Section Two: Teacher Candidate Background Experiences

Introduction

The journey to get here has been a long and enjoyable one. Becoming a teacher was not

my first career choice. Upon High School graduation, I went on to receive a Bachelor's degree in

Sociology. The following fall I enrolled in a Post Graduate Certification course in Human

Resources Management. I spent 7 years as a Human Resources Coordinator for a few different

companies. Eventually that career left me feeling unfulfilled and not happy. I took some time to

really think about what would make me happy at the end of the day. I started to work at a before

and after school program and really enjoyed being around the children and in a school setting.

Through this experience I realized that a career which involved working with children was one

that would leave me feeling a sense of accomplishment knowing that I was making a difference.

I enrolled at Humber College and received my Diploma in Early Childhood Education (ECE). I

have been working with the Toronto District School Board as an Early Childhood Educator for

about one and a half years and through this experience I realized that I would like to be the

teacher in the classroom and know that I can be.

Section one outlined the reasons why I choose to become an educator and the skills I

have acquired through this program that will make me a competent teacher. These include my

ability to plan, instruct, assess, ensure I practice culturally responsive teaching practices, my

ability with technology and modifications within my lesson plans to ensure all the students needs

are being met. The following section, section 2 will outline my educational and work related

experiences, my philosophy of education and resume. It will also discuss my goals pertaining to

this project and my personal background.

Educational Experiences

My experience at school was a fairly good one. Upon reflecting about why I wanted to

become a teacher, my grade two teacher came to mind. She was probably the toughest teacher I

had and until this day I will never forget the experience of getting my brain checked for a

learning disability. I must admit I was a little rambunctious growing up and this along with

being enrolled in the French Immersion program was not a good combination. Back when I was

in school, teachers did not have the tools or information on how to properly deal with these

situations. The teacher told my parents that I most likely have a learning disability, to take me

out of the French program and I was pulled from class once a week for testing. My parents did

not believe anything she said, however wanted to prove her wrong and off I went to the doctors

office. I remember getting wires glued to my head, but after getting a donut, so I was happy. It

turned out that I did not have a learning disability and remained in the French Immersion

program until grade 8.

What teachers sometimes do not understand is the impact labelling students can have on

them. From this experience I gained low self-esteem and never thought I was good enough. I

also use to bring up this specific experience to my parents and it made them feel bad. I want to

be a teacher that helps elevates students no matter what their learning capabilities are. Today’s

classrooms are inclusive. Every student is included no matter what level they are learning at and

there is support for them if needed. I want to create a warm, caring and safe classroom for my

students. I do not remember a lot of my teachers names, however I will always remember this

particular teacher.
 The second education experience I had that helped with my decision regarding teaching

was one of my friends. She is currently a teacher herself and she knew with my personality that I

would always make a good teacher. In fact I thought about enrolling in Teachers College with

her when she enrolled, which was probably 10 years ago. Due to my situation at the time I did

not go. She always told me to go into teaching even when I was enrolling in the Early Childhood

Education program, however I never thought I was good enough or that I could do it. It is

always good to surround yourself with like minded people who act as your cheerleader. She has

been cheering me on throughout this whole journey, always remaining supportive and always

providing assistance when needed. You need friends/coworkers like this. It makes the day seem

that much easier when you surround yourself with individuals who are willing to work together

and help one another out.

Work Experiences

There have been a few work experiences that have helped me in my role as an educator.

My first experience was when I was doing a placement at a school as part of my ECE diploma.

