"Educators are responsible for fostering the emotional, esthetic, intellectual, physical, social and vocational development of students. They are responsible for the emotional and physical safety of students. Educators treat students with respect and dignity. Educators respect the diversity in their classrooms, schools and communities. Educators have a privileged position of power and trust. They respect confidentiality unless disclosure is required by law. Educators do not abuse or exploit students or minors for personal, sexual, ideological, material or other advantage."
Evidence 1: First Aid Certificate (+Reflection)
The first piece of evidence that I have chosen for TRB Standard 1 is my Canadian Red Cross First Aid certificate. I originally obtained my First Aid certificate in 2014 in order to work with the Boys & Girls Club of Central Vancouver Island (BGCCVI). Since then, I have worked for the BGCCVI for over four years, and renewed my First Aid in 2017 with Canadian Red Cross in order to continue working with children. This certificate doesn't just allow me to work with kids, but also provides proof of the training that I went through to make sure that I am able to provide assistance to any child in need of First Aid. Due to taking this 8-hour course, I am now certified in Emergency Child Care First Aid CPR/AED Level B - providing me with the sufficient training that it takes to be "responsible for the physical safety of students."
As a teacher, I am responsible for the safety of my students. Throughout this training, I obtained the necessary skillset that it takes to provide assistance to students dealing with injuries or illness. From learning how to effectively put a bandage or gauze on wounds, to providing CPR, this First Aid course has prepared me for one of the most important roles of a teacher - ensuring the safety of my students. Reflecting on this piece of evidence has helped shape my views on the role of an instructor, or anyone that has the privilege to work with kids - being responsible for the physical safety for the children that we work with is priority number one.
The strength of this first evidence piece is how it directly relates to the importance of this standard - being responsible for our students' physical safety. This evidence proves my dedication to making sure that my students maintain good health and stay safe when they're in my care. The importance of a teacher having the necessary skills that it takes to ensure the physical safety of their students cannot be stressed enough. Within this article, First Aid in Schools - How to Make a Difference, the significance of having First Aid is put into context: "Looking at first aid specifically, should a member of staff, a pupil or a visitor become unconscious, it will take an average of eight minutes for an ambulance to arrive on the scene following an emergency call. By having someone on hand who has the appropriate skills and feels confident enough to use them, emergency first aid can be implemented immediately, potentially saving a life" (Education Business, n.d.). Through being certified in Emergency Child Care First Aid, my commitment to this standard and being responsible for the physical safety of my students is clearly demonstrated.
Relative to this TRB Standard, by obtaining and continuing to uphold my First Aid knowledge, I have learned firsthand how important it is for an individual in a child care profession to have First Aid training. Through work and practicum experience, I have had countless encounters of children falling down and dealing with scrapes of different degrees, and I am able to help each student that deals with these injuries. Now, even though scrapes and bruises aren't always considered to be overly severe, I still have the skillset and knowledge that it takes to help a child that is choking or knocked unconscious. As someone who works with kids, I have learned that First Aid is used very regularly, and by obtaining my First Aid and becoming certified, I have realized how important it is for schools to have someone certified and competent in providing First Aid in these situations.
As I continue to develop and grow as a teacher, I will hold this standard true by always renewing my First Aid certification and making sure that I have the necessary knowledge and skillset that it takes to provide sufficient First Aid to my students. In addition to this, I will seek out Professional Development opportunities that will allow my First Aid knowledge to advance so that I will remain competent enough to act as a First Aid attendant for any of the future schools that I work in. By holding this standard true and continuing to improve upon my First Aid knowledge, my dedication to being responsible for my students' safety will remain as a top priority throughout my career.
As a teacher, I am responsible for the safety of my students. Throughout this training, I obtained the necessary skillset that it takes to provide assistance to students dealing with injuries or illness. From learning how to effectively put a bandage or gauze on wounds, to providing CPR, this First Aid course has prepared me for one of the most important roles of a teacher - ensuring the safety of my students. Reflecting on this piece of evidence has helped shape my views on the role of an instructor, or anyone that has the privilege to work with kids - being responsible for the physical safety for the children that we work with is priority number one.
The strength of this first evidence piece is how it directly relates to the importance of this standard - being responsible for our students' physical safety. This evidence proves my dedication to making sure that my students maintain good health and stay safe when they're in my care. The importance of a teacher having the necessary skills that it takes to ensure the physical safety of their students cannot be stressed enough. Within this article, First Aid in Schools - How to Make a Difference, the significance of having First Aid is put into context: "Looking at first aid specifically, should a member of staff, a pupil or a visitor become unconscious, it will take an average of eight minutes for an ambulance to arrive on the scene following an emergency call. By having someone on hand who has the appropriate skills and feels confident enough to use them, emergency first aid can be implemented immediately, potentially saving a life" (Education Business, n.d.). Through being certified in Emergency Child Care First Aid, my commitment to this standard and being responsible for the physical safety of my students is clearly demonstrated.
