Pedagogue

Embarking on my journey to develop pedagogical expertise, I have encountered

diverse experiences that have enriched my understanding of teaching and learning.
This journey has been linked to the competence requirements outlined in domains I4,
I5, and I6, as I strive to contribute meaningfully to students' personal development,
promote diversity and inclusion, and cultivate a safe school environment. Through
deliberate engagement with pedagogical literature and participation in professional
development initiatives, I have deepened my comprehension of student personal
development and their role as global citizens. (Lilley et al., 2015) Additionally, I have
explored innovative approaches to global education, such as those advocated by
Tomlinson (2017), which emphasize differentiated instruction and personalized
learning to meet the diverse needs of students in today's interconnected world.

In parallel, I have equipped myself with strategies for addressing diversity and
promoting inclusion (I5), informed by both research and practical experiences. For
instance, the utilization of the "Escalation ladder" with my VWO 1 class, provided a
tangible framework for understanding and de-escalating challenging behaviors, while
also promoting self-regulation and conflict resolution skills among students.
(D'Ippolito, 2019) Furthermore, drawing from Tomlinson's (2017) work on
differentiated instruction, I design my lessons with the aim to ensure equitable
access to learning opportunities for students with diverse abilities and backgrounds.
Creating a safe and supporting learning environment has been one of the most
important aspects of my pedagogical approach. Indeed, I have implemented some
strategies such as setting clear behavior expectations, providing consistent
feedback and using peer interaction and collaborative learning: all of these strategies
allow the students to thrive in an inclusive learning environment. (Soodak &
McCarthy, 2013)

In my interactions with students, I foster open communication and dialogue, with the
aim of creating opportunities for them to express themselves freely and engage in
meaningful conversations about their learning experiences and personal
development. (Shan et al., 2014) For instance, through day opening during the first or
second lesson hour, during which we often read a short text accompanied by a
reflection question on a given theme that is relatable to students, from the OASE
magazine dedicated to education, and have a discussion in which students are
invited to participate and share their point of view over what thet have read.

Continuously reflecting on my practice and seeking feedback from mentors and

colleagues, such as seeking help from one of my colleagues on the care team
because I had trouble with the 13 high potential students in my class challenging my

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authority, my goal is to refine my pedagogical approach to special needs students,
which can be overlooked during a lesson. By having a growth mindset and remaining
open to experimentation, I want to reach and cultivate a teaching style that adapts to
the evolving needs and aspirations of my students.

This development has brought me both professionally and personally benefits.

Beyond the acquisition of knowledge and skills, it has fostered a deepened
awareness of my own strengths and areas for growth concerning pedagogy,
prompting ongoing self-reflection and refinement of my pedagogical approach. In the
future, I want to keep working on being more consistent and really letting my
students see what my limits are through clear expectations. This experience
reinforced my commitment to promote diversity, equity, and inclusion within the
walls of my classroom. Indeed, I strive to create meaningful and transformative
educational experiences for all of my students, fostering their academic but also
personal growth and empowerment within and this time, beyond the classroom.

Learning outcomes:

I4 Contributes to students’ personal development and their development as global

citizens.
I5 Deals with diversity and promotes inclusion
I6 Promotes a safe school environment

Bibliography:

D'Ippolito, A. L. (2019). Trading Behaviors: De-escalation Techniques and Behavior

Modification in a Middle School Emotional Support Classroom (Doctoral dissertation,
Moravian College).

Lilley, K., Barker, M., & Harris, N. (2015). Exploring the process of global citizen
learning and the student mind-set. Journal of Studies in International Education,
19(3), 225-245.

Shan, S., Li, C., Shi, J., Wang, L., & Cai, H. (2014). Impact of effective communication,
achievement sharing and positive classroom environments on learning performance.
Systems Research and Behavioral Science, 31(3), 471-482.

Soodak, L. C., & McCarthy, M. R. (2013). Classroom management in inclusive

settings. In Handbook of classroom management (pp. 471-500). Routledge.

Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse

classrooms. Ascd.