Section Two:

Teacher Candidate Background Experiences

Introduction

As Section One of the Portfolio Project highlighted my abilities, knowledge and

pedagogy in the field of education, Section Two will serve as further evidence of my

professional and educational experiences in the field to help the reader understand why I am

pursuing a career as a teaching professional. To assert that the path of education was where I

envisioned myself for many years would be inexact. I have explored other career paths in my

earlier years, in which I discovered a pattern and inclination to helping others and being part of a

great cause. Along with my work and education experience from my earlier years, my academic

studies in the M.S.E.D program offered by Medaille College has allowed me the opportunity to

explore and discover my aptitudes and skills in the field of education. In this section, I will

demonstrate to you, the reader that my educational background, work experiences, school

observations, classroom application, philosophy of education hold great significance in my

journey to become a successful, passionate and dedicated teaching professional. The section will

be summarized by my professional resume and conclusion.

Teacher Candidate Educational Background and Work Experiences

My educational experience has been a journey filled with exploration, excitement and

discovery. I have studies in the fields of visual arts, law enforcement and history, all of which

have highlighted my willingness and ability in helping others and guided me in pursuing a career

as a teaching professional. Though I cannot state the exact moment I realized I wanted to become

an elementary school teacher, there were certainly pivotal moments with some teachers during

my studies in elementary school, secondary school, college and university that resonated with me
and lead me on the path of becoming a teaching professional.

I began my elementary education at an all-French elementary school called Le-Petit-

Prince. There were very few students enrolled at the time due in part that there wasn’t a large

population of French-speaking families in the area. Nonetheless, many of my teachers enjoyed

helping their students and created enjoyable learning environments. My very first memory of

being the student of an admirable and supportive teacher was in seventh grade. The classroom

consisted of only 13 students, and many of us had good rapport with our teacher, Mlle. Michaud.

I knew early on that mathematics was not one of my strong suits, therefore I was not surprised

that I was struggling with algebra at the time. Mlle. Michaud advised my parents that she would

like to dedicate an hour after school hours to assist me with algebra until I felt comfortable

enough to tackle my homework and assignments on my own. This was the first time I had

experienced an unforgettable time of resiliency, confidence in my work and admiration for an

individual who enjoyed assisting a student who was too shy to ask for help.

Since a young age, those close to me would often find me drawing, coloring, sketching or

painting in a sketchbook. Creativity was my escape. The ability to use various mediums to

express my thoughts or ideas appealed to me, and it still does. Though several of my teachers

acknowledged my talent and passion for the visual arts, elementary and secondary school did not

provide me with the means to broaden my palette or showcase my skills. As an artistic individual

and learner, I began taking art classes at a studio called A Stroke of Art where the studio’s owner

and sole teacher, Mirella Tersigni, became my mentor. Miss. Tersigni would translate her talent

and passion for the visual arts into productive and exciting classes in which we would learn to

perceive, translate and read the visual world. As I continued taking her classes for many years, in
which I would experiment with various techniques, mediums and processes to build my visual

arts portfolio, her ability to provide her students with unconditional help and support truly

resonated with me. I would carry her teachings with me throughout my secondary education as I

built my portfolio. I applied to various universities; however, my main goal was to be accepted in

the Faculty of Art at the Ontario of College of Art and Design. With tremendous hard work and

dedication, I was accepted into the Faculty of Art, and in September of 2009, my post-secondary

education began at one of the most recognized and prestigious institutions in Canada, OCAD

University.

My studies and experiences at OCAD University were some of my most memorable. I

had the opportunity to meet incredibly talented individuals who portrayed an unbelievable

amount of passion into their pieces and along the way I learned that I truthfully enjoyed sharing

my ideas and creativity with my peers. Although I thoroughly enjoyed my first year as an

undergraduate student in downtown Toronto, spending my morning classes with charcoal pencil

in hand drawing live nudes, attending large lecture halls to listen to my professors describe

various ways in seeing the world through art, and executing new paintings in the afternoons, I

soon realized that my drive for the visual arts was becoming an obligation. I was slowly losing

interest in something I once loved doing. As an individual who enjoys learning, expressing

myself through my creativity, I did not want to lose my passion for the visual arts, as I had met

several individuals who lost their appetite for drawing and painting once they reached their

fourth year at OCAD University. Although I knew that being a University drop-out would not be

well accepted by my parents, I made the decision to put aside the paintbrush and various shades

of pencils to reflect on my career choices and the person I wanted to become.

In January of 2012, as I stepped into a small portable on a cold Monday morning, I had
my first encounter with Mr. Harrington, a retired Detective Constable with the Ontario

Provincial Police. Mr. Harrington was one of the most admirable, intelligent and compassionate

teaching professionals I have ever met. Throughout the Police Foundations program at Seneca

College, my mind worked like a sponge. There were various courses that encompassed the broad

and complex branches of law enforcement, and during the program, we were encouraged to

devote our extra time to community service. During this time, I was also executing a large mural

at my elementary school Le-Petit-Prince, when I was approached by the school principal and one

of the teaching assistants requesting if I would be interested in assisting students with literacy

challenges. For approximately four months, between school and my part-time job, I worked

alongside teachers and teaching assistants in supporting several students from grade levels 2 to 6

who struggled with reading and writing. Several of the students I worked with displayed learning

challenges and with the help of the senior teaching assistant, we created and implemented

activities for my one-on-one sessions with the students to improve their reading and writing. It

was during my community service hours working at the elementary school that I discovered my

immense interest in helping and teaching students with academic challenges.

