What does it mean to be a “Good Student”

Respond to the following prompt on your blog: What does it mean to be a “good” student according to the commonsense? Which students are privileged by this definition of the good student? What is made impossible to see/understand/believe because of these commonsense ideas?


According to Kumashiro, being a good student contains the following.

  • Being on time to class
  • Doing homework on time
  • Being attentive in class
  • Not speaking out of turn
  • Giving their best work

And the list can go on. Though, what kumashiro describes as a “good student” is not realistic in today’s society. The diversity our learners have in today’s culture is no longer “good or bad” but labelled as different or unique. This uniqueness is looked at as a disadvantage in kumashiro’s work but in today’s perspective it is looked at as a opportunity. This notion of a “good” student as kumashiro points out to us, gives them an advantage as they are considered the favorites. They get all the attention and overall have a higher chance at success. If this is indeed the truth, what happens to the “bad” student?

The common sense of having a “good and bad” student is overrated and honestly unfair for a lot of students. the labeling of good and bad distorts us to see what every student has to offer, and just because they don’t fall under a list of good qualities like the one above, doesn’t mean they have nothing to offer.

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ECS 210-Blog Post 3: Self-discovery

As I continue to educate myself with the Saskatchewan curriculum, I came across a quote from an education philosopher by the name of Maxine Greene. Greene states that “Part of teaching is helping people create themselves” and I couldn’t agree more. The profession of teaching is complicated and although the curriculum is our guideline, I think Greene expresses that self-discover is the most important aspect of school. As I previously stated in my last post, self-discovery in the most beneficial learning you can come by and Greene backs up my previous beliefs. Although self-discovery takes time, it’s one disadvantage falls under how little time we have as teachers. It’s very hard to hit every outcome/indicator that the curriculum states, but if we follow the idealization of Green it would make completion even more difficult. Moreover, the positives to this approach give the student a deeper connection to not only the content but to their own identity. Teachers help advance the next generation of humanity, and self-discovery is only the beginning to a better future.

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ECS 210: Blog Post 2

The Tyler Rationale is put into 4 different questions when considering curriculum for students.

  • What educational purposes should the school seek to attain?
  • What educational experiences can be provided that are likely to attain these purposes?
  • How can these educational experiences be effectively organized?
  • How can we determine whether these purposes are being attained?

When looking back into my own schooling the main thing I can relate back to is the idea of organization. All of my teachers from grade 1 all the way to 12 had a very organized class which follows the above rationale, however, in my opinion makes things dull. As a teacher in training, I have come to the understanding that experiences and learning can’t be controlled and “organized”.  Experiences need to be spur of the moment and part of the adventure of learning, but Tyler’s rationale almost puts a limit on those experiences. I can remember being in math class and discovering new things that may not have been in the context of that particular lesson and I remember being told to get back on track with the lesson. Although I wasn’t learning what had been planned for that lesson. I still was learning. But because of the societal norm of this rational, I was pulled away from my own discovery and almost forced into what there organized learning portrayed.

As I stated above with my own experience, the Tyler rationale makes self-discovery next to impossible. Although you can learn and experience new things with these guidelines, it’s in a controlled setting and limits students from discovering things on their own and is more “efficient” as our reading points out. The best learning in my opinion is when you discover it on your own and with your own timeline. The planned/organized experiences may be beneficial for some students but it’s not for everyone. Limiting students learning may follow the curriculum; however it may not be the most beneficial for everyone’s overall learning.

As straight forward as this approach gets, its simplicity is its advantage. It’s a great starting point for teachers and for us who are just starting to teach. This framework makes it easy to familiarize with and easy to adapt to the needs of your own classroom. Although it is quite vague, I think its lack of depth makes teachers have to adopt it into their own variation therefore making learning more beneficial for all students. The knowledge of teaching has advanced exponentially in the past 30 years and although this framework has its ups and downs, I’m sure it will be either updated and or replaced in the future of my career.

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ECS 210: Blog Post 1

After reading kumashiro’s article on common sense, I understood common sense as how teachers overlook the concept of teaching. I have my own opinions on what good teaching looks like, however, someone else’s opinion may be completely different. Our common sense has us to believe that the “American way” as kumashiro stated, or in a general sense, my own way is the best way to teach and live by. I really like this idea because I think as teachers we need to learn to adapt to new teaching methods and to be open to change because although our own methods are effective there is also a lot more to come by. Kumashiro wants us to understand that although what may be easy to us and common sense, we also need to open our horizon on new ways to teach.