The school I was assigned to had a before and after school program. I thought it would be a

good idea to volunteer once a week to gain some experience as I knew that I would be applying

to that particular company upon graduation. The woman I was volunteering with was very

friendly and encouraging. She told me that I was doing a great job and that I had a good rapport

with the students. She was one of my references when I graduated and applied and I successfully

obtained my first position in the education field. While employed with the before and after

school program, I was an assistant director. The director and I grow a bond very quickly. We

worked really well together and ran a very successful program. We took pride in our program
and ensured the children were properly cared for and had engaging and fun activities. Eventually

my time came to an end and I applied for a position with The Toronto District School Board as

an ECE. I was offered a supply position, which is the first step. I have been a supply ECE for

almost one and a half years. The past year I have had the opportunity to be at the same school

with the same teaching partner. She has been very supportive with the fact that I am working

full time and doing my Masters. She has given me opportunities to run lessons and activities so

that I start to become comfortable in the teaching role. This past year has really sparked my love

of teaching and I have been able to build my confidence and readiness for teaching.

School Observations

Being able to observe classrooms is a great way to see many different ways a classroom

can operate. I feel as though you gain more experience about how a teacher teaches when you

actively participate in the teaching. Over the course of the Masters program we learned so many

different skills and ways of teaching, and being able to utilize those skills is a great way to put

into practice our learning. I conducted my observations in three different schools. two were

located in a rural area of Toronto and the other one was at a school located in Buffalo.

My first observation I observed a grade 7 classroom at a school located in Buffalo. A

best practice that I observed during my observation time was how at the beginning of each lesson

the teacher would start by reviewing the material from the last class. This was helpful for the

students as it refreshed the material that they learned the week before and as they are learning

new material, it is good to have the previous information fresh in your mind. The classroom was

set up with rows of desks all facing the front of the class. The students sat side by side although

it felt as thought there was a lot of distance between them. One main lesson I learned during this
observation was to ensure that my classroom is equitable and positive. I will do this by always

moving around the classroom and ensuring that I am “making eye contact with every student”

(Marzano, 2003, ​p.​ 54).

During my second observation I was in a grade 4 classroom at a school located in the city

of Toronto. The best practice that I observed during my observation time was that every

Monday morning while the teacher was taking attendance, she would ask every student what

they did during the weekend. The teacher explained to me that the reason she asked that

question was because it is a non intrusive way to find out a little more information about each

student. They often go into detailed description about what they did and who they spent time

with. This activity she felt built trust between the Teacher and the students and that overtime

they would start to feel a little more comfortable opening up to you. Another best practice I

observed was that the teacher would play classical music. The teacher would have the classical

music playing when the students come in from recess. The routine is for the students to come in

and read a book while the music is playing. The music provides a calm environment and while

the students are reading it calms them down as well, so that they are ready to move on to the next

activity. The best practices that I observe connects to how the teacher is an effective teacher. As

Wright, Horn and Sanders state, the most important factor affecting student learning is the

teacher and their effectiveness to teach (Marzano, 2003, ​p.​ 1). I believe as a future teacher, it is

important to observe another teacher as this way you get a sense of how a classroom functions.

You see different ways on how to set up the classroom, you are able to see different ways a

teacher handles disruptive behaviours as well as how to teach certain subjects.

 My last observation was at a Catholic school. A best practice that I observed during my

observation time was that the teacher created what was called “M Money” (The m is an

abbreviation of the teachers last name, I left it out for privacy reasons). The students desks were

arranged in groups, about 4 desk per group. Each group had an envelope taped to one of the

desks. If the group was behaving throughout the day or accomplished a specific task, they would

receive “M Money”. At the end of the week, the group with the most money would be awarded

extra free time or screen time, or other rewards that the class and the teacher discussed. The

students really loved this idea and really tried hard to behave and or complete the assigned task.

They would always be counting their money and keeping track. This would be considered a

tangible recognition. The best practices that I observe connects to how the teacher uses tangible

recognition as a disciplinary intervention. A tangible recognition “involves any type of concrete

recognition or reward provided by the teacher” (Marzano, 2003, ​p. ​36).

Classroom Application

After conducting these classroom observations I have been able to build a repertoire of

ideas that I will use in my classroom as a teacher. During my observations I realized that as a

teacher you need to “create an environment that is similar to the home environment” (Pestalozzi,

1746).​ ​By doing so the students feel comfortable in your classroom and the one teacher I

observed accomplished this by playing the classical music in her classroom. I try to make the

students in my classroom feel safe and welcomed. This is accomplished by ensuring all the

students feel as though they are represented in the classroom in some way.

