Connections

Through academic readings, I have realized as an early childhood educator, my role is never neutral (Lanzi, 2011). How I think, speak, respond, and create with my students profoundly shapes the identity of our classroom dynamics (Lanzi, 2011). I have learned the importance of taking the time to listen and become unsettled in my work, prepared to critique and question the familiar and confront educational systemic inequities (Pacini-Ketchabaw, 2015). These readings have reinforced my initial beliefs that every student should know their value and contribute to co-construct and reconceptualize knowledge in an environment that embraces multiple perspectives and curiosity (Pacini-Ketchabaw, 2015). Vintimilla (2020) highlights the importance of a living curriculum that responds to the diverse needs of students living in the tension between theory and practice. This balanced approach has prepared me for the ever-changing landscape of my field experiences, ensuring that I remain responsive and reflective.

In each field experience, I have witnessed firsthand how the theoretical insights from my academic readings directly influence my teaching practice. Lanzi’s (2011) assertion that an educator’s role is never neutral has become a lived reality. I now understand that the artifacts I choose to share, such as photos of my family, fun facts, and personal stories, are never neutral either. My intentional inclusion of Indigenous ways of knowing and the Blackfoot language promotes inclusivity and diverse perspectives. In addition to a culturally responsive approach, I have also sought additional resources to strengthen my teaching practice to include a trauma informed lens. These experiences have guided my continuing education, shaped my lesson planning, and strengthened my student-centre teaching approach.  Each field experience has challenged me to live in the tension between theory and practice, engaging in a cycle of drawing on experiences and returning to theory to support and guide my day to day teachings.

In addition to theory, I have realized that Brookfield’s (2017) three other lenses of critical reflection including students’ eyes, colleagues' perspectives, and personal experiences continually shape who we are as individuals and professionals. I have also recognized that, similar to design for learning, critical reflection is also not linear. Alongside theory, I have relied on the constructive critique of supportive fellow students and partner teachers to understand and shape the understanding of my emerging practice.  My peers' feedback has influenced this project by asking to be more intentional about the connections to the artifacts and how they are relevant to achieving the teaching quality standard competencies. My partner teacher's feedback on complex classroom dynamics has fuelled a need to fully understand social emotional regulation and explicitly teach it in the classroom. This has inspired reading specific curricula like The Zones of Regulation and We Thinkers! Their feedback has played a crucial role in my development of becoming a teacher and the quality standards I must hold. I know Brookfield’s (2017) students’ eyes will soon play a larger role in shaping who I am as an educator. Actively seeking student critique will be vital to fostering a culture of continuous improvement and ensuring that student voices shape the learning experience.

Through this reflective process, it has become evident how interconnected the Teaching Quality Standards, feedback and critical reflection are to navigating the complexities of professional growth. This process has highlighted a gap in my Teaching Quality Standard 3, professional development of knowledge. I have found it challenging to implement assessment practices while considering student variables such as culture and the effects of trauma. However, I know having a direct plan, critical reflection and feed back, experience, and actively seeking understanding will provide additional perspectives to highlight new ways to achieve this competency. 

Lastly, I must consider how Brookfield (2017) states, “personal experiences of learning are intertwined with teaching practice” (p.70). In 2002, I was accepted into the University of Lethbridge Bachelor of Education program., and in 2003, I changed my major to a Bachelor of Music majoring in Voice. This life experience led me to meeting my husband in an opera, becoming a music therapist and finding myself living in Calgary 20 years later, as a mom of 3 young children, back at the University of Calgary in a Bachelor of Education. All of these experiences, both planned and unanticipated, have shaped who I am today, enriching my perspective and enhancing how I respond to each and every student. My life experiences have deepened my understanding of the human connection, resilience, and growth, which I will apply to my teaching.

References

Brookfield, S. (2017). Becoming a critically reflective teacher. John Wiley & Sons. https://drive.google.com/file/d/1qrIbKc2sbr7DZ9Ca3Ylz_X5rSkW1HU-u/view

Lanzi, D. (2011). Image of the child and the idea of learning. Innovations in Early Education, 18(4).

Pacini-Ketchabaw, V. (2015). Journeys : Reconceptualizing early childhood practices through pedagogical narration. University of Toronto Press. https://books-scholarsportal-info.ezproxy.lib.ucalgary.ca/en/read?id=/ebooks/ebooks3/utpress/2014-12-02/1/9781442609440#page=66

Vintimilla, C. (2020). What is pedagogy. Early Childhood Pedagogies Collaboratory. https://www.earlychildhoodcollaboratory.net/what-is-pedagogy