ECS 200

Normalize the Differences

3 Things I learnt:

  1. I found the statistics of both “children with disabilities” and “typical children’s” grades were raised in inclusive classrooms.
  2. I found what Kelsey shared about talking with people with disabilities helpful and interesting, not everyone is as sensitive as you may think (when saying normal phrasing isn’t offensive although it may seem like it).
  3. I know what Dragon speak is but never realized the troubles that one may have when using it.

2 Connections I made:

  1. when I was working at a daycare for many years I worked one on one with a little girl with a disability and unfortunately left for awhile then came back.  It was truly remarkable the difference between the children who grew up with her and the children who were just getting to know her.  The children who grew up with her had an appreciation and an understanding and patience with her and other kids who were struggling.
  2. I think it is very interesting when people use theater to help children with disabilities whether they are physical or emotional or social, the experience that these children have when experiencing something so wonderful is inspirational.

1 Question that still remains (or two questions for lecture this week)

  1. How can we get parents to help support their children better? I have worked with children with diverse abilities throughout the years and have seen the difference of children’s development when having supportive parents and parents that just get through each day.
  2. How can we normalize diversity when we still have parents who are unaware, or not understanding?

What do you think shapes a person’s identity and how does their identity play a role in their education?

I think parents truly shape their children’s identity, and who they are.  When children are encouraged by their parents to be the bets that they can be or to overcome obstacles in their daily lives then the children will succeed or at least try their damnedest.  Children’s identity is who they are and their role in education is just a part of who they are – identity is everything when it comes to life’s events and education is a major life event.


Why do you think people with disabilities are often identified by their differences and not their capabilities or character traits?

I think people with disabilities are identified by their differences because that is what they see first, before anything else.  Many people don’t take the time to understand or get to know a person with a disability. It is only when people get to know a person with a disability do they get to see and learn that person’s capabilities and who they are.

ECS 200

Secret Path… Now what?

There is sooo much that I want to say or comment on but I will stick with the good ol’ format.

3 things I learnt:

  1.  That children were legit stolen from communities and taken to residential schools, that parents didn’t even know that their children were taken.
  2. Families were prevented by law from fighting for their children, and trying to stop their children from going to residential schools.
  3. During the 60s scoop there was 20 000-50 000 children taken… what exactly was the 60s scoop?

2 connections I made:

  1. Currently I am studying for a project the missing and murdered indigenous women of Canada, and there is a stretch of highway where more often then not women are taken from that is called “The highway of tears” I found it ironic that the trains that were used to take the children were referred to as “The trains of tears”.
  2. Tash Hubbard not being able to teach her son Cree, something that he wished soo much to be able to learn from his mother – the controversy of Indigenous Language becoming a necessity of Saskatchewan schools… What decides this change?

1 Question that still remains:

Although I have many questions to ask I feel like the most important is:

How can we teach without being assimilative, how can we help children hold on to their culture?

ECS 200

Loving each other

Three things I learnt:

  • In most schools, we, at least. tell students that it is not acceptable to make sexist or racist comments, even if we do not always follow through or “walk the taIk.” Yet, when it comes to gay. lesbian, and bisexual issues we hold back in fear. By allowing. anti-gay harassment to be voiced without reprimand, schools are sanctioning and even encouraging bigotry. As a teacher who bas taught to junior and senior high school students. a teacher educator. and someone who actively works towards the inclusion of difference and against oppression in all of its forms. students have made the importance of teaching students and their teachers about the wide spectrum of sexualities abundantly clear to me. Otherwise, we consign gay, lesbian. and bisexual teens to be forever at the “bottom of the pile.” In doing so, we give all students the message that “the homosexual” is Other: to be feared. odd. fundamentally different. This act of Othering causes many gay, lesbian, and bisexual young people to feel that their sexuality makes them essentially unlike. separate. and forever outside the culture of their peers. Among other consequences, Othering causes isolation and depression, which in tum can lead to suicide (Loutzenheiser, 193).
  • They [homosexual teens] are three to five times more likely to attempt suicide than their heterosexual peers and an: more likely to succeed when they do (Loutzenheiser, 193)
  • “Queer as a term, as opposed to gay, lesbian, or bisexual, purposefully disrupts the notion that identity is fixed or immutable. It includes the desire to highlight the existence of, and interrupt silent assumptions about heterosexuality as normal, and homosexuality as Other.  In the classroom and in schools, this form of ‘ultimate’ naming around which individuals are organize and ostracized,  too often results in groups of students being viewed as universalized singular ‘others’.  (Loutzenheiser, 124).


