%22Who am I as a learner and who am I becoming as a teacher%22 - Jordan Hannam's Classroom
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"Who am I as a learner and who am I becoming as a teacher" - Jordan Hannam's Classroom
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Jordan Hannam's Classroom
Personal Reflective Essay On Learning And Teaching
"Who am I as a learner and who am I becoming as a teacher"
A student’s educational history is a mosaic collaboration of a variety of different teaching tactics, educators and learning styles. It is through a student’s
educational journey that they come to understand and realize who they are as a learner, and what techniques aided them in being successful throughout
their schooling. I myself as a learner am someone who was successful in a learning environment that had a strong and cohesive culture that teachers were
in support of, a well laid out support system both inside and out of the classroom and teachers who sparked a genuine curiosity for learning within me. It
was during the presence of these theories and concepts throughout my education that I was the most successful. As learners there are no two unique
individuals. The tactics discussed in this paper were what helped me be successful as a learner but I strongly believe that as future teachers it will be our
responsibility to recognize the best tactics for each of our students as learners. This paper will strive to explore my individual learning style through the
importance of school culture, support systems, and passionate teachers, and in turn demonstrate how these learning styles will come to shape me as a
future teacher. Schools and learning environments are very much defined by their school culture and climate. The attitudes and ideologies that a school embraces as their
own have the capability to facilitate student’s knowledge. In my case as a learner I was fortunate enough to go through two schools who’s cultures melded
well with me as a learner. We have discussed the importance of school culture in a variety of ways. I believe that the core definition of school culture and
why it has facilitated me as a leaner is due to the fact that the school cultures I experienced “(were) associated with higher student motivation and
achievement, increased teacher collaboration and improved attitudes towards their jobs” (Stolp and Smith, 1995). The Three legged school was another
concept that we discussed in class and when I reflect on my learning this theory was most certainly present. Rigor, Relevance and Relationships were
three tactics that were at the basis of my schools cultures. I believe that school culture is at the center of all the learning strategies that aided me as a
student, and if it was not for a positive and well-structured school culture I would not have realized how crucial support systems and passionate teachers
were to the success of me as a learner. Throughout my education I have heavily relied on my supports system to use as guides or individuals to brainstorm with me through a variety of learning
theories and processes. I believe that learning is “intimately associated with our connection with other human beings, our teachers, our peers, and our
family” (Woolfolk, 2010). This idea is crucial to me as a student. Learning is about how we as individuals come to make sense of ideas and concepts that
are present in the world. However, I believe that this is unachievable without the insight, thoughts and ideas of others who influence or have impact on our
lives. Support systems have always been encouraged throughout my educational journey and an aspect that was a large part of my schools cultures. I was
brought up in institutions where my educators believed that “successful school reform requires commitment from all who participate in the process of
education” (Smith, 1995). An example of this idea that has always stuck with me from my education was when I was in my first year of French Immersion
in Grade Seven. Our French Language Arts teacher held a meeting with all our parents and asked them if they would be willing to complete basic
homework assignments to aid in their French development. In implementing this tactic are teacher was enforcing and encouraging a support system for us
at home from our families. By doing French homework our parents become more aware of the French language and in turn were able to support and make
the transition of learning a second language for us as students a smoother one. This type of learning strategy that this specific teacher implemented was
one that aided me tremendously. It was after this experience that I realized as a learner, are best resources are our support systems. They are the people
who are either going through the same challenges or watching you overcome learning obstacles and in turn the individuals who can help you as a leaner
the most. I am most certainly a social constructionist learner in that I believe learning and “public knowledge is created, through jointly understandings
rather than individual understandings” (Woolfolk, 2010). This learning strategy and theory was predominantly present throughout my education and it most
certainly helped ensure my personal success as a student. I have learned that as a learner my mind is intrigued and engaged when sparked with curiosity. Throughout my education it was the teachers who were
excited and passionate about what they were teaching who were the ones that created a fire and drive within myself to want to learn more about their
specific areas of teaching. I am a learner who is inspired and motivated by other people’s passion. To this day, it is the teachers who made me think and
made me want to engage throughout my education that I still remember and am still as a learner pursuing the areas of subject that they taught. As Ayers
state in her book “becoming and outstanding teacher is a heroic quest” (Ayers, 2001). It is these heroic teachers that I believe have the ability to engage with students through teaching and learning. They have the ability to light a spark of
