From my perspective, the key theme that stands out from the two documents is collaboration; the documents emphasize the need for teachers to share, interact and team up with various stakeholders to effectively transfer important skills to learners. The document titled Stepping stones: A resource for educators working with youth aged 12 to 25 influences my teaching in a sense that I am reminded about working with students and families to address diverse needs of learners. I understand that teaching is not subjective and neither is it a simple process of performing certain algorithms as students listen without questioning. I need to ensure that students participate actively in the learning process by listening to them and being patient enough to each and every one of them because different learners have different needs. I also understand that I should avoid assumptions, especially the assumption that all learners falling under a certain age group will have attained a particular developmental milestone. On the contrary, learners develop differently, and therefore there is the need to attend to unique demands of each learner.
Collaboration with families is important in character development of learners especially as emphasized in the document titled Finding Common Ground: Character Development in Ontario Schools, K-12 . The implication here is that as a teacher, I need to discuss with parents and guardians of learners from time to time about their progress both in the academic and behavioral aspects. Through such collaboration, I believe incidents of indiscipline such as bullying may decline and every learner will feel safe in school. Another implication for me as a teacher is that learning needs to be holistic; I need to address the cognitive, behavioral and emotional needs of learners other than striving to adhere to the school curriculum. Learners need to be tolerant of diversity and should be guided to respect and co-exist with everyone.
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