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Section Two:

Teacher Candidate Background Experiences

Introduction

In this section of my portfolio, I recount experiences and people who have influenced me

to become a teacher. My educational background, my work experiences, theorists whos work I

admire, and my resume are compiled within this section, reinstating the idea that becoming a

teacher was not a spur of the moment decision, but rather a lifelong goal.

Educational Experiences

It wasnt until high school, when I was applying to Universities, that it dawned on me

how influential my mother was to me during my primary school years. Growing up, I was

intimidated by school. I never scored well on tests, and I was always upset calling myself

stupid. I threw myself into sports and extra curriculas, and hid from learning as much as

possible because I didnt believe I was smart enough. After years of this, my elementary school

principle called my parents and asked if I could be tested for ADHD. My mother, being very

holistically driven, was torn. Instead of have me tested, scared of being pigeon holed, and put on

medication, she devoted herself to helping me learn, no matter what. We made changes

necessary for me to concentrate, which, in other words means I needed to learn how my brain

worked, in order for me to learn anything else. It took a few years of trial and error for many

things, but I now understand myself and what it takes for me to be successful in a classroom

setting. For instance, when I study, I need to wear earplugs. I write my notes with a blue pen and

I highlight only in yellow. I cannot drink more than one coffee; I need to stay away from

processed sugar, drink lots of water etc. The list goes on. The point Im trying to make is that I
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had to learn how to learn. There is an awesome quote by Albert Einstein that goes something like

this, Everybody is Genius, but if you judge a fish on its ability to climb a tree, it will live its

whole life believing that it is stupid. I think it was grade 11 when I decided I needed to teach. I

wanted to eradicate the feeling of stupidness in elementary classrooms. My mother discipline

and willingness to make me understand that I was smart is the reason I want to teach

Another experience that has led me to where I am today is in high school, I had a teacher

who really appreciated her students for who they were. I got to know this teacher really well,

because she taught me every year in high school. I remember she would walk into class, and sit

on one of the desks and talk with us, her classes were very social, but they always taught me so

much. This teacher would start a lesson by telling a story, asking to about somebodys opinion of

something, and then having the class discuss it together. We went outside a lot, we did some

really interesting projects but also wrote papers and had tests like other classes. I loved her

classroom management style. She was human, she got to know students on a personal level, but

what really stood out to me is that she let us get to know her on a personal level too. She didnt

march into the class demanding respect, but gained it by respecting us as students. She was the

person who told me that I would be a great teacher. I remember laughing saying I struggle with

being a student, I cant teach!, her reply was thats why youd make a great teacher, Keeley.

She was right. I am accustomed to finding two or three ways to explain something in order to

understand it, to finding tricks or rhymes to remember a date or how to spell something. I think

that I can turn my struggle into another students success.

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Work Experience

In high school, I started tutoring a little girl to help her with her French and English

reading and writing. This little girl was not doing well in school. She barely spoke, she had

trouble making friends and had anger issues. Her grandmother was her primary care provider, as

her mother was addicted to drugs and the little girl was taken away by Childrens Aid Society.

When we first met, she wouldnt look at me, let alone speak to me. 30 minutes into the lesson,

we sat there, awkwardly staring at a book I planned on reading with her. I finally said, well

good, Ive picked a terrible book anyways! he looked at me and laughed. We spent the last 30

minutes talking about dance, because she loves to dance. The next time we met, we played a

game where we went through the alphabet, saying as many words we knew that started with A,B,

then C and so on. Each time we met, we talked about her day at school, we played a word games,

and sometimes we read. This little girl didnt need a reading tutor as much as she needed

somebody to talk to. Of course, I would make up games that were fun, but that also helped her

with her sounds, letter recognition, and spelling, but I made sure to provide her with an hour

where she could smile, and trust somebody.

I tutored this young girl until I left for university; during university, I tutored many more

students, all of which have taught me a life lesson or two. I love working with children, and I say

working with them because we learn together. Children are much smarter than we give them

credit for, and I love that about them.

Before I left for maternity leave, I ran a program called Youth Job Connection in

Woodstock at an employment office. This program was designed to aid multi-barriered youth

gain skill in order to find (and keep) employment. The program was offered to students between

the ages of 14-28 and faced barriers such as, poverty, addiction, disability, physical handicaps,
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homelessness, probation etc. I taught participants everything from basic hygiene practices to

interview techniques. This employment position taught me so much about the ways that

socioeconomic status impacts youths ability to learn, and how I I really was when it came to the

population around me. I had one participant who had a very scary demeanor. He was tall, dressed

in ragged clothing, and was always cursing and looked to be on drugs. That gentleman ended up

being one of my favourite people to encounter. In the classroom, Andrew didnt pay attention

more than 3 minutes straight. He had this habit or tick, where he would sway his upper body

