THE STANDARDS OF PRACTICE FOR THE TEACHING PROFESSION
OCT Standards and How I Implement Them
COMMITMENT TO STUDENTS AND STUDENT LEARNING
I always made sure to put my student's needs before curriculum and ensure that my students are cared for. I always treat my students with equality and differentiated instruction to meet their needs.
PROFESSIONAL KNOWLEDGE
I am able to use information I have learned in Teacher's College and other educational sources in my regular teaching practice. I can see how the information I have learned about student development and best teaching practices are imperative to teaching students successfully.
PROFESSIONAL PRACTICE
I understand that each student and situation is unique. What works for one student one day, may not work for other students or even that same student on a different day. My knowledge of student development, pedagogies, best teaching practices informs my professional practice.
LEADERSHIP IN LEARNING COMMUNITIES
I have taken what I have learned about teaching students and applied this knowledge to various other roles I have filled in the community of Chatham-Kent and Windsor. I have been fortunate to be a camp counsellor, a youth group leader, a daycare teacher, a tutor, and even a babysitter throughout various stages of my life. I understand the importance of having good role models for students, and I hope that I can be the person I needed as a child to other children!
ONGOING PROFESSIONAL LEARNING
I know that I have so much yet to learn being at the beginning of my career, but I also know that I will always have more room to learn no matter how experienced I become. I will continue to keep up with best practices for teaching in order to meet the ever-changing needs of my future students, and utilize opportunities to learn more any chance that I can.
ECE STANDARDS OF PRACTICE
RESPONSIBILITIES TO CHILDREN
During my time working at camp this past summer, I demonstrated an ongoing responsibility towards the children. When necessary, I was able to adjust the daily schedule to accommodate and give children what they require based on their developmental needs. The specific example I have of this is when I made a break time for the younger campers at Adullam Day Camp. It was very hot outside, and they were tired and worn out from the day. We went into the main room, I turned on the fans and played calming music. There were quiet activities they could do independently (paper to draw on, stuffed animals, cars), or they were welcome to rest. This was something that the children required to thrive at camp, and it was done in a way where they had options.
From my time on placement, I was able to identify what children individually needed and respond accordingly. I took opportunities to provide curriculum that could be adapted for older children and for younger children. For example, from my time at a before-and-after school placement, I quickly learned how to make open-ended activities engaging for different ages. I also learned about creating a balanced large group that encompassed interesting, educational elements for older children as well as younger children.
RESPONSIBILITIES TO FAMILIES
I believe that families make a learning environment whole. I want to continuously be a figure that the families I get to work with know and can rely on. Throughout the summers working at camp, I was able to build relationships with many different families on a regular basis. One example is a testimonial I received from a mother regarding her three daughters and the impact that I have had with my relationship with their family.
"She is kind and patient, full of love and joy. These wonderful fruits of the Holy Spirit are a joy to see coming through in her life. Having 3 girls of my own, Megan has always been a young lady that is a positive role model in my children's lives." - Mother
For one of my placements, I was fortunate to be able to be at a centre for people transitioning into Canada. This brought newfound challenges when connecting with families, however. I would have to rethink how I wanted to communicate with the children's families because there was a language barrier at times. I made the tradition that I would show the mothers picking up their children something their child made, or something nice that I noticed their child doing, learning, or enjoying. I couldn't send out letters or have written notes that updated families, so I had to rethink how to build a relationship with busy families and a language barrier. That is why I decided to do this simple method of sharing something thoughtful with the families at the end of the day, and greeting them in the morning.
RESPONSIBILITIES TO COLLEAGUES AND THE PROFESSION
When I am on placement, in the community, or at work, I try to find ways to continuously serve and help others whenever possible. I take opportunities to better myself by gaining new knowledge and applying it. I consistently take feedback and redirection from colleagues and apply it to my practice. I am able to share what I know in a way that is respectful and clear. I use both my experiences from working at camp, and from other opportunities such as being in the Early Childhood Education program to better how I interact with and support others. I am able to work cooperatively in a team setting and uphold a positive position even in adverse times.
RESPONSIBILITIES TO THE COMMUNITY AND TO THE PUBLIC
Ever since I was old enough to volunteer, I have found ways to continuously give back to the community. I know the importance of having quality childcare and what it means to families and children alike; along with the importance it holds to the community as well. I try to find ways to aid in providing services for families in the childcare industry. I look for ways to volunteer my time and I take action to improve childcare with the experiences I get to be involved in as I learn more. I hope to continue to find ways to give quality childcare to those in the community, as well as to spark a passion in the children I work with to serve others too.