FE3 Personal Statements 

Complete The Pupil Control Ideology (PCI) Survey (from the Davis et al., 2012 reading) and calculate your custodial beliefs and humanistic beliefs about classroom “management". 

1. Do your intuitive beliefs about classroom management lean more towards a custodial or humanistic perspective? Why do you think your intuitive beliefs about "classroom management" lean towards humanistic beliefs or custodial beliefs as per your results (i.e., from where do your perspectives originate?)? 

After completing the pupil control ideology (PCI) survey I calculated my scores of 24 and 31 for custodial and humanistic perspectives, respectively. Admittedly, I was surprised by this distribution given that although my intuitive beliefs about classroom management lean more towards a humanistic perspective, I still have some custodial beliefs. I relate to the aspect of custodial beliefs that stresses the importance of maintaining control and order in the classroom (Davis et al., 2012). By doing so a safer environment is fostered which is more conducive to learning. Beyond this however, teachers with a custodial orientation may view discipline from a rules-consequences perspective, and are more likely to use punishment to control students, without trying to understand the reasons underlying student behaviour (Davis et al., 2012). Although this practice may work in some situations, I do not believe it is productive or a true reflection of the role teachers have. 

In contrast, my beliefs align more with a humanistic approach, which focuses on creating classroom environments where students can learn to self-regulate and control their own behaviour (Davis et al., 2012). As mentioned in growing success, one of the learning skills and work habits (2010) we as teachers must be intentional about, involves empowering students to take ownership of their behaviour and learning. This approach aligns with my view that students are capable individuals who can learn to self-regulate (Davis et al., 2012) and contribute to a positive classroom environment. Given that schools are microcosms of the larger communities they are located in, I want my students to learn lifelong skills through cooperative and conflicting interactions with their peers. 

2. Why is it important to confront our implicit beliefs and deeply rooted assumptions about teaching and learning in general?

Student choice and leadership is very important in the classroom, however ultimately as teachers we must understand that our voice is the strongest and carries influence. Given this, biases and assumptions may influence our teaching practices, classroom management strategies, and interactions with students. Further, implicit beliefs can influence ones perception of students from diverse backgrounds. Confronting these beliefs is essential for promoting equity and inclusion in the classroom, ensuring that all students receive fair and supportive learning experiences.

3. Anderson (2018) says that while our decisions about consequences feel “private,” they are also “public” because they impact other people in the school—so teachers should consider how their discipline decisions might affect the broader school community. How, practically, might you coordinate with other teachers?

Coordinating and collaborating with other teachers is a vital aspect of teaching, particularly regarding discipline decisions. First it is imperative to schedule/attend regular meetings with other teachers as well as admin to share experiences, challenges, and successes related to discipline decisions. This can be done by generating a list of common behavior mistakes made by students in the school and then consider natural consequences, brainstorm logical consequences, and identify common punishments that match the misbehaviour. Additionally, organizing professional development sessions focused on effective discipline strategies can provide a platform for teachers to learn from each other and align their approaches to discipline. These strategies can help in understanding different perspectives and work towards establishing disciplinary decisions consistent with the schools code of conduct.

Anderson, M. (2018). Getting consistent with consequences Download Getting Consistent with Consequences. Educational Leadership, 76(1), 26-33.

Davis, H., Summers, J., & Miller, L. (2012). An Interpersonal Approach to Classroom Management: Strategies for                     Improving Student Engagement. https://doi.org/10.4135/9781483387383

Ministry of Education. (2010). Growing success: Assessment, evaluation, and reporting in Ontario’s schools, kindergarten to grade 12. ontario.ca. https://www.ontario.ca/page/growing-success-assessment- evaluation-and-reporting-ontario-schools-kindergarten-grade-12#section-0

See FE3 Guiding Questions 

See FE3 Guiding Questions 

In 200-250 words, write a personal management system (in first person) that you envision for your future classroom. If it helps you to visualize, you can focus on a particular grade. Consider this week's readings to inform your plan. Your PMS should be one that resonates with you and incorporates elements from evidence-based practices. Therefore, be ready to cite the research practices you are referring to.

In envisioning my classroom management approach, I lean towards proactive strategies over reactive ones, as outlined in the Reframing Classroom Management document (Teaching Tolerance, 2016). Research shows that reactive management often leads to increased teacher stress and more off-task behavior among students. Instead, I intend to focus on creating a positive and structured learning environment that emphasizes relationship-building and clear expectations from the outset. A strategy that stands out to me is involving students in defining what "respect" means to them, which I view as a powerful, student-centered way to establish classroom norms without the authoritarian tone of "rules" (Teaching Tolerance, 2016; Benn, 2018). By fostering an environment built on mutual respect and emotional connection, I hope to encourage student ownership and accountability within the classroom.

