Poverty, gender issues, social, justice, and equality for all peoples are issues that have been prevalent in the world we live in for ages. As a whole, we have grown and changed immensely; however, people all over the world still live below the poverty line, are unable to go to school, are stuck in menial jobs, and are oppressed. It is important that our students are aware of these issues in the classroom, and that they do not give these issues just a passing glance. We must integrate global awareness in our teaching and have students participate in critical thinking about the way our world functions.
The Manitoba Council for International Cooperation (MCIC) is an organization, headquartered in Winnipeg, MB that is dedicated to the awareness and development of global issues. They offer many great resources for purchase, and coordinate workshops every year for students to participate in fun activities. Two of their learning activites struck me as valuable to implement in the classroom because they illustrate their message so clearly. The first activity was entitled: Slicing the Banana, in which students are given $1.00 to distribute among all the parties invloved in the harvest and distribution of bananas. Assuming the price of one banana is $1.00, students must decide how much money will go to pickers, land owners, shippers, importers, wholesalers, processors, distirbutors, and the retailer. After students have made their choices, the real figures are revelaed. Students will learn that roughly 10% of the price of bananas remain in the country they are harvested from, with the rest is invested in the USA or Canada. Students will learn about how fair trade does not always occur, and why the system disadvantages the producers of these commodoties.
Secondly, a game entitled Penies for Wealth symbolizes the advantages and disadvatnages in terms of wealth. Students are given a rule before picking up as many pennies as possible off the the floor. Some students may pick up as many as they want, others may have to give every third one away, others may have to close their eyes, and others may have to only use one hand. Students will view that some people are stuck in a a vicious circle of poverty, others are able to just get by, and some are born into wealth.
By utilizing these hands on games, I believe that the message will resonate with students and it makes such a serious and sensitive issue lighter to teach. I plan to use these resources in my classroom if I were to teach grade 4 or higher. These games are great teaching tools and I believe that MCIC is doing an excellent job spreading their knowledge and awareness to the young minds of today.
Sunday, March 6, 2011
Thursday, March 3, 2011
WESTCAST Sessions
WESTCAST (the Western Canadian Association for Student Teaching Conference) occurred at Brandon University from February 24 - 26, 2011. Many students attended from many other Western Canadian Universities and it was a great learning experience. Many sessions were offered from a variety of different subject areas, specialties, and faculties. I had a phenomenal experience and hope to attend WESTCAST 2012 in Calgary next year.
My two favourite sessions that I attended were "Internationally Educated Teachers" and "Team Work will Get it Done! Hands on Kindergarten Thematic Units from Three Perspectives". The first session, "Internationally Educated Teachers", was presented by four education students attending the bridging program at the University of Manitoba. This program gives teachers from other countries, a Canadian teaching certificate. The four different students were from South Africa, the Philippines, urban India, and rural India. Their teaching background varied from 10 to 25 years teaching experience in middle years, high school, and university professor in their home countries. They sat at a panel, and discussed their prior teaching experiences and the educational system in their home countries. Additionally, they discussed the differences they see within the Canadian education system, addressing the positive and negative aspects. I found it interesting to hear their perspectives and how they discussed their practicums in Canada. The main positive points they discussed about education in their home countries remained student work ethic, passion for learning, behaviour, and obedience. Overall, they embraced the Canadian education system, boasting about the abundant resources, small class sizes, and parental involvement in schools.
Secondly, the "Team Work will Get it Done! Hands on Kindergarten Thematic Units from Three Perspectives", workshop was presented by Brenda Margetts, a teacher from rural Manitoba, her two student teachers, and a faculty advisor. The students discussed their Author studies they implemented during student teaching, which revolved around author Eric Carle and Mo Williams. Brenda Margetts, played an integral role in the student teacher's lessons for their benefit and for the kindergartens benefit. The thematic units were interesting, colourful, hands-on, and students loved them. I enjoyed learning about author Mo Williams, because I had not heard of him previously. Lastly, I found hearing the perspective of the faculty advisor insightful because they were a fresh perspective on the situation.
