Education 455 Reflections & My Teacher Professional Growth Plan
Why Is This Course Included in the Education Program?
“Those people who develop the ability to continuously acquire new and better forms of knowledge that they can apply to their work and to their lives will be the movers and shakers in our society for the indefinite future.”
Brian Tracy
In order to fully appreciate why this course (Education 455: Professional Development and Lifelong Learning) is including in the Education program, one must first ponder the question of what teaching is, what it represents and really examine what it is that we do as teachers. For myself, there isn't just one answer, but an assortment of explanations. I see teaching as a co-venture into the known and unknown realms of human experience. I see teaching is changing brains. I consider becoming a teacher a calling. I also see teaching is an action that situated in specific time and space. Finally, it is a multifaceted role to assimilate into and one that is constantly changing and evolving.
In order for myself as a teacher to continuously change the brains of my students and myself in way that reflects the most relevant, recent and vital knowledge, I need to continue to learn and educate myself! Essentially, teachers have an obligation to their students to be lifelong learners themselves. It is true that most people default to how they learn when they start to teach, while our history holds us to that. As an educator, therefore, I must be constantly aware and mindful (see my teaching philosophy) to continue to learn about myself and the ways I come to learn well after I leave this program. This includes knowing what knowledge, skills, concepts and perspectives I hold, and how such characteristics will assist me in the classroom, foster stronger relationships with my students, and take them further along in their learning and understanding.
The more knowledge I have, the more I can teach my students and further learn from them; it is a reciprocal balance of give and take, as we are always on our way to becoming. I strive for my students to be aware of my willingness to learn from them so they can be keen on learning from me. That balance of respect and gratitude must be established early on in the classroom environment I work in.
There have definitely been experiences I have had, especially working in an out of school care setting, where the children I had in my classroom would share thoughts and ideas that were so unique, imaginative, detailed and thoughtful that I was taken aback by the genuine insight they had about the world around them. I was humbled by their perspectives and respected their interpretations. Teachers need to be lifelong learners and adopt such a perspective so we don’t forget about what children already know about the world. I have seen some adults and even teachers innocently forget how intuitive, perceptive, sensitive and aware children are about themselves and their environment, with all of them possessing a unique way of looking at the world.
The most important and lasting learning experiences I have had in my lifetime have not occurred in a formal classroom environment, while being taught a specific subject, writing a test or studying, but instead evolved and transpired well after the lesson or experience itself. It came from the process of reflecting on the experience and the knowledge, and finding ways to assimilate it into my identity, values and perspective on life. This course has showed me that as lifelong learners, we rely on reflection and recollection of memories, even from way back in our childhood, to provide us with the fundamental building blocks for what we bring into the classroom and include as part of our educator identity.
In summary, this course in professional development and lifelong learning is part of the Education program because it is foundational to the teaching paradigm and philosophy; learning does not stop once you leave school and education occurs whenever there are periods of challenges, changes and curiosity. This course inspired me as an emerging teacher to develop a deep appreciation and understanding of what teaching represents the broader picture. It also provided me an opportunity to reflect, learn and grow my ideas of how I learn, and how I will shape my learning journey, as I get closer to becoming a professional educator. Thus tis course not only benefits our future students' and their learning journey, but shapes our own identity as a mentor to such children, as part of sharing knowledge is realizing what we already know about ourselves, and what else we wish to discover. ..
In order for myself as a teacher to continuously change the brains of my students and myself in way that reflects the most relevant, recent and vital knowledge, I need to continue to learn and educate myself! Essentially, teachers have an obligation to their students to be lifelong learners themselves. It is true that most people default to how they learn when they start to teach, while our history holds us to that. As an educator, therefore, I must be constantly aware and mindful (see my teaching philosophy) to continue to learn about myself and the ways I come to learn well after I leave this program. This includes knowing what knowledge, skills, concepts and perspectives I hold, and how such characteristics will assist me in the classroom, foster stronger relationships with my students, and take them further along in their learning and understanding.
The more knowledge I have, the more I can teach my students and further learn from them; it is a reciprocal balance of give and take, as we are always on our way to becoming. I strive for my students to be aware of my willingness to learn from them so they can be keen on learning from me. That balance of respect and gratitude must be established early on in the classroom environment I work in.
