What does it mean to be ‘effective’?

Effective is defined by the Oxford Dictionary as “producing the result that is wanted or intended; producing a successful result.” In the teaching profession, being effective with this definition in mind means being able to meet all our learners, no matter where they are at in their individual learning journeys and moving them forward.

What characteristics does an effective teacher have?

Teaching is one of those careers where you have to wear many hats simultaneously! Teachers have to be growth-oriented, lifelong learners, adaptable, patient, empathetic, and warm. We need to have sound pedagogical approaches and a wide range of strategies to meet all learners wherever they are at. Teachers need to be professionals who uphold the BC Teacher Standards and demonstrate the UVic Teacher Education Competencies. We have to act as guides, counsellors, expert relationship builders and be well-versed in all subject areas we teach. Teachers must also set high expectations for all learners and dedicate themselves to helping all their students reach their fullest potential.

What kind of teacher do I want to become?

In one of my first EKTEP (East Kootenay Teacher Education Program) courses, I was introduced to the late and great Rita F. Pierson. Her TED Talk about being a champion for her students captured exactly the type of teacher I want to become throughout my profession. She was warm, passionate, empathetic, and set high expectations for all her students. She made a positive impact in all her students’ lives by making them feel welcome and valued in her classroom, which is my goal as a future teacher. As I have learned through my time in EKTEP, relationships are the foundational puzzle piece to making an impact in our teaching careers. Without relationships, and ensuring all learners feel seen, valued, and appreciated, meaningful learning cannot take place.   

What do I need to learn to become an effective teacher?

While I know I have made significant progress in reaching my goal of becoming an effective educator throughout my time spent in the EKTEP, there are still things I need to continue to learn to be the best possible teacher for my students. My main focus currently lies in being intentional and slowing down to focus on the present moment during my teaching. I want to ensure I am representing and supporting all my learners to the best of my abilities, so with that in mind my goals are:

What are my beliefs about teaching (my teaching philosophy)?

My teaching philosophy is centered on creating an inclusive classroom where all children feel seen, safe, valued, and supported as they learn and grow. I believe that every student, regardless of their background or abilities, deserves access to meaningful learning experiences that allow them to engage, take risks, and discover their strengths without fear or judgment. Additionally, my philosophy emphasizes supporting the whole child by valuing students’ social and emotional growth alongside their academic development.

What is a worldview?

A worldview is an invisible set of beliefs, values, and perspectives that guide how people make sense of the world around them. The development of a worldview comes from a collection of lived experiences and social processes that shape us into who we are, influencing the way we process, perceive, and proceed in our day-to-day lives. Worldviews are dynamic, as we encounter new information, people, and experiences, our worldview continues to evolve and shift over time.

How would you describe your worldview?

My worldview is rooted in relationships. As I have been reflecting, I have come to realize that many of my successes in life have been a byproduct of the meaningful relationships I have formed. I believe being connected and having a strong support network is critical to moving throughout the world in a happy and healthy way. I have always been captivated by nature; spending time outside and slowing down to really appreciate all the beauty around me always helps me to feel grounded and connected to something larger than myself. Lastly, I believe in treating all people with kindness. You never know what invisible weight someone is carrying on their shoulders and to my core I think a smile or a kind word can have a significant positive impact on someone’s day.

While thinking about your own worldview, also consider the impacts of your ethnocultural, socioeconomic, geopolitical and spiritual identities.

I have been lucky to have such a privileged upbringing. I grew up in an upper middle-class household with a very close and supportive family unit who allowed me to pursue any and all of my dreams in life. I never worried about my emotional, physical, or educational needs being met. As I have gotten older, I have become increasingly aware of just how fortunate I was and that this is not universal experience for all children. Many students come to school carrying experiences shaped by different cultural, socioeconomic, geopolitical, and spiritual contexts. Acknowledging that my background and upbringing represent only one lived experience, rather than the norm, allows me to be more mindful of how it shapes my worldview and to approach others’ experiences with greater sensitivity and awareness.

Why, as a teacher, is it important to be aware of your own worldview, as well as those of your students and school community?

As a future teacher, it is critical to be aware of your worldview and those of students, caregivers, and colleagues in the school community in order to create a respectful and inclusive learning environment. Growing up, I was taught to follow what my parents deemed the “golden rule” – treat others the way you want to be treated. However, through coursework, discussion, and reflection I have come to understand this approach can unintentionally center my own values and experiences. Instead, educators should strive to treat others the way they want to be treated, recognizing and respecting the diversity of other worldviews. This aligns with the first UVic Teacher Education Competency, which emphasizes being aware of how your worldview relates and differs to that of others. As a teacher candidate, this has been a fundamental change in the way I view kindness and respect. Rather than assuming my perspective is the same as others’, I will carry with me the practice of seeking to understand, before seeking to be understood. This will allow me to be more responsive and mindful of the way I interact with students, families, and colleagues to support a stronger sense of belonging within the school community.

What can you do, as a teacher, to ensure that your worldview does not impede the success of the diversity of learners in your classroom?

As I head into this profession, I will strive to stay open-minded, reflective, and responsive. With ongoing reflection geared towards my assumptions, biases, and experiences, I can better recognize how they influence the way I approach students, teaching, and learning. I want all my students to feel a sense of belonging, so it is important to me that all my students feel represented throughout our learning. By bringing diverse perspectives, voices, and ways of knowing into my teaching practice, I hope to instill the idea that differences are not only respected but should be celebrated.

When do you consider it to be necessary to challenge the western worldview as it impacts the K-12 education system?

It is necessary to challenge the Western worldview in education when it is treated as the dominant or default way of knowing. When Western perspectives are placed as the standard it can limit and marginalize others’ experiences, knowledge systems, and voices in the classroom. As Canada, and our classrooms, become increasingly multicultural, it is imperative that we educators recognize and honor the varied ways of knowing and cultural backgrounds our students bring with them. While much of the current curriculum is built upon Western worldviews, teachers have autonomy and responsibility to create space for multiple perspectives. By intentionally and thoughtfully exposing students to a wide range of ways of knowing and thinking, educators can support students in developing their own worldviews while emphasizing respect for diversity and inclusion.

What aspects of the BC curriculum reinforce or challenge a western worldview?

The BC curriculum has shifted significantly since my own experience as an elementary learner and many of these changes reflect intentional efforts to challenge the Western worldview. The inclusion of the First Peoples Principles of Learning and the integration of Indigenous knowledge and perspectives across subject areas represent meaningful steps toward a more inclusive and responsive curriculum. In addition, the emphasis on core competencies throughout the K-12 system encourages relational learning, connection to the land and community, and attention to personal and social wellbeing. These elements support a more holistic approach to education and align more closely with Indigenous ways of knowing. At the same time, aspects of the education system still reinforce Western worldviews, particularly through standardized learning outcomes and assessment practices that promote uniformity and measure achievement. Another factor that reinforces Western worldviews occurs when Indigenous perspectives are presented in generalized or tokenistic ways. Indigenous communities are richly diverse and distinct, so integrating their perspectives should be done thoughtfully and respectfully to avoid promoting a pan-Indigenous view of Canada’s First Peoples.