Conceptual Framework

My growth as an educator so far has made me optimistic in my abilities and eager to

learn more. I began this journey with experience as an Educational Assistant. I knew my

strengths: connecting with students, de-escalating behaviour, making learning an enjoyable and

meaningful experience; but, I was aware I had a lot to learn. While I knew I had experience

working in school settings, and had a grasp of what working with a modern day student entails, I

never wanted to adopt the idea that I had nothing to gain. In fact, like the Timperley model

suggests, it’s important that I continue to learn, self-reflect and self-assess to become the most

effective teacher I can be for my future students.

Thus far, I’ve noticed myself developing a more clearly-defined teaching identity. I’ve

begun to form opinions such as I believe project-based learning is an incredibly engaging and

inclusive approach to education. On the contrary, I’ve begun to re-think strategies I’ve

commonly seen used. A question I often ponder is the effectiveness of classroom-based reward

systems. Yes, it effectively manages student behaviour but is it negatively affecting our students'

intrinsic motivation? External rewards are a natural consequence in life but I also value teaching

my students to be autonomous and self-motivating. I’m not sure of the answer yet- but I do

believe pondering questions like these is a good depiction of what it’s like to be a teacher.

Throughout practicum I’ve noticed myself constantly self-assessing and reflecting. After

each lesson, I think of aspects that were effective and ways in which I can improve. I also make a

point to consider if all my students' needs were met during the lesson- is there a way I can teach

this again next time that is better catered to my students? With that being said, I recognize I still

find this extremely challenging. Classrooms are arguably more diverse than ever. I know it is my

ethical responsibility, and desire as someone who strives to be an effective educator, to ensure all
of my students' learning needs are met. However, as a novice teacher, this is not an easy task. I

believe this emphasizes the importance of Timperly’s adaptive expertise model. It’s imperative I

continue to uncover biases, engage in self-reflection and pursue learning opportunities to ensure I

am the best teacher available to my students.

In closing, I am happy with where I’m at. I am learning to embrace the process of

becoming a teacher. Sometimes I get in front of my practicum class and stumble over my words

while trying to teach a UFLI lesson. Other times I teach a math lesson on multiplication and see

lightbulbs going on and “aha” moments happening all throughout the room. What I am certain of

is that education is my passion. As I continue to learn, self-reflect and grow, I hope to keep that

love and passion close to my heart and always remember why I started.