Two connections I made:

  • When growing up I don’t remember playing any “gay” hating games outside at recess, there are no talk about being queer or anything. It was like the unspoken secret, we even had a classmate in our class who we often “wondered” about but he never admitted anything and even sometimes got a girlfriend or two.  However, as we got older I remember my classmates becoming homophobic to the extreme, on our grade twelve camping trip there was a gentleman at the bar who was outright and openly gay and found out that the boys from my class were disgusted, so he did everything in his power to make them feel more uncomfortable… (good for him those boys needed something because they were being jerks).  Although to this day I still believe those boys are homophobic I would like to think some of them may have grown up.  As for the boy we “wondered” about, once he got out of the stereotypical small-town Sask. And away from the homophobic classmates he is “out” and proud because he finally found people to accept him.
  • Back home there are a group of people from the church who give the school backlash whenever “queer” teaching comes up they believe that it is evil and that their children will go to hell if they learn about it etc etc.

One Question that still remains:

  • How do we make all students feel welcomed and accepted, and how do we consider everyone’s beliefs and feelings and also provide appropriate education to all students?
ECS 200

Blog Two of Placement

Boy, oh boy was I so wrongly mistaken I never once faced “hoodlums”, “gangsters”, or “dangerous beings” I however DID face wanna be tough guys, wanna find a better life kids.  Once again, I came to the realization that yes, these kids have walked down the wrong path, that yes they have made wrong choices in life but they now are trying to get on the right path, that they are making the right choice.  However, on my final evening at this wonderful organization I was faced with these boys that wanted to be so tough and wanted to come off as these brave souls that so what if they did some time a dojack, but what I saw were these boys that had huge hearts, that sure they wanted to intimidate you, but they didn’t.  I believe they just wanted someone to be there for them at the end of the day, that maybe they couldn’t be so strong everyday and that once they wanted someone to be there and support them.  Or these boys who had relationships of gold with some of the teen youths that were there for each other and helping each other get on the right path, they were there together as a team facing this world with the help of the organization.  That at the end of each day they truly are grateful for the opportunity that they were given to get their lives back on the right path.

Throughout this experience I not once was faced with a hard faced youth that was unhappy or ashamed, I was faced with lost youths that just needed help to find their place in this world.

ECS 200

Teaching as a community, in the community.

Three Things I Learnt:

“Who determines what work is done, when, and where and how in schools? In fact, authority over schools officially rests with provincial governments and school boards.” (183(

I knew that the government and school boards laid out what was required to be taught but I always though that schools determined their values and beliefs towards teaching, and what teacher styles were encouraged.

“In these ways, the school is a bureaucratic, hierarchical workplace, often compared to a factory model of organization.  The term ‘bureaucratic’ derives from the work of sociologist Max Weber, and refers to a hierarchical organization that is governed by rules, staffed by people with expertise and operated on the basis of standard procedures and practices” (183)

I have always thought that the beauty of teaching was that every teacher taught in their own way, managed their classes their own way and the only person they only have to report to is the administrator when they do observations.

“Teaching still remains largely an isolated job… This is true not only of new teachers, who may feel that they are left to ‘sink or swim’ on their own, but also of experienced teachers.  Many researchers have pointed out that teachers not only work separately from one another, they tend not to talk with one another about that work.: (185)

This quote actually really shocked me because I always thought the teaching community was this close-knit bunch that were really close both within the school and also within the community.

