"It's Not Personal"- Healing a Poor Relationship & Learning to Embrace Criticism

When I was child and, truth be told, as a young adult, I felt that criticism was hard to receive, no matter the kind. For the most part, I put my heart and soul into my tasks, and any bit of feedback that was not positive felt like a personal attack. I have had to overcome this poor relationship with criticism over the past year, and particularly in the last few months. I believe I have grown the most in my academic career at Ontario Tech as a teacher candidate due to the amount of feedback and criticism I have received. As noted in our learning key, there are many different types of criticism, and I am pleased to note that the criticism I have received in the last few months has fallen under what the reading describes as facilitative criticism, or criticism that is meant to help someone improve through learning (Arden).

One point from the reading that stood out to me was the idea that we often confuse our ideas and work with our sense of self. I can certainly relate to this, as I used to take suggestions for improvement personally rather than recognizing the value behind them. However, through assignments, learning to lesson plan, and my practicum experience, I have learned that receiving feedback is an important part of becoming a better teacher. I may not always like receiving criticism, but I know that it is an essential part of growth, learning, and development. One of my favorite quotes from the readings was one by Elbert Hubbard: "To avoid criticism do nothing say nothing be nothing”. Essentially, if we never take chances, try new things, or put ourselves in situations where we might make mistakes, we will never give ourselves the opportunity to grow and become better. This is something I have to keep in mind as a new teacher: I am not going to get everything correct on the first try. Furthermore, I do not want my students to have to overcome a poor relationship with criticism as I have. Rather, I want my classroom to be one where they feel comfortable making mistakes, sharing their thoughts, and being willing to take risks. Instead of focusing solely on what a student has done incorrectly, I want to provide constructive feedback that helps them understand how they can improve. I have to model this behavior myself by showing students that learning is an ongoing process and that even teachers make mistakes. Ultimately, I hope to create a classroom where criticism is viewed as an opportunity to learn and grow, rather than something to fear.

Stefanie Giordano

Tips for a First Year Kindergarten Teacher

This is an article/website written by Leslie Simpson

You will find teacher tools, information on math, reading, classroom management, activities and more!

Leslie says, "Let me start by saying that even though you may be nervous as all get out – if you have excitement for being in kindergarten – then you’ve got this.  This is my letter to you, dear first-year kindergarten teacher!"

Of course, there will be challenges, but that is something everyone has to overcome – so you’re not alone. You can do this!

You should read more ... click the link: 

https://www.kindergartenworks.com/kindergarten-teaching-ideas/tips-first-year-kindergarten-teacher/

                                   Brought to you by Claudia@OISE

Accountability in the Classroom: More than Punishment

As a Teacher Candidate, one question came up this week that has honestly been an ongoing discussion throughout the semester: When teaching students with a variety of personalities and needs, what happens when some students are misbehaving or disrupting the classroom, causing distractions that interfere with the learning of others?

In order to promote learning, teachers need to create an environment that encourages students to learn and feel supported. At the P/J level, I think it is especially important to consider how we are going to teach students respect, accountability, and responsibility. By teaching students how to hold themselves accountable, we can help them become more self-aware of their actions and understand how those actions may affect not only themselves, but also the people around them.

I think accountability can sometimes be a sensitive topic because people may automatically connect accountability with punishment. However, holding students accountable does not always have to mean punishing them. Accountability can instead be an opportunity for reflection, communication, and growth. Students can learn to recognize when their behaviour has affected someone else, reflect on what happened, and consider what they could do differently moving forward. This can support students both emotionally and academically while also helping them learn how to interact respectfully with their peers. I believe this is particularly important in elementary school, where students are developing their social skills and learning how to build relationships with others.

This idea of accountability connects strongly to my own childhood. Growing up, my mom was always very reflective with me. She believed that children should not always be “babied,” but instead should be treated as though they are capable of understanding important concepts. Rather than simply telling me that something I did was wrong, she encouraged me to think, communicate, and understand why my actions mattered. Looking back, I believe this approach played an important role in shaping the person I am today.

