Section Two: Teacher Candidate Background Experience

Introduction

Ever since I have decided to pursue the teaching profession, I find it hard to believe that I was

ever considering something other than teaching. Now that I reflect on my time during school, I see that

all the decisions I made and steps I took have lead me to the path I am currently on. I often wonder how

different things would have been if I had decided to become a teacher at an earlier point in life. But I

brush this thought aside because I know that my experiences inside and outside of the field of

education have all helped me become the person I am today. This section outlines these very

experiences and how they have affected me in my journey. Beginning with my education and work

experiences, this section also details the schools observations I have participated in what I have learned

from those observations. Additionally, this sectional includes a professional resume further outlining

my work experiences and my philosophy of education. Through my education and work experiences I

want to provide an idea about what has lead me to the teaching profession, through the completion of

this program. My philosophy of education offers a more nuanced description of my outlook on aspects

of teaching such as curriculum, methodology, classroom management, and others. After reading

through this section, my hope is that the reader will see the growth I have experienced, and the

capability for competency I possess as a teacher candidate. Perhaps the one thing all teacher candidates

have in common as that they were all students at one time. This section begins exactly at the time when

I was a young student unaware about the surprises in her future.

Education Experiences

Much of my early schooling was done in the busy city of Mumbai, in India. My experience in

the Indian education system has influenced me greatly as a student and as an individual. Perhaps the

first time I considered becoming a teacher was when I was in Grade Three. At that time my grandfather

was the principal of a school not too far away from my own. On one particular day my father picked
me up from school and took me to my grandfather’s school where my mother was teaching as a

substitute. My mother was not a certified teacher but because of her expertise with the English

language my grandfather would often use her as a substitute when he was short on teachers. There was

still some time before my mother’s class ended so my grandfather decided to show me around the

school while we waited. When we passed by the classroom my mother was teaching in, he let me take a

peek inside. I, very clearly, remember my mother standing in the front of the classroom in a beautiful

sari holding a thick book in her hand. Something about the way she was standing there with all those

students looking up at her made me want to stand up there as well. I suddenly had the motivation to

study really hard and become really smart so that I too could become a teacher. This was the first time I

ever considered teaching. As I got older, and eventually moved to Canada, this thought did not cross

my mind again until much later.

For much of middle school and high school I was convinced that I wanted to pursue a

profession in the field of Science, specifically Physics. I had all my plains laid out and was confident

that I would one day end up working as a research scientist. Things were going as planned until I had

my Physics class in Grade Eleven. Since I enjoyed the subject so much, I was one of the few in class

who was consistently getting appreciable marks. Once my classmates started to notice this, they would

come around my desk during review sessions before big tests to ask me questions and see my solutions

from previous assignments or quizzes. Soon a big group would form around my desk and I would be

explaining my steps and thinking process to them. My teacher noticed this as well and one day decided

to pull me aside to talk to me about it. I was worried that I was in trouble, but to my surprise the

conversation went rather differently. My teacher asked me why all my classmates were flocking around

my desk right before an important test or assignment. I told him that it was because I was helping them

by walking through my solutions or giving them tips and advice. My teacher then asked why it was that

they were coming to me for help and not the other people in class who got the same or higher marks.

This question really stumped because up until that point I had not thought about why my classmates
were seeking my help specifically. Before I could come up with an answer, my teacher expressed to me

that he believed I had a unique ability to speak the right language when helping somebody understand

something. He then advised me to think about becoming a teacher and consider how I can build and use

my skills to teach professionally. As an older, white male whose colleagues were also older, white

males, he pointed out how a young, female Physics teacher would be such an important example for

future generations of students. This particular point really struck a chord with me because it made me

aware about there was not much female presence in the higher-level science classes. As I continued to

digest my teacher’s words, I felt my mind slowly moving towards the idea of becoming a teacher.

