OCT Section: The Ethical Standards for the Teaching
Profession
Focus: Respect
OCT Expectations: “ Intrinsic to the ethical standard of
Respect are trust and fair-mindedness. Members honour human dignity, emotional
wellness and cognitive development. In their professional practice, they model
respect for spiritual and cultural values, social justice, confidentiality,
freedom, democracy and the environment” (Ontario College of Teachers
Foundations of Professional Practice, 2012, p.9).
Analysis/Reflection
Definition of Respect
This
picture represents the importance of respecting each and ever students writing
abilities, no matter which language they decide to express themselves in. The message in the picture says “You write
with me, I’ll write with you-Together we’ll compose something new” (Feliciano S., n.d.). Collaborating with and honouring students’
cognitive abilities is crucial. We need
to work together with the students and learn from one another. If we respect our students and their talents
then they will respect us as well.
Why the Resource informs my understanding of the OCT
standard Respect
The
artefact I have chosen informs my understanding of the OCT standard Respect as it outlines a strategy that
will help us build a respectful relationship with the students that we educate.
This strategy is called interactive writing. “Interactive writing involves the
teacher and students writing collaboratively to construct and compose a
text…Trough interactive writing, the teacher also models writing while
scaffolding students' writing. This form of writing has been shown to improve the
writing of English language learners” (Feliciano S., n.d). I feel that by implementing this strategy,
teachers and students will be able to respect one others knowledge and understanding. The
significance of collaborative writing is further promoted in the book, “Talking Diversity with Teachers and Teacher Educators: Exercises and Critical Conversations Across the Curriculum” (2014). The book states that through
interactive writing, we are giving students “the opportunity to share their
linguistic and cultural wealth in the classrooms” (Cruz, B. et al, 2014, p.
85). Thus, respect is developed
through honouring students’ native language and using the knowledge they have as a basis to build on their English development.
Level of Reflection
It is
important to realize that there needs to be a connection between what students
are learning inside the classroom and with what they are learning when they
step out of the classroom. Understanding students’ knowledge and skills in
their native language can be used as a means to develop their knowledge and
skills in English. How I respect their
writing and efforts will in turn affect how they view their own ability to
learn a new language.
Cruz, B., Ellerbrock C., Vasquez A., Howes E. (2014).
Talking diversity with teachers
and teacher educators: Exercises
and critical conversations across the curriculum.
Feliciano S.
(n.d.). Writing with English Language Learners. Retrieved November 24,
2015, from http://writingwithells.weebly.com/slogans.html
Ontario College of teachers, Foundations of Professional
Practice booklet. (2012).
Toronto. ON: Author.
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