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Running head: THEORY TO PRACTICE PAPER

Theory to Practice Paper

Kim Whitmore
UCID# 267492
EDUC 430
University of Calgary
Astrid Kendrick, Instructor
28 November 2018
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THEORY TO PRACTICE PAPER

Schools are a dynamic and continually changing experience. Their unique environments

and contextual social constructs require teachers’ special attention, planning and reflection to

provide foundations for success. As teachers, we call on our own experiences, personal

reflections and “ways of seeing and being with the world” (Palmer, 1997, p. 21). We must strive

to challenge our biases and think critically to explore how we can further students’ educational

experiences. “Each child arrives at your door with a fertile background of experience that

enriches your program” (Booth Church, n.d.). The ultimate role of the teacher is to recognize this

and find versatile ways to relate to each student and create a safe environment, where students

feel empowered and comfortable playing an active role in their own education. To build and

achieve this, the most effective techniques observed during Field Experience involved building a

positive school culture, creating a highly engaged classroom and a commitment to inclusive

educational practices.

“When students feel liked and respected by their teachers, they find more success in

school academically and behaviorally” (Truby, n.d.). Because of this it is essential for teachers to

get to know their students, build strong bonds with them, and to facilitate students’ relationship

building with one another. Interpersonal relationships are deeply rooted in a positive school

culture. It is essential that teachers set the tone and model this behaviour within the classroom.

Both schools that I observed during Field Experience offered a biweekly period called Family

Groups or Advisory, where students met with one teacher and a grouping of other students from

a cross section of grades. The teacher facilitated discussion to allow the students to get to know

one another and build relationships across grades and classes. During this class time students

discussed their passions and hobbies and found commonalities among each other. Based on this,

they chose what activities their class would do together for the remainder of the semester, be it
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potlucks, games, crafts, nature activities or playing instruments together. The teacher ensured

that every student felt welcome and took time to ensure that all students had an opportunity to

share. This technique creates connectiveness and fosters learning between students and subject

matter. Students were also encouraged to say hi to their Family Group peers in the hallways and

the teacher noted that this alleviates students picking on one another on the playground or on the

bus, creating an environment inspiring trust and an authentic sense of belonging. While every

school is not set up with this type of program this could be effectively implemented within my

future classrooms by dividing students up into small groups that meet similarly every couple of

weeks. I believe that school culture is at the core of students’ learning and I wish that I had more

teachers who took time to get to know me and show me that they genuinely cared. It would have

made a big difference in my education. I would have found more interest, enjoyment and pride in

school. Throughout my teaching practice it will be critical for me to continually reflect on my

practice and cultivate a deeper sense of myself to find ways to model for students how to treat

one another and to find ways to develop relationships and build students’ sense of identity to

enable them to be well adjusted and successful at school (Booth Church, n.d.). This will involve

reshaping my practice throughout my career and development through my own professional

learning, growth and interactions with the world.

“Student engagement has long been recognized as the core of effective schooling”

(Marzano & Pickering, 2011, p. 1). I had the opportunity to observe teachers using a variety of

engagement techniques in the classroom during Field Experience. The classrooms where I saw

the most engagement were those where students were participating in their own inquiry, active

learning and where they were allowed choice and freedom for expression (Jacobsen, Lock &

Friesen, 2013). As teachers, it is also important for us to find meaningful connections for
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students, things that are recognizable to create authentic learning experiences (Jacobsen, Lock &

Friesen, 2013). At the second school I observed during Field Experience, one Social Studies

teacher was particularly good at using humor, sharing personal life experiences and using

references to popular culture to relate content to the students’ lives. The students in his classroom

were noticeable more engaged than in many other classrooms and laugher frequently filled the

room, something that I strive to achieve as I develop my teacher identity.

I also had the opportunity to see students partake in worthwhile engaging electives where

they could share their ideas (Jacobsen, Lock & Friesen, 2013). Real world experiences have

changed substantially since I went to school, and with that so have student electives. The first

school that I observed offered courses in Animation, 3D Printing and a course called Dragon’s

Den. During the Dragon’s Den course students each participated in their own research inquiry,

made their product, wrote about it, decided on a price that they would sell it for and then pitched

their idea to their peers. These courses drew on students interests and backgrounds to develop

relevant learning experiences for children (Alberta Education, 2011). This participatory learning

environment allowed students to make choices about what they learn and negotiate how they

learn it (Jacobson, Lock & Friesen, 2013). Students learn best when they are doing things that

are of deep interest to them and spark a passion for learning (Jacobsen, Lock & Friesen, 2013).

Teachers at this school also referred to students as “Scientists” or “Animators” within their

respective classes to encourage rich inquiry and inspire authentic learning experiences. I am

always surprised how much more motivated I am when I am assigned a project that appeals to

my optimistic curiosity and allows me to explore diverse new ideas (Alberta Education, 2011).

As I enter my role as an educator it is essential that I constantly work towards developing

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engaging and relevant learning experiences for my students that connect learners, distribute

expertise among learners and inspire lifelong learning (Jacobsen, Lock & Friesen, 2013).