Without this conversation I would have never realized that I had a few of the important skills necessary

to become a teacher. I also would have not thought about I can potentially use the role of a teacher to

encourage more young students, especially girls, to consider careers in the sciences. I am forever

grateful to my Grade 11 Physics teacher for changing my thinking and plan to visit him once I become

a certified teacher with the help of this program.

Although the conversation with my Grade 11 teacher helped me start thinking about teaching, it

wasn’t until much later that I actually decided to pursue it. Somehow I made the assumption that there

was no way in which I could pursue teaching and maintain my love for Science. This led me to push

the idea of teaching in the back of my mind and focus again on becoming a research scientist.

However, I was forced to face this idea once again during university when I attended a conference

called ‘Girls Matter: Women in STEM (Science, Technology, Engineering, and Mathematics)’ during

the first year of university. I went into the conference expecting to come out more motivated about my

passion and drive to become a professional in the field of Science. What I did not expect was that one

of the panelists at the conference was a Grade 6 Science teacher who considered herself a woman in

STEM just like the other panelists. This teacher was very passionate about STEM-related topics and

would incorporate activities and lessons in her classroom to help her students get excited about them as

well. Her original plan was to become a biologist but she eventually found that teaching was her calling
and igniting a love for science in young people’s mind was her goal. Hearing her talk made me realize

that becoming a teacher would not mean that I have to give up on my love for Science. In fact, I can

use teaching to help others fall in love with it like I did. As I headed back to my classes after the

conference, I began to visualize myself standing in front of a classroom of young students and doing

activities with them like the teacher had talked about in the conference. I again started to consider

teaching and this time decided to do some research to find out more about the profession and how I can

determine if I am fit for it.

Each of the experiences detailed above brought a shift in my thinking that I did not think was

possible. I am very thankful for the people and situations that lead me to these shifts because without

them I would have not even considered, let alone feel motivated, about the teaching profession. Even

though this shift did not last during the earlier experiences, my work and volunteer involvements

during my time at university really cemented it and eventually led me to applying for the Masters in

Science Education program at Medaille.

Work Experiences

After taking part in the ‘Girls Matter: Women in STEM’ conference, I was keen on getting some

in-class experience to figure out whether I could really see myself becoming a teacher. Fortunately, the

university I attended had a Science outreach program in which volunteers would go into local schools

and teach short lessons or carry out activities relating to topics in science and technology. I decided to

become a volunteer with this program and I am truly glad I did. Through this program I was able to

enter an elementary classroom for the first time in a teaching role. As a volunteer I was able to visit

several different schools and deliver short lessons to students of different grades. Each time I stepped

into a classroom, a special kind of energy took over me and it felt so fulfilling to have all the students

listening to me. Initially I was very robotic in my instruction because I wanted to make sure that I was

following the lesson details and directions given to me by the program. As I began to visit more and
more classrooms, my instruction became more fluid and I started improvising small aspects of the

lesson as well. Volunteering with this program gave me a lot of fun and rewarding moments, but it also

brought a lot of challenges. Before this I had never come face-to-face with a misbehaving or

disinterested student. When students were being distracting or losing interest in the lesson, it would

affect my mood immediately and the rest of the lesson would suffer because of this as well. Through

these challenging moments I learned that not all students are going to behave or understand exactly as I

want them to. I also realized that instead of letting these hiccups disrupt my whole lesson, I have to

remain calm and think about how I can change these situations for the positive. All of the in-class

experience I gained and the lessons I learned from this program will accompany me in the classroom

once I become a certified teacher.

During my final year in university I applied for the position of Residence Life Don (RLD). As a

RLD, my role was to live with and support a group of first-year students as they transition into their

new lives. The floor I was given included 59 students who were in various undergraduate programs. To

help these students become more familiar with each other and their new environment, I organized

weekly programming, local trips, and various opportunities for learning. Since many of the students

were in science and engineering programs, I was also able to help them academically with their

coursework as well. Although these students were much older than the demographic I plan to teach,

supporting them during their first-year taught me a great deal about responsibility and the importance

of relationships. Supporting these students meant ensuring their safety and well-being as well. While

they were on the residence premises I had to make sure that they knew how to deal with emergency

situations with or without my presence. As we got closer as a group, many of them confided in me

about the struggles they were going through. Having knowledge of the difficulties they were facing

made it more important for me to give them the right kind of support and attention. Being a Residence

Life Don made me aware of the emotional aspect of teaching and how connected you can become to

your students once you spend a certain amount of time together. The training I received for this role,
the lessons I learned, and the relations I made have all influenced me both as a person and as someone

who wants to become a teacher.

