educational psychologists, outside agencies etc.). I think the gravest danger facing new teachers is in believing they need to know everything, and thinking that admitting they don’ t, will reflect negatively. The secret is learning you will NEVER know everything! Being a teacher is a constant journey of becoming.
What is it that you are doing differently that has caused you to be recognized by the PM Award for Excellence in teaching ECE?
There are many terrific teachers doing amazing things in their classrooms who are just as deserving as I am. I was lucky to have colleagues, families, and administration take the time to complete the incredibly long nomination process on my behalf. The process included providing the selection committee with a detailed curriculum vitae, several letters of recommendation, and a lengthy essay that demanded exemplary evidence of support for the development of children, innovation in practice, involvement with parents, families and community, and commitment and leadership in the field.
Imagine entering a space and before you, you see several students gathered around a ladder discussing the ways in which force and friction are inhibiting motion in their construction designs. Over in the corner there are three students using FaceTime on their teacher’ s phone to ask a local expert questions about the garter snake they found in the playground. You can overhear another student reading and when you turn around you notice she is filming it herself and when you ask what she is doing, she tells you she is uploading it to send to her mom. Three others are in the hallway taking pictures to create their own books, and finally, in the library, one student is busily searching for information about birdhouses using QR codes. Now, imagine these students are only five years of age.
Technology is shifting the landscapes of the early learning environment and in turn redefining my pedagogy and the learning taking place within my classroom. My teaching challenges the notions that I am the sole knowledge-keeper and that learning is always teacher-led. In my classroom, technology, the outdoors, and the community are all effective tools in student-directed, process-based, inquirydriven learning.
Recognizing that families lead busy lives, technology— from e-portfolios and blogs to Skype, FaceTime and texts— has opened the doors of our classroom by allowing family members to stay in touch and become active participants in the classroom. E-portfolios enable students to independently document, share, and reflect daily learning. Parents are able to view and comment on the experiences taking place in their child’ s school life, all but replacing traditional and static report cards. The classroom has also become open to the community through the use of expert panels. Dozens of community leaders and industry professionals have consented to have their contact information stored on every young learner’ s iPad, which can be used to contact them in real-time. If they are able to take the call, these professionals will engage with the students and help them with their self-directed inquiries.
The applications utilized in our classroom are thoroughly vetted, used only as appropriate tools and never substitutes for learning or engagement. It is not about simply using technology but rather about providing opportunities, spaces, and relationships for children to compose their learning and lives in unique, safe, and developmentally appropriate ways.
I am an unyielding advocate for the power and potential of‘ little people,’ and I am guided by a belief in their inherent capabilities. I feel it is my responsibility to challenge the notion that Kindergarten’ s purpose is to“ prepare students for Grade One.” Rather, I believe Kindergarten has its own focus and goals. As my pedagogy has evolved, I have shifted away from traditional“ theme-based” teaching, and started to design overarching year plans around key concepts and ideas. I continually ask myself,“ What exactly am I teaching children? What skills are they acquiring? Will they be able to use this information? Will this information help them become life-long learners? Will this information help them become better citizens? Shifting away from the‘ what’ of teaching, I spend a great deal of time reflecting on the‘ how’ of teaching. More specifically,“ How do I believe young children learn?”,“ Where do I believe they learn?”, and“ What am I doing to support the ways in which they are composing their lives?” It has been through answering these questions, that I have found ways to engage the natural curiosities of children and empower them on their own unique learning journeys.
What do you love about teaching?
What do I love about teaching? EVERYTHING!!! If I had to name one thing, it would be the amazing relationships I have blossoming around me.
What was it like, receiving this award for Excellence in Teaching?
Receiving the award was both exciting and humbling. It was exciting to have a chance to travel to Ottawa, tour the national capital, and meet the Prime Minister. It
was humbling because I know of so many amazing teachers who deserved to be there alongside me. In addition, it was humbling knowing the reason I was there was because colleagues and families of the students in my room nominated me.
What was the highlight of this experience?
There were two highlights of the trip. The first was a best practice round table sharing session. Each award recipient gave a brief presentation about the work taking place in his / her environment. It was phenomenal to learn alongside such innovative and passionate individuals. The second was receiving emails, texts and letters from colleagues, and former / current families with words of congratulations and kindness. These touched me more than anything!
A " selfie " with the Prime Minister
Prime Minister Justin Trudeau congratulates Lindsay Stuart at the Prime Minister’ s Awards For Teaching Excellence in Early Childhood Education
Education News | Page 13