There have definitely been experiences I have had, especially working in an out of school care setting, where the children I had in my classroom would share thoughts and ideas that were so unique, imaginative, detailed and thoughtful that I was taken aback by the genuine insight they had about the world around them. I was humbled by their perspectives and respected their interpretations. Teachers need to be lifelong learners and adopt such a perspective so we don’t forget about what children already know about the world. I have seen some adults and even teachers innocently forget how intuitive, perceptive, sensitive and aware children are about themselves and their environment, with all of them possessing a unique way of looking at the world.
The most important and lasting learning experiences I have had in my lifetime have not occurred in a formal classroom environment, while being taught a specific subject, writing a test or studying, but instead evolved and transpired well after the lesson or experience itself. It came from the process of reflecting on the experience and the knowledge, and finding ways to assimilate it into my identity, values and perspective on life. This course has showed me that as lifelong learners, we rely on reflection and recollection of memories, even from way back in our childhood, to provide us with the fundamental building blocks for what we bring into the classroom and include as part of our educator identity.
In summary, this course in professional development and lifelong learning is part of the Education program because it is foundational to the teaching paradigm and philosophy; learning does not stop once you leave school and education occurs whenever there are periods of challenges, changes and curiosity. This course inspired me as an emerging teacher to develop a deep appreciation and understanding of what teaching represents the broader picture. It also provided me an opportunity to reflect, learn and grow my ideas of how I learn, and how I will shape my learning journey, as I get closer to becoming a professional educator. Thus tis course not only benefits our future students' and their learning journey, but shapes our own identity as a mentor to such children, as part of sharing knowledge is realizing what we already know about ourselves, and what else we wish to discover. ..
What Do I Believe about Adult Learning and What has Resonated with me from the Course Readings?
"Why should society feel responsible only for the education of children, and not for the education of all adults of every age?
Erich Fromm
Adult learning is essentially a continuation of the learning process at a later point in time and life with additional elements attached to make it more rich and life-defined. I would offer that the most successful and meaningful life learning experiences are ones that are highly reflective and illuminative in nature. For example, each moment that I am in the classroom with my students is an opportunity for me to responsibly respond to them by reflecting on where they have been, where I have been with them, and on their general learning journey. When I engage in this process, I too learn and grow. This is done through establishing interactions and situations that encourage metacognitive and peer-to-peer reflections. I think that interactions can be something as simple as listening or engaging a child in a conversation. Such experiences represent opportunities for growth and for new connections to be formed.
Lifelong learning through adulthood is, in itself, is limitless to it’s potential, both within and outside of the classroom walls. This process relates well to Groen and Kawalilak’s article which examines the concept of experiential learning. In the article, Boud offers that “[Early on in ones] experience…there is an established base of knowledge and expertise on which new knowledge must [be] built” (Groen & Kawalilak, in press). Our life skills and knowledge provide us with a base that we can draw from when the opportunities arises later in time, while the learning gained from the experiences becomes a memory to cherish. This process occurs time and time again, and eventually we “[build up] a reservoir of life experiences that [become] a rich resource for learning” (Merriam, 2001, p. 3). Yet the best part about this, is when we mindfully approach this cyclical learning process with genuine care, interest and respect , we create an emotional state and physical space that is filled with peace tranquility; both essential characteristics of a healthy learning environment, for when we are at peace within our minds and bodies, we feel good enough to learn and learning happens. (Merriam, Caffarella & Baumgartner, 2007).
When I think of this analogy and how it relates to adult learning, I can see a strong connection. We live out experiences each day, reflect on them at some point in time, perhaps gain a new understanding from it or learn something new as a result, and then repeat the cycle all over again!! Essentially, our knowledge never ceases to grow throughout our lives and although there may be periods of time in which this process occurs more or less frequently, there is no point at which it completely stops. As Cafarella and Merriam (2000) state "learning cannot be separated from the context in which the learning takes place; in other words, the learner's situation and the learning context are as important to the learning process as what the individual learner and/or instructor bring to that situation" (p. 59).
Experience, reflecting and learning, reflecting and recollecting moments from our lives is an essential component of the adult learning experience. Reflection gives us a time to pause, attach meaning and consider the value. Perhaps we take the time celebrate and congratulate our successes and achievements or appreciate and give thanks to what knowledge was gained from a challenge or struggle. This reflection process, according to Dorothy MacKeracher (2004), helps us to foster and grow our identifies as individuals and also encourages us to evaluate or perspectives on life. This is a hugely important process to engage in so that we may gain practical and relevant experiential knowledge. MacKeracher further offers that the most efficient and productive learners are individuals who "adopt a questioning and reflective stance leading to a more profound understanding of self" (p. 35). This once again refers to how our past life experiences influence way we interpret situations and approach learning in the present moment.
