ECS 200- Constructing Teacher Identity

The three things I learned from the week 12 reading include. Out of the three meanings of a profession that were given, one really stuck out to me, “A profession possesses a unique body of knowledge that is obtained by its members over a long period of formal training. Professionals are continually adding to this knowledge throughout their careers.” The second thing I learned from this reading was that self-regulated teaching was never really the teacher’s responsibility. I always thought teachers had more freedom then they actually do, with that being said, lately teachers have been given more chances for some self-regulation. I also learned that teachers are constantly being judged based on their looks, whether they have tattoos, unusual hair colours, piercings, clothing, etc. Some future teachers are unable to express themselves through their appearance in fear that they will not get hired. In today’s society, more people are comfortable with and are open to professionals with tattoos, unusual hair, and so on. During this reading I connected with/knew two things, the code of ethics and teachers private lives. I connected to the codes of ethics because last year in ECS 100, my group did our final presentation on the professional code of ethics. Because of this, I am very familiar with the codes of ethics and understand them fairly well. My second connection was teachers and their private lives. I always knew that teachers had to keep their private lives on the down low, but when coming from a small town, that may be hard to do. I have seen some of my teachers out and about at things like golf and curling nights and they always remain professional which really shows what our high school and their staff is like. Finally, one question I have after this reading is, how can we deal with parents/guardians that may complain about our appearance as educators?

ECS 200- Constructions of Authority in Schooling

Leadership is a very important quality for all teachers. The reading this week covered different types of leaders and gave tips on how to better our leadership skills. Three things that I learned/found interesting from this week’s reading include, that teachers often face an internal conflict when it comes to their students. On one hand, they want them to succeed and do well in the class but on the other hand, they do not want to be too easy on them and have them not learn anything important from the class. Also, teachers can also face an uncertainty when it comes to their teaching and whether or not they are personally succeeding. They are constantly wondering whether or not their teaching is leaving not only a short-term impact on their students, but also a long-term impact on their development. The last thing I learned/found interesting is the difference between formal and informal teachers. Formal teacher leaders fill roles such as department chair, master teacher, or instructional coach. Formal teacher leaders play vital roles in most schools. In many cases, these teacher leaders manage curriculum projects, facilitate teacher study groups, provide workshops, and order materials. Informal teacher leaders emerge spontaneously and organically from the teacher ranks. Instead of being selected, they take the initiative to address a problem or institute a new program. Two connections I made to this reading include, employment equity and working conditions. I connected so much to employment equity because I am majoring in a male dominated subject which is phys. ed, and my whole life I have been less than because of my gender and I hope that more and more females take on the challenge of working in male dominated areas. The second connection is working conditions, I connected to this because in high school all of my classes were fairly big except my physics 30 class. This effected the working conditions because it seemed that the teacher just did not care, we had such a small class and he seemed to be slacking more than the students so that really effected our learning. One question I have after this reading is how can we ensure that as teachers, we are being positive role models and leaders?

ECS 200- Socio-Political Constructions of Schooling

This week’s reading was an Maclean’s article titled“Why are Schools Brainwashing our Children?” by Cynthia Reynolds. The article covered the topic of how social justice is used in classrooms and I found it very interesting. I think I found it so interesting because I have never really thought about it nor did I notice it in my own elementary and secondary education. While reading this article I learned three things, these three things include. Real-world content can help kids become more engaged in the classroom therefore making them intrigued so that they will listen and participate. I also learned that social justice in education is a trend that has come and gone, but in today’s society education students can actually specialize in it at some colleges, and there are courses and textbooks instructing teachers on how to approach the subject in the classroom. The third and final thing I learned was that even subjects like math can be used to teach social justice. I made two connections during this reading this included that several children suffer from anxiety due to things they have learned in school. I think the reason I connected to this is because we do learn very intense and deep subjects in school and depending on ones background, somethings can be sensitive topics that can lead to anxiety.  And my second connection is that sometimes the social-justice push can come off as old-fashioned political correctness. In Ontario, the Durham Board of Education came under fire for discouraging the terms “wife” and “husband” in favour of the gender-neutral “spouse,” and the words “boyfriend” and “girlfriend” in favour of the word “partner.” Most of my teachers in high school and elementary used the gender-neutral terms while teaching. One question I had after this reading is how can I as a future physical educator incorporate social justice issues into my lesson plans.


