Hallo, mein Name ist Kieron, und das ist mein Portfolio.
This site is currently a work in progress; if you would like to find out more about myself and my education aspirations, please check out the “About Me” section!
Dankeschön,
Kieron
This is a fun introductory French lesson that involves learning the names of pizza toppings in French, and then students designing their own pizzas, labelling the ingredients in French and listing what they like (J’aime = I like) and dislike (je n’aime pas = I dislike) on their pizzas.
Here is a list of French vocabulary words the students learned, and a PowerPoint that goes over them all:
Here is the corresponding worksheet I developed for the lesson, and my own example of what the student’s objective was. You can see the entire lesson plan below too:
This is a team building ADST activity where students get together in groups and work collaboratively to design a bridge out of pipe cleaners with the objective of it to withstand the weight of a cup full of pennies. While this ADST lesson is engaging and fun, the ultimate purpose is to help students develop essential problem-solving, creativity, and teamwork skills, emphasizing the importance of communication and accepting different perspectives. When designing bridges collaboratively, students analyze problems, think critically, and explore multiple solutions as if they were engineers, ultimately learning skills that are relevant in day to day life. You can see the following lesson plan below:
Here was my micro lesson plan I developed for our microteaching activity in EDUC 490 – Formative Practicum, which outlines a small lesson plan of binder organization for Grade 7 students that would hypothetically take place at the beginning of a school year.
The lesson plan itself does not exactly outline how I would properly organize it as it would be shown actively during the lesson, but it outlines how I would present my lesson, and elaborates on important thoughts and concerns regarding why binder organization should be preached to middle school students.
Here is a traditional Indigenous drum a classmate and I developed for our analogical model project in EDUC 446. Below the photos, you will see the model’s written summary.
Truth and Reconciliation Themed Traditional Indigenous Drum, 2024
For our analogical model, we decided to build a traditional Indigenous drum and design a design in honour of truth and reconciliation. The motto “every child matters” is displayed on the drum, representing that every student in our classrooms is recognized for who they are, emphasizing inclusive education, and promoting truth and reconciliation of Indigenous learners. The theme of truth and reconciliation in Canadian schools is prominent in the contemporary; as we embark on our educational journey in this new generation of teachers, our contribution towards the reconciliation in schools within our communities in the unceded traditional territory of the traditional territory of the Ts’msyen, and home of the Kitselas and Kitsumkalum First Nations, is essential. Creating a traditional drum for the classroom can enable us to promote cultural awareness regarding Indigenous peoples and mindfulness for all learners.
When discussing ideas for the analogical model, we wanted to create something that also has educational use within the classroom, and this drum can be used as an educational tool. It can be utilized to grab the attention of students through mindful listening when communicating to the class collectively and be used in a variety of subject areas, such as rhythmic activities related to physical health and education, music, an example for art projects, and storytelling for different academic areas such as English or Socials Studies, adding an essence of creativity in the classroom while simultaneously recognizing Indigenous knowledge and being mindful of the First Peoples Principles of Learning.
Here is a card I was surprised on my final day with from the grade 7 class I was a student teacher in at Skeena Middle School. Awesome group of students.
Kieron Vick
University of Northern British Columbia
EDUC 393: Foundations of Education
It is still early days in my journey to become a certified teacher and to this point, I am still putting the puzzle pieces of my educational pedagogy together for what type of educator I desire to be. It is not easy to be conclusive in this now; there is a lot of growth for me to reach not only at an educational level but also at a human level. Simultaneously, I have learned so much to help establish the direction I want to take with my educational philosophy, and I am starting to get concrete answers for myself. At times, the amount of information I am learning feels overwhelming, but I know that it will only benefit me in the future, so I do not take this learning journey for granted and continue with great curiosity and pride, knowing that this vocation has an immense responsibility for shaping the world’s future. The learning is far from complete, and there is still a ton of information and experience for me to digest to understand my teaching pedagogy in more depth. That said, I have established a foundation for my teaching philosophy to build on while continuing to learn more.
