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PRESLEY BENDZA
Teaching Philosophy: My teaching philosophy is to ensure I provide a quality education for all students in a safe, inclusive, and welcoming environment. I believe my role as an educator is to support every student with their learning aspirations, offer flexibility and apply creativity, and to create balance and a sense of belonging within my classroom community. I also believe in leading by example, being an active listener, and teaching from the heart. Therefore, I promise to show up dedicated to lifelong learning, with an open-mind and optimistic attitude for all the opportunities Inclusive Education brings.
TEACHING QUALITY STANDARD (TQS)
3. DEMONSTRATING A PROFESSIONAL BODY OF KNOWLEDGE
During my second specialization course of Elementary Inclusive Education (EDUC 535), I learned about many different exceptionalities and conditions, as well as numerous teaching strategies to develop a knowledge of how students develop as learners. As a final assignment, each of the students in my cohort was tasked with conducting research on a different exceptionality, characteristics displayed, and suggested supportive classroom teaching strategies. My professor then combined all submitted documents into one resourceful booklet we could take with us into our teaching practice to demonstrate specialized knowledge of the subject areas we teach and an understanding of students’ backgrounds, prior knowledge and experiences.
During my Interdisciplinary Learning course (EDUC 520), I was tasked with a group assignment of designing a multi-week interdisciplinary learning task to reflect short, medium and long range planning at the elementary level, described and displayed on a website we then created. My group designed a multidisciplinary project for grade 6 students that included Social Studies, English Language Arts, and Art subjects to address the learning outcomes outlined in programs of study while working to design and advocate for an inclusive school playground. Students had to consider relevant local, provincial, national and international contexts and issues as they wrote letters to their local government body about an important issue within their community. This 6-week group project helped build student capacity for collaboration. And, the student-friendly layout of the website, displayed in this presentation video, helped foster student understanding of the link between the activity and the intended learning outcomes.
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