WESTCAST was an excellent experience. I feel as though I have grown as a student and know that this will be evident in my teaching!
My two favourite sessions that I attended were "Internationally Educated Teachers" and "Team Work will Get it Done! Hands on Kindergarten Thematic Units from Three Perspectives". The first session, "Internationally Educated Teachers", was presented by four education students attending the bridging program at the University of Manitoba. This program gives teachers from other countries, a Canadian teaching certificate. The four different students were from South Africa, the Philippines, urban India, and rural India. Their teaching background varied from 10 to 25 years teaching experience in middle years, high school, and university professor in their home countries. They sat at a panel, and discussed their prior teaching experiences and the educational system in their home countries. Additionally, they discussed the differences they see within the Canadian education system, addressing the positive and negative aspects. I found it interesting to hear their perspectives and how they discussed their practicums in Canada. The main positive points they discussed about education in their home countries remained student work ethic, passion for learning, behaviour, and obedience. Overall, they embraced the Canadian education system, boasting about the abundant resources, small class sizes, and parental involvement in schools.
Secondly, the "Team Work will Get it Done! Hands on Kindergarten Thematic Units from Three Perspectives", workshop was presented by Brenda Margetts, a teacher from rural Manitoba, her two student teachers, and a faculty advisor. The students discussed their Author studies they implemented during student teaching, which revolved around author Eric Carle and Mo Williams. Brenda Margetts, played an integral role in the student teacher's lessons for their benefit and for the kindergartens benefit. The thematic units were interesting, colourful, hands-on, and students loved them. I enjoyed learning about author Mo Williams, because I had not heard of him previously. Lastly, I found hearing the perspective of the faculty advisor insightful because they were a fresh perspective on the situation.
WESTCAST was an excellent experience. I feel as though I have grown as a student and know that this will be evident in my teaching!
Thursday, February 10, 2011
Education Financing
One of the most complex components of education in Canada, in my opinion is budgeting and finance. The variety of pieces that must be included and considered in a budget is immense. Deciding on the monetary delegation and omission can be beneficial and devastation depending on the school division and individual. School funding and taxation remains unequal and depends on the wealth and value of the land.
Every year budgets are readjusted and making cuts seems to be one of the most difficult decisions, because ultimately it is going to effect a teacher, a student, or a community. Places where cuts are made differ from year to year and division to division. The decisions made by the school boards and divisions must take into account the largest monetary cut, in a manner which effects the least number of people. Personally, I find this troubling because new teacher positions are one of the most common to be cut. Additionally, during budget cuts, class sizes can increase when the number of teachers are cut. With a higher student ratio per class more pressure is put on the teacher and less can realistically be accomplished. Unfortunately, in many high schools the elective and artistic programs must be cut when faced with money constraints. Music, art, and drama are not essential subjects, but have been said to be key in developing well rounded students with greater academic achievement. Without those options, schools do not provide many choices for students. Lastly, learning materials and investments in new technologies must be cut during a budget crunch. While schools can function without the latest materials, they are essential to the growth and learning in the twenty-first century.
Where to cut out of a school division budget is always going to be a hot button issue with room for debate. As teachers we must be realistic and know that cuts may not always go in our favour. This is a fact that we must deal with when having a career in public school divisions. Different individuals will not always agree with where cuts are made; however, we must have faith in our school boards that they are trying to make the best decisions that cause the least amount of damage.
Every year budgets are readjusted and making cuts seems to be one of the most difficult decisions, because ultimately it is going to effect a teacher, a student, or a community. Places where cuts are made differ from year to year and division to division. The decisions made by the school boards and divisions must take into account the largest monetary cut, in a manner which effects the least number of people. Personally, I find this troubling because new teacher positions are one of the most common to be cut. Additionally, during budget cuts, class sizes can increase when the number of teachers are cut. With a higher student ratio per class more pressure is put on the teacher and less can realistically be accomplished. Unfortunately, in many high schools the elective and artistic programs must be cut when faced with money constraints. Music, art, and drama are not essential subjects, but have been said to be key in developing well rounded students with greater academic achievement. Without those options, schools do not provide many choices for students. Lastly, learning materials and investments in new technologies must be cut during a budget crunch. While schools can function without the latest materials, they are essential to the growth and learning in the twenty-first century.