In my own life, I would describe common sense when in the context of teaching physical education. Because I am an athlete and skillful in specific events, what comes natural to me is what kumashiro defines as common sense. Whether it may be throwing a ball, or running a lap, because of my advanced knowledge in some skills I may lean more towards teaching those because it comes as commonsense to me. However, we need to curve away from our common sense and teach in ways that may not be as easy. I struggle with units like dance, and gymnastics, but some students may learn more when in the context of those 2 elements. I myself need to work on getting out of my comfort zone and venturing away from what I call common sense, to increase my teaching ability for all.

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Mentor or Mentored?

Throughout this semester I had the opportunity to mentor 4 developing EDTC 300 students. With my busy schedule and procrastinated mind set I found it hard to keep up with commenting on all 4 blogs, however I managed to survive it all. I thought it was a good way to give back to these students because I remember being in there shoes in the class that use to be called ECMP 355. Mentoring not only had me help them with their blogs and overall thinking, but also gave me a new incite on certain topics in the realm of technology and their own learning projects. This mentoring process’s intent was for me to help these new students learn in the terms of blogging and technology; however I think that I did the most learning while reaching out to each of them. I learned a lot from them, whether it was in the term of their learning projects (learning ASL, and ketogenic diet), or there insightful post about technology I think I learned a lot from them and hope that my comments helped them out and gave them insight on what they could do better. Here is the proof of my commenting of all 4 the students I mentored and feel free to follow each and one of them to see their growth as they become future educators.





With regards to whether or not I could teach a class like this in the future, I would probably decline. This is only due to my lack of technology skills and liking and if I took more classes to advance my knowledge even more I think my answer would possibly change. However, with my knowledge on technology as it sits right now, I don’t think I could manage planning and setting up a class in this framework of being online.

Even with my lack of technological skills, I can’t deny my growth of technology in the terms of teaching. I believe I have the knowledge to use technology properly and safely in the class due to this semesters work. I have learned of so many new tools to use like google classroom, flip grid, and even google docs and I think I will incorporate this learning into my future career. I also had my ECS 200 placement this semester and my co-op teacher was pro-technology so I got to use the knowledge i learned in the actual classroom. In conclusion I do believe I will use my knowledge of technology in my future classroom, and I hope to further educate myself in this topic as the decades advance.

Best of luck to all 4 of my mentored students and also to all my EDTC 400 peers. As i grow in the future i am sure you all will too, and i hope to chat with all of you in the future.

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Summary of Learning

Here is my representation of our summary of learning project, hope you guys enjoy!

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Fight Night: The final debate


the day had finally come, the time for where my constant arguing would pay off… the day of the debate. I was quite happy with my debate topic because I truly didn’t agree with either side and thought that I could argue for both, so once I found out I had to disagree with the topic of “We have become too dependent on technology and what we really need is to unplug” I was ready for the challenge. I was quite worried about the debate and also my lesson because I was in Montreal for Nationals and the WiFi at my hotel was quite unstable.  however, the WiFi managed to pull through and both went swimmingly (that’s a pun because I am in Montreal for swimming nationals).

With the debate up for discussion, I thought it was a good fight. Morgan provided some well pointed out facts about how we do indeed rely on technology and how it disconnects us from society and also relationships. I fought hard to contradict those key points and I do believe I kept my ground in that regard. although I found a video that I found interesting on how relationships are affected due to technology which would have helped Morgans case. This video talks about whether if we want relationships or not, we hide from them (technology in this case) and although we truly may not want them, we, in fact, do need them.

“see, the challenge is we all want to be with somebody who makes us happy. when what we need is to be someone who makes us happy”

this statement contradicts the idea of how we need relationships in our life, however, he goes on to say that

“because the problem with our generation not wanting relationships is that, at the end of the day… they do”

both quotes really struck my attention because although they contradict one another it perfectly fits this debate topic. my side falls under how we need to be the happiness in our lives and be the change. whether it’s cutting all technology whatsoever or just limiting it, my argument relied on how it’s our own personal choice. however, the second statement falls under Morgans side of how we need to have relationships in our lives and whether or not technology is influencing them we still need them present in society. I think this video is a great representation of how influential technology is in our lives and whether its positive, negative or both it’s up to you to decide.


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