curiosity within their student’s minds that leads their students into more exciting and deeper learning. I myself was struck with a natural curiosity when I
25/3/23, 7
:
33 pm
"Who am I as a learner and who am I becoming as a teacher" - Jordan Hannam's Classroom
Page 2 of 2
https://jordanhannam.weebly.com/who-am-i-as-a-learner-and-who-am-i-becoming-as-a-teacher.html
walked into my Grade Seven Spanish classroom. The class was filled with photos and quotes from a variety of Spanish speaking countries. When you laid
eyes on this classroom you were filled with a sense of inquisitiveness, I wanted to know every story behind every photo. Spanish was not a subject I was
particularly intrigued with when I was thirteen years old, but when I walked in that classroom it was like a switch was flipped in my brain and I was
immersed into a world of language, culture, race, religion and people. I was excited and wanted to learn as much as I could about the Spanish language,
and all it took was the layout of a classroom setting. Whether or not Spanish was something they pursued every student in that Grade Seven classroom
loved Spanish learning simply because the teacher was engaging and was passionate about what he was teaching. The teacher was able to take in “the
different backgrounds and academic needs of each student and spark an intrigue for language learning within them through a variety or oral, audio, and
visual activities. This example truly speaks to the idea of engaging learning. I went on to pursue a Bachelor of Arts in Spanish Literature, and I truly believe
in my heart that my decision to pursue Spanish literature was influenced on that September when I walked into my grade seven Spanish class. The
lessons and stories that my Spanish teacher imposed within us are ones that I have never forgotten, and those lessons and stories today are still what
motivate and inspire me to learn languages and ultimately to become a teacher. As future teachers we “must be prepared to teach a diverse population of students” throughout our careers (Banks, 2005). I believe that the learning tactics
that have been most effective for me will in many ways shape my teaching practices. However, I also am aware that just like myself students learn in a
variety and multitude of ways. It is up to us as teachers to recognize each student’s individual needs and use our own personal methods to create the
ultimate learning environment for every student. As a second language teacher I want to be able to invoke a passion for language and culture within my
students. Learning a language is so much more than the understanding of a dialect. To know language, is to know people, culture, race and religion. As a
teacher I want to be able to understand and embrace a schools culture and climate and incorporate that into my own teaching pedagogies. As previously
discussed I am strong believer in social constructionism; using your support systems to help you throughout any kind of learning process. As a teacher I
am certain that this ideology will be strongly supported and implemented into my classrooms. I know first hand that learning second languages is not an
easy task and is facilitated best through group work and discussion. I also plan to encourage parent and family involvement in and outside of the classroom
and make sure that families are aware and in full support of what their children are learning. Group work is also essential to language learning, discussion
with peers helps develop language acquisition. I have come to the realization that our classrooms will be filled “with students from a range of different
backgrounds and circumstances” (Ayers, 2001). I want to be able to “respond to the real children coming through my door” (Ayers, 2001), and create a
love and intrigue for language learning through instruction, books, images films, music and people. A type of learning that no matter what a student’s
background they can transport themselves to a different place where they are excited to learn about people, language, and culture. I believe that throughout my education I have gained a fairly concise idea of who I am as a learner, and I am confident that the tactics I have used
for learning will most certainly help mold my future teaching pedagogies. I believe that school culture; support systems and passionate teachers to inspire
learning and curiosity can benefit any type of learner.. However, if I have learned anything as a student it is that we all have different learning styles, and
what works for one does not always for another. I am a person who likes to work in groups and be in a vibrant and exciting setting, however there I will
most certainly come across students who don’t learn in this way. As teachers we need to be able to take the strategies that helped us as learners and
modify them for each and every student that will walk through our classroom doors. I know what works for me as a learner and what does not, and as a
future teacher I have to be able to recognize that and apply it to all my future students, and in turn find the best learning strategies for each student that will
cross through my teaching career. References
Ayers, W. (2001). Beginning: The Challenge of Teaching. (pp. 1-17). New York: NY: Teachers College Press.
Banks, J., Cochran-Smith, M., Moll, L., Richert, A., Zeichner, K., LePage, P., ... & McDonald, M. (2005). Teaching diverse learners. In L. Darling-Hammond
and J. Bransford (Eds.), (pp.232-274). San Francisco: Jossey-
Bass.
Stolp, S. W., & Smith, S. C. (1995).
. Eugene, OR: ERIC Clearinghouse on
Educational Management, University of Oregon.
Woolfolk, A. E., Winne, P. H., & Perry, N. E. (2010). (Fifth ed.). New Jersey: Pearson Canada Inc..
To teach: The journey of a teacher
Preparing teachers for a changing world: What teachers should learn and be able to do
Transforming school culture stories, symbols, values & the leader's role
Educational Psychology
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