Reflective Analysis

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Reflecting on my journey into teaching, I keep being drawn to how much my experiences as a parent have influenced my understanding of teaching and my own epistemology. Watching my children, Etta (11) and Elliott (7), has shown me just how unique each child's learning style can be. They are very different and so our parenting has had to reflect that difference, so much so that we’re essentially parenting through differentiation, which until now I didn’t know had a name. We want them to grow into kind, thoughtful, competent humans and since they learn differently, think differently, react differently, the same strategies just don't apply to both. It's about delivering information that is accessible in a way that truly respects each child’s individuality, strengths and is still cognizant of their educational needs (O'Shea Brown, DLP, 2024). Etta, for example, is naturally drawn to art, and she’ll eagerly dive into creative projects. But when it comes to math, she’s reluctant, and I’ve had to get creative to keep her engaged. On the other hand, Elliott’s curiosity shines through when he’s building or experimenting, so we often find ourselves leaning into hands-on learning. I think about these moments often as I prepare to step into my own classroom, knowing that students, like my kids, bring their own distinct personalities, passions, struggles, and strengths. 

Of course, the idea of applying differentiation to a group of students is a tough task, and there are valid concerns about the plausibility of such a task (Marshall, K., 2016), but when I reflect on our readings, educational considerations and frameworks, such as Maslow’s Hierarchy of needs, Anderson & Krathwohl’s revised Bloom’s Taxonomy, Garrett’s model of classroom management (and many more), they will all influence how we teach. We can use these frameworks to apply the idea of differentiation to our classrooms, making our classrooms thoughtfully student-centred. Never forgetting that educators are a part of the classroom environment as well, and we need to critically understand ourselves just as much as we need to understand our students. We need to be self-reflexive, not just self-reflective. 

The biggest thread from my reflections is that teaching is about building trust and meaningful relationships. As I mentioned in week 1, my Grade 7 teacher made me feel seen and valued, someone I could count on. I want to be that kind of teacher for my students: someone who sees them, respects them, and has their back . At home, we use a “firm, but kind” boundaries approach, which I have mentioned in class, because it’s a framework that I want to inform my teaching. When we give kids clear boundaries, and also show them empathy and respect, they feel secure and are more willing to take risks. I want to create a classroom that is safe, exploratory and somewhere they can learn the value of making mistakes. When students trust us, they’re more likely to engage deeply and openly, and that’s where meaningful learning happens (O’Shea Brown, Personal Statements, week 1, 2024).

Another surprise has come from rethinking assessment. I used to see report cards as simply standardized comments, sometimes even questioning their relevance, but after looking through the Ontario’s Growing Success document, it is clear that assessment (for/as/of) is a skill unto itself. It involves purpose, whether it's summative, formative, or reflective, and an understanding that all three help us create a classroom where students feel empowered. Assessment for learning, for example, lets us check in on students’ understanding as they go, helping us make necessary adjustments. This approach mirrors how I work with Etta and Elliott at home, offering feedback in real-time so they know where they stand and what they might need to address.  

The more I reflect on what I want my pedagogy to be as an educator, the more I see value in student-centered learning and relationship-building. Teaching, like parenting, isn’t about having all the answers - it’s about being present, compassionate, and willing to grow together. By honouring each student’s individuality, building empathy, and supporting their growth mindset through thoughtful assessment and feedback, I aim to create a classroom environment where students feel valued, understood, and inspired to reach their full potential. I hope to make a difference in my students’ lives, just as my kids continually make a difference in mine.