Two Connections I made:

“When a new teacher begins a first job, or when an experienced teacher changes schools, she or he moves into a setting that is already formed.” (180)

This reminds me of entering the two schools I worked at as an educational assistant, I was faced with rooms that other E.A.s had and not enough rooms for my own stuff, I was faced with teams but not one that I was on…  One school welcomed me with open arms where the other one didn’t.

“Other conditions are created by the administrators who run the school.” (180)

This was something that I experienced when one of my schools that I have worked at changed principles, the atmosphere and attitudes of the other teachers has completely changed, you can see the beliefs of the administrator shining through the school and the activities that are occurring.


One question that still remains:

So as new teachers we have these standards we have to uphold, we are isolated and struggling and barely getting through the day… what do we do? How do we get through each day by ourselves?

ECS 200

Becoming a teacher

Three things I learnt:

  1. Do not get me wrong I knew about the code of ethics prior to this reading but I was unaware of the legal area of it, or all the legal relations that it can help you through. Also, I was unaware of the collective-bargaining procedures that teachers have in regard to raises and strikes.  The teacher’s association is something I have heard about but was unaware of their purpose until reading the article
  2. I was VERY unaware that you should really know who you are as a person when becoming a teacher, and you should be aware of the kind of teacher that you are. I was going to finish this degree (well hopefully, all my fingers are crossed) walk into my future classroom do the best I could do and grow everyday as a new teacher….
  3. It is ok to fail, or embarrass yourself and to feel disappointment, every experience is a learning moment even if you are the one that is supposed to be doing to teaching…


Two connections I made:

  1. My friend and I were just talking about teacher’s and their professionalism in everyday life. We compared stories on how some teachers that we know have been shown unjust criticism or have gotten in trouble for things outside of their teaching community, or how some have gotten in trouble for posting on social media that they were looking for resources when switching classrooms.  However, I do believe that teachers are held up to this standard in so many regards but then other in the same community can go out and post on social media all their drinking pictures… the inequality is atrocious.
  2. There have been so many people when mentioning that I am enrolled in the Faculty of Education that have made comments like, all you do is talk about your emotions, how are your macaroni artworks? Such comments aggravate me, because I have not once talked about my feelings that have not been in relation to education or my opinion of it… I have learnt classroom management styles while in field work and have been given the opportunity to explore how teachers set up their classrooms and such. I have been given tools to use as a future teacher and I am not even halfway done my degree!


One question that still remains:

  1. As teachers how do you remain professional, and uphold this reputation but still have a private life outside of work in a small community?
ECS 200

History and Philosophy of education

Three things I learnt:

  1. Well to sum up the Major Philosophical Systems article and what I learnt I think it would be almost easier to list what I did not learn then what I did. So just to be vague in order to be within word count I am going to say every philosophical belief Idealism, realism, existentialism, pragmatism, perennialism, essentialism, progressivism, and social reconstructionism. Now do not get me wrong some of these words I knew and somewhat understood, however, I was unaware of the variety of educational philosophies and the detail of each one.  To be honest the only two that I somewhat knew was idealism and realism, but not enough according to this article.
  2. I found what the Alberta Education curriculum outlined as what their graduates should be able to do very interesting. Rather then having educational goals of what their students should know they outlined what they should be able to do.  Know how to learn, how to think critically, problem solving, information manage, innovate, create opportunities, apply multiple literacies, communication skills, have global and cultural understanding, and how to apply career and life skills.  I think this is interesting because not every student is “academically” inclined and rather are more hands-on learners so giving them life skills and understanding sets more children up for success.
  3. Another shocking discovery I made was how big our education work field is, which is one of the biggest work field. The history and struggles that our education field experiences or has experienced.  We have been cut and under funded for many years.


