Educator - Vernetta

Journal Blog 365

It’s been a year since I started this blog journey about my experience as a Professor of Sociology at University X since the Academix Matcher has been in effect in selecting students for post-secondary education (PSE).

Quick catch-up if you’re new to my blog. University X is located in the heart of the city. It is one of the highest-ranking institutions and, therefore, very coveted by students entering the PSE arena. The campus boasts a sleek and contemporary aesthetic, blending minimalist design with functional efficiency. The buildings have clean lines, geometric shapes, and expansive glass facades reflecting the surrounding environment. In an effort to reduce the institutionalized feel, there are outdoor seating areas, green spaces, and public art installations that further enhance the campus environment, inviting students and visitors to linger and engage with their surroundings. I have been an educator for ten years, and I teach second years at University X. This is my second year teaching since the implementation of the Academix Matcher and also the second year for my students.

It has been an adjustment. The learning curve is steep. This was my motivation for this reflexive process of documenting my experiences because, as an educator, improvement is achieved through a reflective/ reflexive process. At least that’s what we were taught in teachers' college. I embarked on this journey, sharing my thoughts and experiences with you to see if there would be any changes to my experiences as a teacher, the impact of those changes, and how I could modify my teaching pedagogy.

Although the past year has been very diverse regarding specific experiences, there has been a bit of continuity in that the general overarching themes have been similar. Today, however, was unique. Something was different. I couldn’t quite place it; it was more of an intuition than an actuality. As I found myself wandering through the winding paths of the park near University X, as I do every day between classes, I found myself lost in thought. The gentle rustle of the leaves, the babbling creek, and the distant chirping of birds acted as a serene backdrop to my introspection. My steps were slow and deliberate, and I felt myself sink into the soft green grass, each step echoing my inner turmoil. Memories flooded my mind, each more salient than the other, with questions right on its heels. Is this where I want to be professionally? Am I satisfied with my career trajectory?

I got into education because, as a teacher, I have the opportunity to positively impact the lives of my students, which allows me to play a crucial role in shaping the future of society. Also, teaching is a great avenue to foster my desire for continuous learning and growth.

This and various other factors, including subject matter, educational philosophy, and my teaching style, influenced my teaching pedagogy. I subscribe to a student-centered approach focusing on inquiry-based learning, critical thinking, problem-solving skills, independent inquiry, and applying knowledge to real-world problems. I am a huge proponent of social justice. I value sustainable education and diversity, equity, and inclusion not just in content but in the demographic makeup of the school environment. Therefore, I ensure that my teaching practices are accessible and responsive to the diverse needs of the students in my class. I also emphasize developing students' social-emotional skills and global citizenship, preparing them for success in an ever-changing world. I often encourage student participation through class discussions, debates, and presentations, fostering a collaborative learning environment where students can exchange ideas and perspectives.

Because of the Academix Matcher aptitude and placement, academically, my students have been at similar levels for the past two years. This has presented both benefits and challenges. With students at similar levels, I can design instruction and assessments that are appropriately challenging and engaging for the class. This has pushed me to seek more knowledge and deepen my understanding of content. I can maintain a consistent pace throughout the course and thoroughly cover material without much scaffolding. The homogenous nature of the student group also facilitates stronger peer collaborations, which fosters a supportive learning environment in which we can all learn from each other. This indigenous epistemology concept of Relationality in action.

The Socratic method I employ as a teaching philosophy has been a joy to witness in action. Rather than providing the answers, I can guide students to challenge assumptions, promote deeper understanding, and foster intellectual inquiry through thought-provoking questions. The students' high expectations for themselves, coupled with their intrinsic motivation to learn, almost guarantees active participation. I enjoy not embodying the role of the arbiter of knowledge and students that of empty vessels.

One of the challenges I have been experiencing is to engage in what Ingold (2012) refers to as “thinking through making”- learning by allowing our creativity to lead and trusting the process. My students struggle with social and emotional issues such as perfectionism and asynchronous development (struggle with social interactions or emotional regulation, displaying behaviors more typical of a younger child. The increased competition has pressured students to prioritize academic achievements above others, leading to deficits in social skills and mental health. Addressing these needs while focusing on academic growth requires a sensitive and supportive approach from teachers. Something else that I have noticed is a limited diversity of perspectives. Although students are eager and willing to participate in the Socratic discussions, there isn’t a variety in their analyses. However, one of the most surprising challenges has been parental involvement. Parents approach me to advocate for their children in university.

This Academic Matcher initiative was meant to resolve PSE's biggest problems. While there have been benefits, there are still areas that need to be improved, for example, in the areas of equity and diversity. The existing equity and accessibility concerns within PSE still exist. Students from disadvantaged backgrounds or with learning differences still face greater barriers to achieving top rankings, further widening existing disparities in educational outcomes.

While wrestling with these thoughts, I realized that I had walked longer than usual, but amidst the turmoil of my thoughts, a sense of peace began to settle over me. Maybe it was the park's beauty, this little oasis in the concrete jungle, or the gentle embrace of nature. Still, with renewed resolve, I bent my steps back toward the modern grey buildings of my university with their sleek, minimalist, contemporary aesthetic, ready to face whatever challenges lay ahead, knowing that amidst the chaos and uncertainty, there was always solace to be found in the quiet corners of the park. The Indigenous elders are right: we are all related to each other, to the natural environment, and the spiritual world, and these relationships bring about interdependencies.