I now carry these ideas into my friendships, relationships, and the way I approach difficult situations. I have learned that communication can help create understanding and that there should not be fear around expressing your feelings or addressing an issue respectfully. I am not a standoffish person, but I do prefer to approach issues head-on in an understanding and open-minded way.

As a future teacher, this is something that truly resonates with me. Teaching and learning go far beyond academics. Especially within the P/J grades, students spend so much of their time with their teachers and peers. The ways we model respect, accountability, communication, and understanding can influence how students treat others both inside and outside of the classroom. As teachers, we have an opportunity not only to teach students academic content, but also to help them develop the social and emotional skills they can carry with them throughout their lives.

NicoleM@OTU

Didn't You Learn this Last Year?

When I was in elementary school, my teacher had us do an individual activity to teach us a new math concept. One part of the activity required doing two digit multiplication. We were not given any materials to be able to write out or process these questions; they had to be done in our heads. Without completing this step, it was not possible to continue the activity. I asked the teacher for help, and they prompted me with a two digit multiplication question. When I started taking time to think it out, the teacher got the entire classes’ attention and said “if you don’t have your times tables memorized by now, that’s a problem.” As you can imagine, I spent the entire activity feeling discouraged, and unable to progress to the next point. As a result, I did not learn the new concept being introduced. To this day, I am not even sure what the main goal of the activity was. 

As students progress to a new grade, they are expected to have learned all curriculum expectations from the grade prior. While it would make our lives much easier if this were true, this is simply not an assumption we can make as teachers. We cannot know for sure how much/how well their previous teacher covered information or what may or may not have ‘stuck’ with each student. Diving into a new topic on the basis that students should already have the background knowledge is a recipe for confusion. 

I recognize that assessing the classes’ starting place can seem like yet another task that teachers must complete during their already busy days. Because we already have so much on our plates, having to individually pre-assess prior knowledge on new topics can feel like a tedious extra task. This is a misconception. When we take time to assess students’ prior knowledge, we alleviate the workload for ourselves and our students later on. Sure, we could simply deliver a lesson and assume students remember things they learned in the grade prior. However, when many students inevitably glean nothing from this lesson, we will be left having to restructure and redo it later on. Understanding students’ starting place allows us to deliver a meaningful lesson the first time, and then we can devote our time to deepening student knowledge on the topic rather than starting again from scratch. 

Thank you,

AnnaM@OTU

Applying My Learning to My Kindergarten Practicum Block

As the semester comes to an end and my teaching block approaches, I wanted to reflect on how I plan to apply what I have learned moving forward. I think Kindergarten and the primary grades are especially important because they are when children begin developing the foundational skills needed for learning, self-regulation, and social interactions. These are essential skills that students will continue to build on throughout their lives. With that in mind, I think teaching Kindergarten is both an important responsibility and a little nerve-wracking when I consider the role I may play in a student's life.

However, my observation week helped calm some of those nerves. I think a big part of that was my associate teacher, not only because of her teaching approach and our similar interests, but also because of the positive relationships she has established with other teachers in the school and her ECE. Seeing those relationships and the classroom environment she has created helped me feel more comfortable and excited about returning.

Going into my teaching block, one thing I was still confused about was how I would incorporate my own lesson plans into the already established Kindergarten routines. I think Kindergarten is different from other grades because of its emphasis on play-based learning, and I was unsure how to apply the lesson-planning strategies we have been learning in class. However, after this morning's Foundations presentation for those of us in Kindergarten placements, I now have a clearer understanding of how I can adapt those methods to this learning environment.

