Joel Casanova Digital Portfolio

Joel E. Casanova
Digital Portfolio
Course Title: Principles of Education
Course Number: EDUC 3051
University of Belize
Noe Smith, Instructor

Table of Content
Quotes -------------------------------------------------------------------------------------------- Page No. i
Introduction: Who is a teacher?------------------------------------------------------ Page No.1
Duties and Responsibilities of a Belizean Teacher-------------------------- Page No. 2 & 3
Philosophy of Teaching ------------------------------------------------------------------ Page No. 4 & 5
Philosophy of Learning ------------------------------------------------------------------- Page No. 6 & 7
Case Study No. 1 – Scarlet Letter --------------------------------------------------- Page No. 8
Case Study No. 2 – The Pendulum ------------------------------------------------ Page No. 9
Teaching Style Inventory No. 1 ------------------------------------------------------ Page No. 10 - 13
Learning and Teaching Inventory No. 2 ---------------------------------------- Page No. 14 &15
Journal Reflection No. 1 ----------------------------------------------------------------- Page No. 16 -18
Journal Reflection No. 2 ----------------------------------------------------------------- Page No. 19 - 21
Journal Reflection No. 3 ----------------------------------------------------------------- Page No. 22 - 24

“A teacher is the only person who is capable of imparting knowledge and shaping the youths
to the wider scope of knowledge. Teachers are capable of living and moulding the youths such
that their power is paramount as they determine the fate of the society. Both teachers and parents
live with the children for a long time and hence they are capable of imparting knowledge, skills
an values that cannot be easily challenged by the society.” (Nyerere: 27th
August 1966).
A teacher has also been defined as “..an expert who is capable of imparting knowledge that will
help learners to build, identify and to acquire skills that will be used to face the challenges in life.
The teacher also provides to the learners knowledge, skills and values that enhance development.
An educated person is capable of utilizing the available opportunities in both private and public
sectors. The educated person can easily secure employment as well as having life skills that will
enable him/her to interact well in the society.” (Senge 2000:26)
In my humble opinion a teacher is a person who has knowledge, skills and special training in
teaching, explaining and educating someone. This person is someone who is capable of creating
a behavioural change within an individual. These changes are in terms of cognitive, psychomotor
as well as affective domain. As a matter of fact all other professions originate from the teaching
profession as one cannot acquire knowledge and specific field skills without a teacher. In
addition, a teacher is responsible for nurturing human beings with different manners and attitudes
so they can live well in the society. Unlike a mechanic or engineer who deals with machines, a
teacher uses Education psychology to determine the learning behaviour of children according to
their age.
Any decision we make today in relation to education can determine our destiny. If we teach our
children well, it will be possible for them to face challenges of the world. Pupils are supposed to
have knowledge and skills which are flexible in different situations and environment. They
should be trained how to think critically and independently. They should be trained to be
disciplined so that they can realize their educational aspirations. We as teacher make the
difference in our student’s life.
Who is a Teacher?
Page No. 1

Under the Belize Education Acts Chapter 36, a teacher is responsible to plan and provide for
appropriate learning experiences for students. Provide an atmosphere and environment
conducive to the intellectual, physical, social and emotional development of individuals to ensure
success for every student. Supervise students in a variety of school related settings. Monitor and
evaluate student outcomes. Communicate and interact with students, parents, staff and
community. Develop, select and modify instructional plans and materials to meet the
needs of all students. Maintain appropriate records and follows required procedures and
practices. Monitor appropriate use and care of equipment, materials and facilities. In addition
teachers need to have knowledge of the national curriculums/ syllabi and teaching techniques in
regards to his/her area of teaching. He or she need to have the ability to provide instructions that
reflects multiple perspectives and multicultural education; ability to infuse technology into
his/her teachings lessons; excellent oral and written communication and human relations skills.
As well employed teachers need to have a valid teaching license and yearly attend professional
developmental programmes to enhance teaching abilities and to be up-dated with new teaching
skills.
Teachers need to have a knowledge and understanding of the Belizean Education system as well
with the education acts and regulations of the country. They need to possess required content and
pedagogical knowledge which is vital in today’s contemporary classrooms. They need to have
knowledge of assessment processes and issues that may arise in a classroom. They need to serve
students with respect and be advocates, and growing decision maker.
Page No. 2
Guest Speaker: Teachers' Responsibilities and Duties

