bay Bands of
Odawa Indians, Harbor Springs, MI
Health Educator: Michigan Inter-Tribal Council, Sault Ste. Marie, MI
Airman: United States Air Force, Biloxi, MS

VOLUNTEER: Condo Association Board Member, 2013-2016

Red Cross Volunteer (Fundraising and Outreach), 2009
Camp Counselor for Native American Youth Camp, 2008
Youth Group Organizer, 2007 -2008

LANGUAGES: Native English Speaker, Korean (basic reading and speaking)

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Conclusion

In section two of the portfolio project I introduced my education and work-related experience

from my days in elementary school to the lessons and theories I learned in college. I made

connections with my work and volunteer experience and how they influenced my decision to

pursue elementary education. My education philosophy touched on my thoughts about the role of

teachers, students and schools with regards to education. I also emphasized methods and

approaches I found most useful to student involvement. I hope that you have a better understanding

of my background and passion for becoming a teacher, and believe that I will make a great educator

one day.

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