I also observed what inquiry based teaching looks like. The teacher was in the middle of

preparing her lesson plans for the next day, when she noticed the students were collecting snails
outside during recess. She decided to put what she had planned aside and collected materials the

students could use to build a habitat for the snails. We also looked for some books from the

library and short videos online. The students absolutely loved this. This concept is closely

related to John Dewey. He thought that “opportunities should be based on what children’s

interests are” (Dewey, 1897). These observations have given me tools and resources as well as

skills to be a great future educator.

Philosophy of Education

The School

I believe the purpose of the school is to ensure that everyone has the opportunity to

receive an equal education. Every child is different and thus learns differently. Children also

develop at their own pace and are not always at the same level as their classmates. As stated by

Comenius “he advised teachers against rushing or pressuring children to learn things they

weren’t ready for” (Ornstein et. al, 2011, p.101). The skills and knowledge should be presented

to the students and the students should be given time to master the skills at their own pace. Not

only should schools be supportive to the children’s needs, Montessori believes that “there should

be emphasis on the school as part of the community and the need for parent participation and

support” (Ornstein et. al, 2011, p.123).

I agree, the community in which the school is located should play a vital role.

Community is an extension of the school. For example, if the school is located in a low

economic neighbourhood, then the community could provide after school programs. This will

give students a place to go after school to get help with their homework and or to provide a safe

place for the children to hang out until their parents or guardians come home. An example of
this would be the Hull House that was founded by Addams and a friend in 1889. The Hull house

offered childcare and meeting spaces. It would be great if schools provided child care such as a

before and after school program for families and for low income families, the program could be

subsidized by the government. This would make it easier on families financially.

The Curriculum

The role of the school should be that of essentialism. School should “transmit basic skills

and traditional subjects to future generations” (Transitions from education’s roots-present,

October 22, 2017). Since there is not a lot of time to teach these skills, “teaching should be

efficient” (Ornstein et. al, 2011, p.197). If the curriculum is planned out at the beginning of the

school year then a teacher should be prepared and know ahead of time what is going to be taught

everyday. Although most school boards have a set curriculum, teachers have the ability to teach

the curriculum in a way they feel best. Sometimes curriculum should be based off the children’s

interest. When you teach a child something and they are off exploring, the teacher can observe

and redirect the learning if need be. Children will be more engaged and willing to learn if the

activities are based off of what interest them. This concept closely matches John Dewey and

Maria Montessori.

In a Montessori classroom, the teacher provides children with an environment and

materials that will help them learn necessary skills through their personal interactions with their

environment (Ornstein et. al, 2011, p.122).​ ​I too believe that children should learn the basic

needs such as setting the table and basic manners. Sometimes children at home do not always

learn these basic skills, and I find that many children in today's society are lacking basic
manners. This could also be an example of a hidden curriculum. Children are picking up these

basic skills by just attending school daily.

Nature of Learning

I believe that much of the students learning should be hands on and outside materials

should be incorporated as much as possible. Being outside allows children to get in touch with

nature. The fresh air is great for your health and there is a lot to be learned. Montessori, is a

firm believer in this notion. Her schools provided learners with outside materials to be

incorporated into the classroom as much as possible. Not only is information taught from a text

such as math and science important, learning about nature first hand is just as important to help

nurture a whole child.

Learning materials can also be brought into a classroom if you cannot always get outside.

Rocks and sticks are great tools for math problems. This is an example of how Froebel's’

kindergarten classroom would be organized. He had “materials that children could shape and

use in design and construction activities, for example, clay, sand, cardboard and sticks could be

manipulated and shaped into castles, cities and mountains” (Ornstein et. al, 2011, p.112).

Sometimes learning can happen organically or “through experience, externally through the

senses, and internally through reflection”as stated by John Locke, who also agrees that learning

is active. It is happening all the time (Transitions from education’s roots-present, October 15,

2017 ).