As I progressed through my program at Seneca College, I came to realize that my interest

and goal for professional teaching outweighed a career in law enforcement. To say that I did not

enjoy the police foundations program at Seneca College would be furthest from the truth. Public

service and community work were largely emphasized in the program as it relates to the field of

law enforcement. The same can be tied to the field of education. As law enforcement

professionals serve to guide and protect the public, our goal as teaching professionals is to

educate, guide students through content and instruction, and keep students safe inside and

outside of the classrooms. Towards the end of my program, I made the decision that I was going
to graduate and follow the path of professional teaching. I cannot express how much I enjoyed

working with students during the school months and I looked forward to using those acquired

skills in my future teaching career.

Upon graduating from Seneca College, I applied to York University to obtain a Bachelor

of Arts to study in a subject that I strongly enjoyed. The undergraduate level curriculum of the

History Department at York University covers a wide range of geographical and thematic areas,

and chronological areas, from the Ancient to the recent past. My appetite for studying peoples,

places and events of the past grew with each course, and my most memorable experience during

my program was during a course titled Ancient North America From the Last Ice Age to

European Contact instructed by Dr. Carolyn Prodruchny. Dr. Prodruchny exhibited excellent

qualities as an educator. She was driven to teach and passionate about the material. As a student,

I gravitated towards educators who sincerely portrayed their delight in teaching. The qualities

she exhibited further aspired me to become a teacher. During the course, she was energetic,

encouraging, attentive, creative and supportive, all while keeping the students motivated and

engaged by helping students develop their knowledge with various assignments and activities.

One could suggest that history can sometimes be a dry or uninteresting topic, depending on how

the material is being delivered and how it’s being absorbed by learners. Dr. Prodruchny took a

loaded subject and eloquently delivered the subject matter in a thought-provoking and

fascinating way. Her experience, knowledge and delivery resonated with me and motivated me

to become the finest professional teacher I can be.

As a teacher candidate, I am aware that I do not have a significant amount of work

experience in the field of education. However, the time spent working with struggling students at

an elementary school during my studies at Seneca College, and my academic experience working
with outstanding professors highlighted my interested to becoming a motivating, zealous and

passionate educator for future generations.

School Observations and Classroom Application

As a teacher candidate studying at Medaille College, I have had the opportunity to set

foot in various classrooms as an observer. Though several of my classmates and I did not have an

exuberant amount of experience in the classroom as observers, our determination and natural

abilities led us to working with several students and groups of students who portrayed various

learning aptitudes. The first semester of the M.S.E.D program at Medaille College entailed the

first set of observations at a local prep school in Buffalo, New York. Students who attended the

prep school were seeking to increase their chances of being admitted to prominent schools in the

area. During my first semester, I had the opportunity and pleasure of attending two classrooms,

one in grade 7 and the other in grade 8.

My first observation commenced at 9:00 a.m. in a grade six classroom where students

entered and ready to tackle the day ahead. Instantly, students were aware of our presence and

questioned our purpose in the classroom. We introduced ourselves as students from Medaille

College, and students were directed to their seats for the lesson. Prior to commencing the

observation in the classroom, our professor advised us that a large portion of students were

academically advanced and to observe how the classroom teacher interacts with her students.

Beginning with a brief introduction to the class, the teacher continued with a brief description on

the task ahead then allowed students to discuss amongst themselves or work independently as

she circulated the classroom providing help and thought-provoking suggestions. This teaching

style was very similar to Boydston’s method of teaching; the demand of thinking and learning
naturally transpires when students are given something to do rather than something to learn

(Boydston, 2008). As I circulated the classroom, listening to the colorful conversations within

several groups, numerous students pulled me into their group circle for some assistance and to

share their intriguing ideas.

We often alternated between grade levels during our observation hours at the Buffalo

prep school in Buffalo, New York. In some cases, we had the opportunity to observe split

classrooms; students were separated based on gender where my peers and I would observe a

math class or an English literacy class. Our observations of an all-boys and an all-girls classroom

was different yet refreshing. It was interesting to see how a learning environment can change

once boys and girls are separated. Nonetheless, most of the teachers we observed led student

centered classrooms, where students shared their ideas among themselves, learned new concepts

and perspectives together, and exhibited reasoning.

The remainder of my observation hours took place at an the elementary school where I

attended as a student, École Élémentaire Catholique Le-Petit-Prince. My observation in

classrooms, ranging from grades 1 to 6, taught me several important aspects of teaching. Mr.