The government of Belize expect teachers to act with integrity and ethical conduct, this is:
teachers need to act with integrity and honest having a reputation as someone who can be trusted,
can be counted and uphold confidentiality; a person exhibiting a positive attitude towards work;
demonstrating enthusiasm and passion for teaching; demonstrating a commitment to education;
holding and promoting high expectations for self and others, especially students; demonstrating
respect for self and others; conducting him/herself in a manner which shows care and
understanding about students and their learning; is able to show empathy for others; exhibits
poise and self-confidence and demonstrate self-control over any adversity; be flexible and open
to new ideas and criticism and have a strong moral compass and guided by what is in the best
interest of students.
The teacher in a classroom is a professional with the required training, certification and
necessary to provide a QUALITY EDCUATION to all students who enter. The subject is
SUCCESS (Harry Wong).
“A good teacher is a gift of God, called to serve the society with dedication. Never everyone is
gifted to teach. Those who are called gifted to each should do their best.” Unknown
Page No. 3

PHILOSOPHY OF TEACHING
By Joel Casanova
Education is and will continue to be an important aspect of everyone’s life. I believe that as
a teacher, I have one of the most important jobs. We are the individuals that shape the lives of
students by inculcating them with values, beliefs and knowledge of our past. Students should be
viewed as individuals who can contribute to the classroom, by sharing ideas, while gaining
knowledge from others. As an educator, I should guide students and teach them the skills and
attitudes needed to communicate and work productively with others. Students must be able to
function in society with both knowledge and social skills. The most effective way of teaching a
child is to know them, in all developmental areas: social, physical cognitive and emotional.
Parents know their children better than anyone. I believe that teachers should work along with
parents, colleagues and the community to bring about growth and development of our young
generations. Working together to support and enrich the lives of our children should be our
priority.
I think technology is improving and will continue improving the quality of education. I
plan to keep up to date with new technological advances so that I can incorporate in my daily
teaching activities. I believe that teachers can plan wonderful lessons and use technology
constructively. Technology is here; why not use it? We say that we teach our students how to
face challenges out here. Technology will be one of their greatest challenges. Teaching the
traditional way, chalk and talk, doesn’t work in today’s modernizing era. The use of technology
for our lessons will strongly help our students the challenges and opportunities available for
them.
Page No. 4

As a teacher, I make changes in the life of our children. It is my responsibility for these
changes to be positive. Teachers need to have a solid understanding of children developmental
growth. Teaching is a profession that requires time, dedication and continued education. We as
educators need to continue education through workshops. If a teacher doesn’t keep learning, why
should we expect children? As a teacher I will encourage my learners to ask questions, make
comments and share options. I believe that we need to challenge ourselves and try to make
changes where necessary, for the best of our children.
We must continually analyse our environment and seek changes for the benefit of our
students. A reflective teacher is an effective teacher! I will keep up to date by attending
continued professional developments (CPD’s) and use advance technology for the benefit of both
my students and myself. All our children have the capacity to learn; we need to use productive
teaching methods to address their needs. It is my responsibility to create a loving, peaceful,
attractive and learning environment for all my learners.
“Life is a lesson to be discovered, a journey to be fulfilled”, by Mary E. Sullivan.
Page No. 5