ECS 200- Social-Historical Constructions of Schooling

Personally, I have never really taken the time to sit back and think about the history of our education system in Canada and how it came to be. After this reading, three main things I learned were, the First Nations People had an informal education system more than 15 centuries ago. This included learning survival skills such as hunting, trapping, cooking, etc. After years of this informal system created by the First Nations People, the earliest formal schooling system in Canada was established by missionaries and religious orders. Our education system in today’s society is mainly based on this formal education system but everyday more and more students are getting educated about the First Nations People and what they practiced. The last thing I learned was that after World War II, more classes and subjects were offered in schools, enrollment rates went way up, classrooms were better equipped, there were better qualified teachers, and the curriculum was more diverse. Some connections I made to myself and my learning included, Residential Schools and the addition of new subject’s post WWII. I have first stared learning about Residential Schools in grade 9 and I am still learning about the topic today in various university classes, because of this, I feel I have a lot of knowledge on the topic. The second connection I made was that after WWII new subjects were added to the curriculum, I have a connection to this because I do not plan on teaching traditional subjects like math or English, I plan on teaching physical education and health, and since I am I female teaching these subjects I can also relate to the new diverse education system. One question I have for this reading is, how can we educate people on the history of our education system and how it came to be.

ECS 200- Culture and Diversity

As future educators, we will have to be familiar with all forms of diversity. Every student is different in terms of gender, race, religion, and so much more. Diversity is everywhere and teachers cannot be one sided, teachers need to be open to everything and make every student feel as comfortable as possible. With that being said, chapter 6 was full of useful information about diversity and how to overcome the difficulties that comes with diversity. Three things I learned from this reading about diversity and how to deal with it include, poverty, stereotype threats, and sex/gender issues. One in seven children in Canada live in poverty, these children suffer developmentally, medically, socially, and academically. Coming from a small town I did not see much poverty but after reading how these students suffer I am realizing that there was people I went to school with that did live in poverty, these cases were not very severe but it was still there and I now know how to notice and help with students living in poverty. Stereotype threat is that when stereotyped individuals are in situations where stereotypes are present, they bear an extra emotional and cognitive burden. The final thing I learned in about sex and gender, I know that one’s sex refers to the biological difference and one’s gender refers to traits and behaviours they portray but I did not know that there are three components. The three components include gender identity, sexual orientation, and gender-role behaviours. As teachers, we need to make sure that every student has a safe and comfortable learning environment no matter what they look like or identify as. Continuing with the topic of gender, one of the two connections I made was gender roles. Growing up as a competitive female athlete I was surrounded by the idea of gender roles. Female athletes are not taken as seriously as male athletes, people always say that males are stronger, faster and more aggressive while female athletes are well, not. Because of this gender role, female physical education teachers are not taken as seriously as male phys. ed teachers and the reason this relates to me is because my major is high school phys. ed and I hope that when I am in the classroom, gender roles are not influencing people as much. My second connection is the difference of people from small towns and cities, I was raised in a small town about three hours northeast and the closest city is about an hour and a half away. I was terrified to move to Regina for school, I did not know what to expect. One thing I was defiantly not expecting was how evident the difference between small town students and city students is, for example, I knew and a bond with every person I graduated with whereas in the city there are tons of different schools and pretty much every grad class had over 100 students. I never really considered myself that diverse but after reading that diversity can include the difference between rural kids and city kids I realised that everyone has a little diversity in them. And finally, one question I have from this reading is why do people feel the need to discriminate people based on their gender/sex? How can we help break gender roles in our classrooms?

ECS 200- Diverse Perspectives on Learning

I have never really taken the time to reflect on how modern-day education systems are focused on basically one main perspective. I really enjoyed both the articles, they really brought to my attention ways of learning that I have never heard of before and what we can do as teachers to be more open to new ways of learning. Three things I learned and found interesting were, spirits guide our learning and the learning spirit offer us guidance, inspiration, and unrealized potential. I think I found this so interesting because we never learned about this in high school and I never really thought about how indigenous view education. The 2ndthing I found interesting is for indigenous people in Canada they have the worst educational systems created in Canada, the worst conditions, most unemployment, lowest incomes, and poorest health. Reading this really made me upset and made me realize how many things that I take for granted and I just want to make life better for these people and I hope I can when I am in the classroom one day. The third and final thing I found interesting was learning about reconceptualist, I have never heard of this term before and now I know that their work is concerned with revealing circumstances in which power and privilege are created for some people while other people are disqualified and/or judged.  Two connections/ things I knew include, more and more educators are questioning different perspectives and are trying to incorporate different cultures into learning, in high school I had some teachers that brought in elders from Kinistin to share their knowledge and perspectives with us. Another connection I made is, in the first article it mentions lower graduation rates among indigenous students, I have noticed that every year more and more indigenous students are graduating from the high school I went to (Tisdale) and I am so thankful that something is being done and students are realizing their potential. And to conclude, one question I have is, what are somethings that we as teachers can do to make learning more diverse and open for everyone?