back and forth pretty violently, leaning back in his chair and then bending over almost where his

face would hit the desktop. He did this non-stop when he was sitting. The ladies that I worked

with in the office would gossip, saying that we need to remove him from the program, he was too

high on drugs to be able to graduate and find a placement. They advised me to remove him from

the program, and ask him to come back when he was clean, but I couldnt do that. Something

didnt feel right about that. Its true, Andrew used drugs, and definitely needed help conquering

the world of sobriety, but that isnt the reason Andrew couldnt stop moving or concentrating in

class. Andrew had one of the most severe cases of ADHD that I have ever seen. It took me 2

days to figure out that Andrew listened to everything I said, he just couldnt focus sitting in a

chair for that long. Instead, I had to change the whole way I taught the class for that group. I used

play-doh, stress balls, we got up and went outside to learn. And I would often toss a ball back

and forth with Andrew during a lesson. He loved coming to class, he was so smart, too! He

would finish his work lightning fast, and go around and help everybody else. I would let Andrew

take a break a couple times a day where he would go outside and quickly walk around the

building and come back. After Andrew finished the program, I had to refer him to an addictions

counsellor instead of finding a work placement, because, in reality he needed that more. Andrew
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confided in me once he understood how eager I was to help him learn. When he was 12 years

old, his mothers best friend offered him crack cocaine and ever since then he has been addicted.

For the past year, Andrew has been trying to get clean using a methadone program; however his

lack of support is making it very difficult to stay clean for longer than a few days. I still see

Andrew walking around town, he always comes up to talk to me and asks about my life, and

always asks if I need him to walk me anywhere if its dark outside.

I believe that every person you encounter, whether they be 8 or 28- if you give them the

opportunity, can teach you something. My work experience with youth has taught me so much

about the importance of getting to know ones students. Of course, students need to respect

teachers and authority figures on some level, but I also believe that real respect needs to be

earned and returned. Looking back, I remember so many teachers that demanded respect, but

rather than respect them, students feared them. Looking back through my Work experience, as

well as my experience as a student, highlights the importance of sharing a mutual respect, and

care for one another, by creating a safe, inclusion focused classroom.

School Observations

While conducting my observation hours last spring, I became really invested in the class

room that I was observing in. I knew the teacher from a previous work experience, so she let me

volunteer there every Friday. Elgin Street Public School is in Cambridge Ontario, was offered

grades jk-6, as well as a French Immersion option for grades 1-6. The school was bigger than the

elementary schools that I am used to in Woodstock. There are almost 500 students, many of

which are minority ethnicities. There were 4 different kindergarten classrooms within this

school, I was volunteering in one that had 21 students; 12 males and 9 females. The classroom

was made up of 9 white students, 5 black, 2 Hispanic, 2 Asian, and 2 East Indian, and a little boy
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from Syria. The week before I observed for the first time, a little boy in the class was telling

everybody that he was planted vegetables on the weekend with his mother. The other students in

the class were asking him questions and seemed quite interested in these events, so the next

week, Ms. Stevenson, their teacher, bought seeds and soil, and they made they all got to plant

their own veggie in a Styrofoam cup. They kept these cups on the window sill and watered them

every morning before class started. Their teacher, Ms. Stevenson was thrilled that the students

were interested in something so hands on and science based.

As a student at DYouville, I conducted observation hours at West Buffalo Charter

School, in Mrs. Heaters grade 1 class. Mrs. Heaters class had 23 students, of many difference

races, ethnicities and cultures. I was asked to work one on one with a student named Bentley.

Bentley, who had Down Syndrome, learned alongside her classmates for a good portion of the

day, but was pulled out of class for Special Education (reading and writing help) as well as

speech therapy. This was my first experience working with a special needs student, and I am

very fortunate for this experience. When I was in the classroom, Bentley and I worked on her

communications skills. We would talk about things that they were learning in class, help her to

write, and sound out letters of the alphabet. Bentley was very smart, she knew what was going on

in class, and what was being asked of the students, but it was very hard for Bentley to return the

communication, therefore it was hard for us as educators to understand her needs, especially in a

classroom setting.

Classroom Application

Play based learning is a huge aspect of kindergarten in Canada, so this interest was a

great way to introduce the students to the lifecycle of a plant. In their article, Toward a Model

for Early Childhood Environmental Education: Foregrounding, Developing and Connecting

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Knowledge Through Play Based Learning, Cutter-Mackenzie and Edwards state, open-ended

play is important for young children because it provides opportunities for exploration and

discovery, which are necessary for supporting learning (2013). That week, I helped Ms.

Stevenson put together a visual aid board for class, with a large flower on it. We constructed the

flower using paper, felt, pipe cleaners, etc. and labeled the flowers parts. Ms. Stevenson sat the

children down in a circle and taught them about the plant, how it needs sun, water, and soil to

grow, and asked the students in the class to point out different parts of the plant. I was glad to be

a part of that classroom experience.