Two Connections:

  1. When reading about Idealism and reading their example about adolescents accepting their parents’ political beliefs without reasoning, reminded me of when my niece came home from school and was sooo excited after learning about North America being a turtle shell (which to be honest is something I NEVER learnt about) and my brother explaining to her that not everyone believes in that theory. That in their house they didn’t believe that and that that was okay.
  2. Many daycares believe in playing to teach or playing to learn, so for example every daycare that I have worked in does not have an educational lay out or curriculum they work from the children’s interests to incorporate the children’s learning into their interests. So rather then stating in November the children are going to learn about transportation, the teacher waits until the children are interested in transportation then they learn about it.


One Question:

  1. How do we consider our students and our own personal beliefs and incorporate or not incorporate it into our teaching?
ECS 200

Field work experience 101

I chose my placement based on the place that would push my out of my comfort zone the most, to try me and test me and to help me grow and learn the most.  I am nervous, straight out scared, and so unbelievable excited at the learning situations I will experience and at the teaching moments I hope to encounter.


I honestly am a small-town kid that is sooo unbelievably naïve that I have so much to learn and experience dealing with youths, youth of every background and not just the middle class privileged families that I have experienced throughout my schooling, my daycare work, and my educational assistant work.  There is a world out there that I need to learn about.


At my first field work experience I got an eye opener when I had to unlock then lock up the knives that I was going to use, I had to room check youth rooms for drugs, drug paraphernalia, ANYTHING that could be used as a weapon and gang flags.  I had to wear no prick gloves and search every possible hiding place… you know the stuff you see on t.v.  DOES actually happen in real life! TO be honest I was scared and nervous to face the youths and what I experienced when finally meeting them… two young girls lost in this big world… not gangsters, hoodlums, or dangerous being, the only danger they brought was to themselves.  Now do not get me wrong I am almost certain to be faced with all the above but somewhere along the line these kids got lost and these kids are trying to find a better place in the world because THEY are CHOOSING to be apart of this program, they have an option to be here and they are making the right choice in being here.  They choose everyday when they get buzzed through the door to empty their pockets to prove they do not have narcotics or weapons, they choose to let people go through their personal belongings because they know that is what needs to happen for them to have this roof over their head and food in their belly.


So, in life if they can make this one choice to make their life better I think they are on their way, and sure they may stumble because more often then not they do but they are here and they are fighting for a better life.  At the end of this road they meet these amazing caring people of this organization that help them with their daily fight, guide them through the dark stuff, and at the end of everyday will have their back!  As long as these youths choose to want a better life they will have the support from this organization.

ECS 200

Observational Learning and so much more.

Three things I learned:

  1. Social learning theory, and the fact that some people learn from observing others. Which I guess makes sense once thinking it over and reading about it.  Regardless of how confident students maybe there are always going to be someone that you want to be better than or that you can learn from.
  2. Arousing Emotion was a new concept for me, which I found very interesting in the fact that some of the examples that they state could explain why some children are fearful. Sometimes when working with children you may come across items that may cause children anxiety but can’t always link it to the child’s life because it could be a fear created from seeing something in life or on a media outlet.
  3. That almost everyone has two forms of motivation some related to a specific task, and some related to external factors of activities. I mean it makes sense me doing this blog post on a Monday afternoon I would say is related to me pursuing my education degree, but really it is so I don’t get a 0.  So it would be an Extrinsic motivation, or both because I have to avoid a 0 in order to get my degree.

Two connections I made:

  1. The Triarchic Reciprocal Causality, makes sense in the fact that the three areas (Personal factors, physical and social environment, and behaviour) are all connected. If something contradicts someone’s personal beliefs it makes it very difficult for that someone to choose to learn, or accept the information that they are given.  Their behaviour or personality may get in the way of the students learning based on one of the three influences.
  2. While working with children in the past I have had parents constantly come up and say things like “Johnny asked why Sally has two moms” or “all of a sudden Jane is scared of clowns and I don’t know why” I usually always relate it to games the children had been playing. Which makes sense when looked at the Arousing Emotion aspect of observational learning.


One question that remains:

If other people or situations can effect a child so traumatically, then as teachers how to we help children deal with high anxiety situations that aren’t immediately directed at the child’s personal life?