Where to cut out of a school division budget is always going to be a hot button issue with room for debate. As teachers we must be realistic and know that cuts may not always go in our favour. This is a fact that we must deal with when having a career in public school divisions. Different individuals will not always agree with where cuts are made; however, we must have faith in our school boards that they are trying to make the best decisions that cause the least amount of damage.
Wednesday, February 9, 2011
The Governance of Eduction
The structure of Manitoba Education is one that is functional, but has many areas that could be scrutinized. As a teacher I think it is important to understand the sequence of the public education system. If teachers are unaware of where decisions are made and the delegation process, then it is impossible to illicit change if desired.
Teachers are at the bottom of the governance structure followed by the principal, the school, and the superintendent. The superintendent of schools is responsible for hiring new teachers along with the principals. Above the superintendent of schools, is the school division and school board. Finally, the provincial government regulates all school division within their province and sets curriculum standards.
The interesting part about having school boards, I believe is the fact that they are elected politicians rather than educators. This does not mean that some school board officials have an education background; nevertheless, it is not a requirement. I believe that school board officials should have more of a connection to the schools because that way they would have a better vision when setting budgets, funding, goals, and policy. Despite the fact they could have more experience with budgeting, sometimes I feel that decisions made, would be different with experience in the schools or school environment. Individual schools should have more input on the budget because it is directly effecting them day to day.
Public School systems are not simplistic and despite the thought that is invested into decision making, there will still be schools, teachers, or school divisions that do not agree. As education continues to evolve, structure, budgets, and curriculum will continue to change. Although change is not always the best for all individuals, those that are passionate about an issue should fight for its implementation or preservation. As teachers, we are able to participate in this with the help of others and hopefully education will continue to improve in the future.
Teachers are at the bottom of the governance structure followed by the principal, the school, and the superintendent. The superintendent of schools is responsible for hiring new teachers along with the principals. Above the superintendent of schools, is the school division and school board. Finally, the provincial government regulates all school division within their province and sets curriculum standards.
The interesting part about having school boards, I believe is the fact that they are elected politicians rather than educators. This does not mean that some school board officials have an education background; nevertheless, it is not a requirement. I believe that school board officials should have more of a connection to the schools because that way they would have a better vision when setting budgets, funding, goals, and policy. Despite the fact they could have more experience with budgeting, sometimes I feel that decisions made, would be different with experience in the schools or school environment. Individual schools should have more input on the budget because it is directly effecting them day to day.
Public School systems are not simplistic and despite the thought that is invested into decision making, there will still be schools, teachers, or school divisions that do not agree. As education continues to evolve, structure, budgets, and curriculum will continue to change. Although change is not always the best for all individuals, those that are passionate about an issue should fight for its implementation or preservation. As teachers, we are able to participate in this with the help of others and hopefully education will continue to improve in the future.
Sunday, February 6, 2011
History of Education in Canada
In Canada, education has had a complicated and diverse history that has stemmed from the colonization of North Amercia. French, English, First Nations, and religious traditions have all influenced the way in which modern education has amalgamated today. Some areas of Canada retain their historical roots more than others. Acadian and French language education is still prevalent in their regions in Eastern Canada because of the fluctuation of French establishment in the 1600-1700's. British influence was prevalent in most of Central and Western Canada through settlement of the Hudson's Bay Company. Additionally, influence increased with British dominance over the French. Slowly, catholic religious teachings of the French diminished with more English protestant education.
As each region developed their own education system based on the colonial ethnic background, First Nations people were either forgotten or assimilated. Through the BNA Act of 1867, the educational responsibilities of First Nations children became a federal responsibility; meanwhile, the educational responsibility of the remaining population fell under the provincial government. Since education developed regionally, I believe it only made sense for it to become a provincial responsibility so that the demands of the local diverse populations could become met. In Manitoba it was declared that if ten or more students at a school required language accommodation, the school would have to reciprocate, or an alternative school would be opened. This seems to be a great rule and very accepting of cultural diversity. Unfortunately, for First Nations their treatment through the federal government meant harsh assimilation, loss of culture, religion, and sometimes abuse. The switch to structuralist British religious schooling was rough because it differed greatly from their traditional moral based, survival skill education trough oral history. The way that education developed definitely did not benefit all parties involved, but it is evident that many origins of educational roots are still present through language, values, structure, and curriculum.
