Personal Frame of Reference

Personal Aspects:
I grew up in Saanichton, BC, as a white, middle class female citizen. I attended public school at
Saanichton Elementary School, followed by private school at St Michaels University School. Following
high school graduation, I completed a B.Sc. in Earth and Environmental Science, a M.Sc. in
Environmental Science, and am currently working on a Post-Baccalaureate in Education. I have spent a
lot of time in school. Most of this time has been as a student for nearly 20 years I have been a student,
and have seen many teachers and teaching styles. My education has been mostly influenced by standard,
traditional methods of learning, along a behaviourist theory of learning. Some of my education has been
influenced my experiential methods, such as outdoor education, and more recently in the education
program through integrated inquiry projects.
In Spring 2016, I completed a practicum with the Rivers Oceans and Mountains School
(ROAMS), PASS/Woodwinds Alternative Secondary School, and with the Vancouver Island School Ski
Patrol Program (VISSPP), all of which involved outdoor experiential education. This is a subject area I
am highly passionate about. Students gained skills and certifications that will help them gain employment
in the outdoor industry after graduating from high school. There is very little time spent in a classroom,
and all learning is done through experiential, hands-on learning. Through this practicum, it was easy to
develop positive relationships with students, working with small groups of students on full day to multiday trips. It was essential to collaborate and use resources from colleagues and professional guides for
safety, professional certifications, and course enrichment. This experience for me emphasized the
importance of building strong relationships with students, teaching to diversity, classroom management,
and experiential, hands-on learning.
I believe that my theory of learning most closely aligns with Constructivism. I believe it is
important to focus on an individual understanding of the world, knowing that it will be different for each
person. Providing experiences that challenge and enlarge understanding is perhaps one of the key things
behind education. Learning is an individual as well as a group experience, and how things are interpreted
and understood by the individuals contributes to a greater collected knowledge as a whole.
Curriculum and Instruction:
I believe that there is no greater tool on our planet than education. It is so important to continue
learning from the day we are born to the day we will leave this world. Education is the key to
development, enrichment of life, and the betterment of our planet. Education leads to improved health
care, technology, and environmental awareness, among a multitude of other things. Education can
empower students to reach their potential, and make an impact on this world, and develop their passions.
In my vision, I hope that my students will follow their hearts and their passions, in whatever field that
may be, to enrich diversity, happiness, health and wellness of body, mind, soul, and our environment. I
hope to determine in which ways a student will most successfully learn, and how to relate subject matter
to something that makes them excited and passionate. In this way, they may develop their skills, and
apply their knowledge to real-world scenarios that make sense to them.
I believe that students learn best when they are passionate about the subject, and learn in a way
that makes sense to them. As teachers, it is important to teach using different methods to assist learning in
all students, from visual, auditory, and kinesthetic techniques. It is important for the teacher to be
passionate about the subject matter. I am also a firm believer of learning by doing, and having lessons

applicable to real life situations. I think that hands-on experiential learning, where students can apply
theories and techniques that relate to real-world situations is the best way to learn.
Additionally, I believe material must be relatable to student lives for them to best grasp concepts.
When a student can see the application of what they are learning, and why it may be useful to them, it is
easier to engage them in learning. Having passion for the subject material as a teacher is critical in order
to inspire passion for it in the students. Engaging multiple learning styles should also be stressed in order
to connect with every kind of student. In my opinion, having a routine, and breaking up the class with
different activities, avoiding over lecturing, and encouraging hands-on experiential learning all contribute
to an enhanced student learning environment.
Classroom Environment and Management
I believe that teachers work most effectively with students when they use methods or strategies that
help students learn, where they:
Foster positive relationships with and among the students
Treat students with respect
Are passionate about the subject matter
Use activities both in and out of the classroom
Make the subjects applicable to student life
Create lessons that are active and engaging, bringing real life into learning
Teach using different methods of teaching (auditory, visual, kinesthetic)
Provide opportunities for differentiated learning, teaching to a spectrum
Provide opportunities for student choice
Offer challenges and additional help for those that need it
Create a safe and inclusive teaching environment
I believe that the most effective way to assess students in outdoor and traditional education is through
a combination of three methods:
1. Self Assessment
2. Peer Assessment
3. Authentic Assessment (relating to real-world experiences)
My thoughts align closely with what the centre for educational research and innovation suggests in
The Nature of Learning (2010) suggests, formative assessment should be substantial, regular, and
provide meaningful feedback; as well as feeding back to individual learners, this knowledge should be
used constantly to shape direction and practice in the learning environment. When this is done, students
derive meaning from their assessment experiences of self-discovery, self-confidence, and empowerment.
My ideal classroom environment is outdoors. In this place, words on the page literally become visible
in the eyes of students. In teaching outdoor education and earth and environmental science, there is no
better place to learn than in the outdoor classroom. Studies have proven that childhood development in
nature improved confidence, motivation and concentration, language and communication and physical
skills (i.e OBrien 2009)
In Earth Science, the outdoor classroom would include landforms and rocks, and sedimentary
deposits for students to recognize, identify analyze and interpret. This can be applicable anywhere in the

world, as different processes have shaped the world differently everywhere. In applying what is learned
outside, it is possible to better understand the region we live in. Sedimentary structures and forms can be
seen and held, dug up or looked at. Hands can get dirty learning about the processes that shaped our
natural environment.
In Environmental Science, there are so many lessons that can be learned out doors. Respect for this
earth can best be gained when one experiences it and values it. Physically seeing clear cuts, and
subsequent erosion, or conducting stream clean-ups cant fully be appreciated in a classroom. Basic
understanding and knowledge can be learned from a textbook, but the real lessons happen outdoors,
learning by doing.
In order to have successful lessons outdoors, a number of rules and guidelines need to be in place.
Safety is most important, and any hazards should be identified so risks can be minimized. Personal and
group safety outdoors needs to take in a number of considerations, including (but not limited to) allergies,
injuries, dangerous activities and environments.
All possible personal and environmental hazards should be assessed and prepared for. Skill levels of
the participants should be appropriate to the activity being performed. Appropriate activities should be
chosen based on student skill levels. The instructor should be able to be heard at all times or clear forms
of communication established (whistle, paddle positions, walkie talkies, etc). Additionally, proper
knowledge and use of equipment should be utilized. In the case where safety equipment is being used,
every system should be backed up in case one was to fail.
Professionalism:
I aim to develop strong positive relationships with the students I am teaching. Throughout my
practicum experiences, I have learned that building positive relationships with students is one of the most
important strengths of a teacher in order to teach effectively and help students to learn and to grow in a
safe environment. This is especially important when working in an outdoor environment, or with students
with learning/social/emotional challenges or vulnerabilities. Classroom management and student learning
depend on the development of these relationships. I hope to collaborate with my colleagues in order to
maximize the teaching resources available to my students and to further enrich their education. I hope to
promote good communication with parents of students regarding student successes and challenges, both
academically and socially, as well as providing information regarding field trips, and general student
progress.