PHILOSOPHY OF LEARNING
By Joel Casanova
All students have the capacity to learn and experience a proper education. It is understood that
not all students learn at the same rate or at the same level. Each learner’s style need to be
appreciated and it also needs to address as much as possible, both in an out of the classroom. I
believe teachers who only use one teaching method should not be in the classroom. It is sure they
are not reaching to all their students. Teachers must reach visual learners, auditory learners, and
kinaesthetic learners. The use of various teaching methods will enrich, attract and create an
interesting learning environment. Furthermore, this will help all students succeed. I want
effective teachers, reaching to every learner’s style. Varying in teaching methods by using,
technology, group works, class discussions and hands on activities, will successfully reach
everyone in the classroom. I strongly believe that an effective teacher incorporate activities for
each learning style, which will reach most, if not all, students.
Children learn by actively doing work. Children need to experience in order to learn.
Psychologists, Jean Piaget and Lev Vygostsky, both constructivists, agree that active learners
and social interactions are very important for student’s development. They believe that learning
should be guided rather than presented by teachers, and that a great deal of language and
discussion should be used in the learning process. I believe that students who are involved with a
lesson learn more and retain the information better. Class discussions and students’ participations
are great ways of embracing social interactions. Teachers should create active lessons that
encourage individual participation and discussions. In doing this, students will value differences
and feel comfortable sharing with others. Hence, a positive environment will be created.
Page No. 6

I think technology is improving and will continue improving the quality of education. An
up to date teacher, with new technological advances, can incorporate technology effectively
productively and in daily teaching activities. I believe that teachers can plan wonderful lessons
and use technology constructively. Technology is here; why not use it? We say that we teach our
students how to face challenges out here. Technology will be one of their greatest challenges.
Teaching the traditional way, chalk and talk, doesn’t work in today’s modernizing era. The use
of technology for our lessons will strongly help our students the challenges and opportunities
available for them.
In a hand full, I strongly recommend teachers to use a vast variety of teaching strategies,
methods and skills so that we as learners learn. Society differentiates between education and
attending school. Education does not mean wearing nice school uniforms but instead something
to do with cognitive, psychomotor and affective part of ones pupil life.
Page No. 7

Case Study No. 1 - The Scarlet Letter
Constructed Response Questions:
1. Assess the extent to which Sue applied the principles of cognitive learning theory in her
lesson. Include both strengths and weaknesses in your assessment.
- Sue developed her lesson objectives by involving the same comprehension she is
currently using. Students already had a General Knowledge of the story plot and the
characters involved. During the lesson she was able to use cognitive strategies to add new
information and help student both modify and develop an understanding of the character
– Arthur Dimmesdale. On my perspective the lesson was productive, and challenging.
Students were given time to think and share their views.
- On the other hand, the studied characteristic of the character was only based on two
passages. This can miss lead the readers and given them a different perspective of the
character. Dramatization would had been used to facilitate understanding of that
particular scene.
2. Assess the extent to which Sue applied information processing theory in her lesson.
Include both strengths and weaknesses in your assessment.
- Sue applied Information Processing Skills when she asked students to observe or analyse
the passage to identify clues that indicate that Dimmesdale is the father of Hester’s baby.
Students had to identify clues through sensory skills. In addition students needed to pay
attention and recognize patterns which led them to acquire new information on this
character through the cooperative strategies. Students eventually had to come up with an
understanding of the character on their own through the different occurrences on the
story. Rehearsal of the new knowledge was not observed. Teacher did not stressed on the
characteristics of the character, so students were left in suspense.
3. Which cognitive process from information processing theory was most prominent in
Sue’s lesson? Explain.
- On my perspective students were focused on the understanding of facts and problem
solving skills. Students were focused on both the sensory and working memory. This lead
the class into a debate where the attention and perceptions of other was observed.
Students responses were based on the gain knowledge they acquire.
4. Identify at least on instance in Sue’s lesson in which she focused on declarative
knowledge. Identify another in which she focused on procedural knowledge. Was the
primary focus of Sue’s lesson the acquisition of declarative knowledge or procedural
knowledge?
- Sue used declarative knowledge at the beginning of the lesson when she reviewed the
novel’s plot. She used procedural knowledge when students worked cooperatively trying
to find out what the characters mental thinking was. Sues focus primarily on the
acquisition of procedural knowledge. What students can develop and understand from the
characters point of view.
Page No. 8