My associate teacher is responsible for the math and literacy portions of the curriculum, and initially, I felt overwhelmed thinking about how I would create lessons that included a Minds On and an exit ticket while considering the shorter attention spans of Kindergarten students and not disrupting their established routines. However, I now realize that these routines can actually serve as opportunities for a Minds On or an exit ticket, especially when they connect to what students are learning. I am beginning to understand that teaching Kindergarten is about introducing and reinforcing concepts through active, play-based learning and opportunities for students to recall and apply their knowledge. For example, if I were teaching patterns, instead of simply telling students what an ABC pattern is and asking them to draw one, I could give students different coloured pieces of paper and have them work together to stand in an ABC pattern. This would allow them to physically demonstrate their understanding while collaborating with their classmates.

I am not sure if I was the only person who felt confused about how to teach Kindergarten, and I still have many questions. However, through the classes, presentations, and resources provided in this program, that initial sense of fear has started to lessen. I am realizing that teaching is also about being a learner myself. Just as I want to encourage my students to ask questions, make mistakes, and grow, I need to give myself that same patience and understanding. I know I will not have everything figured out going into my teaching block, but I can approach it with an open mind, a willingness to learn, and the confidence that I am putting my best foot forward. Ultimately, I hope to create a classroom environment that is just as open to learning as I am.

Courtesy of VictoriaJ@OTU

Creating A Space Where Every Student Belongs

When we walk into a classroom, we are met with children of different cultures, backgrounds, abilities, needs, and interests. Each student enters the classroom with their own experiences, perspectives, and ways of understanding the world. As teachers, we have a responsibility not only to get to know our students, but to dig deeper, challenge our own assumptions, and advocate for the individual needs of each and every student in our classroom.

A lot of this work begins outside the classroom, with ourselves. Before we can create an inclusive learning environment for others, we must first reflect on our own perspectives, experiences, and potential biases. As teachers, are we as open-minded as we might think we are? Are we making assumptions about our students based on what we see, what we hear, or what we believe we already know? Creating an inclusive classroom requires a willingness to continuously learn, listen, and recognize that our own experiences do not necessarily reflect those of the children we teach.

Throughout multiple weeks in this course, we have explored the importance of inclusivity and accessibility in education. An idea that particularly stands out to me is that inclusion is about more than simply having every student present in the classroom. It is about ensuring that every student has the opportunity to participate, contribute, and feel like they belong. Oftentimes, students with differing needs are forgotten about and sit in the classroom unable to complete the activity at hand.

A classroom full of diverse students does not automatically make it an inclusive space. Inclusion requires intentional planning, flexibility, and an understanding that students do not all learn, communicate, or experience the world in the same way.

So, how can we as educators consider the many ways our classroom environments, teaching strategies, resources, and expectations can either support or hinder student learning? This can look like providing different opportunities for students to demonstrate their learning, incorporating diverse perspectives and experiences into classroom materials, and recognizing that teacher adaptation benefits everyone.

Students must be able to see themselves reflected in the classroom. The books read in the classrooms, examples teachers provide, activities we introduce, and the conversations we start all contribute to the message students receive about whose experiences are valued. When children see themselves represented, they are reminded that they belong. It also allows for deeper learning for other students in the classroom to explore perspectives and experiences different from their own.

Creating an inclusive classroom is not something that is achieved through a single lesson or activity. It is an ongoing commitment to reflection, growth, and learning. We must be willing to learn from our mistakes, listen to our students, question our own assumptions, and be adaptable and flexible when something is not working.

As future teachers, ask yourself: Am I creating a classroom where every student feels heard, seen, valued, and supported? Inclusion is not simply about making room for everyone; it is about making sure everyone knows that the room belongs to them too.

Courtesy of MeghanD@OTU

Working with Deaf and Hard of Hearing Students

In our classrooms, we will work with students of varying abilities, each unique regardless of their diagnosis. Although every D/HH child is different, these are my top tips for creating a supportive learning environment and working with sign language interpreters. Firstly, if the D/HH student uses any sort of sound amplification system, take great care of the equipment and ensure you know how to troubleshoot if problems arise. Consult with your SERTs or teachers for the Deaf and Hard of Hearing. Be mindful of your seating plans, circle seating is greatly beneficial for ensuring visual access to all classmates. Seating D/HH students depends on their use of sound equipment, if they have an interpreter, and their own preferences.