Lastly, since the development of modern day education, new opinions of how to best educate our children are still debated. Home schooling, I believe has its benefits; however, it can be damaging socially and depending on the teaching, can be detrimental to their education. Distance education and virtual schools are becoming more popular, as it is convenient. However, I firmly believe that learning best occurs in a safe environment where the student is familiar with the teacher.
Education in Manitoba and throughout Canada is rapidly changing, as the demands are constantly changing. More EAL instruction, reading recovery programs, and special needs assistance are needed to help our schools run more effectively. In order to have a clear vision of where to go with education it is important to know where it originated. Therefore, the same mistakes that have occured in the past should not be made again.
As each region developed their own education system based on the colonial ethnic background, First Nations people were either forgotten or assimilated. Through the BNA Act of 1867, the educational responsibilities of First Nations children became a federal responsibility; meanwhile, the educational responsibility of the remaining population fell under the provincial government. Since education developed regionally, I believe it only made sense for it to become a provincial responsibility so that the demands of the local diverse populations could become met. In Manitoba it was declared that if ten or more students at a school required language accommodation, the school would have to reciprocate, or an alternative school would be opened. This seems to be a great rule and very accepting of cultural diversity. Unfortunately, for First Nations their treatment through the federal government meant harsh assimilation, loss of culture, religion, and sometimes abuse. The switch to structuralist British religious schooling was rough because it differed greatly from their traditional moral based, survival skill education trough oral history. The way that education developed definitely did not benefit all parties involved, but it is evident that many origins of educational roots are still present through language, values, structure, and curriculum.
Lastly, since the development of modern day education, new opinions of how to best educate our children are still debated. Home schooling, I believe has its benefits; however, it can be damaging socially and depending on the teaching, can be detrimental to their education. Distance education and virtual schools are becoming more popular, as it is convenient. However, I firmly believe that learning best occurs in a safe environment where the student is familiar with the teacher.
Education in Manitoba and throughout Canada is rapidly changing, as the demands are constantly changing. More EAL instruction, reading recovery programs, and special needs assistance are needed to help our schools run more effectively. In order to have a clear vision of where to go with education it is important to know where it originated. Therefore, the same mistakes that have occured in the past should not be made again.
Sunday, January 23, 2011
MTS Code of Professional Practice
I hope to become an individual that teaches the next generation of Manitobans; therefore, it is important that I know what is expected of me as a professional of this province. Regardless of which province I teach in Canada, I must adhere to a code of conduct or professional practice. Each province's expectations vary, however there are always parallels to be drawn among them all. In Manitoba, the Manitoba Teacher's Society (MTS) Code of Professional Practice discusses the behaviors and ethics expected by teachers. Additionally it lays out a framework for teachers to follow in problematic situations. I feel this is important to internalize and comprehend as a beginning teacher.
Without knowing certain points of the MTS code, it is possible for teachers to become reprimanded for not following the correct order of authority. For example, I did not realize beforehand, that one must discuss a problem with that particular individual prior to consulting any other administration members. Additionally, in instances of suspected child abuse, teachers are responsible for notifying social services, despite the opinion of the principal.
The code of professional practice is what Manitoba teachers must try to uphold to the highest caliber. It is important to always be up to date with any changes and become involved with the Manitoba Teacher's Society when possible. I believe that this code is properly constructed and its demands are not unreasonable. With appropriate consideration I believe any individual can follow the code of professional practice in their professional and personal lives.
Check out the link to the code of professional practice to view all thirteen included points:
http://www.mbteach.org/inside-mts/professionalcode.html
Saturday, January 22, 2011
What is Professionalism?