Case Study No. 2 - The Science Teacher: The Frequency of a simple pendulum
Constructed Response Questions:
1. Describe the extent to which the characteristics of constructivism were demonstrated in
Scott's lesson.
- First of all, the students were able to find out by themselves which variable(s) affected
frequency. They constructed their own experiment without the teacher telling them what
they needed to do. The teacher served as a facilitator by taking a look on the group
demonstrations. He prompts them on to correct path by using guided questions.
2. Assess how effectively Scott implemented the “Suggestions for Classroom Practice”
- Scott found out that his students had problems in controlling variables. On my own
perspective, his Classroom practise was not 100% effective. He still had students not
getting the right variable which had an effect on the frequency. It was until he performs
the class demonstration when students found out that angle, and weight had no effect on
the frequency. It was a good approach having students find out by themselves. Students
will eventually become independent learners.
3. Which of the instructional strategies did Scott most nearly employ in his lesson? Identify
each of the parts of the strategy.
- Scott used both Problem-Based learning Inquiry and Cooperative Learning in his lesson.
He posted the problem to the class and gave them the different materials they would need
to find out the variable affecting frequency. As well he grouped the class so that each
group work together.
- For the Problem-based Learning Inquiry, students designed and investigated a responsive
for the problem posted. Teacher guided the class activities by questioning and scaffolding
students.
- For the Cooperative Learning approach, learns were placed in small groups and they
interacted together while teacher consistently monitored their work.
4. Assess the effectiveness of Scott’s lesson for learners with diverse backgrounds.
- First of all placing them in groups facilitated the interaction and strengthened the
relationship among students. Students, on my opinion, felt very comfortable working and
discussing their outcome. They inclusive suggested and different approach. Each student
was given the opportunity to be part of a group while looking for an answer.
- This allowed students to productively participate in the class activity. In addition, Scott
demonstration at before the end of the lesson clarified doubts, which was very good.
Page No. 9

Teaching Style Inventory No. 1
Page No. 10

Learning and Teaching Inventory No. 2
Complete the following learning and teaching inventory designed to provide a brief
introduction to the different kinds of knowledge needed to understand students, ourselves, and
the way learning occurs. Mark each item true or false. Give an explanation for your answer.
Learning and teaching inventory
1. The thinking of children in elementary schools tends to be limited to the concrete and
tangible, whereas the thinking of middle and high school students tends to be abstract.
- False, teaching is a broad concept where both concrete and abstract concepts need to
be taught. At both levels, abstract and concrete need to be used.
2. Presenting Students generally understand how much they know about a topic.
- False, we cannot assume how much our students know and in many cases students are
not only challenged in class both as well outside our classroom.
3. Experts in the area of intelligence view knowledge of facts as one indicator of
intelligence.
- True, facts is universal and true. That’s what we teach. Teachers are compared as a sea
of knowledge.
4. Effective teaching is essentially a process of presenting information to students in
succinct and organized ways.
- True, I belief that not only succinct and organized but also in a well-managed
environment.
5. Pre-service teachers who major in a content area, such as math, are much more
successful than non-majors in providing clear examples of the ideas they teach.
- False, pre-service teachers know their area but have limited knowledge on how to
impart their lesson or to develop one.
6. Students doing individual work at their seats may react negatively when a teacher
comes by and offer help.
- False, students reaction is bases on teacher-students relationship. If a good relationship
is observe between teacher and student, students will be very glad in receiving help.
7. To increase students’ motivation to learn, teachers should praise as much as possible.
- False, praising will help but overuse of praises will affect students’ performance. We
need to manage praising.
Page No. 14

8. Teachers who are the most successful at creating and maintain orderly classrooms are
those who can quickly stop disruptions when they occur.
- True, teachers need to find innovative ways in managing their classroom. Students need
to be focused and on task so that little or no misbehaviours are developed. Class
destructions will affect student learning and bring about chaos.
9. Pre-service teachers generally believe they will be more effective that teachers who are
already in the field.
10. Teachers primarily learn by teaching; in general, experience is all that is necessary in
learning to teach.
- False, teachers learn to teach both through experiences and of course through
professional development programmes.
11. Testing detracts from learning because students who are tested frequently develop
negative attitudes and usually learn less than those who are tested less often.
- False, testing should help find gaps in the teaching area. This should develop a better
comprehension of students’ knowledge and understanding on concepts. In addition,
teacher will find other teaching strategies that will facilitate the learner to learn.
Page No. 15
- False, I belief that today they cannot say that. The education system in Belize is being
more demanding especially in the primary school area. I think that pre-service teachers
have limited teaching strategies and they need to seek for help more regularly.