Technology is currently the new hot topic and slowly being introduced into the

classrooms. Technology can be a great tool as it allows for teachers to go around and document

children's work. There is also a program called seesaw which allows teachers to post children's
work to a their own page which only the parent can see. Parents love this app as they are able to

see what their child is learning and what the classroom is up to. I have also used an IPAD to

showcase children’s work to the class at the end of the day and have the children talk about their

specific picture which they take pride in doing. Sometimes before lunch after the children have

finished cleaning up, I will put on a Zen Den episode which is a lady who does calming yoga and

this helps the children refocus.

Schools are able to meet the diverse needs of students by ensuring the child is properly

assessed and then getting the appropriate support for the children who require it. For example, if

you have a child who is an ENL learner, then you need to ensure that there is an ENL teacher

that works one on one with that child. Also, ensuring your school has the appropriate number of

Educational Assistants, Child Youth Workers and Early Childhood Educators, so that there is

always an extra pair of hands when needed.

Nature of Learner

The age that I would like to work with would be kindergarten. I currently work with this

age group and find them to be very curious and like sponges. This is a fun age to work with,

and you get to be their first teacher as this is the first year they are attending school. Not only are

they starting school for the first time, they are also learning how to read and write and learn how

to interact with other children. When in kindergarten students learn through play. Most

kindergarten classrooms are designed with this in mind and I would set up the classroom in such

a way that it makes it easy for children to move around the classroom freely exploring the

learning centers. When planning my lessons, I would also use didactics which would help

children with their fine motor skills. I would also try to incorporate nature as much as possible
and try to bring materials from outside into the classroom. I could use examples of a Montessori

classroom, as she “designed specially prepared environments that featured methods, materials

and activities based on her observations of children” (Ornstein et. al, 2011, p.122). As an Early

Childhood Educator, I am constantly observing the children and making notes as to what they are

playing with or talking about. I then use this information to further guide them along or to plan

daily activities. By doing so, the children are interested in the learning activity as it is something

that they have expressed interest in.

As you walk through my classroom you will see children engaging in symbolic play in

the drama center. They will also start to role play, and the game they often pretend to play is

family. They will pick who is the mother, father and baby. Children according to Piaget are

acting in this way as they are in the preoperational stage during kindergarten, although it starts at

two years of age, it will continue until the age of 7 (Ornstein et. al, 2011, p.124). The

responsibility of the student in the learning process should be an active one. They should be

constantly engaging in activities around the classroom, as well as participating in teacher led

activities such as a counting exercise or a guided reading session.

Assessment

In kindergarten students should be assessed at the beginning of the school year as this

will give you a starting point. An assessment could consists of me pointing to different letters

and having the child say the letter. This will tell me if the child knows their letter recognition.

Next, I would do letter sounds and have the child demonstrate the sounds of all the letters. Also,

I would assess if they know their colours and their numbers, especially up to ten. I would have

the numbers all mixed up and see if they are able to identify all the numbers when they are not in
the correct order. Lastly, I would have them count as high as they could on their own. I would

conduct all these assessments periodically throughout the year in order to track their progress and

to identify where there is a need for improvement. One thing I currently do in my classroom is a

program called writer's workshop. The first lesson the children just draw something they did on

the weekend and if they are able to, to label the drawing and try to write a sentence about the

drawing. I find over time the pictures become more detailed and children try to sound out a

sentence as much as possible.

