The document outlines the author's educational philosophy which focuses on building connections, inclusion, and student-centered inquiry-based learning. To build connections, the author believes in creating a safe and supportive environment where students can be vulnerable and embrace mistakes. This is achieved through social-emotional learning, open communication, and collaboration. The author also believes in inclusion and presuming competence for all students. Lessons will be tailored to meet diverse needs through collaboration. Finally, the author supports student-centered inquiry-based learning where students' interests guide lessons to develop skills like critical thinking over memorization of facts. Flexible options allow students greater choice in demonstrating their learning.
The document outlines the author's educational philosophy which focuses on building connections, inclusion, and student-centered inquiry-based learning. To build connections, the author believes in creating a safe and supportive environment where students can be vulnerable and embrace mistakes. This is achieved through social-emotional learning, open communication, and collaboration. The author also believes in inclusion and presuming competence for all students. Lessons will be tailored to meet diverse needs through collaboration. Finally, the author supports student-centered inquiry-based learning where students' interests guide lessons to develop skills like critical thinking over memorization of facts. Flexible options allow students greater choice in demonstrating their learning.
The document outlines the author's educational philosophy which focuses on building connections, inclusion, and student-centered inquiry-based learning. To build connections, the author believes in creating a safe and supportive environment where students can be vulnerable and embrace mistakes. This is achieved through social-emotional learning, open communication, and collaboration. The author also believes in inclusion and presuming competence for all students. Lessons will be tailored to meet diverse needs through collaboration. Finally, the author supports student-centered inquiry-based learning where students' interests guide lessons to develop skills like critical thinking over memorization of facts. Flexible options allow students greater choice in demonstrating their learning.
The document outlines the author's educational philosophy which focuses on building connections, inclusion, and student-centered inquiry-based learning. To build connections, the author believes in creating a safe and supportive environment where students can be vulnerable and embrace mistakes. This is achieved through social-emotional learning, open communication, and collaboration. The author also believes in inclusion and presuming competence for all students. Lessons will be tailored to meet diverse needs through collaboration. Finally, the author supports student-centered inquiry-based learning where students' interests guide lessons to develop skills like critical thinking over memorization of facts. Flexible options allow students greater choice in demonstrating their learning.
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Jennica Quenville
Frame of Reference
Building Connections
It is my belief, that vulnerability and the learning process are deeply intertwined. Just as
roots allow nutrients to seep into a tree; vulnerability opens up the mind’s pathways to allow for
new ideas and connections to seep in and grow. Learning requires people to face the unknown in
order to find meaning; however this journey through the unknown and towards understanding, is
unattainable without making errors along the way. Therefore, what can teachers do to help
students embrace their vulnerability and accept their mistakes? This question brings me to a
central tenet of my educational philosophy; teachers should strive to create an environment and
opportunities that deepen the relationships between students, teachers, the school community,
and their caregivers. Researchers such as Bryk and Schneider (2003), have shown that students
that have these stronger relationships, show greater improvements in their math and literacy
skills, compared to students without this emphasis on school community.
In my opinion, it is the feeling of safety, acceptance, and belonging that these
relationships bring, that encourages students to accept their vulnerability and engage in inquiry
based learning, resulting in acquiring knowledge and skills. Some of the ways in which I will try
to encourage these connections between each other is through implementing social-emotional
learning in the classroom; encouraging a classroom atmosphere of acceptance, care, and support;
placing a high importance on open communication; and by providing my students many
opportunities to work collaboratively. This emphasis on building supportive relationships will
help students be successful in their academic subjects, but will also help students develop skills
that are integral aspects of everyday life, as well as the majority of occupations, such as communication skills, the ability to be a good team player, and an empathetic understanding of
others perspectives.
Inclusion for All
Another tenet of my philosophy is the necessity of inclusivity in the classroom. Every
student deserves to learn, no matter their culture, disability, gender, etcetera, may be.
Additionally, as inclusive educators have stated, “We need to presume competence” (Moore,
2016) and “support the abilities and recognize the possibilities of all students” (Eredic, 2018). I
will make it a priority in my work to continue to educate myself on current research on inclusion
strategies in the classroom and to provide the necessary opportunities and adaptations that allow
my students to be able to fully explore—rather than limit--their learning.
Furthermore, in order to have a better understanding of what the needs of each student
are. and what they need from me to be successful, I will collaborate with the school community
such as educational assistants, Aboriginal support staff, counsellors, caregivers, and the students
themselves. This approach not only benefits individuals with specific exceptionalities, but it
benefits all of the students in the class. The well renowned educator and author, Parker Palmer
(2017) stated, “We cannot see what is “out there” merely by looking around. Everything depends
on the lenses through which we view the world. By putting on new lenses, we can see things that
would otherwise remain invisible”. Palmer’s statement reflects how we learn more when we are
exposed to and view things from a variety of different perspectives. Additionally, if all students
feel comfortable to actively participate in class, this introduces the class to a wide range of
different knowledge and skills. By embracing diversity and valuing inclusion in the classroom,
students will grow into more dynamic, knowledgeable, confident, and accepting individuals,
with a wider breadth of skills.
Student-Centered Inquiry-Based Learning “Tell me and I’ll forget. Show me and I may remember. Involve me and I learn” - Benjamin Franklin The B.C. curriculum has made large strides away from a central focus on content
memorization and a teacher-centered approach and instead promotes inquiry-based, student-
centered learning. This is a transition that I am excited to be a part of as it means that students
will not just graduate with a list of facts, but they will also know how to learn, analyze
information, think critically, and collaborate with others—skills that are central to the majority of
occupations, higher education, and life itself.
This approach to learning will be implemented in my classroom in a variety of ways. For
example, I will value the passions and interests of my students, and create lessons that weave
both the B.C. curriculum and their interests together. I will give students time to reflect on their
learning and facilitate them in developing their own personal and educational goals.
Additionally, I believe that student-centered learning requires teachers to provide a diverse range
of lessons and activities so that children can explore their interests further and have the
opportunities to discover new ones. For example, the incorporation of place-based learning,
collaboration, nature-based learning and providing students creative outlets, such as
incorporating performing arts into learning, are all highly important to me.
Furthermore, I will create a flexible learning environment that allows students to have
greater choice in their learning; such as by providing a variety of options of ways they can
demonstrate their work. By taking a student-centered approach to education and valuing inquiry-
based learning, it will lead to an increase in students self-efficacy, motivation, engagement and
therefore retention of their learning.
Although this is only a glimpse into my educational philosophy, connection, inclusion,
and student-centered learning all contribute a central belief in my practice—all students should
feel valued and heard.
References
Bryk, S. Anthony, & Schneider, Barbara. (2003). Trust In Schools: A Core Resource for School.
Reform. Educational Leadership, 60(6), 40-45.
Eredics, Nicole. (2018). Inclusion in Action: Practical Strategies to Modify Your Curriculum.
Baltimore, Maryland; Paul H. Brookes Publishing Co.
Palmer, J. Parker. (2017). The Courage to Teach: Exploring the Inner Landscape of a Teacher’s
life - 20th Anniversary Edition. New York, U.S.: John Wiley & Sons Inc.
TEDx Talks. (2016, March 11th). Under The Table - The Importance of Presuming Competence
