Teacher Mya's Educational Portfolio

As I read Jo Chrona’s blog post If Not Here, Then Where? it encouraged me to consider an uncomfortable truth about reconciliation in Canada. If reconciliation and meaningful change in education aren’t happening in our classrooms, then they aren’t happening anywhere. Colonialism in Canada has left us with the option to either move forward with traditional practices, erasing entire nations and cultures for good, or reflect on who we are and where we stand and who stood here before us. Chrona challenges educators to move beyond performative gestures and toward intentional, relational, and sustained action. Her words reminded me that inclusion is not an “extra” and should not be reserved for a special event in certain months of the year. It must be daily and foundational work.

As I reflected on her message, it reminded me of Shelley Moore’s video on inclusive education. Moore emphasizes designing learning spaces where diversity is not something we accommodate after the fact, but something we plan for from the beginning. This idea aligns closely with Chrona’s insistence that Indigenous perspectives should not be layered on top of curriculum as an afterthought or even woven in as “multiculturalism. Instead, they should be a key and foundational part of the learning. I feel as though both educators are asking a very similar question, just in different ways: Who is our system designed for, and who is it leaving out?

This reflection also connected me to the UVic Teacher Competency ten: Engage critically and creatively with ideas to be a change agent in society, especially with regard to equity andjustice. Chrona’s blog pushes me to examine whether my intentions are translating into meaningful practice. The definition of a “Change Agent” made me think of Rita Pierson’s quote: “Kids don’t learn from people they don’t like.” Reflecting on this, I realized it is not just about being liked but also about being trusted. It is about creating a classroom where students see their identities, cultures, and histories reflected and valued. Throughout my reflections in this program, I have built my teaching philosophy around the priorities of social-emotional learning and the cultivation of safe environments. This reflection has allowed me to realize that a culturally responsive practice is also key to this philosophy, as safety is not neutral but rather constructed.

In addition to competency ten, it also reminded me of competency two: Develop a growth mindset demonstrated in collaboration with others. This also brought me back to Rita Pierson and her emphasis on apologizing. Chrona shares an important reflection from another educator on this point, stating, “My intentions did not erase the impact on the learner.” This reminded me that in order to be culturally responsive, I must also accept the areas where I don’t know, become comfortable with saying “I’m sorry”, and maintain a growth mindset when working in my classrooms and schools.

Sources:

https://luudisk.com/2022/04/25/if-not-here-then-where/

https://onlineacademiccommunity.uvic.ca/teachered/competencies-12/

https://youtu.be/rOlUnnxCspA?si=cRCVpeZ06-i4zSCa

https://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion

Blog Post 1

1. Describe your ‘one book’ that changed everything for you as a reader.

For me, my one book that changed everything was one of the novels from the Rainbow Fairy Series. I don’t remember which one, because I ended up reading a lot of them, but I remember completing the first one I read and being so excited that I had read an entire chapter book in one day. These books eventually played a large role in my life as I began to make it my entire personality. I would constantly be on the lookout for fairies and make little fairy houses around my room and yard. Recently, I saw this video – The Fairy Scientist – and it reminded me of this book and the never-ending magic I experienced in my childhood.

2. How do you feel about reading? Tell me about it.

Reading has always been something I fall in and out of. Throughout my elementary and middle school years, I read a bunch. In high school, other things started to take precedence, and by university, it seemed almost impossible to prioritize “reading for fun”. Recently, I have found some new books that have sparked my interest, and I have fallen back in love with reading again.

3. What types of books do you like to read?

Paperback. I HATE eBooks! There’s something about the smell and feel of a real-life book in your hands that will just never compare to anything else. I’ve tried with eBooks and audiobooks because I know it would probably allow me to “read” much more with my lack of time and tight budget, but it’s just not the same. In terms of genre, I love a good fantasy book. A close second would probably be horror and dystopian novels. Recently, Margaret Atwood stole my heart, and I am almost done with the MaddAddam series. Any book where the author gets the descriptions just right, where I can almost taste, smell, hear and see everything they describe.

4. List some hobbies and things you like to do outside of school.

Outside of school, I enjoy spending time in the outdoors in as many formats as possible, especially with my puppy (okay, she’s actually a 2-year-old dog, but she’s still MY puppy). I’ve recently challenged myself to get better at cooking, and it’s been going quite well. Coming from a family of hunters, I typically cook with game meat, and try to source (most) of my ingredients locally. Also, in the last 2 years, I’ve become really invested in rugby. I found a great team with a lovely group of strong, supportive, energetic, women and I am excited to begin playing for my 3rd year April.

5. Who are your favourite authors?

I don’t typically pick a book for its author; however, as previously mentioned, I have found a particular liking for Margaret Atwood. I also love Lisa Lister for her lifestyle books.