The goal of assessment is to see where the children rank at the beginning of the school

year so that you are able to plan accordingly and know what to focus on and which children

require extra support. By assessing throughout the year, allows you to see if your program plans

are working and where you need to make adjustments. You will also see if there are some

students that are falling behind. It is hard for a child to move onto the next level if they are

having difficulty with the current level, which is what Comenius believed. One of his principles

is that “you do not leave a specific skill or subject until the students thoroughly understands it”

(Ornstein et. al, 2011, p.100-101). How can you expect a child to learn something new or move

ahead if they are struggling with what they are currently learning. What I like most about the

kindergarten program is that it is a two year program, which allows a lot of time for children to

master the skills they require for Grade 1. They are able to learn at their own pace and they do

not feel stressed. Pestalozzi “believed that children should learn gradually, not hurried, and

should understand what they are studying before moving on to the next lesson” (Ornstein et. al,

2011, p.108).
 Classroom Management

Rules and procedures should be addressed at the beginning of the school year.

Procedures especially are important as it helps keep children at this age in order and ensures that

transition times are seamless. When addressing classroom management with regards to learning,

I do a lot of mini group lessons. In the morning we do a whole group activity before breaking

off to different learning centers. For my mini group lesson, I form groups based off children's

assessments and I work with these groups once a week on a teacher guided lesson such as

printing. I find working with smaller groups more productive and effective. You are able to

answer any questions and provide extra support if need be. This shows the children that you care

for them. Pestalozzi “emphasized the right of children to be taught by caring teachers in a safe

environment”(Ornstein et. al, 2011, p.106).

An effective technique for classroom management is having learning centers organized.

These centers should be prepared at the beginning of the day and should be switched weekly. By

doing so children are exposed to different activities which keeps their interest and builds on their

skills. It also keeps children engaged which will lead to less confrontations. This type of

classroom would be considered a “prepared environment, and learning tools should be easily

accessible to children”(Ornstein et. al, 2011, p.122). Everything is my classroom is at child level

and always available to the children.

The Teacher

Teachers require a lot of education in order to be eligible to teach. First they must obtain

their undergraduate degree, then they must successfully pass two years of Teachers College. I

think in order to be a successful kindergarten teacher, one should also complete a Diploma in
Early Childhood Education. The Early Childhood Education Diploma focuses on children from

birth to age 12. Teachers college does not teach you child development and the stages children

go through in detail. This can be very valuable as it helps you understand children and their skill

level. In order to be a great teacher, one must be empathetic. Having empathy towards your

students shows them that they are cared for. Some Days this might be hard to exhibit, however

you need to find a way. Also, being enthusiastic. Children need to see that you are happy to be

there and to teach them. Yes, we all have things going on in our lives, however those issues need

to be left at the door before entering your classroom. In order to be successful at your job, you

should be knowledgeable in the field you are teaching, flexible as problems may arise and

schedules change and dedicated to you students.

The role of the teacher in a classroom is to be caring, supportive and to be a good role

model. This coincides with Pestalozzi’s view on the role of a teacher. He states that school

should be a safe place with caring teachers (Ornstein et. al, 2011, p.106). If children know that

they are cared for they will thrive in their environment. Especially in kindergarten when it could

be most of the children's first experience away from home and it could be very scary and

intimidating. Froebel also touched a little on a kindergarten teacher's personality stating that “a

kindergartens teacher’s personality to be of paramount importance” (Ornstein et. al, 2011,

p.114). A great kindergarten teacher always has a smile on their face and has a welcoming

classroom. A quote to remember, ​“A good teacher can inspire hope, ignite the imagination, and

instill a love of learning” (Henry, B., 2017)

Resume
 Below is my professional resume which outlines my educational achievements as well as

my past working experiences. I have also indicated relevant skills related to the field of

education as well as showcase what I enjoy to do in my spare time.

Joanne Venerus, RECE

3865 Lakeshore Blvd West
Toronto, ON
M8W 0A2
(416) 578-7844
[email protected]

RELEVANT SKILLS
• Excellent ability to work with young children as demonstrated through field placements and
working experience
• Working knowledge of the Ontario Curriculum and the Ontario Early Learning Framework
• Proven ability to work as a team player or independently
• Exceptional ability to interact with all levels of staff
• Initiates a strong rapport with staff, families and children
• Mature, uses discretion and judgment in handling confidential information and resolving
conflict