Jean was a professional, enthusiastic and skilled grade 5 teacher who had good rapport with his

students and kept his students consistently engaged in learning. It’s crucial for teachers to keep

students motivated to learn and make connections to the material and subjects. During my

observations, I was impressed by Mr. Jean’s classroom management skills and ability to

maintain the attention of his students. His ability to maneuver around the classroom, sustain the

student’s focus on the subject matter while they engaged in cooperative learning activities further

aspired me to becoming a teaching professional. Another one of my observations was held in a

split grade classroom at the same elementary school. The classroom teacher was Mrs. Pelletier,
who was my grade 2 teacher when I was a student at the school. Though I had never been a

student of a split classroom, I found the split classroom dynamic quite fascinating for various

reasons. For the most part, I was always under the impression that split classrooms were greatly

dysfunctional. Mrs. Pelletier’s split classroom of grades 1 and 2 proved it can be difficult to

handle two separate grades in one setting, however her professionalism, determination and

organization surpassed my expectations. Split classrooms are a blend of students with various

learning capabilities and needs, in which the instruction is separated. Along with a split

classroom, there is a demand for coordination and collaboration with peers and colleagues. My

observations in a split classroom was refreshing, exciting and emphasized the importance of

classroom management and time management.

Throughout my observations in a split classroom setting, it was clear that there were

directions and expectations to be acknowledged and followed by all students. One would think

that redirection is more occurring in a split classroom, however it was not the case in Mrs.

Pelletier’s classroom because students were aware that compliance and respect was key for

classroom success.

As I reflect on my experiences during my observation in various classrooms, I have

learned that successful and effective teachers are always learning. Students are taught that

making mistakes, learning from their mistakes and improving themselves is resilience. I believe

that professional development as educators occurs mostly in the classroom, and what we teach

students about resiliency, respect and success, we can learn as well. For my future students, I

would like to implement the paired group technique because I believe it encourages student

discussions, builds confidence among students and allows them to make mistakes, learn from

them and their peers. This method of teaching has always appealed to me, even as a student I
enjoyed learning in groups while working and investigating with my peers to complete

assignments or solving problems. Further, I believe that student empowerment in the learning

process is beneficial. When a student feels empowered, they strive to move forward and be

challenged academically. Therefore, I wish to introduce project based and team-based learning

strategies so that my future students can learn by doing, and feel empowered with their peers

when they succeed.

Philosophy of Education

My philosophy of education is profoundly influenced by the various theorists and their

approaches on education, which were discussed in section one of this portfolio, as well as my

experiences and observations in the field. As professional teachers, our approach to the

curriculum should be to implement the greatest concepts and important foundational skills. The

notion of pragmatism suggests that a learner benefits from learning ideas that are then cultivated,

and eliminate ideas which limit their growth (Gutek, Levine, Ornstein, & Vocke, 2014). Though

this notion may not encompass other circumstantial factors, such as class sizes, it encourages

student development. Further, this can be developed by encouraging students to learn new

experiences with a hands-on approach (Dewey, 1938), apply strategies which promote Brameld’s

theory of social reconstruction and using Vygotsky’s approach of providing appropriate

assistance to students by applying the concept of the zone of proximal development (Vygotsky,

1978). As a future professional educator, I will ensure my students are accommodated in learning

at their own pace, and not moving on to the next foundational skills before the previous sections

have been mastered. Each student is different on how they learn and the time in which it takes

them to master a new idea or skill. Therefore, I strongly anticipate using Dewey’s progressive

education approach; that students learn best when they interact with their environment, with
student-centered learning and experimental learning (Dewey, 1938). This approach is also

beneficial for teachers in the classrooms for observation purposes and assessments. To add, by

incorporating various strategies for experimental learning, I can assess what tools I can

incorporate in my instructional methodology.

Students possess a natural desire to learn and wonder. As professional educators, it is our

responsibility to provide model approaches and support for students to ensure they acquire

core and foundational skills and eventually master various concepts, rather than simply telling

them the information. Determining a student’s preferred learning style is crucial in identifying

which pragmatic approach best suits the child’s learning development. I believe it is best suited

to implement Vygotsky’s theory of proximal development and to use the scaffolding strategy to

support their learning process. The use of scaffolding is also beneficial because it builds,

promotes and maintains a student’s confidence (Vygotsky, 1978). When the scaffolding

approach is used properly, and while considering the student’s learning style, the educator is then

able to create an effective individualized learning approach.

We as educators, have a responsibility to ensure all students are provided with an equal

and enriched educational experience, while enhancing their abilities to ascertain a great future.

Preparing students for the endless challenges imposed by the world today is a primary

responsibility, and while all students bring various learning aptitudes, we must ensure we are

supporting their development in skills related to functioning in society. The role of educators is

to promote social reconstruction; that we act as change agents, guiding students by exploring

social issues, along with empowering them to question social inequalities that surround them in

society and create solutions to such inequalities (Brameld, 1965).

The material presented above provides a foundation on which the remainder of the
Portfolio Project will build. The information provided on my educational background, work

experience, classroom observations and application, along with my philosophy of education and

theoretical bases for my teaching approach will be reflected and further elaborated in the artifacts

presented in the next section of my portfolio.

Resume

Introduction

The document below is an outline of my current resume that entails my relevant

professional and educational experience. My resume will reflect the hard work, determination

and confidence which led me to Medaille College to pursue a career in education.