Cultural Sensitivity and Culturally Responsive Teaching
Joel E. Casanova
Page No. 16

Cultural Sensitivity and Culturally Responsive Teaching
Cultural sensitivity and responsive teaching has been described as “ a pedagogy that empowers
students intellectually, socially and emotionally, and politically by using cultural referents to
impart knowledge, skills and attitudes” (Ladson-Billings, 1994, p. 382). What does this mean? It
means that teachers make standards-based content and curricula accessible to students and teach
in a way that students can understand. To do this, teachers must incorporate relatable aspects of
students' daily lives into the curriculum. Such familiar aspects include language (which may
include jargon or slang), prior knowledge, and extracurricular interests such as music and sports.
Once students feel comfortable with how a teacher talks and discusses academic material, they
will feel comfortable enough to focus and try to learn the content. This is very important.
There is also the misconception and often individuals get intimidated by this words culturally
sensitivity and culturally responsive because of the incredible number of cultures and mixes this
is today in our schools. In addition, both teachers and students are misguided and belief that this
type of teaching needs to be done by teaching differently to different races. Another result is that
teachers usually appear fake by simply trying too hard to impress students of different
backgrounds.
While doing the reading I was impressed by the different outcome and achievements that these
teaching strategies can offer. “It is important for us to develop a collaborate environment that
encourages group work, assign creative tasks that enables students to explore their strengths,
promote differing worldviews and give assignments that encourages critical thinking,” this line
captures my attention. As teachers our main goal is the learning of our students. We find out that
our environment would not encourage learning; hence little or no learning is happening. My
Page No. 17

recent internship course empowered me to understand that teaching encompass not only the way
we teach but also focus on our teaching environment.
The key point in cultural sensitivity and culturally responsive teaching is bases in the fact that we
don’t need a different teaching method or a new curriculum but that teaching need to be in a way
that all of our students can relate to and understand, using aspects of their cultures with which the
teacher feels comfortable. A good example which I find interest today is incorporating
technology in a lesson. We find out that in many cases our students tend to know more about
computers and technology as compared to us, teacher. As stated by Mishra and Koehler, 2006,
incorporating popular new technologies as new learning tools can impact the effectiveness and
delivery of student instruction. A second example would include the use of music, hip hop
music. This can encourage and make our lesson more productive and children centred. The main
goal is the learning of our students.
Finally I belief that our teachings in not wrong but the truth is that it is not fully productive. This
theme encourages us, teachers, to adapt new teaching strategies and skills in a way that our
students learn rather than the reverse process, where we expect students to adapt to our teaching
methods. Therefore, teachers need to know how to make ideas and knowledge meaningful to
students and how to use students' culture and interests as tools to teach them.
Page No. 18

Effective Leadership and Departmental Improvement
Joel E. Casanova
Page No. 19

Effective Leadership and Departmental Improvement
Authors Leithwood, Seashore Louis, Anderson, and Wahlstrom (2004) make two important
claims. First, "leadership is second only to classroom instruction among all school-related factors
that contribute to what students learn at school" (p. 7). Second, "leadership effects are usually
largest where and when they are needed most" (p. 7). Without a powerful leader, troubled
schools are unlikely to be turned around. The authors stress that "many other factors may
contribute to such turnarounds, but leadership is the catalyst" (p. 7). Our leaders are the driving
forces behind each respective department.
We find out that the efficiency and effectiveness of a school is based on the developing and the
counted contributions of staff and the department as a whole. The department serves as an
organization that helps strengthen the school’s academically, modifies the organizational
structure and builds on collaborate forces from others. Studies have revealed that the intended
practises of our leaders (head of departments) lead to the successful achievements of school
goals.
In addition our leaders influences students’ learning emphasizing that their leaderships is
inextricably linked to students performance. The author expresses the importance of improving
departmental performances in our school. Research by the American Quality Foundation reveals
that only three quality management strategies had universal application across organizations at
different point in their performance development cycle. These three qualities are vital and
effective if fully implemented. Strategic focus in an area, planning and having certified
individuals under a department will boost the growing and productivity of a department.
Page No. 20

