October 7, 2019

Ashley Rittinger
EDUC 3505
Robert LeBlanc
Statement of Personal Teaching Beliefs and Values
When adults are making conversation with children, a popular question that is asked is:

“What do you want to be when you grow up?”. When I was little, my answer was always

consistent. “Babysitter”, I would say, without hesitation. As I got a little older, the answer

changed to “pediatric nurse,” and then to “speech pathologist.” Finally, after approximately six

months of researching post-secondary schools near home, I decided my calling was to move two

hours away to Lethbridge to become a teacher. Looking back on my other career choices from

my youth makes it clear that I was always interested in working with children. I had a relatively

rocky start to my school career when I started grade one at a public charter school. My class was

very small and only three of us were girls. Everything started out alright, and then developed into

a mess when the other two girls decided they did not like me as much as they liked each other. I

shuffled around behind those two for a few months before I realized they hung out a lot on the

weekends without me. After I cut myself away from the neglectfulness of the girls, the only

female person left to be friends with was my teacher, who had a lot of better things to do than sit

with me at lunch. In hindsight, I probably could have pushed my way in to be friends with some

of the boys, but they liked to play soccer at recess, and I wasn’t much good at that. As time went

on, I became very lonely. I didn’t really have any friends that would hang out with me after

school or have sleepovers on weekends. I had a very sad first two years of school and no one

seemed to notice. My mom taught me grade two and even she did not realize until I explained to
her much later how much the bullying affected me and my willingness to both come to school

and to learn.

I decided that I wanted to become a teacher to make sure nobody had to go through what

I did in their first few years of school. The many years of observation I have experienced as a

student have helped me to see what goes on inside the minds of the most vulnerable populations.

I vowed that I would pay attention to them. The quiet ones who seem fine on the surface, but

inside they are suffering. I have since decided that I want to become a high school teacher, but

that does not mean I will let life pass the lonely ones by. I will check on them often because most

of the time, high school is where the most vicious of bullies hide. I want to be a source of

comfort for those who don’t receive what they need from their family or their friends.

When I think of myself as a teacher, I see a kind, patient person who loves what they do.

I know that this perception of myself is something that I can strive for, but of course, everyone

has their bad days. Because my passion lies in teaching dramatic arts, I have a differing view

from many people about what learners will look like in my classroom. Often, the high school

drama classroom doubles as the school theatre. The theatre is a place where student’s minds are

pushed to develop creativity, rather than academic proficiency. Classroom management looks a

lot different in this setting than in a traditional classroom as well. Students are encouraged to let

out their voice, to tell their opinions, and to show their emotions. This is often a vulnerable

experience for young people, so I want my classroom to be an open minded and supportive place

to explore the deepest corners of the mind. Drama education is so important for honing skills in

many different areas. Not only does it open the centres of imagination and emotion, it helps to

understand the way the human body moves, feels and develops. Drama opens a window into a

deeper understanding of self.

 I am motivated by creative freedom. I want students in my class to be unafraid of

judgement. Everyone comes to school to learn, and the drama classroom is no different. Because

it is a creative field, students will have different skill levels and willingness to participate. I will

not force them to be creative. I want creativity to flow as a product of interest and understanding.

Some students will take longer to unhinge themselves from the norms of society, but eventually,

I want students to feel comfortable enough around each other to show the most vulnerable parts

of themselves through characterization and action. It is easy to find yourself in the characters of

texts explored in drama. I want my students to be able to relate to those we read about. I will

know that I have taught successfully when students are able to fully let go of who they are to

become someone they want to be. “In education, [drama] is a mode of learning that challenges

students to make their world meaningful”, (Gałązka, 2011). The purpose of education is to help

us understand what is of value to each of us. Education shows us how to be mindful and

confident.

I strive to foster relationships with children. To learn their names and their stories. To

learn who they are on a personal level so that I can choose study material that will be relevant to

them. I strive to engage in career-long learning, to better myself so I can continue to better the

students. I will always be researching ways to engage, interest and effectively deliver content to

my students. I will strive to demonstrate only the most professional knowledge of dramatic arts

that I have to give. Students deserve to be given high quality education. I can and will give them

all that I have to offer. My classroom will be a comfortable, inclusive place to learn. My

classroom will be a diverse, inclusive, accepting, welcoming space for everyone, regardless of

race, gender, sexual orientation, or religion. According to O’Gorman et al, alternative schools

which provide a sanctuary for students, increase student engagement both academically and
within the school community, (O’Gorman et al, 2016). In my opinion, making my classroom into

a “sanctuary” for my students would create the same effect. Everyone will have the equity to

demonstrate their knowledge. I will use Indigenous Canadian texts to apply foundational

knowledge of the past and present of First Nations, Metis and Inuit peoples. Making sure the

students are immersed in culture, knowledge and understanding is important to me. I will always

be professional and ethical in my treatment of students. I will adhere to the legal frameworks and

policies laid out by the Alberta Education system. I will always do my best to ensure that my

classroom is the most positive learning environment it can be for every individual who walks

through the door. I believe all students should benefit from equity of opportunity to learn. I

believe we should support students with special needs. I believe class sizes should be small and

regulated.

I believe in public education.

Resources:

Gałązka, A. (2011). Drama as a Tool of Appreciative Inquiry in Creative Learning. New

Educational Review, 24(2), 45–56. Retrieved from
http://search.ebscohost.com.ezproxy.uleth.ca/login.aspx?direct=true&db=ehh&AN=6439
4508&site=ehost-live&scope=site

O'Gorman, E., Salmon, N., & Murphy, C., (2016) Schools as sanctuaries: A systematic review of
contextual factors which contribute to student retention in alternative
education, International Journal of Inclusive Education, 20:5, 536-
551, DOI: 10.1080/13603116.2015.1095251