I summary I would offer again that adult learning is really is a continuation of a previous learning journey, just in a new place and time. It is a very personal process because our lives become interconnected with our learning. In the article The heart of a teacher: Identity and integrity in teaching, Parker Palmer (1997) argued that “teachers and learners are constantly walking many paths and additionally wearing many different hats- intellectual, emotional and spiritual”. Fostering and nurturing these many paths contributes to our ongoing growth and development of our identity and integrity as an educator. Yet when we own these positive skills, strengths and potential to achieve, we also become aware and cognizant of our doubts and fear. Palmer compels us during times like this to "reclaim our relationship with the teacher within" – the small individual inside each of us that defines our reality, character and sense of self, and ultimately helps us to get back on our path and navigate ourselves towards the rest of our lives; the future.
Lifelong learning through adulthood is, in itself, is limitless to it’s potential, both within and outside of the classroom walls. This process relates well to Groen and Kawalilak’s article which examines the concept of experiential learning. In the article, Boud offers that “[Early on in ones] experience…there is an established base of knowledge and expertise on which new knowledge must [be] built” (Groen & Kawalilak, in press). Our life skills and knowledge provide us with a base that we can draw from when the opportunities arises later in time, while the learning gained from the experiences becomes a memory to cherish. This process occurs time and time again, and eventually we “[build up] a reservoir of life experiences that [become] a rich resource for learning” (Merriam, 2001, p. 3). Yet the best part about this, is when we mindfully approach this cyclical learning process with genuine care, interest and respect , we create an emotional state and physical space that is filled with peace tranquility; both essential characteristics of a healthy learning environment, for when we are at peace within our minds and bodies, we feel good enough to learn and learning happens. (Merriam, Caffarella & Baumgartner, 2007).
When I think of this analogy and how it relates to adult learning, I can see a strong connection. We live out experiences each day, reflect on them at some point in time, perhaps gain a new understanding from it or learn something new as a result, and then repeat the cycle all over again!! Essentially, our knowledge never ceases to grow throughout our lives and although there may be periods of time in which this process occurs more or less frequently, there is no point at which it completely stops. As Cafarella and Merriam (2000) state "learning cannot be separated from the context in which the learning takes place; in other words, the learner's situation and the learning context are as important to the learning process as what the individual learner and/or instructor bring to that situation" (p. 59).
Experience, reflecting and learning, reflecting and recollecting moments from our lives is an essential component of the adult learning experience. Reflection gives us a time to pause, attach meaning and consider the value. Perhaps we take the time celebrate and congratulate our successes and achievements or appreciate and give thanks to what knowledge was gained from a challenge or struggle. This reflection process, according to Dorothy MacKeracher (2004), helps us to foster and grow our identifies as individuals and also encourages us to evaluate or perspectives on life. This is a hugely important process to engage in so that we may gain practical and relevant experiential knowledge. MacKeracher further offers that the most efficient and productive learners are individuals who "adopt a questioning and reflective stance leading to a more profound understanding of self" (p. 35). This once again refers to how our past life experiences influence way we interpret situations and approach learning in the present moment.
I summary I would offer again that adult learning is really is a continuation of a previous learning journey, just in a new place and time. It is a very personal process because our lives become interconnected with our learning. In the article The heart of a teacher: Identity and integrity in teaching, Parker Palmer (1997) argued that “teachers and learners are constantly walking many paths and additionally wearing many different hats- intellectual, emotional and spiritual”. Fostering and nurturing these many paths contributes to our ongoing growth and development of our identity and integrity as an educator. Yet when we own these positive skills, strengths and potential to achieve, we also become aware and cognizant of our doubts and fear. Palmer compels us during times like this to "reclaim our relationship with the teacher within" – the small individual inside each of us that defines our reality, character and sense of self, and ultimately helps us to get back on our path and navigate ourselves towards the rest of our lives; the future.
My Teacher Professional Growth Plan (TPGP)
I have included my first ever TPGP as it relates to my upcoming professional practicum experience of planning, developing and teaching six (6) lesson plans.