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Transcript of Cydney Bryce
To be successful in teaching, I must be firstly accountable to my students and to myself. To my students, I must have clarity of purpose. To myself, I must have integrity. In this search for clarity, I believe that my classroom should reflect that:
We should all be consumed by education, as opposed to being educational consumers.
The role of the teacher has shifted from an expert to a professional mentor.
Just as I have high expectations of my students, I must expect even higher standards of myself.
Decisions must begin with and return to the individual whole student.
Teachers should model a sense of pride in their work to students.
Assessment should be ongoing, reflect the best known and current level of understanding, and reflect the overarching goals of the classroom community.
Each student should be supported to take risks. Trust is integral to risk-taking.
Content should be tailored to holistic learning, authentically reflecting both the student and the role of the content in society.
Students should know the purpose of their learning and be able to apply their learning to the world around them.
Students should be active, responsible, and empowered classroom citizens.
Trust should be built on mutual expectations and relationships. Classroom management is built on trust.
Teachers should be the first party to reach out for discussion and active communication.
Mistakes should be embraced as a natural part of risk-taking.
The classroom is founded upon a deep sense of community, collaboration, and group discussion, and extends beyond the physical structure of the school.
Each learner should learn the discovery nature of their full potential.
Anything worth doing is worth doing well.
Encouraging students to apply content to the world outside the classroom is critically important. Planning the recent Manitoba Hydro Day for grade nine students is one example of how I aim to interest students in potential careers. Taking my Physics 40S class on our annual field trip to CancerCare Manitoba is vital in helping students connect their learning about radiation and medical physics to their knowledge of a terrible disease. In addition, my students write about everyday tasks familiar to them, such as scrubbing dishes, in order to apply their skills in critically analyzing forces in real contexts.
Recent Professional Development:
Applied Math Achievement Test Development Committee Member - Department of Education
Essential Learnings of Applied Math 30S and 40S Committee Member - Manitoba Rural Learning Consortium
Einstein Plus Workshop Participant - Perimeter Institute
Masters of Mathematics for Teachers - University of Waterloo
Relationships are the foundation of schooling. I firmly believe that honesty and mutual accountability are key to establishing a learning community. By demonstrating respect for students, teachers can foster a secure environment to allow risk taking.
Students are individuals first. While teaching, I focus on the individual, not just the student. Teaching individuals is what makes the job a challenge, but it is also what makes the career fulfilling.
It's a reflection of how I believe math and science ought to be lived, not just learned.
Just as we have high standards for our students, we must have even higher expectations of ourselves.
Even teaching math and physics, I've realized how much my classroom can influence global citizenship and model care for others.
Women in Science and Engineering is an incredible organization. As a presenter and camp instructor, I created opportunities to make science come alive for students of all ages across the province. As an educator, it has tremendous influence on how I teach science - making cross-curricular connections through hands on learning.
JV Volleyball at St. Paul's Collegiate
TADD at St. Paul's Collegiate
Student Council at Elm Creek School
Debating at St. Paul's High School
Future Areas of Interest:
I am a passionate teacher with a strong work ethic. I believe in making mathematics and science come alive for students through meaningful contexts, dialectic questioning, and experiential learning. "Anything worth doing is worth doing well" is a motto I live by and with which I challenge my learners.
Total loans made to a entrepreneurs by my physics classes
Thank you card from a classroom which my physics class sponsored