In my observation and year of experience, I concord with Hopkins (1994) where he outlined
three different types of departments. In the first case, inefficient departments need high level of
external support for instance changes in the leadership or other areas need to be taken into
account. Secondly, underachieving departments need to refine their developmental priorities and
focus upon specific teaching and learning issues. In these departments individuals tries strategies
that usually enables productive changes but they are not fully dynamic. Thirdly, the good or
effective departments focus on improving vital areas. These departments ensure strategies that
encourage a moving department which continues to enhance pupil performance. These are very
dynamic departments.
Our departments need to be dynamic. This will ensure a productive and a well strategized
planned of action. In addition, this will hold the key to sustaining enhanced levels of students’
progress and achievements not only for one but also for other departments. As a result we will
achieve our main goal – Students’ success.
Page No. 21

Changing Roles and Raising Standards: new challenges for heads of department
Joel E. Casanova
Page No. 22

Changing Roles and Raising Standards: new challenges for heads of department
The education environment in which Heads of School/Heads of Department have been required
to operate it has changed significantly during these recent years. Although factors like economic
constrains and unemployment has increased, the education systems are still growing. In light of
this, head of departments has been faced with challenges that affect both the staffing and the
performance of pupils. In response to these challenges, education needs to be taken into
consideration.
The authors argue the fact that heads of department, as stated on my previous reflection, are the
key to developing successful departments and hence successful schools. These individuals are
the driving force behind schools and the key in improving the quality of the learning process. I
totally agree with the authors in that the head of departments are faced with adverse challenges.
In many cases we find out that little time is considered to do strategic planning and hence this is
one of the reasons why our schools fail. We are not planning and giving the opportunity of
opening all the “doors” to school improvement (Joyce 1991). Studies have revealed that
departments are the crucial working units and that schools performance and departmental
performance are linked.
A good and effective department revolve around the effective organization of teaching and less
on the charismatic leadership of the head of departments. Several factors and limitations were
identified. Firstly, one of the major constrains is clearly the amount of time available to monitor
or plan within a department. In many cases we find out that the head of department spend more
time in teaching and not planning. Secondly, in-service training and development is not done in
school. Today we can notice that workshops are mostly given at the end of the school year. I
Page No. 23

strongly believe that workshops for developmental purposes should be revised and probably
done more regularly in school. TTA (1996) emphasizes that fact that continues improvement in
the teaching of a subject in a school produce high standards of pupil achievements, knowledge,
skills and abilities. As pointed out by Charlotte Danielson, the four Domains need to be taken
into account. Thirdly, there is the lack of direction and vision from some head of departments.
Head of departments are seen as leader not as controllers. They need to be more committed and
motivating so that members of the department are also empowered. Forty and finally, been one
of the most noticeable weakness in school, is the lack of communication between staff members
and other senior management teams. A reluctance of head of department to be involved in school
activities is one factor. However it is important to recognize the sensitivity to the needs of both
student and teachers. A committed and united workforce, like a department, will be successful.
Having this in mind, we also need to take into consideration not only students and teachers but
also the partnership with parents. A clear understanding and this communication network will
enhance learning and sustainability of our school.
In my humble opinion, we need to appreciate and consider the fact that our educational system is
lacking in some, if not all, aspect described above. More impetus needs to be “pump” in our
system. We just need to be reminded that we are the country’s backbone.
Page No. 24

Joel Casanova Digital Portfolio

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