As the end of my undergraduate journey came around, I was almost convinced that I wanted to

pursue the teaching profession. I was not fully convinced because there was still some doubt in mind

about whether I had the necessary content knowledge and communication skills. To help clear some of

this doubt, I decided to try out tutoring. I started as a Math and Science tutor at a local learning center

and was able to provide academic support to students on an individual basis and in groups. As a tutor I

got to work students of various backgrounds and grade level. It was always interesting to see how one

student in a certain grade struggled with a concept that another student in the same grade had no issues

with. Whether it was reviewing school work, preparing for a test or catching up after a long break, I

was able to help students through various situations. Each time a student exclaimed that they finally

understood something, or brought back a test with a mark better than the last test, always gave me a

feeling of immense satisfaction. Through this experience I learned that being a teacher does not mean

to just give the answers, but rather it means to help the students arrive to the answer themselves. I also

learned about the usefulness of diversifying instruction and support because what a student understands

is a combination of what they have already understood and what their aptitude is.

My work experiences have all taught me about the different aspects of teaching which I would

not have learned otherwise. They have also made me aware about my personal limitations and the areas

that I need to improve on. I am thankful that I have each of these experiences and plan to keep them in

mind as I venture out into the world of teaching.

School Observations

Through the Science outreach program I am involved with as a volunteer, I have been able to

visit and observe many different classrooms over the past seven years or so. Although these visits are

short, they have provided me with important insight about how a classroom operates on a day-to-day
basis. Since each observation was in a different class, it was always interesting to see the unique

dynamics in the classrooms. Some teachers had student desks arranged to face the front of the

classroom whereas in other classroom desks would be organized in a circle to face the classroom. The

classroom walls too had differences in how they looked. The physical features of the classroom are

very telling of the teachers personality and the group of students as well. Although each visit taught me

something new, those that are especially memorable to me are ones in which the teacher or school did

something unique or unexpected in their classrooms with the students.

One of my earlier visits was to a Montessori school in Waterloo, Ontario. I volunteered at this

school several times and was able to sit and observe in a few different classrooms. My experience with

this school is memorable to me because the classroom environment and teaching were very different

compared to the ‘traditional’ classroom. For one, classes were made up of students from three different

grades, specifically Grades 3, 4, and 5. I had typically seen, and been part of, classes where two grades

are combined but I had never heard about three grades being combined. The teacher of this class, Mrs.

P, would bring three folders to class, one for each grade, filled with lessons and planning material. Mrs.

P’s class was also filled with materials and resources from top to bottom. The classrooms in this school

were all connected to each other through various doors. During certain parts of the day, teachers would

open these doors and students were allowed to mingle across classrooms and interact with other

students while doing their work. There were a few large common areas in the school where students

from a certain grade would come together for specific activities. For example, in the Reading Hall,

Grade 3 students from Mrs. P’s class would unite with Grade 3 students from the other classes to

participate in reading activities. As I observed Mrs. P’s class on several occasions, it was always

interesting to see the different kinds of environments her students were placed in as they went about

their day.