EDUCATION AND PROFESSIONAL AFFILIATIONS

College of Early Childhood Educators, 2015

Current Member in good standing

Medaille College, Buffalo, NY In progress

​The Master of Science in Education: Elementary Education

Humber College Institute of Technology and Advanced Learning, Toronto, ON​ ​2015
Early Childhood Education Diploma (Honours)

Sheridan College, Brampton, ON 2005

Human Resources Management Post Graduate Certificate (Honours)

McMaster University,​ H
​ amilton, ON 2004
B.A. Sociology

PROFESSIONAL EXPERIENCE
Toronto District School Board April 2017 – Present
Supply Designated Early Childhood Educator
● Partner with the Classroom Teacher to deliver and plan daily activities.
● Assisted with the Welcome to Kindergarten Night at Briarcrest Junior School.
● Assist the Teacher with weekly projects such as observing plants and Butterflies.
● Maintaining a healthy physical, emotional and social learning environment.

York Region District School Board January 2017 – April 2017

Supply Designated Early Childhood Educator
● Planned for and provided education to pupils in kindergarten.
● Planned and implemented the Community Helpers unit at David Suzuki P.S.
● Observed, monitored and assessed the development of pupils in kindergarten.
● Maintained a healthy physical, emotional and social learning environment.

PLASP Child Care Services November 2015 – December 2016

Assistant Director, SAK Program
• Assist with planning, developing and implementing programs for all children
• Assist in establishing a warm, safe and caring environment for all children
• Assist with the supervision of the children during both indoor and outdoor activities

YMCA of Greater Toronto September 2015 – November 2015

Registered Early Childhood Educator
• Ensures all youth programs provide quality care and support to the participants and their
families
• Understands and complies with provincial, municipal and YMCA Child Guidance Policies
• Plans and implements a consistent child-centered program in accordance with YMCA
curriculums ​Playing to Learn and A Place to Connect
• Completes required documentation of children’s development and interactions

PLACEMENTS

St. Edmund Separate School, Mississauga, ON ​September 2014 – April 2015

Early Childhood Educator (Grade 2 & 3)
• Provided guidance and support to students throughout the day
• Assisted the teacher with marking and providing student feedback
• Prepared lesson plans in accordance with the Ontario Curriculum
• Participated in the Literacy Program by working one on one with children to further develop
their reading skills

Green Apple Kids, Toronto, ON ​May 2014 – August 2014

Early Childhood Educator (12 months to 3 years old)
• Planned and implemented experiences for children based on their interests
• Utilized creativity skills to update the family board with a new layout
• Assisted with the supervision of the children during both indoor and outdoor activities
 Educare Kindergarten Day Care Centre, Toronto, ON ​January 2014 – April 2014
Early Childhood Educator (4 year olds)
• Observed and recorded information regarding children’s growth and development
• Implemented detailed plans to enhance children’s skills
• Prepared learning materials and set up the environment for play

COMMUNITY LEADERSHIP & VOLUNTEERISM

● Participate in the CIBC Walk for Breast Cancer ​October 2005 -
Present
● Canadian Red Cross Standard First Aid CPR/AED Level C ​Valid until
August, 2019

*References available upon request*

Conclusion

Section two provided an introduction of myself, which includes a personal background

outlining why I choose the education field and the road I took to get here. I talk about how I

used to be in Human Resources and the reasons why I switched to the education field. I then talk

about my educational experiences. I discuss my experiences in the classroom as a student and a

few of the individuals including teachers who left a mark on my childhood. Next, I discuss my

work experiences. I have worked for a variety of different companies in many different

positions. All of which left me with great memories and added to my skill set. This is followed

by school observations. I go on to make connections to theories and theorist in my philosophy of

education. My resume follows outlining my education and work experiences.

Section three is the pedagogical evidence section of my Elementary Portfolio Project and

will showcase the artifacts that I have completed throughout the program. This will serve as

evidence for my subject matter, pedagogical knowledge, best teaching practices, skills,

professional disposition and attitudes essential to become a professional teacher.