Before enrolling in this program, my perception of a teacher lacked the depth and significance that I now attribute to it, having gained a deeper understanding of the fundamental underpinnings of education. As we draw near the conclusion of the first block for this professional development program, I find myself profoundly transformed, with an enhanced self-awareness that has profoundly altered my perception of self. Admittedly, I never considered the privileges I have and how these privileges, such as me being a white middle-class male, have not only benefitted me in educational systems but in everyday life too. Because of this realization, I am much more determined to be an educator who brings about a learning environment that is equal and especially equitable to all learners, so that privilege in the classroom is not a benefit to certain students. This understanding has also had me familiarizing myself with Indigenous pedagogies, and wondering how I can properly represent all Indigenous learners and successfully contribute to the reconciliation of Indigenous education. I recognize that some Indigenous knowledge is sacred, and I need to be authentic with the resources I provide, as Indigenous pedagogies are “embedded within complex systems of knowing, inclusive of their own supÂpositions about knowledge and being. Restoring appropriate and effective approaches to teaching and learning in Indigenous contexts undoubtedly means contending with the prevailing forces of economic globalization, as well as the realities of enduring racism and settler colonialism” (Friedel, et al., 2021, p. 6). I desire to be an educator who breaks the barriers of racism when it is apparent and embeds the First Peoples Principles of Learning in my learning environment, having all students feel authentically represented and comfortable knowing they have an educator who understands their needs.
Throughout the semester, I have stated that my preferred educational philosophy is progressivism, which ”emphasizes real-world problem solving and individual development. In this philosophy, teachers are more “guides on the sides” than the holders of knowledge to be transmitted to students” (Moore, et al, 2022, para. 5), as I believe that building a classroom around collectivism enables students to not only further develop their understanding of knowledge when collaborating, but also develop their critical thinking and problem-solving skills when learning experientially and being more hands on. Of course, I would be eclectic and incorporate other philosophical roots of education, such as perennialism and essentialism, as every individual student responds differently to specific teaching approaches, but I want students to maximize their potential inside and outside the classroom; In my prior experience as a student, I encountered situations within the classroom where I felt disconnected and unengaged with the instructional approach. This disconnect resulted from the passive way the lesson content was presented, hindering my ability to actively engage in critical thinking and develop problem-solving skills, thus making me more biased toward a progressive approach. As my teacher training continues, I hope to further build on my foundation of progressivism, while recognizing the importance of teaching everlasting ideas and seeking enduring truths like perennialism strives to (Edmunds, et al., 2015, p. 235), and to teach the basics and factual information as essentialism demonstrates. Being eclectic in an educational philosophy is a necessity, and it is my responsibility as an educator to establish an approach that meets all the needs of learners. I will strive to achieve exactly this.
It is important to note that my educational pedagogy now is finite; with the amount of time we have left in the professional development program, I am going to learn more information related to the teaching field, and there will be more for me to consider about what I want to integrate into my pedagogy. One thing for certain is that my insistence on creating a comfortable learning environment that authentically represents all learners within it will not vanish, as I am resolute in my dedication to integrating the First Peoples Principles of Learning into my pedagogical practice. My pursuit of a teaching vocation is not arbitrary; rather, it is driven by a profound aspiration to ignite inspiration among learners, guiding them towards self-actualization and the realization of their utmost potential. I want to be a contributor to the success of students in Terrace, British Columbia; if I can have students look back and say, “You know what, Mr. Vick was a great teacher, and I learned a lot from him.” then I would take immense joy in that. Peter Benekos (2016) states that “good teachers believe that they do make a difference, that teaching matters, and good teaching can be practiced. The commitment and passion of a teacher-learner engaged in mentoring can realize the possibilities of good teaching” (p. 235) and while being a good teacher in conventional terms represents a foundational benchmark, my aspiration transcends this baseline, and I aim to cultivate inspiration and be memorable in a positive regard for all learners. While my educational philosophy remains a dynamic work in progress, I am confident in my trajectory toward its refinement, concurrently fostering a deeper understanding of my pedagogical identity.
References
Benekos, P. J. (2016). How to be a good teacher: Passion, person, and pedagogy. Journal of Criminal Justice Education, 27(2), 225–237. https://doi.org/10.1080/10511253.2015.1128703
Edmunds, A. L., Nickel, J., Badley, K., & Edmunds, G. (2015). Educational Foundations in Canada. Oxford University Press.
Friedel, T. L., Archibald, J., Big Head, R., Martin, G., & Munoz, M. (2021). Editorial—Indigenous Pedagogies: Resurgence and Restoration. Canadian Journal of Native Education, 35(1), 1–6. https://doi.org/10.14288/cjne.v35i1.196540
Moore, D., DaSilva, A., Grow, J., Hooser, A., & McClain, J. (2022, August 22). Philosophical Foundations of Education. https://mtsu.pressbooks.pub/introtoedshell/chapter/chapter-3-2/