Why is it so hard to define professionalism? This question does not have an easy answer. Professionalism has a different meaning to each individual and what constitutes a professional differs greatly among teachers. Sergiovanni (1992) wrote about four different aspects of a professional teacher, and among each category many responsibilities lie.
1) The Commitment to Caring: This must include the entire realm of the educational environment such as colleagues, students, parents, the school, and educational administration. This should come naturally, as having positive relationships with all of the above will allow for a healthy working and teaching environment. If there is no concern for those surrounding a teacher, perhaps a new career should be considered.
2) Commitment to Practice in Exemplary Ways: Teachers must take their job seriously; therefore, taking time to create excellent lesson plans, organize fun experiences for students, constantly improve on classroom management, and dress and behave as a professional. Teachers are role models and must consciously act as one should. They must avoid situations that would portray themselves in an unflattering light.
3) Commitment to One's Own Practice and to the Practice itself: This refers to always striving to improve through professional development, giving back to teacher education, and helping with teacher's unions.
4) Commitment to Valued Social Ends: This pertains to working on sensitive issues such as bullying or racism, giving back to the local and global communities, and overall trying to make the world a better place through education. Having students involved in giving back early on in life will hopefully inspire them to continue to throughout adulthood.
Considering all of these suggestions, I believe that it is hard to narrow everything down into one concise definition. Instead of attempting, I will just leave those as is, and you can take from it what you will. Sergiovanni's statements remind me that I must give back to my students as well as other colleagues to help build the best educational team possible. As a teacher I hope to blend together all of those points, because primarily I believe that that combination will have the most impact in creating a well-rounded upcoming generation.
1) The Commitment to Caring: This must include the entire realm of the educational environment such as colleagues, students, parents, the school, and educational administration. This should come naturally, as having positive relationships with all of the above will allow for a healthy working and teaching environment. If there is no concern for those surrounding a teacher, perhaps a new career should be considered.
2) Commitment to Practice in Exemplary Ways: Teachers must take their job seriously; therefore, taking time to create excellent lesson plans, organize fun experiences for students, constantly improve on classroom management, and dress and behave as a professional. Teachers are role models and must consciously act as one should. They must avoid situations that would portray themselves in an unflattering light.
3) Commitment to One's Own Practice and to the Practice itself: This refers to always striving to improve through professional development, giving back to teacher education, and helping with teacher's unions.
4) Commitment to Valued Social Ends: This pertains to working on sensitive issues such as bullying or racism, giving back to the local and global communities, and overall trying to make the world a better place through education. Having students involved in giving back early on in life will hopefully inspire them to continue to throughout adulthood.
Considering all of these suggestions, I believe that it is hard to narrow everything down into one concise definition. Instead of attempting, I will just leave those as is, and you can take from it what you will. Sergiovanni's statements remind me that I must give back to my students as well as other colleagues to help build the best educational team possible. As a teacher I hope to blend together all of those points, because primarily I believe that that combination will have the most impact in creating a well-rounded upcoming generation.
Sunday, January 16, 2011
Professional vs. Subject Knowledge
The debate surrounding what constitutes the best make-up of a good teacher has, and will always be a heated argument among educators across the country. Of course it is evident that both professional knowledge (how to teach) and subject knowledge (in depth academics) are both crucial to a good teacher; however, which is more beneficial in the classroom is disputed.
Overall, I believe that for teaching elementary school the professional knowledge is more important. Without knowing how to manage a class, methods of teaching, assessment tools, child psychology, what constitutes a professional, and quality resources, teaching would be a very difficult job for me. Much can be learned on the job; however, this base knowledge is crucial to having a well-run class and students that are learning through effective teaching.
Despite my statement, I do believe that subject knowledge is very important and must be kept in mind throughout a teaching career. Teachers must make an effort to continuously learn and try to improve the things they personally struggle with, if it effects their job. For example, I believe my mental math skills are not as strong as they could be; therefore, I should make an effort to improve my own skills for the benefit of myself and my class. Additionally, correct grammar is important for being viewed as a professional teacher. Extensive subject knowledge through English classes can help this. I find that I speak and write more eloquently with my English background, and I take pride in trying to improve. Whether teachers like it or not, we are judged on our writing and grammar. We are human and mistakes can happen; however, if you do not know the difference between 'there, their, and they're' or say 'I seen that' instead of 'I saw that', you will be viewed as incompetent.
