Reflection on BC Professional Standard 7 & 8

Standard 7

I would like to focus my personal professional need on the psychological aspect of students. Helping students become better versions of themselves has always been one of my core educational philosophies. During my practicum, I didn’t have much opportunity or time to pay attention to students’ inner worlds. Since my time with the students was limited, my focus was mostly on more measurable aspects like grades.

In my Grade 9 Science class, there was a girl who rarely spoke and often kept to herself. Although her academic performance was good, she was quite withdrawn. If I had more psychological knowledge, I could have tried to help her better integrate into school life. In the past, education has placed too much emphasis on academic achievement, to the point where students and parents only care about getting good grades, while a student’s character is considered irrelevant.

Therefore, I truly hope to provide some positive support in shaping students’ character.

As for the types of professional learning, I prefer online courses or webinars, as they are more convenient for my schedule and can be rewatched to deepen my understanding.

Standard 8

I believe new teachers can contribute to the profession by supporting each other and actively participating in teaching team meetings and professional learning communities.

During my practicum, as a TC, I received guidance and encouragement from my TM and other teachers in the school. They generously provided me with constructive teaching advice, such as how to manage the classroom more efficiently and how to design lesson plans.

In my future teaching, I will also try to regularly communicate with other teachers about teaching experiences and share teaching resources. I will also join educational organizations so that I can improve my teaching based on the latest educational practices and policies. If I become qualified in the future, I will also actively participate in supporting beginning teachers or practicum students and share my experiences to help them become teachers.

As an international teacher, I will also help international students adapt to the learning environment. Finally, among teachers, we will support, respect, and learn from each other.

1st year PD plan

PD Activity 1: Learning to Design Higher-Order Questions in Gamified Assessments
Description:
This activity focuses on learning how to design higher-order questions using tools like Kahoot or Classroom Jeopardy. It involves exploring online resources to create effective questions that promote critical thinking and deeper understanding in a gamified format.

PD Activity 2: Learning to Use PhET Simulations for Inquiry-Based Science Teaching
Description:
This activity involves learning how to implement PhET interactive simulations to support inquiry-based learning in science. It includes studying how to use simulations for concept exploration, data collection, and student-led investigations.

PD Activity 3: Learning Grouping Strategies to Support Collaborative Learning
Description:
This activity explores various student grouping strategies such as random, rotating, or interest-based groups. The goal is to learn how different grouping methods impact student engagement, participation, and peer collaboration.

PD Activity 4: Learning How to Dress Professionally as a Teacher
Description:
This activity involves researching and observing professional dress standards for teachers. It includes reviewing school guidelines and teacher blogs to understand the role of appearance in establishing classroom authority and professionalism.

PD Activity 5: Learning to Use Student Feedback to Adjust Teaching Practice
Description:
This activity includes exploring methods for collecting and analyzing anonymous student feedback through surveys or informal check-ins. The goal is to learn how feedback can inform instructional adjustments to better meet students’ needs.