EDTE 4110 Professional Growth Reflections

• What you learned that you did not expect to?
  One thing I learned that I did not fully expect was the amount of variation that exists between groups of learners. Even students who are only a year apart in age can differ significantly from maturity, independence, and academic readiness.

• Best Part?
  Building relationships with students, getting to know their interests, & seeing their personality shine through projects, discussions, and interactions.

• Worst Part?
  The most challenging aspect of teaching was the amount of time required for assessment and feedback. Grading projects, essays, and long-answer written exams involved a substantial amount of behind-the-scenes work, particularly when providing detailed feedback and assessing writing conventions

• Humorous Part?
  I found that my students had a great sense of humour and often brought a lot of energy and personality to the classroom. Trivia quickly became a class favourite, and it was entertaining to see students become increasingly creative in their participation. At one point, students even created their own “Ms.Reece Trivia,” asking questions such as my age, favourite Simpsons character, and which Harry Potter Hogwarts house I would belong to (it’s Ravenclaw by the way).

• A discipline?
  A challenging discipline situation involved addressing an inappropriate t-shirt that displayed offensive hate symbols. The incident required a calm and respectful conversation with the student, as well as consultation with administration to ensure the situation was handled appropriately.

• See Teaching Philosophy tab for more info on Indigenising my practice and lesson examples.
• Past? Coming into the B.Ed. program, I felt that I had more exposure to Indigenous perspectives than many of my peers because of my Geography and Indigenous Studies degree and because I grew up in the North, where there were many opportunities to learn about Indigenous histories, cultures, and contemporary issues. I was also fortunate to participate in some on-the-land learning experiences. However, I realised that much of my understanding was academic or tied to specific local experiences. While I had learned about Indigenous peoples and issues, I had fewer opportunities to explore how to authentically engage with Indigenous perspectives in educational settings. I had less exposure to Indigenous pedagogies, ways of knowing, and how these perspectives could be meaningfully incorporated into everyday teaching practice. As a result, I felt less confident in understanding how Indigenous worldviews could inform classroom instruction beyond the inclusion of Indigenous content.
• Present? Throughout my B.Ed. programme and practicum experiences, my understanding of BC Professional Standard 9 has expanded significantly. I have come to recognise that indigenising my practice is not simply about including Indigenous content, but about building relationships, valuing multiple ways of knowing, connecting learning to place, and creating opportunities for students to engage with diverse perspectives. Through coursework, professional learning, conversations with educators and community members, and ongoing self-reflection, I have become more intentional in considering how Indigenous perspectives can inform both what I teach and how I teach. While I continue to learn, I feel more confident incorporating place-based learning, encouraging critical reflection, and creating space for Indigenous voices and perspectives throughout my teaching practice.
• Future? Moving forward, I recognise that indigenising my practice will remain an ongoing journey rather than a destination. I am committed to continuing to learn from local communities, Knowledge Keepers, Elders, colleagues, and students while deepening my understanding of Indigenous pedagogies and worldviews. I hope to strengthen my ability to respectfully incorporate Indigenous ways of knowing into everyday classroom experiences, build meaningful relationships with local communities, and create learning opportunities that are responsive to place and community. Through ongoing reflection, humility, and a willingness to learn, I will continue working towards fulfilling BC Professional Standard 9 in ways that are authentic, respectful, and meaningful for students.

• How necessary is an objective/professional summary?

• How should you design the order of your resume sections?

• Approachable: Relationship and rapport with students is important and students feel comfortable asking questions, seeking help, or sharing their thoughts and concerns.
• Happy: I bring enthusiasm and energy to the classroom and genuinely enjoy working with students.
• Funny: I use humour and memes appropriately to build connections, reinforce ideas, and create a welcoming classroom environment.
• Positive: I focus on students’ strengths, give recognition to their work, celebrate their successes, and encourage a growth mindset.

In French, there are two ways to say “you”: tu and vous.

Lets say they I met the principal in the hallway, would I say:
“Tu vas bien ?” or “Vous allez bien ?” (How are you?)

• Tu
  • Used with one person
  • Informal
  • Friends, family, classmates
  • Often used between colleagues who know each other well
• Vous
  • Used with more than one person
  • Used with one person to show respect or formality
  • Strangers, people you have just met, professional situations
• In Québec there is a bit more nuance or more relaxed with tu
  • People often switch to tu more quickly than in some other French-speaking regions.
  • Two teachers who know each other well will usually use tu.
  • A teacher and principal may use tu or vous depending on their relationship and workplace culture.
• Quick Example
  • Best friend → tu
  • Stranger → vous
  • One classmate → tu
  • Three classmates → vous
• Remember
• Tu = singular and informal
• Vous = plural or formal

To me, collaboration means working with others to improve teaching and learning. While collaboration often involves sharing ideas and resources with colleagues, I also see students as important partners in the learning process. Effective collaboration creates opportunities to gather different perspectives, reflect on practice, and make informed adjustments that better support student success.

Throughout my practicum, I engaged in collaboration by seeking feedback from my mentor teachers, discussing lesson ideas with colleagues, and reflecting on student input through journals, discussions, and evaluation forms. Student feedback often helped me identify what activities were most engaging and meaningful. For example, students consistently responded positively to lessons that included strong hooks, such as trivia challenges, real-world scenarios, or collaborative problem-solving activities. Their reflections also highlighted the importance of having opportunities to share their opinions and connect learning to their own experiences.

• I am originally from Yellowknife, Northwest Territories
• Received my BSc from University of Victoria
• I absolutely love my experience with Girl Guides of Canada
• I love being on the go such as on a nice walk, camping, road trip
• I enjoy spending time on my balcony or curled up on the couch with my cat, Dusty
• I would consider myself a night owl

• See Professional Development
• Active involvement in community initiatives and youth-focused sustainability projects
• Volunteer leadership experience with Girl Guides of Canada
• Passionate about environmental stewardship, outdoor learning, and community engagement
• Interested in supporting extracurricular opportunities such as:
  • Environmental or Green Teams
  • Destination Imagination
  • Debate and Ethics Bowl teams
  • Other inquiry-based, leadership, and problem-solving activities

My decision to become a teacher was shaped by both my experiences as a student and my experiences working with young people. For much of my schooling, I often felt misunderstood and did not always see myself in the traditional sense of what a successful student looked like. That began to change in high school when I had teachers who recognised my strengths, encouraged my curiosity, and took the time to engage with my interests. Through meaningful conversations, opportunities to explore ideas beyond the classroom, and discussions about books, history, politics, and current events, I developed greater confidence in myself as a learner and began to see the value of education in a new way. Outside of school, my involvement in Girl Guides and working at the YWCA after-school program reinforced how much I enjoy working with youth and supporting their growth. These experiences showed me how important it is for young people to have adults who believe in them, challenge them, and create spaces where they feel valued. As a teacher, I hope to foster that same sense of belonging and curiosity by creating a classroom where students feel comfortable asking questions, exploring their interests, and developing confidence in their own abilities.