In general, especially for primary students, being seated close to the interpreter is essential. Use a variety of modalities for presenting class content, including hands-on and visual elements. Not only will this support your D/HH students, but all of our students can also benefit from multimodal learning. In terms of working with an interpreter, always direct your eye contact to the student and avoid saying things like “tell them I want” or “do they understand?” Communicate directly with the D/HH student. Interpreters are language facilitators, not teachers. If a student is lacking understanding of a topic, it is the classroom teacher’s job to re-explain the topic. However, consult with the in-class interpreter and value their input, they know their students really well and probably have some great ideas on how to support their learning. With this being said, each interpreter is different and it is best to meet ahead of the school year so they can discuss their role and expectations can be established. Avoid walking in front of or blocking the interpreter. And please, never use the interpreter as a joke, saying certain things because you want to see it being signed. This is highly offensive and disregards interpreters as professionals in the space. Be mindful of your pace of speech, especially when reading a text aloud we tend to really speed up when reading out loud. Provide class content to interpreters ahead of time, especially books that will be read and videos that will be shown so the interpreter can prepare accordingly. Normalize always using captions and finding inclusive content when possible.

Learn Bright has various science and social studies topics with an ASL interpreter in the video. Silly Paws is a children’s show with ASL and English. Post the ASL alphabet and show images of children who have hearing aids in course material. Face your students when you speak and remember, lip reading with high accuracy is extremely difficult and, most of the time, ineffective. Do not rely solely on lipreading for communication. Learning that you will have a D/HH student in your classroom can be overwhelming, especially if you have no experience with the community. Most importantly, be willing to learn. Try valiantly to get to know your student and work collaboratively with their interpreter. Try and try again to ensure all of your students feel a strong sense of belonging in your classroom.

Courtesy of MeganM@OTU

Are We Including Everyone, or Just Those Who Fit In?

How inclusive are our classrooms, really? As future teachers, we are constantly reminded to embrace diversity, value other cultures, and create an atmosphere where students feel a sense of belonging. But have we ever taken time to analyze if some of the classroom practices we observe daily do this?

During our Week 5 case study discussion, we explored the challenges of supporting language diversity in the classroom. The scenario focused on students from different cultural and linguistic backgrounds who tended to form friendships and work with others who shared similar backgrounds. It raised important questions about how teachers can encourage connections between students while respecting their individual languages, cultures, and identities.

This discussion got me thinking about inclusion beyond language. For example, many schools incorporate Christmas, Thanksgiving, and Halloween-themed artwork and activities into their classrooms. I understand that these traditions have been normalized in many schools and may seem harmless. However, not all students celebrate these holidays or share the same cultural and religious traditions. This left me with several questions.

As future educators, how do we make sure our classroom activities reflect and respect everyone’s experiences? Should we move away from certain holiday traditions altogether, or is there a way to recognize and celebrate different traditions without making assumptions about what students believe? How do we include everyone without unintentionally misrepresenting a culture or making someone feel singled out?

It also made me contemplate my own experiences and family. I believe that I am lucky enough to come from a multicultural family where I can find ties to many cultures and races. Being married to a Punjabi man, having Black nephews, and having an Indigenous sister has helped me learn about other perspectives and traditions apart from the ones I grew up with. These experiences have made me understand that everyone experiences life differently.

It was also interesting to know about my fellow students' views and experiences. One specific perspective which was mentioned by my classmate regarding his participation in Christmas concerts at his school intrigued me. He stated that he felt embarrassed and uncomfortable being involved in such activities since he did not follow it in his culture, but participated in them anyway even if his parents were not interested in watching. It made me wonder that what might be normal behaviour in school for one individual may mean something totally different for another individual. From a teacher’s perspective, organizing Christmas concerts may seem like a wonderful opportunity to bring students together and create a sense of community. However, have we ever stopped to consider how each student actually feels about participating? It was clear that my fellow classmates did not feel comfortable, represented or included in the Winter concert as a child; I do not want my students to feel the same.