Relative to this TRB Standard, by obtaining and continuing to uphold my First Aid knowledge, I have learned firsthand how important it is for an individual in a child care profession to have First Aid training. Through work and practicum experience, I have had countless encounters of children falling down and dealing with scrapes of different degrees, and I am able to help each student that deals with these injuries. Now, even though scrapes and bruises aren't always considered to be overly severe, I still have the skillset and knowledge that it takes to help a child that is choking or knocked unconscious. As someone who works with kids, I have learned that First Aid is used very regularly, and by obtaining my First Aid and becoming certified, I have realized how important it is for schools to have someone certified and competent in providing First Aid in these situations.
As I continue to develop and grow as a teacher, I will hold this standard true by always renewing my First Aid certification and making sure that I have the necessary knowledge and skillset that it takes to provide sufficient First Aid to my students. In addition to this, I will seek out Professional Development opportunities that will allow my First Aid knowledge to advance so that I will remain competent enough to act as a First Aid attendant for any of the future schools that I work in. By holding this standard true and continuing to improve upon my First Aid knowledge, my dedication to being responsible for my students' safety will remain as a top priority throughout my career.
References
Education Business. (n.d.). First aid in schools - How to Make a Difference. Retrieved from http://www.educationbusinessuk.net/features/first-aid-schools-how-make-difference
Ministry of Education. (2012, January). Standards for Education, Competence and Professional Conduct of Educators in British Columbia. Retrieved from https://www.bcteacherregulation.ca/documents/AboutUs/Standards/edu_stds.pdf
Education Business. (n.d.). First aid in schools - How to Make a Difference. Retrieved from http://www.educationbusinessuk.net/features/first-aid-schools-how-make-difference
Ministry of Education. (2012, January). Standards for Education, Competence and Professional Conduct of Educators in British Columbia. Retrieved from https://www.bcteacherregulation.ca/documents/AboutUs/Standards/edu_stds.pdf
Evidence 2: Central Vancouver Island Skills Canada Regional Event Video (+Reflection)
The second piece of evidence that I have chosen for TRB Standard 1, is a link to a video which contains information on the 2018 Central Vancouver Island Skills Canada Regional Event. The above photo was taken by myself at this event, which contains four "star" students that I had the privilege of tagging along with on this field trip. During my Spring practicum with Chemainus Elementary Community School, my principal tasked me with taking four of our school's students to this event so that they could participate in the event with their gravity car (a motorless vehicle which is raced on a downhill track as a timed run or against another competing gravity car). These four students designed their own gravity car throughout the school year, and represented our school very proudly in this event. Within this evidence piece, there is video content that shows the gravity car races in action, as well as two students from a separate school that discuss their experience of attending this event - along with the benefits that they have enjoyed through this experience.
As stated in the description of this Standard, educators "are responsible for the emotional and physical safety of students." As I stated previously, my principal trusted me to take these students to this event; therefore, having confidence that I would be responsible for the "physical safety of students." For this field-trip, I drove with the students in a vehicle from Chemainus to Vancouver Island University in Nanaimo, BC. Not only was I responsible for their safety while operating the vehicle, but we were then in a building filled with other students and teachers from various districts that were also participating in the event. It was my responsibility to stick with the students and make sure they are being safe. These were four students that weren't in my practicum class either - they had seen me around the school, but I hadn't quite developed much of a relationship with any of them. In other words, it was a great opportunity to build relationships with students outside of my practicum class, and get to know other students in our school!
This evidence piece relates to the description of this standard due to the position of trust that I was put in by my principal. As the standard says, "educators have a privileged position of power and trust." I was put into a position where I was the sole adult that was responsible for these students on this trip. Not only did my principal have to trust me in order to provide me with this opportunity, but I had to make sure that the students I was with trusted me as well. This brought me to believe that I need to take advantage of this opportunity, and bond with these students so that they could trust me as their teacher and leader for this experience. The students and I played some fun car games along the way to Nanaimo, as well as engaged in conversations about their extra-curricular activities that they take part in - such as playing baseball and the different video games that they enjoy playing. I had a great time building relationships with these students, and strongly believe that getting to know these students from different classes helped ensure a very successful and enjoyable practicum experience.
A notable strength from this evidence piece is how it displays my commitment to this standard. When put into a position of power and trust that made me in charge of four students' safety, I did not shy away from the opportunity. Instead, I took advantage of it and used it as a way to allow my sponsor principal to gain trust in me as a professional, as well as building positive, trusting relationships with students outside of my classroom. Through this experience, I committed myself to this TRB Standard by keeping the children physically safe for the duration of our field-trip.