For ongoing feedback, I think it would be a good idea to create an anonymous "Help Me Help You" (HMHY) Google form, allowing students to share their questions and thoughts about the course structure. This ongoing feedback loop, combined with regular self-assessments and peer evaluations, will encourage student reflection, promote growth, and help me tailor the learning experience to meet their needs. Since one of my teachable subjects is math, I anticipate working frequently senior students, many of whom may experience high levels of stress related to grades and post-secondary goals. My approach here will be to focus discussions on student behaviors, effort, and personal goals rather than grades alone (Benn, 2018). I want students to reflect on their own progress and learning habits, supporting them in setting self-generated goals to guide their growth.

See FE3 Guiding Questions 

1. Think about your own educational history and how you viewed assessment and evaluation. What did you think about assessment? How did you define assessment? Were you focused on the learning process or the grade? Why do you think that is? 

Reflecting on my educational history, my view of assessment has evolved significantly. Initially, I defined assessment primarily in terms of grades and outcomes; assessments were often seen as a means to an end—a way to measure success or failure. I remember feeling pressure to achieve high scores, which sometimes overshadowed the actual learning process. This focus on grades likely stemmed from the competitive nature of my schooling and the emphasis placed on standardized tests and final marks. 

2. As a teacher, how will you help your own students focus on the purpose of assessment (i.e., to improve learning)? 

As a teacher, I aim to shift this mindset for my students by emphasizing the purpose of assessment as a tool for improving learning. I want to foster a classroom environment where assessment is viewed as an integral part of the learning process rather than just a "final judgment". It is important to introduce formative assessments, such as quizzes, reflections, and peer feedback, that provide ongoing insights into student understanding. 

Additionally, I plan to involve students in setting personal learning goals based on assessment results, allowing them to track their progress over time. This approach encourages self-reflection and ownership of their learning journey. By providing constructive feedback that highlights strengths and areas for growth, I hope to cultivate a growth mindset in my students, where they understand that assessment is not about grades, but about enhancing their knowledge and skills. Ultimately, I want my students to recognize assessment as a valuable opportunity to learn and improve rather than merely a benchmark of success.

*Assessment refers to the process of gathering information about learning; the overarching purpose of assessment is to improve student learning;

See FE3 Guiding Questions 

Consider your own experience(s) as a student or parent within the framework of “parents as partners.”  How have you personally experienced parent involvement within a school context (either as a student and/or parent)?  How might your prior experiences influence your own perceptions about parent engagement to help their children succeed? How will you work on challenging your own assumptions about parents as partners?

Parent involvement has sometimes felt challenging for me—parents are either hands-off and hesitant to build a collaborative approach, or overly involved, wanting to direct every aspect of their child's education. However, my practicum experience is shifting my understanding of how to engage parents more effectively. Parent-teacher interviews, for instance, have given me valuable insights into the types of concerns that parents commonly have and how my Associate Teacher manages them. Most often, parents express concerns about their child’s academic or behavioral progress, eager to know both how they can help at home and how their child can improve. Together, we frequently discuss a few key approaches, such as encouraging students to tackle homework consistently rather than cramming, as this routine allows them to build better habits for the future. Another helpful strategy involves daily conversations where parents ask their child to share something learned that day, even if it’s brief. This small action fosters reflection and gives students a chance to consolidate their learning. Through these interactions, I’m realizing that most parents genuinely want to support their child’s growth, and many are open to guidance on how to make their involvement most impactful. These experiences are teaching me that clear, practical communication with parents can help align us all toward a shared goal: supporting the student’s success in a balanced and sustainable way.

What are some common themes, tips, and strategies you noted/noticed as you read/viewed/reviewed this week’s readings/resources?

1. When working with parents, always approach the relationship as a partnership; both parties—teachers and parents—share a common goal: the student's well-being and success. This partnership should be built on mutual respect, open communication, and shared responsibility. 

2. Ensure that communication is balanced and transparent, providing both positive and negative feedback. Regularly share successes and milestones their child has reached—no matter how small—so parents can celebrate these moments with their child. At the same time, be prepared to discuss any challenges or concerns. 

3. Keeping a record of all communications with parents is crucial, as documentation protects both the teacher and the parent by preventing misunderstandings and providing a trail of information if any issues arise in the future. It's a good practice to note the date, topics discussed, any follow-up actions, and the parent's responses. 

4. The idea "in loco parentis" places a legal and ethical responsibility on teachers to care for their students as they would their own children, to some extent, while they are in the classroom. This means that teachers must act in the best interest of the child, ensuring their safety, emotional well-being, and personal development while under the teacher’s supervision. It’s not just about enforcing rules, but also about nurturing the child, providing guidance, and stepping in when needed, especially if a child is in distress or facing difficult situations.