Concisely, I believe that both areas of knowledge are key for becoming an effective teacher; however, without my professional knowledge, I would be setting up my students for failure through my lack of teaching strategies.
Why Teach???
This is a question in which I find myself being asked all the time in many different ways. When I inform people that I aspire to be an educator some seem puzzled and say why would you EVER want to become a teacher! You will regret it! Others, seem apprehensive and say oh, now what made you decide to take that career path? Finally there are those that say, Well that is just great, and are very glad I would want to partake in such an important profession. With such negativity about the tireless planning hours, the mandatory extra-curricular activities, and headaches that come about during a normal teaching day, I am not surprised to hear such questions. However, I feel that the job will be rewarding enough to overtake the negatives. When I answer why do I want to teach, to any of these kinds of questions I always find I say the same thing:
- It is always exciting and I would be passionate about my work
- I have the opportunity to make an impact on the lives of others
- I would love to be a role model and I would take it seriously
- It is fun and I love to continuously learn
- My previous teachers have inspired me to teach by their example
- I have a desire to work with young people and I enjoy it
I have no desire to speak to those that say negative things about educators because they do not know how demanding teaching is, and the stamina it takes to be an effective teacher. I believe that the benefits and working hours that teachers have are a suitable reward for everything else teachers must do as an educator. So I believe if you passionately agree with all statements above, then teaching would be a good choice; however, if you waver on any stance, you are going into teaching for all of the wrong reasons. If the best thing for you about teaching are the weekends, holidays, and great benefits, you need to find another profession. There are far to many teachers out there that do not like their job and have been teaching for those reasons only from the start.
I am passionate about shaping the next generation; therefore, I have many reasons to answer the "why teach?" question. But perhaps from now on, I should answer, I am going to teach for all of the right reasons, because unfortunately there needs to be more teachers with this mindset in the work force.
- It is always exciting and I would be passionate about my work
- I have the opportunity to make an impact on the lives of others
- I would love to be a role model and I would take it seriously
- It is fun and I love to continuously learn
- My previous teachers have inspired me to teach by their example
- I have a desire to work with young people and I enjoy it
I have no desire to speak to those that say negative things about educators because they do not know how demanding teaching is, and the stamina it takes to be an effective teacher. I believe that the benefits and working hours that teachers have are a suitable reward for everything else teachers must do as an educator. So I believe if you passionately agree with all statements above, then teaching would be a good choice; however, if you waver on any stance, you are going into teaching for all of the wrong reasons. If the best thing for you about teaching are the weekends, holidays, and great benefits, you need to find another profession. There are far to many teachers out there that do not like their job and have been teaching for those reasons only from the start.
I am passionate about shaping the next generation; therefore, I have many reasons to answer the "why teach?" question. But perhaps from now on, I should answer, I am going to teach for all of the right reasons, because unfortunately there needs to be more teachers with this mindset in the work force.
Saturday, January 15, 2011
Favorite Teacher!
As a beginning educator, I would state that part of my desire to teach came from the influence of a long line of great teachers. I would say that throughout my elementary to high school education 80 % of my teachers were good role models, that did their job well, and succeeded as a teacher. I have had so many great examples that it is hard to choose just one teacher!
To only talk about one teacher, I would have to choose my Grade 4 teacher. I will call her Miss B. I had a fantastic school year because of her and learned more from her more than I ever could have imagined. She had all of the qualities of a great teacher: understanding, nice, honest, patient, logical, well educated, encouraging, interested, let students have fun, and she loved her job. She was excellent at delivering clear lessons so that we could understand and she worked us so hard because she knew the potential was there. I have never seen another classroom as well managed as hers. All she had to do was stare across the room and she could bring a hush over everyone. She was always professional and took great pride in her job. At first you would think Miss B. was cold, mean, and nasty by her demeanour and first glance; however, under her appearance was a heart of gold and a generous smile. She was a favorite among other students too, and when she retired after a long career the school was extremely sad to see her go.
