Alex Bravo UNBC ED Portfolio

Indigenous Day Of Learning Reflection:

I am grateful to have had the opportunity to learn from and participate in the Indigenous Day Of Learning. Dr. Dustin Louie passionately started the virtual meeting by explaining that reconciliation is not about apologizing for wrongdoings but rather a commitment to disrupt the present. The day continued by providing participants with valuable examples of how we can be part of reconciliation. For instance, as educators, we must take the time to look at each of our students and find their joy. If we can not find any, we need to create their happiness within the classroom.  We must also remember that each child comes to school perfect as they are,  and it is our job to meet students where they are at and support them based on their unique needs. Lastly, studies have shown that classrooms are more successful when social-emotional needs are addressed before academics. This remind us on the importance of checking in with our students and getting to know each of them holistically. The Indigenous Day Of Learning was a welcomed reminder that each student is a gift and should be valued as such.

I am a tour guide.

Before I begin the tour, I first prepare. I start by familiarizing myself with the content and goals. Being informed enables me to accurately represent the information, connect the content to the participant’s previous knowledge, and establish a foundation for future information to expand off. Next, I prepare by gathering resources or materials that the participants may need to enhance their engagement and learning. I do this by reviewing who will be in my group and their unique needs. Developing a plan for the day with a time frame is essential to stay on track and cover all the planned sites.

While on tour, I strive to build trusting and positive relationships with each group member and a sense of community among the participants. In doing so, a safe space to ask questions, share interests, and connect knowledge is established. This process also allows me to get to know the group members and modify the tour according to their needs and goals.

When the tour is complete, I facilitate conversations to help the group members reflect on what they learned, enjoyed, or preferred to do differently. This open dialogue solidifies learning and creates an opportunity for group members to offer me feedback, enabling me to adjust and develop my approaches as a tour guide.

My Teaching Philosophy:

– I believe that all students have the right and ability to learn.

– I believe in an inclusive classroom. One that acknowledges, respects, and celebrates  diversity. Including various cultures, beliefs, abilities, and learning styles.

– I believe a classroom environment should be welcoming and safe, while also being stimulating, motivating, and fair.

– I believe in a strength-based and child-centered approach. Where students are active participants in their learning and viewed with unconditional positive regard. I believe teachers act as facilitators in their students’ learning journey and children learn best when they are interested and motivated.

– As a teacher, I believe in demonstrating enthusiasm, passion, and patience. I believe in  clear expectations and daily routines, yet remaining flexible when following the students’ lead. I  believe in encouraging students with positive and constructive feedback to develop their confidence and intrinsic motivation.

– As a teacher, I believe it is essential to stay present and informed on current and developing teaching practices. To do this, I believe in seeking out various resources and collaborating with my teaching colleagues for advice and support.