Honestly, before this program, I had not given much thought to everyday school practices that could unintentionally exclude students. When I was in elementary school, these traditions were part of the school experience that I also did at home, and I still see some of these practices in schools today. During my placement, I noticed that Christmas-themes artwork had shifted towards more general winter-themes activities. I thought this was an interesting change because it seems to allow all students to participate in seasonal activities without focusing on a particular holiday. However, Thanksgiving celebrations made me question things a little further. For example, students were asked to create pumpkin artwork and write what they were thankful for. On the surface, this seems like a simple activity that allows students to reflect on gratitude. But I question if this is still an inclusive way to recognize Thanksgiving, or are we making assumptions about what students should celebrate and how they should participate?

I would like to raise another question, which, I realize, might be a sensitive one. As educators in Canada, it is our obligation to include Indigenous perspectives, history, and knowledge in our teaching practice. This obligation has been outlined in the Calls to Action by the Truth and Reconciliation Commission, as well as in the standards set by the Ontario College of Teachers. It raises the question of how we treat cultural inclusion in general. Do we make equal efforts to recognize the other cultures that are present in our classrooms? Are we ensuring that Indigenous perspectives are incorporated meaningfully, with the respect, understanding, and attention they deserve, rather than simply treating them as a curriculum requirement? And how do we provide our other students with the sense of being recognized and understood? How do we teach indigenous perspectives and help students understand the importance without making it feel forced? I do not mean to pose the question with the aim of reducing the importance of Indigenous perspective. On the contrary, I try to understand how it is possible to fulfill our obligation to Indigenous education while recognizing all students equally.

I have realized that there is not always one clear answer when it comes to inclusion, and it truly is a grey area in education. As future educators, we may worry about saying the wrong thing, misrepresenting someone’s culture, or unintentionally making a student feel excluded. I want all my students to feel comfortable and valued, regardless of their cultural or linguistic backgrounds. I can recognize that schools are making efforts to become more inclusive, but educators are still learning how to make sure these efforts genuinely reflect the experiences of all students.

That is when I believe that the importance of a growth mindset becomes evident, not only for students but for us as educators too. We tell our students to take chances, make mistakes and see how they contribute to their learning experience. But we have to realize that the same expectations must be set for us. Not always will we know what to say or do, and we might even make a few mistakes along the way. Instead of being held back by the fear of making a mistake, we need to be ready to listen, accept criticism, reflect on our choices and make the necessary changes. Good intentions are necessary, but we need to keep in mind how our actions influence our students in class.

Finally, I don’t believe that inclusion is about having all the answers or about making sure that there are no more traditions in schools. I believe that inclusion is about being ready to question things that we may have always taken for granted and to realize that our personal experience does not reflect that of everyone around us. As future teachers, it is our duty to make sure that our classroom environment encourages our students not to be afraid to be themselves and not to just blend in order to belong.

Brought to you by DimitraM@OTU

Classroom Management Strategies that Work

As teachers in [the junior grades] and high school we know that having a strong knowledge of our subject matter is only one key to success. Another key to success, and perhaps one that might dominate all others, is having effective classroom management strategies.

No matter how much we know our subject or have invested in planning an amazing and engaging lesson, if the classroom is out of sorts then our efforts elsewhere won’t translate. 

As we approach a new school year or semester, it’s always a good time to reflect on what tools we have to help us “in the room”! And this doesn’t just apply to the new year, since revisiting these 10 classroom management strategies can help whether it’s a new year or just a new day!

Having a set of strategies for classroom management is great because sometimes one strategy doesn’t work and you need to go into that teacher toolbox to find another option. Plus, not all strategies will work the same with different students or classroom dynamics. What is ideal is checking your toolbox to find a blend of classroom management strategies that work for you and your students!