Another classroom observation experience which particularly stuck with me was when I

volunteered with a Grade 5 classroom in Mississauga, Ontario. Similar to the previous experience,
these visits were short but frequent. In this classroom, the teacher, Ms. K, had the students divided into

four ‘Houses’. Each of these houses were identified by a color and a mascot. Students would have

various chances to earn points for their house. Cleaning up their desk area, helping another student or

doing well on an assessment were just some of the ways they could earn points. Each house also had

their designated spot where they could come together and work or talk. Ms. K made sure that students

were interacting with all the other students instead of just their house. The classroom environment was

very unique because the students were constantly motivated in their efforts to gain points for their

house. Students in this class were also given important responsibilities throughout the day. For

example, Ms. K would give the students options about what subject they want to learn first or how

much time they want to spend on a certain task or activity. This way students felt like their input was

valuable and they had the ability to guide the course of the school day. As part of a house, students had

the opportunity to work in teams and collaborate to achieve a common goal.

Apart from these, various other in-class experiences also showed me the more difficult aspects

of teaching. Misbehaving students, ineffective lesson plans, and emergency situations were all observed

as well. The teachers I had the opportunity to observe all handled these situations with great care and

logic. They always remained calm and made sure the students were calm as well. These experiences

reminded me about how important it is to model positive behavior in the classroom. Students look up to

the teacher and often emulate their words and actions. Thus, in difficult scenarios if the teacher is not

able to keep control, the students will be affected as well. The lessons I have learned from classroom

observations have helped me become more prepared and excited to have my own classroom one day.

Classroom Applications

Each experience I have had in the classroom or while tutoring students has helped me become

more aware about what I would like my classroom to look like. My observations at the Montessori

school reminded me about the importance of letting students learn on their own through their
environment. Developed by Dr. Maria Montessori, the Montessori method is guided by the belief that

children learn better when they are choosing what to learn (Romano, 2020). Having children of varying

ages is common in the Montessori classroom as this gives students opportunity for interaction with

classmates who are at different levels of understanding. The freedom the students had and the

‘discovery learning’ environment they were immersed in was truly a sight to observe. The emphasis on

environment as a conduit for learning can also be found in Jean Piaget’s work. He too believed that

children build their knowledge of the world through a process of creative invention, also known as

constructivism (Aslanian, 2017). Encouraging and teaching students to learn on their own is something

I plan to bring in the classroom. It is essential that students do no rely on me as the single source of

information. By providing them with useful resources and allowing them to interact with another, I

want to create an environment where they are able to learn naturally and freely.

When it comes to my observations of Ms. K’s class, there too I learned many things which I

will use in my own classroom. Collaboration and teamwork are skills I consider extremely valuable. In

the real world most, if not all, professions involve working in teams to achieve a common goal. Thus,

to prepare students for their future jobs, it is necessary that they understand how to become responsible

team members and work with different types of people. The four houses created in Ms. K’s class are a

great way of helping students build their teamwork skills. Collaborative learning has many benefits

because it pushes students towards higher-level thinking and it helps boost their self-esteem and

confidence as well (Gates, 2018). In the Fieldwork course during the first semester at Medaille, I got to

work with my classmates to create and facilitate lessons at the Saturday schools we were visiting.

Working as a team, we were able to create engaging lessons for students while supporting and learning

from each other. In my classroom, group and partner work will be incorporated throughout the

students’ day so that they too can learn from each other.

Before stepping into the classroom the figure of a teacher in my mind was very authoritative

and controlling. This figure has changed drastically because through my school observations I have
been able to witness the positive effects of giving students control in the classroom. Whether it is

letting them schedule the day, set class rules, or choose the assignment they want, students can be

meaningful control in many ways. Through this control students can feel that they are contributing

members of the classroom environment and that their input matters. Students’ sense of control also has

important effects on the effort they put in for a task (Bindreiff, 2018). Setting strict guidelines and

schedules or not allowing students to drive their learning can impede their growth and diminish their

interest as well (Worthington, 2018). Thus, in my classroom I plan to provide my students with various

opportunities to determine some of what they are learning and how they are learning it.

School observations, along with the coursework at Medaille have all aided me in becoming a

well-rounded and confident teaching candidate. I am looking forward to the day when I can start

applying everything I have learned to my own classroom. Even though I have been able to learn and

grow so much, I am aware that there is a lot more I have yet to learn before I can become the kind of

teacher that I have always wanted to be.

