Looking at the Big Picture: Interconnectedness of Knowledge, Schooling, and Society
As I went through my field experience I realized that the focus questions all connected with one another because they are all topics were present in every class regardless of where you are and they are applicable to everyone’s own individual field experience. This is so because everyone is learning from their own field experience, i.e. they are gaining knowledge from their experiences. That then ties into our schooling and how the society that we live in is a huge factor when it comes to determining how schooling should be run. The connections that I made personally and professionally to the ‘interconnectedness’ of our weekly topics, field experiences, and assignments was that I was building my own professional knowledge. Throughout these tasks I found myself finding some of my own educational philosophies, such as providing all students with an inclusionary education by incorporating inclusionary practices into my teaching. All aspects of this course has allowed myself to gain knowledge and experiences in the career I wish to have.
The experience of this course has more than affected my journey to become a teacher. For example, I know do not just want to be a traditional teacher that teaches through one method, but rather, I want to teach in a way that allows for all my students to be actively involved by teaching in many methods that appeals to multiple learning styles. I do not think there is ever a point where you do not need to learn more about the different aspects of teaching. One topic I would like to learn more about would be about inclusive education, diversity, and difference. There is so much that can be learnt, and one of our last presentations about LGBTQ proved that. There was so many terms that we did not know or have ever heard of. As an educator, I want to be someone that their students’ feels safe and nonjudgmental environment around so students feel comfortable to open up and talk to me about anything. So a goal that has come out from our guest presenter would be that I need to learn more about and receive a better understanding of everything that surrounds students, teachers, or all individuals being LGBTQ for not only myself but for my future students.
A question that I have now is what comes next? How do I incorporate everything that I have learned about into the classroom and what is the best way to do so? Some parts of these questions I do have answers to but I still want to know more, to learn more, and to figure out how I can become the best educator I can be. Three professional goals I am setting for myself and for the next leg of my journey are to first, be someone who provides their students with the utmost amounts of inclusionary practices that I can. By taking initiative to be aware and receive students attention by clapping, using an outdoor voice, raising my finger with one hand and putting the other to shush at my lips, or by saying, “Okay everybody” or, “Alright everyone” instead of, “Okay, boys and girls” where you are excluding those who do not fit into either of those categories. Second, to provide all of my students the opportunity to learn through various learning styles. For example, incorporating videos for those who learn best visually, talking for those who learn best through auditory means, and by incorporating hands on activities for those who learn best kinaesthetically. Third, to bring relevant movement into the classroom so that students can learn to their fullest potential. For example, in science you could incorporate relevant movement in a solids, liquids, and gases for a state’s lesson by having the students move frequently at a high pace close together for solids, moving further apart at a medium speed for liquids, and by moving freely far apart from each other for gases. These three goals that I am setting for myself have also has become part of my teaching philosophy that I wish to uphold.