Despite the differences in myself and Miss B personality-wise, and classroom techniques, I strive to be the kind of professional teacher she was, and inspire kids to learn in the was she was able. No problem was to big to solve for her, and her confidence in all of us made for an incredible grade 4 year. I hope I can be the kind of teacher in which someone recalls as their favorite teacher sometime in my own career!!!
To only talk about one teacher, I would have to choose my Grade 4 teacher. I will call her Miss B. I had a fantastic school year because of her and learned more from her more than I ever could have imagined. She had all of the qualities of a great teacher: understanding, nice, honest, patient, logical, well educated, encouraging, interested, let students have fun, and she loved her job. She was excellent at delivering clear lessons so that we could understand and she worked us so hard because she knew the potential was there. I have never seen another classroom as well managed as hers. All she had to do was stare across the room and she could bring a hush over everyone. She was always professional and took great pride in her job. At first you would think Miss B. was cold, mean, and nasty by her demeanour and first glance; however, under her appearance was a heart of gold and a generous smile. She was a favorite among other students too, and when she retired after a long career the school was extremely sad to see her go.
Despite the differences in myself and Miss B personality-wise, and classroom techniques, I strive to be the kind of professional teacher she was, and inspire kids to learn in the was she was able. No problem was to big to solve for her, and her confidence in all of us made for an incredible grade 4 year. I hope I can be the kind of teacher in which someone recalls as their favorite teacher sometime in my own career!!!
FISH Philosophy
The concept of FISH, was unknown to me before I was exposed to it in my Education class. 'The Professional Teacher' is a class that is critical for all educators to take and is one that I believe I will take a lot out of when I enter the teaching world. Now what is FISH? I had this very question. I thoroughly puzzled by the title of this philosophy and how fish could possibly be included in an educational ideal. FISH is one of the most simple philosophies I have learned of; however, it speaks volumes and is difficult to adapt because it must be kept consciously in our minds throughout the day!
The video that introduced FISH to me was based out a fish market in Vancouver, British Columbia in which the workers decided that instead of dreading their job, they would make it fun, interactive, and worth dedicating hours of their time for work!
The first step is: BE THERE! The fish market workers held an attitude that concisely stated, if I am going to be at work I might as well have fun and give 100%! They had already made the choice to show up to work; therefore, they must follow through with that action, no matter what else is going on in their lives. This can be translated to the classroom by starting fresh every morning, trying to have the best day possible, and be prepared for the day ahead.
The second step is: CHOOSE YOUR ATTITUDE! One fish market worker stated that he was tired because he made the choice to stay up to late with a group of friends, despite the fact he had to be at work at six AM. His attitude was positive, despite his tiredness, and this attitude was almost infectious to other workers and to customers. In my own class I must try hard to remember that if I have a happy attitude my class is more likely to have a good day. Less improvement will occur overall with a bad attitude!
Third: MAKE THEIR DAY The Fish market incorporated this into their job in many ways: entertainment, courteousness, and helpfulness are just a few examples. In the video, it is safe to say that all customers that were shown seemed to leave the market with a better feeling than when the entered. I believe this is hard to do in a classroom becasue of all the unexpected events, stress, and activities that go on, it is easy to brush students aside. Students will remember this, and it will effect their self-esteem. Although it may be difficult in such large classes, it is important to have that face time with each individual student and discuss or give compliments. This will make the day run smoothly and the teacher-student relationship will be largely benefited.
Lastly: PLAY! At the Vancouver fish market, its most memorable feature is that the workers make time to fool around, be silly, and have fun with one another. The workers often throw the fish across their stall and let customers hold their own fish!
There is always plenty of laughter. It is also important to make time for fun in the classroom which is or is not academic related. Having laughter in a classroom will lighten the mood, engage students, and help them learn better.
Such a simplistic message, yet so many people need to incorporate this into their work, home, and lives in general. I know that FISH philosophy is something that I would like to use in my own classroom and in my life, as everyone always has room for a bit of FISH!
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