Reflection One: Worldviews

Over the past three years, I have often been asked to reflect on my professional identity and who I want to be and become as a teacher. This has continued to grow and change as I have learned new things and been exposed to different teaching styles and techniques. Along the way, I’ve chosen some approaches to adapt and others to leave behind as I figure out what kind of teacher I want to be.

What does it mean to be effective?

For me, being an effective teacher starts with relationships. This includes my relationships with students, with their caregivers, and the relationships students have with each other. To build these relationships, I need to give my students space to be seen and heard and take the time to learn who they are as individuals and as a group. Once a strong classroom community is in place, the next important piece of being an effective teacher is teaching using a universal learning approach, while still being able to adapt and support specific needs as they come up.

What characteristics does an effective teacher have?

There are many traits that make an effective teacher, but the most important ones for me are compassion and passion. Compassion for our students, and passion for both them and their learning. Teachers need to meet students where they are while also recognizing what they are capable of. This means believing in them, advocating for them, and pushing them to reach their full potential.

What do I need to learn to become an effective teacher?

I still have a lot to learn in order to become the most effective teacher I can be, and I think that’s just part of the profession. When you choose to become a teacher, you commit to being a lifelong learner because there is always something new to learn or improve on. One area I want to grow in is building strong, collaborative relationships between the classroom and caregivers at home. When teachers and caregivers work together, students are better supported in all areas of their learning. I know these relationships can be complex and sometimes challenging, but they are incredibly important. During my first practicum, I only developed a relationship with one student’s caregiver, so in my next practicum I want to challenge myself to grow in this area.

What kind of teacher do I want to become?

I want to become a teacher who is a champion for her students. My goal is to create an inclusive classroom where every student feels heard, supported, and valued. When students feel safe and supported, they are more willing to take risks in their learning. I want to push my students to do more than they think they are capable of, while also making sure they know it’s okay to make mistakes. When they stumble, I want to be there to help guide them through it so they learn not only how to do things correctly, but also how to get back up and keep going.

What are my beliefs about teaching (my teaching philosophy)?

My teaching philosophy has grown and changed a lot over the past three years, from when I started my pre-education certificate to now as a third-year student in EKTEP. At the heart of my philosophy is the idea of meeting students where they are. This means making sure students’ basic needs are met first, then focusing on where they are academically, and finally encouraging them to see just how capable they are. Students can’t get to where they need to go without first being supported where they are now. I know my teaching philosophy will continue to grow throughout my career, because as teachers, we are lifelong learners who need to stay open to change so we can best support our students.

A worldview is the way a person or group of people understand the world and how they interact with it. It’s shaped by beliefs, values, and experiences. In the article “Indigenous Worldviews vs Western Worldviews,” Leroy Little Bear explains that a worldview can belong to an individual, a group, or a society, and that it includes how people relate to the land, animals, and one another. This really highlights that while everyone has their own worldview, it is also shaped by the communities we are part of and influences how we interact with the world around us.

How would you describe your worldview?

While reading “Indigenous Worldviews vs Western Worldviews,” I realized that I tend to connect more with Indigenous worldviews than Western ones. This didn’t surprise me, because I often approach life from a spiritual perspective, while Western worldviews tend to be more analytical and science-based. My worldview feels like a mix of everything I’ve learned and am still learning (and unlearning). Although I am Métis, I was raised in a very Western way. As I’ve gotten older, I’ve started to move away from simply living through my parents’ worldview and instead work toward developing my own. My worldview is shaped by what I’ve learned from my parents, what I’m learning about my ancestry, my growing spiritual relationship, and my experiences as a young professional in an education program.

Why is it important for teachers to be aware of worldviews?

Our worldviews affect how we interact with ourselves, others, animals, and the land. Because everyone’s worldview is different, we all approach the world in different ways. As teachers, it’s important to first reflect on our own worldviews, because unexamined biases can show up in our teaching and unintentionally cause harm. It’s just as important to be aware of the worldviews our students and school communities bring with them, so we can interact in respectful and meaningful ways.

How can teachers make sure their worldview doesn’t get in the way?

Regular self-reflection helps teachers stay aware of their own worldviews and any biases that come with them. By knowing this, we can be more intentional about how we plan lessons and interact with students. When planning, I would think about my own perspective as well as my students’ worldviews to make sure nothing I’m doing negatively impacts their learning. If I’m unsure, I would ask a colleague for feedback to help make sure my worldview isn’t getting in the way of student success.

When should the Western worldview be challenged in K–12 education?

I think it’s always important to challenge the dominance of the Western worldview in our school system. Canada is very multicultural, and our classrooms reflect that. Not all students come in with a Western worldview, so teaching from only one perspective can be limiting and exclusionary. We also need to acknowledge Indigenous students and Indigenous worldviews in our classrooms. Since we are teaching on Indigenous land, place-based learning is essential. While ideas like “Two-Eyed Seeing” are helpful, Indigenous cultures are not all the same. Relationships to land and community shape worldview, so ongoing reflection is necessary to make sure our teaching stays inclusive and respectful.

What aspects of the BC curriculum reinforce or challenge a western worldview?

Personally, I think the BC curriculum has already begun to challenge a Western worldview as it continues to move toward aligning with different aspects of Indigenous worldviews. At the same time, there is only so much that can be incorporated without pan-Indigenizing the curriculum, especially since BC alone is home to many distinct Indigenous groups, each with their own relationships to the land and animals that shape how they interact with others. Beyond this, we also need to recognize the many worldviews that exist within our classrooms, as Canada is a multicultural country with people coming from all over the world, bringing diverse perspectives. While I believe the BC curriculum is moving in the right direction, there is still work to be done to fully meet the needs of every student. That said, we are continuing to learn and adapt so that more students feel represented and have a seat at the table in BC classrooms.