Blog Reflection

 Final Blog Reflection


By: Michelle Hobbs

I believe my blog reflects careful consideration of existing knowledge. With a decade of experience in the IB/PYP program and having taught various curriculums around the world, I am always seeking to extend my learning and reflect on my practices. Given the high tuition that parents pay at international schools, there is often increased pressure to deliver a world-class, cutting-edge education. Yet, I recognize that there is still much I have yet to learn, and I embrace this ongoing journey. The beauty of education lies in its constant evolution, adapting to meet the needs of learners in specific contexts.

In recent years, I have been focusing more on systems, school cultures, and the possibilities that exist beyond the classroom. Although I have never taught a Canadian First Nations student, the article “As if Indigenous knowledge and communities mattered: transformative education in First Nations communities in Canada,” prompted me to think about how schools can integrate educational research with local culture to create a curriculum that truly serves the community.

Regarding literacy and numeracy, I believe in having standards as a baseline. However, I see international education shifting toward critical thinking, creativity, community engagement, and conceptually based understandings rooted in inquiry and holistic education. The article “Teaching as Contemplative Professional Practice” resonated with me because it emphasizes the importance of self-awareness as educators and individuals and how this awareness connects to our teaching. As someone who often feels overwhelmed by various initiatives and tasks, I found it validating that this concept has been recognized since 2012. This idea aligns with the IB’s “Standards and Practices,” which state, “the well-being of teachers is fundamental to the well-being of students.” It’s essential to consider both teacher and student well-being as we adapt and grow.

Throughout this class, I have noticed significant changes in my practice. Ideas I’ve long contemplated are beginning to take shape. For instance, I previously discussed collaboratively crafted curriculums with a Head of School, focusing on community involvement. Concepts from Alfie Kohn’s book, “Punished by Rewards,” have also gained appeal for me over time, particularly the notion of eliminating grades and fostering a more democratic classroom environment.

Moreover, my course on “Conceptual Based Inquiry” has deepened my understanding of these approaches. I have observed that many children naturally recognize patterns, and when they generate big ideas after exploring various examples, it fosters greater ownership of the material and helps them expand their schema as learners.

In conclusion, society is continuously evolving, and education must evolve as well to meet the needs of learners in a specific time and place.

Blog location: https://michellehpme811.blogspot.com/


Sources


Ball, J. (2004). As if Indigenous knowledge and communities mattered: transformative education in First Nations communities in Canada. The American Indian Quarterly, 28(3-4), 454+. https://link-gale-com.proxy.queensu.ca/apps/doc/A132163754/AONE?u=queensulaw&sid=bookmark-AONE&xid=eafe24bf


Falkenberg, T. (2012). Teaching as contemplative professional practice. Paideusis, 20(2), 25-35.


International Baccalaureate Organization. (2020). IB standards and practices. https://www.ibo.org


Kohn, A. (1993). Punished by rewards: The trouble with gold stars, incentive plans, A's, praise, and other bribes. Houghton Mifflin.

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