Resume
 NEETI PATEL
80 Acorn Place, Mississauga, ON L4Z 4E6
Cell: (647) 522 2834 E-mail: neeti.m.patel@gmail.com
____________________________________________________________________________

PROFILE
An ambitious and enthusiastic candidate looking to contribute to high quality teaching at your school
 Over 2 years of experience working in various teaching environments with students of diverse
age and skill level
 Able to create effective lesson plans in alignment with district and federal curricula
 Demonstrated leadership skills along with problem-solving capabilities
 Highly organized, detail-oriented individual with strong communication and interpersonal skills
 Proven ability to build and maintain sustainable relationships with students
 Possess strong work ethics, results driven and willing to adapt to changing practises

EDUCATION
Masters in Science Education (Elementary)
Medaille College, January 2020 – April 2021

Bachelor of Science (Major: Physics and Astronomy)

University of Waterloo, September 2014 – April 2018

VOLUNTEER EXPERIENCE
Volunteer Speaker
Let’s Talk Science Waterloo/Mississauga, September 2013 – Present
Responsible for:
 Conducting lessons in primary and middle school classrooms on various STEM topics such as dinosaurs,
volcanoes, and earthquakes
 Using a combination of props, images and text to help different types of learners understand the topic
 Facilitating group activities among the students to encourage participation and improve understanding
 Administering formal and informal assessments to test student learning

WORK EXPERIENCE
Senior Tutor
Scholars Education Centre, September 2019 – Present
Responsible for:
 Preparing objectives and outlines for students based on skill level and progress
 Assisting students in acquiring better understanding of targeted weak areas
 Tutoring in all subject areas and guiding students in test-taking strategies, note-taking, prioritizing
assignments and preparing for exams
 Checking and revising student’s homework and review material to ensure students remain caught up with
classwork
Math Instructor/Tutor
Mathnasium, August 2018 – August 2019
 Supported students with homework and test preparation for mathematics and physics
 Helped high school students with difficult concepts through explanation and practice
 Assessed and updated students’ learning plans depending on their progress
 Adapted teaching style depending on students’ needs
 Interacted with parents regarding student progress and areas of improvement

Residence Life Don

University of Waterloo Residences, September 2017 – April 2018
 Supported a floor of 59 First-year students through their transition into university
 Planned and facilitated weekly programming to encourage student involvement
 Provided academic support by helping students with first-year mathematics and physics courses.
 Maintained detailed records of supports provided to the students
 Ensured common areas in the residence were clean and safe for student use

TECHNICAL SKILLS
 Able to use programs such as Data Studio, MATLAB, and Mathcad to gather and analyze data
 Capable of using Python and LaTex
 Working knowledge of MS Office applications such as MS Word, Excel and Power Point

ACTIVITIES AND COMMUNITY INVOLVEMENT

 Member of Royal Astronomical Society Canada, Mississauga Centre – 2016 – Present
 Member of Women in Science, University of Waterloo, 2016 – 2018
 Member of Waterloo Space Society, University of Waterloo, 2015 – 2018
 Volunteer at ‘PhysiXX: Girls Matter’ event, University of Waterloo, 2016

ACHIEVEMENTS AND CERTIFICATIONS

 Advanced Instructor Certification, Mathnasium University, 2018
 Initial Instructor Certification, Mathnasium University, 2018
 Community Framework Trainer, Waterloo Residences, 2017 – 2018
 Crisis Response & Mental Health Safety Training, Waterloo Residences, 2017
 University of Waterloo Presidents Entrance Scholarship, 2014

References available upon request.