Check out this website: 

https://teachspectacularscience.com/10-tried-and-true-classroom-management-strategies-for-secondary-teachers/

Also, click the various images above for other worthy websites

Courtesy of Dr. Roku@NUO

Classroom Management

           In our class today, the presentation discussed classroom management strategies and the learning environment. This topic was interesting to me because I think classroom management is a primary concern for many teacher candidates, and I know I want to learn as much about it as I can before I begin teaching. Classroom management is extremely important because without it, even teachers with immense content and pedagogical knowledge will not be able to deliver the content efficiently. 

A key concept the presenters identified was the difference between reactive and preventative measures. A reactive measure is a direct response to classroom misbehaviour such as a punishment, while a preventative measure is a prior step taken to reduce misbehaviour, such as the promotion of community in the classroom. Preventative measures are much more effective because they reduce the need to take reactive measures, which can negatively impact class morale and your relationships with the students. 

I believe my experience as Resident Life Don at Laurier for four years will assist me with my classroom management techniques. During my time in the role, we were taught various preventative strategies for reducing behaviour that violated the resident code of conduct. These included fostering community through active involvement and inclusion, building one on one relationships, establishing rapport, and role modeling positive behaviour. At residence, this meant hosting community events, encouraging participation, doing one on one meeting with each resident to discuss their adjustment to university, having appropriate responses to conduct breaches, and maintaining policy in my own actions. 

Although implementing these strategies in a classroom will look much different, the core idea is the same. Getting students to feel included means actively encouraging all students to participate and finding way to incorporate their interests/lived experiences, therefore fostering a sense of community. Building individual relationships with students still involves finding common interests and ways to build mutual trust. Establishing rapport still means acting professionally and role modeling the respect and integrity that is needed for successful classroom management. 

Overall, I think applying these lived experiences is the best way to achieve the preventative measures discussed in this week’s presentation.

Colby A@OTU

What Motivates Teachers to Teach?

Think about the people who’ve had the greatest impact in your life. The ones who inspired you, supported you or encouraged you. Chances are, at least a few of them are teachers. From kindergarten to the collegiate level, teachers and educators play an essential role in our society. They don’t just impart information, they offer guidance and mentorship when it’s needed most.

As a certified teacher, you have an incredible opportunity not just to excel within your profession and find fulfillment, but to truly make a difference in the lives of others. This is true across all of the major reasons why teachers love what they do.

Daniel@OISE

Read the full article:

https://www.marshall.edu/blog/why-do-teachers-teach/

Student Motivation

In our previous lecture, we discussed student motivation and the vital role it plays in the classroom. The most significant point for me was that student motivation in the classroom partly reflects how teachers affect student morale. In that week's assigned reading, the author notes that teachers cannot take "students’ motivation for granted, and they have a responsibility to ensure students’ motivation to learn" (Seiffert et al., 2009, p.100). Some way or another, "teachers must persuade students to want to do what students have to do anyway" (p.100). 

I am reminded of my own educational experiences, particularly my time as an elementary school student, as I was not an overly engaged or motivated student. If a subject did not pertain to my interests, I often did the bare minimum, and that was sufficient up until I was in the seventh grade. In hindsight, that year of schooling was perhaps the most gruelling of my elementary and secondary school career. I struggled immensely in mathematics that year. I had a grasp on the content from previous school years, but seemingly no matter how hard I tried, I could not make sense of the newly introduced concepts and, therefore, meet the curriculum expectations. Evidently, mathematics was not a subject I could be successful in. Although my seventh grade teacher never said anything outright cruel to me, she was not approachable nor offered me much feedback besides the fact I needed to improve significantly. My frustration at myself and the subject combined with a lack of a tangible route to improvement led to my mathematics grade worsening. It took intervention from my parents and working one on one with a tutor the following summer for me to get back on track. 

