Learning Outcome 5
Uphold the values and responsibilities of a compassionate and reflective educator through ongoing self-assessment and student-centered practice.
There is something that a senior teacher said to me during my practicum that really changed how I saw things. Not only did it exceed their textbook expectations of professionalism, it helped me reflect thoroughly on the teacher I want to become. This mentor urged me to make an individual checklist — not merely of tasks but of values. The purpose was to articulate how I wanted my students to remember me and to repeatedly evaluate whether my behavior matched my vision.
Prompted by this, I questioned what kind of educator I wanted to be in the grand scheme of teaching. According to the Ontario College of Teachers’ Standards of Practice and Ethical Standards of Practice, I place a strong emphasis on the “Commitment to Students and Student Learning” section. I believe this should be prioritized above all other categories, as genuine care for students must come first in order for the practices and knowledge we aim to apply to be truly effective.
Therefore, I worked very hard to arrive at school early every day, and I made sure that my lesson plans were set at least two days ahead, as my mentor teacher taught me to. But outside of these routines, I wanted to be more than someone who gets things done or rules with an iron hand. I wanted to be a teacher who listens, a teacher who considers what’s important in students’ lives.
In the end, I realized I don’t want to be a teacher who is just handing knowledge out to students. Plenty of teachers do that well. I want to be a teacher who needs to have these strong relationships with students; someone who takes the time to know their dreams, someone who hugs them when they are in trouble, someone who cares when they have problems? I think this type of connection is something that lasts, and I hope in my current placement many of my students feel I can gain their trust and respect.
With that, I constantly contemplated and relied upon my own checklist as a mental compass to ensure that my sights were not cloaked from sight with my goals. I don’t think I’ve mastered catch-all pedagogical methods yet but the process of reflection and deliberate development makes me optimistic that I’m becoming a better teacher.