Through this experience, I learned firsthand how we as teachers are truly in a "privileged position of power and trust." I was still fairly new to my school and to these students at this point in time. I was in the midst of completing my observation week, and really just getting to know the school community and getting my feet wet. When my principal tasked me with taking these students to this event, it allowed me to realize that I am in a very powerful position where students and other faculty put their trust in me each day to be responsible for the safety of our students - incredible learning experience.
Being responsible for student safety is a vital aspect to our positions as teachers. Parents and students alike put their trust in us each day to make sure that students remain safe physically and emotionally. Being in a position of such responsibility, it is important that teachers take these obligations seriously and are prepared to act accordingly when provided with opportunities - such as being the primary supervisor on field trips. Moving forward, I will hold this standard true by continuing to take my duties seriously and take responsibility for my students' safety on class trips. After this successful field trip with my students, I will continue to look for opportunities to take my future students on trips that will enhance their learning and school experiences. Due to the success of this particular trip to the 2018 Central Vancouver Island Skills Canada Regional Event, along with previous work experiences with the Boys & Girls Club of Central Vancouver Island (BGCCVI), I feel very confident in my abilities to carry out a class field trip while being responsible for the safety of my students. By holding this standard true throughout my career, my ability as a teacher and leader that is responsible for my students' safety will continue to improve, and I will remain competent as a professional.
As stated in the description of this Standard, educators "are responsible for the emotional and physical safety of students." As I stated previously, my principal trusted me to take these students to this event; therefore, having confidence that I would be responsible for the "physical safety of students." For this field-trip, I drove with the students in a vehicle from Chemainus to Vancouver Island University in Nanaimo, BC. Not only was I responsible for their safety while operating the vehicle, but we were then in a building filled with other students and teachers from various districts that were also participating in the event. It was my responsibility to stick with the students and make sure they are being safe. These were four students that weren't in my practicum class either - they had seen me around the school, but I hadn't quite developed much of a relationship with any of them. In other words, it was a great opportunity to build relationships with students outside of my practicum class, and get to know other students in our school!
This evidence piece relates to the description of this standard due to the position of trust that I was put in by my principal. As the standard says, "educators have a privileged position of power and trust." I was put into a position where I was the sole adult that was responsible for these students on this trip. Not only did my principal have to trust me in order to provide me with this opportunity, but I had to make sure that the students I was with trusted me as well. This brought me to believe that I need to take advantage of this opportunity, and bond with these students so that they could trust me as their teacher and leader for this experience. The students and I played some fun car games along the way to Nanaimo, as well as engaged in conversations about their extra-curricular activities that they take part in - such as playing baseball and the different video games that they enjoy playing. I had a great time building relationships with these students, and strongly believe that getting to know these students from different classes helped ensure a very successful and enjoyable practicum experience.
A notable strength from this evidence piece is how it displays my commitment to this standard. When put into a position of power and trust that made me in charge of four students' safety, I did not shy away from the opportunity. Instead, I took advantage of it and used it as a way to allow my sponsor principal to gain trust in me as a professional, as well as building positive, trusting relationships with students outside of my classroom. Through this experience, I committed myself to this TRB Standard by keeping the children physically safe for the duration of our field-trip.
Through this experience, I learned firsthand how we as teachers are truly in a "privileged position of power and trust." I was still fairly new to my school and to these students at this point in time. I was in the midst of completing my observation week, and really just getting to know the school community and getting my feet wet. When my principal tasked me with taking these students to this event, it allowed me to realize that I am in a very powerful position where students and other faculty put their trust in me each day to be responsible for the safety of our students - incredible learning experience.
Being responsible for student safety is a vital aspect to our positions as teachers. Parents and students alike put their trust in us each day to make sure that students remain safe physically and emotionally. Being in a position of such responsibility, it is important that teachers take these obligations seriously and are prepared to act accordingly when provided with opportunities - such as being the primary supervisor on field trips. Moving forward, I will hold this standard true by continuing to take my duties seriously and take responsibility for my students' safety on class trips. After this successful field trip with my students, I will continue to look for opportunities to take my future students on trips that will enhance their learning and school experiences. Due to the success of this particular trip to the 2018 Central Vancouver Island Skills Canada Regional Event, along with previous work experiences with the Boys & Girls Club of Central Vancouver Island (BGCCVI), I feel very confident in my abilities to carry out a class field trip while being responsible for the safety of my students. By holding this standard true throughout my career, my ability as a teacher and leader that is responsible for my students' safety will continue to improve, and I will remain competent as a professional.
References
Ministry of Education. (2012, January). Standards for Education, Competence and Professional Conduct of Educators in British Columbia. Retrieved from https://www.bcteacherregulation.ca/documents/AboutUs/Standards/edu_stds.pdf
Ministry of Education. (2012, January). Standards for Education, Competence and Professional Conduct of Educators in British Columbia. Retrieved from https://www.bcteacherregulation.ca/documents/AboutUs/Standards/edu_stds.pdf
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