As educators, we have a responsibility to our students, to keep them motivated and engaged with the content. Of the strategies discussed in the assigned reading, as a future educator, I hope to incorporate assessments focused on student choice and autonomy, pertaining specifically to student interest. Autonomy is a key component of the TARGET acronym and promotes “self-efficacy” and “self-determination” among students (p.122). Students should have the opportunity to be active participants in their own learning as it increases their overall engagement in the classroom. 

References:

Seifert, Kelvin & Sutton, Rosemary (2009). Educational Psychology (Second Edition), OER.

KatherineM@ONTech

Making Room for Every Student

[The topic of] student diversity [resonates] with me on a personal level. As someone who wears a headscarf, I think about how a visible part of our identity can influence how others see us before they get to know us. It also made me reflect on the kind of teacher I want to become and how I can help students feel welcomed, understood, and comfortable being themselves in my classroom.

One idea that stood out in the reading was the distinction between individual and group differences. Seifert and Sutton (n.d.) explain that even within a shared community, there is considerable diversity. Students who share a religion, language, or cultural background will still have different personalities, interests, and needs. I connect with this because my headscarf is an important part of my identity, but it does not tell someone everything about me. I want to remember this when getting to know my students and give them room to show me who they are.

The week 4 seminar presentation also pushed me to think about diversity beyond what is immediately visible. Students bring different abilities, prior knowledge, levels of confidence, and ways of approaching learning into the classroom. Two students might struggle with the same task for completely different reasons. One might need the instructions explained differently, while another understands the task but has difficulty expressing their ideas in writing.

Another thing we, as future educators should be aware of is including differences between gifted students and students who have not been identified as gifted. Students may need different levels of challenge, support, or time to work through the same topic. It reminded me that being gifted does not mean a student will find everything easy, just as struggling with something does not mean a student is less capable. As a future teacher, I want to understand each student’s strengths and needs rather than let a label shape what I expect of them.

For me, I think this is also where diversity connects with accessibility. Basically, if I recognize that students have different needs, I also need to think about whether my lessons give them meaningful opportunities to participate. For example, In a science lesson, I could combine a verbal explanation with a clear diagram, provide written steps for an investigation, and use captions when showing a video. When the learning goal allows it, students could explain their understanding through writing, a conversation, or a labelled drawing.

The reading also cautions against assigning students fixed “learning styles” (Seifert & Sutton, n.d.). I found this helpful because offering different ways to learn should give students more opportunities to engage and develop, rather than place them into categories that limit what we expect of them.

I am also realizing that having support available does not necessarily mean students will feel comfortable asking for it. I would like to build useful options into everyday lessons so that accessing them feels ordinary. That will take planning, conversations with students, and a willingness to change something when it is not working.

As a future teacher, I know my own identity gives me one perspective on inclusion, and I still have much to learn from others. The topic on diversity reminded me that creating a welcoming classroom involves both recognizing who students are and considering how they can access learning. I hope my students will feel that they can be themselves, ask for support, and contribute something valuable to our classroom.

KashafZ@OTU

Reference

Seifert, K., & Sutton, R. (n.d.). Student diversity. In Educational psychology (Chapter 4).

 

The Importance of Building Student Confidence in the Classroom

Throughout Teachers College, I have been thinking about how important a student's confidence can be in learning. We often focus on what students are learning, whether they are meeting curriculum expectations, and how well they are doing on assignments. However, I think we sometimes forget how much a student's confidence can affect their willingness to learn in the first place. If a student is afraid of getting something wrong or feels like they are not good at a particular subject, they might be less likely to participate, ask questions, or even try. This is something I think teachers need to be more aware of when creating their classroom environments.

I think one of the biggest things teachers can do is make students feel comfortable trying, even when they are unsure of themselves. Growing up, I remember how easy it was to compare myself to other students, especially in subjects I found more challenging. Sometimes, seeing other students understand something quickly made me feel like I was falling behind. Looking back, I realize how important it is for teachers to remind students that everyone learns differently and that understanding something takes time. I want my future students to know that they do not have to get everything right the first time to be successful.