6. Tell me a bit about the last book you read that you really enjoyed.

The Year of the Flood – Margaret Atwood. I enjoyed it for the sensational descriptions Atwood provides. Every word leaves the reader with a clear image of the character’s experiences. I also enjoyed the style it was written in (shifting perspectives). A few of my favourite lines:

A bit of a funny story about this book: I had a copy that got left on the dashboard of my car for a bit too long, so the glue softened on the spine, and all the pages started to fall out. While I was in Vancouver, I wanted to pick up another copy. I didn’t have long before my plane left, so I ordered the book for pick up while in the Uber to the bookstore. When I arrived, the cashier couldn’t find my order. I showed him my receipt, so he told me to just grab a copy and take it. Once I got back in the Uber, I received an email… “We are sorry, but your order has been cancelled due to an error in the payment process”. At this point, I was already zipping down the freeway to the airport. Me and my newly ACCIDENTALLY shoplifted book.

7. Tell me a bit about what you have been doing since last semester during your winter break. How have you been spending your time?

Over the winter break I had the incredible experience of going to Vietnam. I had many wonderful experiences there, but possibly one of the most fulfilling was getting the opportunity to observe a classroom in an elementary school in Phong Nha Valley. I hope to return to the country one day. Perhaps I will return as a real teacher and maybe even get the opportunity to teach there.

8. What subjects or topics do you like learning about?

So far, I have enjoyed all the subjects (even math!). I particularly enjoy when the subjects are taught through a holistic, whole-child approach. After learning about it in year 2, I found myself drawn to SEL. I enjoy the idea of teaching kids to regulate and manage their emotions before pushing them to learn the challenging academic topics.

9. If you could read a book about one thing, what would that be?

Maybe on odd, interesting look at this question, but I would be really interested to read my own biography as a ghost. I believe that understanding how I was depicted through others’ eyes would be a humbling yet fulfilling experience.

What does it mean to be ‘effective’?

To be effective means achieving intended goals or results. It is important to consider this when setting goals and reflecting on whether or not they are achievable.

What characteristics does an effective teacher have?

In teaching, an effective educator embodies a firm but fair approach, balancing kindness and firmness. This balance is shown by:

1. Setting clear expectations
2. Maintaining consistency through routine
3. Using positive reinforcement that balances teacher authority with student-centred kindness (Vietnam Teaching Jobs 2024) is key. Beyond this approach, effective teaching also requires clear communication and the creation of space for student growth.

In addition to a firm but fair approach, an effective teacher must convey information and ideas to their students. However, it is also important that students are provided space and freedom to explore and develop their own ideas.

What kind of teacher do I want to become?

I aim to be a firm but fair teacher, balancing flexibility and consistency within a structured classroom. I am passionate about teaching and want to inspire this passion in my students.

What do I need to learn to become an effective teacher?

To reach my vision of being an effective teacher, I will reflect on my pedagogy and its outcomes, adjusting as needed to achieve the best results for my students.

What are my beliefs about teaching (my teaching philosophy)?

My teaching philosophy is deeply rooted in the holistic approach of whole child teaching. I truly believe Carrington’s insight that children can’t learn anything else when they are dysregulated (Carrington, 2020). I always strive to make sure my students feel safe and comfortable before learning. I also believe in pushing past comfort zones and helping kids to challenge themselves.

What is a worldview?

A person’s worldview is built through experience and prior knowledge. As a teacher, you are responsible for contributing to your students’ worldviews while also acknowledging the worldviews they bring to your classroom.

How would you describe your worldview?

I believe my worldview comes from a place of open mindedness. I naturally try to consider the other side of a situation and am constantly analyse my worldview against others’ perspectives.

While thinking about your own worldview, also consider the impacts of your ethnocultural, socioeconomic, geopolitical and spiritual identities.

I do believe I have a Western-centred outlook due to being raised in a Western-centric society. Coming from a privileged family, I need to be aware when my bias pushes me to look at a situation from that perspective. Another bias that tends to cause my barriers to go up is the topic of religion. Growing up in an atheist household, I tend to be very cautious around the topic of religion. This is a weakness I am working to improve.

Why, as a teacher, is it important to be aware of your own worldview, as well as those of your students and school community?

As a teacher, I try to be aware of my worldview and the worldviews of others in a number of ways. I try to avoid statements such as “Why don’t they just…” or “they could easily do…” and replace such phrases with “I wonder what could help them to…” or “I wonder what’s preventing [desired outcome]”. I try to challenge not just the Western worldview but all worldviews that may cause people to become narrow-minded or to view situations through tunnel vision.

What can you do, as a teacher, to ensure that your worldview does not impede the success of the diversity of learners in your classroom?

When working with a diverse group of students (or any group of students for that matter), it is essential for teachers to be aware of their own worldview so as not to impose these perspectives on their students.

It is crucial that our students’ worldviews are respected; however, it is also important that teachers contribute to developing these worldviews while allowing their students the space to create their own. Teachers should challenge worldviews that inhibit the preconceived perspectives of their students, but also those that limit them from expanding their perspectives.

I believe the BC curriculum does a good job of challenging the Western worldview by incorporating First Peoples’ learning into the content and through First Peoples Principles of Learning. I believe the curriculum still reinforces a Western worldview through its emphasis on linear learning and its lack of focus on mastery of topics.

References:

Vietnam Teaching Jobs https://vietnamteachingjobs.com/blog/how-to-be-kind-but-firm-as-a-teacher/

Carrington, J. (2020). Kids these days. A game plan for (re)connecting with those we teach, lead, & love. Impress, LP.