ECS 200- Social Cognitive Views of Learning and Motivation

The reading this week has really valuable information and points to help with our future teaching careers. One thing I found very interesting was that when they compared the two methods for teaching subtraction, the group of students that observed another group of students learning the material scored higher marks than the students who learned by watching the teacher demonstration. Self-esteem and self-efficacy are two completely different things. Self-esteem has to do with judgments of self-worth while self-efficacy refers to the knowledge of one’s ability. And finally observing different situations and effect our emotional reactions, the example used in the textbook was that many people are scared to swim in the ocean because of news reports about shark attacks. Two connections I was able to make include, self-efficacy, I feel I have lots of confidence in myself and when I get something thrown at me I am determined to do it. I hope to be like that in the classroom, I want to be strong and show my students that no matter what life throws at you, you can always overcome it. I think I want to be like that because I had some teachers in school that were like that and those teachers are the ones that inspired me to be a teacher myself. My second connection is learning by observing others, I have a connection to this because growing up I had great role models, whether it was my parents, teachers, or coaches, they were all awesome and by watching and learning from them, I know how to respectfully treat others, how to handles tough situations, and so on. And lastly my question from this reading is, if we have a student that struggles with self-regulated learning, what can we do to make learning/studying just as easy for them?

ECS 200- Self, Social, and Moral Development

Learning about yourself and your body may be one of the most difficult things to do, you are learning how every little thing in your body works and how to cope with it. Self, social, and moral development can be challenging but if you have the right support system it can be a lot easier. This reading was very interesting, I was able to learn new things and refresh myself on things I have learned in the past. Three things that I found interesting from this article include; things like different parenting styles and friend groups effect how a child can act, now I knew that this had some influence on a child but I never really considered how much influence parents and friends actually have. Another thing I found really interesting was that when children were asked to describe a “good teacher” they mentioned that they are good motivators, maintain authority, and have positive relationships, the reason I think I found this so interesting is because I never though young children thought of things like that, I thought that they thought good teachers were the fun almost slack ones but now looking back on my own experience in good, the fun/slack teachers didn’t leave as big as an impact on me as the “good teachers” that were described. One more thing I found interesting was that new students that are different in some way tend to be rejected, I think I found this so interesting because I grew up in a small town where there wasn’t much bullying and when a new student joined the class we all did our best to make them feel welcomed and included no matter what they looked like or where they came from. Some connections a made were to the part about physical development and the importance of play. I am majoring in physical education and minoring in health so physical development is something I really need to focus on when I am teaching, also play is more important than people would think, it helps children develop in all aspects and what people don’t know is that play can help with a lifetime of physical activity. And finally, one question I have is how can we help make a positive influence on our students who are affected by negative media? This concludes this week’s blog, enjoy!

ECS 200- Cognitive Development and Risk & Resilience

Cognitive development is often something people do not really take the time to think about but it is probably the most influential thing happening to us from birth to death. This week’s reading on cognitive development was packed full of interesting information but the three things I found most interesting were, Piaget’s stages of cognitive development, a person’s sensitive periods, and nature vs. nurture. I remember learning about these three things in high school but I am glad that I am able to get a deeper understating to these topics. Two connections I made include, the reading about the brain and its various sections and what each area of the brain controls, since I am a kin/ed student I took human anatomy last semester and I found the anatomy of the brain the most interesting. Another connection is, along with my physical development in sports, my cognitive development really helped me gain confidence in what I was doing and before every big task in my life whether it is a sporting event or a test I take the time to mentally de-stress. And finally, one thing I would like to learn more about is brain based education to get a deeper understanding of what exactly it is.

The combination of the text book reading and the article is enough to make anyone sit back and really think. There were so many interesting facts in these readings but three I found the most interesting include, the clear message behind the children’s story showcased in the article, inequality impacts opportunity. Two more things I found interesting were, often children with positive attitudes are more resilient, and as teachers we have the ability to help students become for resilient. Two things I connected to include, page 216 in the text they talk about relationships, I was kind of a shy kid when I moved in grade 3 but as I grew so did my relationships with my peers in school and with everyone and everything in the town therefore shaping me into the person I am today, another connection is diversity in learning, during my time as a figure skating coach I had to work with so many different children who all had different needs and different skill levels and I had to coach in a way where no one felt left behind or rushed, I had to have patience and had to be caring and I really hope my coach left an impact on those students life’s to help them become more confident and resilient. One question that I have after all of this is, how does the way we are raised/the privileges we have affect our grit/resilience?

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