I also think the way teachers respond to students makes a big difference. Instead of only praising students when they get the correct answer, we should recognize the effort and thinking that went into getting there. For example, if a student is struggling with a math problem but is trying different strategies, that effort should be acknowledged. Comments like "I like how you approached that differently" or "You kept working through that even when it was challenging" can help students feel more confident in their abilities. I think these small moments can have a bigger impact than we sometimes realize.

Another thing I want to focus on in my future classroom is giving students opportunities to figure things out for themselves. As teachers, it can be tempting to step in right away when we see a student struggling because we want to help them. However, I think there is also value in giving students time to think, make decisions, and work through challenges independently. Of course, support is still important, but students should also have the opportunity to realize that they are capable of doing things on their own. I think that feeling of accomplishment can help build confidence and encourage them to take on new challenges in the future.

Ultimately, I want my classroom to be a place where students feel comfortable being themselves and are not afraid to try something new. I know that every student will come into the classroom with different strengths, challenges, and experiences, so building confidence will look different for everyone. Some students might feel comfortable sharing their answers with the entire class, while others might need more encouragement or time to feel ready. I think it is our responsibility as teachers to get to know our students and find ways to make everyone feel included and supported.

AbbyP@OTU

Making Room for Mistakes

Something that caught my attention in our presentations in Learning and Development was the discussion of failure: failure as a first step, “the great teacher,” and a fundamental part of developing resilience in learning. I agree with these ideas, but they also made me think about how difficult it can be to accept failure when you have come to see success as part of who you are. 

Growing up, I worked hard, enjoyed school, and often found that concepts came easily to me. Somewhere between middle school and high school, however, my relationship with learning began to change. Being seen as “smart” felt less like encouragement and more like an expectation I had to maintain. Familial and cultural expectations surrounding academic achievement added to that pressure. I wanted to do well, but I also wanted to keep being the person others believed I was. Eventually, the possibility of failure became almost paralyzing. Trying something difficult meant risking an outcome that might challenge how others saw me, and how I saw myself. 

In doing some research I came across Richard G. Beery’s (1975) article, Special Feature: Fear of Failure in the Student Experience, which offers a useful connection to this experience. His discussion includes anxious procrastination, inadequate preparation, and apparent indifference among the ways fear of failure can appear in students’ behaviour. This makes me question how readily we interpret avoidance as a lack of motivation. A student who appears unwilling to try may be struggling with what an unsuccessful attempt could mean to them.

For me, this distinction matters. I cared about doing well, yet that concern sometimes made it harder to begin. Avoidance gave me an explanation for a disappointing outcome that felt less threatening than questioning my ability. Looking back, I can see how protecting my identity as a capable student sometimes interfered with actually learning.

This experience also does not necessarily end with adolescence. Beery (1975) describes fear of failure among undergraduate and graduate students across ability levels. His discussion reminds me that academic capability does not automatically make someone comfortable with uncertainty or setbacks. I can imagine these same fears following students beyond school, affecting whether they pursue an opportunity, ask a question, or attempt something unfamiliar.

Our class discussions about developmental stages and self-efficacy helped me think more deeply about this cycle. I wanted to protect my belief in my abilities, but avoiding challenges meant missing opportunities to build that belief through experience. 

As future teachers, we need to look beyond whether a student completes the work or earns a strong grade and consider how they experience learning and what they believe a mistake says about them. These considerations should shape how we create our classroom environments. We can model uncertainty, acknowledge our own mistakes, and show students how to ask for help and try again. 

Teachers cannot remove every familial, cultural, or social pressure students carry. However, we can influence how students experience difficulty in our classrooms.

MiliS@OTU

References:

Beery, R. G. (1975). Special feature: Fear of failure in the student experience. The Personnel and Guidance Journal, 54(4), 190–203. https://doi.org/10.1002/j.2164-4918.1975.tb04220.x

Week 4 learning key presentation [Class presentation]. (n.d.). Learning and Development, Ontario Tech University.