These efforts put forth by Mrs. Heater and the West Buffalo Charter School further

highlight Sonja Ivics work, presented in her article Communication Skills of a Child with

Down Syndrome at the End of the First Grade of Elementary School. Ivic further demonstrates

that the application of differentiated forms of school work and development of learning and

teaching strategies, based mostly on hands on and visual presentations have proved to be the

most successful for students with Down Syndrome in primary grades while learning alongside

their classmates. This experience really put into perspective the amount of work it is to make

sure all students are given equal opportunities to learn in the classroom.

Philosophy of Education

Learning about the array of educational ideologies or theories throughout my

graduate career, has really opened my eyes to the ways in which educators are shaped. You

always hear people say things like Theres a method to my madness but as a student, you never

fully understand why your teacher or professor teaches things the way that they do. With a

combination of looking at my personal experiences as a student, and classroom management

skills I have observed through other teachers, I have developed my own teaching philosophy.
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The School

It is crucial that students are encouraged to learn in school and outside of school, in their

surrounding environment. I believe that life or experience is our biggest teacher, and that school

is the place where students can build a foundation of knowledge. Being aware that children have

so many different experiences and exposures in their lives, school brings students together to

learn from one another, and make sure that all children are learning the necessities of life. In the

journal, Prospects in education, Dragutin P. Frankovi writes, It is a great shortcoming in

schools as institutions that they tend to enclose every activity of the pupil within the framework

of a school subject, while extra-curricula and out-of-school activities, more freely organized, are

treated as less valuable (Frankovi pg. 10). Frankovis idea that extra curriculars are important

too, struck me as important to note. Growing up, I learned so much playing competitive sports,

and those skills and attributes made me the person that I am today. Playing hockey, I learned to

be reliable, I learned to discipline and hard work, I learned how to be a teammate and work

together with my friends. These are important life lessons that have not only made me a better

person but a better student as well. Whether students have the opportunity to play sports, or if

they play outside with neighbourhood friends, I think that life offers so many opportunities to

learn, and we must encourage students to seize them.

The Curriculum

One of my professors at Medaille always says that, The word fair is the real F word. I

sometimes feel this way about the curriculum. As a teacher, the curriculum is a basis for what

youre to teach your students, it is governed by the state in order to maintain a more uniform

learning schedule for students of the same grades across the country. There is no way around it,

there must be a guideline for all schools, or there would be no control, and students at school A
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could be learning to bake apple pies in grade five, while students at school B are learning

advanced functions in the same grade. As a future teacher who embodies a student-based

teaching pedagogy, following the curriculum will sometimes be a challenge for me. For teachers,

some of their students grasp new material easily, while other students have difficulty. I will be

faced with challenges when I know that some of my students are not ready for new, or more

advanced material, but I must teach it because the curriculum says that it must be done. It is so

important to have a curriculum, because, school is a scaffolding system, meaning, they must

learn one thing before they can learn the next. If I, as a teacher, do not properly prepare my

students for the grades that lie ahead, I have failed them. All that I can do, is my best.

Learning and the Learner

Learning is different for everybody. Some students are better at learning kinaesthetically,

while others are auditory learners or visual learners. However, I believe that all people learn and

are very influenced by the people/environment surrounding them. Albert Banduras social

learning theory suggests this through what he calls observational learning. In his article

Bandura-Social Learning Theory Saul Mcleod explains this,

Children pay attention to some of these people (models) and encode their behavior. At

a later time, they may imitate (i.e. copy) the behavior they have observed. They may do

this regardless of whether the behavior is gender appropriate or not, but there are a

number of processes that make it more likely that a child will reproduce the behavior

that its society deems appropriate...(Mcleod, 2011).

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I believe that students are a product of their environment, and we have to understand that

as educators.

The Learner

Each student is an individual. This being said, each student learns differently and at

different paces. They also feel very differently. As a teacher candidate for primary grade levels,

it is important to recognize that our students are still very much children. We are not only their

teacher, but a role model, a social worker, and a caregiver. Our students are going to need much

more than just a foundation of academic knowledge from us. For instance, a child might go to

bed at 7 pm on school nights, they are out the door by 830 am, and then return back home at 4.

From this example, students are only at home after school for approximately 3 hours before they

go to bed. These young children are spending the majority of their awake time at school, with

whom to care for them but us. This is why it is so important for us to be all that they need us to

be. I am prepared and willing to be as much as I can be for these children, so I can foster in them

senses of imagination, curiosity, and a hunger for knowledge.

Assessment

Assessment is so important, not only in order to understand if students are understanding

the material being taught, but in order for the teacher to reflect on the way that they are teaching.