“Education is the ultimate tool of empowerment” and an inclusive learning environment

provides all students with an opportunity to fulfill their potential (Alberta Teachers’

Association, 2015). Teachers need to create conditions in the classroom that work for all

students, support all learning needs and ensure all students feel a part of the classroom

community (Alberta Teachers’ Association, 2015). Since classrooms are large and complex

communities and students require different amounts of support, inclusion can pose

challenging in classrooms and teachers don’t always have the support and resources they

require (Alberta Teachers’ Association, 2015). I had the opportunity to observe this first hand

in a Grade 7 classroom during week one of my Field Experience. One student was autistic and

was challenged to stay focused and work individually. During lectures and work periods he

was all over the classroom scavenging to build structures out of school supplies. The teacher

diplomatically attempted to keep him on task, worked with him one on one at various times

and offered him differentiated instruction that matched his needs and abilities, but he was very

much on his own and focused on other things when the teacher was not providing him with

one on one support (Alberta Education, 2005). The teacher attempted to partner him with

neighboring students during work time, but those students often became more int erested in his

building than in their own work. The school where I observed this is an inquiry-based charter

school which formerly had entrance exams but eliminated them since they excluded some

students who could benefit from this style of learning. Since the school did not previously

cater to students with these types of needs and behavioural problems they do not have special

resources in place for these children. In the past the school has not gone through the process
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of providing children with Special Education Codes, but due to their current requirement for

Teacher’s Aids and other resources they are in the process of coding eleven children this year,

so that they can receive appropriate funding to eliminate some of the barriers and more

effectively empower all students. Despite the teacher’s best efforts to create an inclusive

classroom that supports all learners (Alberta Teachers’ Association, 2015), he was pulled in

many directions and challenged by the lack of resources and the attention that this student

drew away from other students. This is a common reality in Alberta schools, and as I move

into my teaching career I will strive to create a classroom with a shared vision for success,

working together with all stakeholders, administrators, families and community programs, to

support all students learning needs in the best way I can. I will utilize creative strategies and

multiple means of engagement to maximize success and opportunity for all (UDL at a Glance,

2015). I will work to design or adapt lessons in response to the diverse needs or varying

abilities of students (New Teacher Survival Guide, 2014). This commitment to inclusion is

critical to promoting just and fair learning opportunities for all students within my future

classrooms (Alberta Teachers’ Association, 2015).

The creation of a positive school culture, employing student engagement techniques and

building inclusive classrooms are fundamental for planning successful learning experiences for

students. Teachers’ commitments to these practices ensure that students feel safe and supported

in the classroom (Alberta Education, 2005). Together, as we examine and reflect on the

product of our experiences, we can work toward the creation of judgment free communities of

learners where all students feel included and empowered through evolving and diverse

educational constructs. “Learning is a cultural, social and ongoing process of inquiry,

engagement and participation in the world around us” (Jacobsen, Lock & Friesen, 2013).
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References

Alberta Education. (2005). Differentiated instruction. Edmonton, AB: Author. Available at

http://www.learnalberta.ca/content/kes/pdf/or_ws_tea_elem_02_diffinst.pdf

Alberta Education. (2011). Framework for student learning: Competencies for engaged thinkers

and ethical citizens with an entrepreneurial spirit. Edmonton, AB: author. Available at

https://open.alberta.ca/publications/9780778596479

Alberta Teachers’ Association. (2015). The state of inclusion in Alberta schools. Edmonton, AB:

Author. Available at

https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Research/COO

R-101-5%20The%20State%20of%20Inclusion%20in%20Alberta%20Schools.pdf

Booth Church, E. (n.d.). Building community in the classroom. Early Childhood Today.

Available at

http://www.scholastic.com/teachers/article/building-community-classroom

Jacobsen. M., Lock. J., & Friesen, S. (2013). Strategies for engagement: Knowledge building and

intellectual engagement in participatory learning environments. Education Canada,

53(1). Available at

http://www.cea-ace.ca/education- canada/article/strategies-engagement

Marzano, R.J. & Pickering, D.J. (2011). Chapter one: Research and Theory. In R.J. Marzano

& D.J. Pickering. The highly engaged classroom (pp. 3-20). Bloomington, IN:

Marzano Research Laboratory. Available at

http://ebookcentral.proquest.com.ezproxy.lib.ucalgary.ca/lib/ucalgary-

ebooks/reader.action?ppg=17&docID=3404837&tm=1500047915656
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New teacher survival guide: Differentiating instruction. (2014). TeachingChannel. Available at

https://www.teachingchannel.org/videos/differentiating-instruction

Palmer, P.J. (1997). The heart of a teacher identity and integrity in teaching. Change: The

Magazine of Higher Learning, 29(6), 14-21. DOI: 10.1080/00091389709602343.

Available at

http://dx.doi.org.ezproxy.lib.ucalgary.ca/10.1080/00091389709602343

Truby, D. (n.d.). 8 ways to build positive school culture now. We Are Teachers. Available at

http://www.weareteachers.com/blogs/post/2014/08/07/8-ways-to-build-positive-school-

culture-now

UDL at a glance. (2015). CAST. Available at

http://www.cast.org/our-work/about-udl.html#.V2jOkDcyDww