Educational Philosophy

As I continue gaining experience in the field of education, I find myself continuously modifying
my beliefs as an educator. Much of the core thinking that led me to pursue a profession in education
still remains the same, but new influences have helped me become even more passionate and specific
about my goals as a teacher. A majority of my educational experience is grounded in tutoring and
teaching Science and Math to students of various grades. This experience has helped me develop a very
‘scientific’ approach in my teaching as well. I start by making conjectures about what type and level of
instruction will be effective, and then test these conjectures to see whether changes can be made to
better support the student or group of students. In this approach, I make sure that I am focusing equally
on content and skill acquisition. As a teacher, my role is not just to aid students in getting to the next
grade by proving their content knowledge. I strongly believe that teaching and honing students’ skills is
just as important, as this will truly prepare them to take on the challenges in the real world.
Part of my educational philosophy is also the belief that in the classroom I want to be a partner
in learning. As a teacher, my greatest achievement would be when a student becomes self-sufficient and
is able to use the tools they have to support and advance themselves. I do not want to be the only source
of knowledge in the classroom and my voice should not be the only one that is heard. Much of this
thinking aligns with Paulo Freire’s philosophy of liberation pedagogy. The emphasis on open and
ongoing dialogue between student and teacher found in his philosophy is truly something I believe in.
By validating students’ prior knowledge and acknowledging their unique experiences I want to create a
classroom environment where students can see themselves as responsible, contributing individuals.
Thus, a typical day in my classroom would involve lots of discussion and engagement between the
students. Among the skills I want my students to cultivate, collaboration would be a very big one.
Lessons and assessments will always involve a collaborative component where students will be
required to work with each other to achieve a common goal. For example, a math lesson on place value
will include an activity where each student will be a given a digit and students will have to arrange
themselves in pairs and groups to make the number shown on the board. This way students get to
practise the concept while working with each other and having fun.
I think that learning happens best when its purpose is made clear. If students know why they are
learning something or how it is going to be useful for them, they are more likely to pay attention and
engage. Thus, all my lessons would start with a clear, identified purpose written and read for the whole
class. I want to help students become intentional in their learning so that they are aware of their own
knowledge and skill-set as they get older.
 As my educational philosophy stands right now, I am sure that I will add to it as I gain more
experience in the role of teacher. I am prepared to continue learning and growing so that I can
continuously improve my teaching.

Conclusion
My education and work experiences described above have all exposed to me the responsibilities

of a teacher and what it means to be in a real classroom. From the moment I saw my mother standing in

the front of a classroom, to the moment I submitted my application for the Masters in Science

Education Program, a lot has changed. The various roles I have been able to taken on, such as Outreach

Volunteer, Residence Life Don, and Senior Tutor have all helped me become more equipped with the

tools to teach and support my students effectively. My resume and philosophy of education further

speak to the quality of my work experiences and the thinking that guides my outlook on the roles and

responsibility of a teacher. The various classrooms I have had the opportunity to observe have given me

the necessary first-hand experience that is essential in preparing for this role. I am more driven now

than I have felt before and I am excited to apply everything I have learned into my classroom. The end

of this section brings an end to the detailed look at my previous experiences. The next section offers a

close look at the material evidence which prove that I have developed the necessary skills and

knowledge to teach in an elementary classroom. This material evidence includes works that I have

produced during my time in the Masters in Science Education program at Medaille.

Aslanian, T. K. (2017). Recycling Piaget: Posthumanism and making children’s knowledge matter.
Educational Philosophy and Theory, 50(4), 417-427. doi:10.1080/00131857.2017.1377068

Bindreiff, D., & Ed.D. (2018, August 9). Allowing students to control their own learning outcomes.
Retrieved from https://www.hmhco.com/blog/do-students-have-control-over-the-outcome

Gates, S. (2018, October 18). Benefits of collaboration. Retrieved from

https://www.nea.org/professional-excellence/student-engagement/tools-tips/benefits-collaboration

Romano, A. (2020). Maria Montessori: A complex and multifaceted historiographical subject. History
of Psychology, 23(2), 203-207. doi:10.1037/hop0000150

Worthington, T. A. (2018). Letting students control their own learning: Using games, role-plays, and
simulations in middle school U.S. history classrooms. The Social Studies, 109(2), 136-150.
doi:10.1080/00377996.2018.1460791