I firmly believe that assessment needs to be varied in the classroom. There needs to be plenty of

formative assessments, no matter how small or insignificant seeming they are. I have been in

some classes where, after the teacher conducts the lesson they ask where their students stand. All

the students hold up either one, two, or three fingers. Three fingers would signify I completely

understand, two fingers would signify I think I understand but I have some questions and one

finger would signify that the child does not comprehend the material being taught. This is an
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easy, and quick way for teachers to check in on their students. However with summative testing,

I believe that various types of testing should be considered, such as projects, Bristol board

presentations, or even pencil to paper tests. I think that because all learners have different ways

of learning, they also have different ways of explaining what they know. As teachers, it is so

important that we give our students an opportunity to share their knowledge.

The Teacher

As a future educator, I want to inspire my students to reach for the stars and make a

difference in the world. I think it is important for students to believe that with hard work and

perseverance, they can impact the world in a positive light. This is an aspect of Social

Reconstructionism that I admire and would love to adapt to as a teacher. Looking back, I dont

remember a time where I ever thought I would, or could make a difference in the world. I cannot

recall a time that I or my classmates talked about a social problem, tried to understand it, and

came up with some ideas on how to make a difference. I also believe that it is necessary for

educators, as mentors to practice what they preach.

Tying in idealisms notion of creating good people, I want to encourage my students to

be respectful, kind, and thoughtful individuals. Teaching students subjects such as math and

science is great, but I also believe a good teacher inspires their students, and hopefully makes

their students want to be better people.

I also believe that teachers need to create a relationship with their students. It is so

important for teachers to understand their students and get to know them on a personal level in

order for them to be successful in the classroom.

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Classroom Management

I believe that the classroom should be made a safe place where all students feel

comfortable to take risks in their learning. The classroom atmosphere needs to be friendly and

inclusive where students are allowed to have fun while they learn. I think its also imperative that

teachers know their students as well as the students families, and maintain a level of

communication with the parents.

Resume

Keeley Robinson (519) 535-4188 | krobin82@uwo.ca

PROFESSIONAL PROFILE
Driven and professional graduate Student with ample dedication to the success of all students. Eager to not only teach
but to learn as well. Hard working and motivated individual seeking the opportunity to advance knowledge in education and
teaching of the French Language.

References: Available upon Request

EDUCATION
Masters of Science in Education
Program
Medaille College
Buffallo, NY.
Presently attending
Major in French Language,
Minor in English Language
Bachelor of Arts
University of Western Ontario,
London, ON
2010 2014
RELEVANT EXPERIENCE
Youth Workshop Facilitator and Employment Consultant, August 2015 August 2016
Helped make the classroom a safe, fun, and engaging place to learn
Counseled over 15 youth at a time on job readiness, employment goals and
SKILLS available resources
Professionalism
Created hands on and engaging lessons to teach program criteria
Lesson Planning Helped all youth identify skills and employable qualities
Communications
Assessed individuals and referred them to various community resources
Conflict Management Motivated and encouraged youth to overcome barriers towards employment
Classroom inclusion
Fluent in French Language Summer Program Assistant, May August 2015
Leadership Community Employment Services, Woodstock, ON,

Private Tutor, September 2013 Present

Self Employed, Woodstock, ON,
Work with students one on one as well as in a group setting of up to 3 students
Assess and outline learning goals and create lessons and activities accordingly
Meet and communicate barriers and success of students with parents and teachers
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Create and instill confidence and a

willingness to learn in each student

Volunteer, October 2015 Present

Kindergarten, Elgin Street Public School,
Cambridge, ON
Consistently mentored young children and
encouraged inclusion
Worked one on one with students who
needed further assistance
Meet with 8 Students ranging from 5-15
years of age, each week.
Collaborated with teachers to develop
lessons and activities in accordance to the
curriculum.
Assisted with the delivery of lessons,
adjusting teaching techniques to each
individuals learning style

Volunteer, September 2007 2011

Canadian Cancer Society, Woodstock, ON.
Met with CCS volunteers regularly to
discuss ways to reach out to the student
body
about Cancer awareness
Created thought provoking and engaging
posters, lessons, and presentations
directed to youth
Travelled to various high schools and
presented a Safe Sun presentation to the
student body, informing them of the safe
ways to tan
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Conclusion

To summarize, I believe that I would be a great teacher because of the influential experiences

that I have had. Starting with my own experiences as a student. As a primary student, I know

what it is like to not understand the material at hand. I am well versed in explaining things more

than one way in order for it to make sense to me or somebody else. I believe I have the passion

and the commitment to be a teacher who makes a difference. Also, my experience tutoring and

working with troubled youth has given me insight of the different types of students that I will

come across. I think my experiences inside and outside of a classroom, taking the time to

understand people, has further emphasized my abilities to be an inclusive and flexible teacher for

the student population of which I will be educating.