Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Untitled Prezi

No description

Lynda Matheson

on 5 December 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Untitled Prezi

Just like a waterfall
Life Continues ...


The story pauses here at this place.
The future is unwritten, but I am ready to embrace.
I let the children in my life show the way.
Remembering to have fun and learn through play.

Artifact as a Metaphor

The artifact I chose was the Russian Stacking Dolls.
Like the stacking dolls, education has been around for hundreds of years. Interesting enough the name for Russian stacking dolls is Matryoshka which means mother. This position “mother” is like the position we take with the students when they are at school. The different sized dolls are a representation of the links to the different generations and interdependence. The variety of sizes also represent the child within life long learning, and how things change over time

Stacking the dolls is like scaffolding learning, and multi level learning in the classrooms. It is takes patience to stack them properly just like building an education. The dolls are also a puzzle. The pieces must fit in the right order. Similarly we must get to know our students with all their issues before we can push them past their barriers. When the dolls are stacked they support each just like how home and school should work together as partners. The dolls are safe when they are stacked just like the leaning environment should be so that student can feel confident to take risks. Finally the dolls represents the diverse culture and beliefs we have as humans and the equality and respect extended to everyone. They are whimsical and fun like learning should be.
I am persistent: Like the road in this picture I will find a way over, through, around or under to get what is needed.
It began the night when I arrived.
I was the second daughter, but the baby of five.
My parents were older and very tired.
They had run out of ideas,
And energy required.
I grew to show my strength, and persistence.
This formed the basis
of my existence.
Time had come to start anew.
That is when I really grew.
Eighteen, and the world ahead of me.
Life was great no problems to foresee

This was when I met my mate.
A new life it was fate.
A few years to get know each other.
Then surprise, I was a mother .
Life was busy with two little girls.
It was all about dresses, lace and curls.
Times were hard, days were a struggle.
Weeks were filled with events to juggle.

The kids grew and became independent.
It was time for my life to be transcendent.
Off to school to be a student.
This was time for me to be prudent.
I became skilled in support and advocacy.
Working with challenges for 15 years compassionately.
Time came to stretch my passion.
So off I went to SFU, I took action.
Teaching called me to its profession.
Like my grandpa it was an obsession.
Two years of study and school was completed.
Back to the same school district I was greeted.
Two years of practicing the career I love.
I had some questions and needed a shove.
So I went back to school to learn and inquire.
To continue to motivate, engage and inspire.

The story pauses here at this place.
The future is unwritten, but I am ready to embrace.
I let the children in my life show the way.
Remembering to have fun and learn through play.
My Children & Grandchildren
My Children & Grandchildren
Learning Inventory
I believe that thinking about who you are, what is important where you are going should be part of your life plan.I spend time thinking about past experience and how they relate to the present and future.I am responsible for what I learn.Learning is life long and keeps you growing. Learning how to learn is the key to learning.
Clarity Confidence
Most of the time I know what I want to learn next. I follow my wonderings to lead me in the direction I need to go. I can tell if I am learning or not by how comfortable I am with the new information and how well the students are learning. I have a vision of the kind of teacher I want to be and that guides my actions towards the future.
I am a self starter and very resourceful when I need to know something. I can always figure out a way to learn something I want or need. I think of difficulties as challenges that are fun to figure out. I am not afraid of what I don’t know.

I believe that thinking about myself, my connections, and where I want to be is an important part of my education. I spend quality time relating my past to my future to figure out how I got to where I am. I make my own decisions about what I learn. I never want to stop learning. It is the key to freedom.
I like to be part of the decision of what will be learned and how. When I need additional information I will find it. When I am passionate about a subject I am ok with it being difficult. I really feel satisfied when I find the answer to a question or problem that has arisen.I can motivate myself to do what I think I should.
I love to learn it makes me feel part of something bigger. I like to associate my learning to the future to see how it fits with where I want to be. I like to try new things though sometimes learning issues get in the way. I like to talk to colleagues about what I am doing, it solidifies my thinking.
Learning Module 1
Strategies & Skills
Goal Setting
I have the ability to focus my learning on one area at a time. I can narrow learning goals or questions for inquiry based on needs I see or interest. I know how my goals relate to my future vision. I am able to set real goals for specific periods of time.
I have the ability to make and follow an action plan to guide my learning. In following that plan I can choose strategies that work with my interests and personal style. I can make a realistic timetable or plan. Finally I can decide on resources that support my learning.
I can usually move from planning to doing without procrastinating. When I need help I do not hesitate to ask for it. My resources are easily accessible. I can look ahead to see any potential problems and find ways to avoid them. I am flexible enough to be able to revise my plan and goals when a new or better prospect comes along.
I am getting better at maintaining a balanced view when difficulties happen. I am able to be open and flexible when things don’t go according to plan after I have had time to reflect. I am able to monitor my progress during learning and determine what went well and what did not. I have an effective system for tracking my activities and what I am learning through journal and note keeping.
I am able to identify important criteria in my learning. I am getting better at gathering information to show what I am learning. I am able to notice my understanding and actions over time by how it is incorporated in my teaching. I am more confident at demonstrating my learning for others.
Strategies & Skills
Areas for more Consideration
Areas for more Consideration
Areas for more Consideration
I am to look back over a project and describe what I have learned. I see mistakes or shortcomings as learning opportunities. I can apply what I have learned to new situations and opportunities when I understand the concepts. I am able to let go of things that did not work and move towards learning new things.
Areas I would like to work more on in clarity are choosing what to learn next to help me, to be able to tell without a doubt what I am learning is good, and to determine specifically what I need to learn next to support my vision of the future.
In the area of determination I would like to work on making myself do what I think I should. Sometimes it is a matter of time, organization, or the balance of life that gets in the way.
Finally in the area of assessing and evaluating I would like to be able to gather information to show what I am learning in a easy and accessible way so I may apply this information in an organized way to new opportunities.
My Mentor
Influence by …
A mentor I had that impacted me was my grade 11 teacher. He was an energetic, non-traditional, informal, fun, trusting, honest, being who encouraged his students and supported them when they needed it. He helped me connect to life through stories which in turn motivated me. He listened to me and gave me permission to express who I was.
This mentor helped me to develop my confidence to take risks. He spoke to the learner inside of me and helped me to feel important. He showed me that I had potential to do whatever I wanted. He always said “anything worth doing was worth doing big”. He created an environment that was ok to question the status quo and to expect answers.
His way of connecting to his students and to me is like what Parker Palmer said in The Heart of the Teacher, “The teacher within stands guard at the gate of selfhood, warding off whatever insults our integrity and welcoming whatever affirms it.”
Maybe he is why I am such an advocate for my students.
I have spent years finding out the truth of the experiences of my life. My inner voice speaks up when something happens to contradict what I have learned to be true, when it goes against what I believe is my core values and beliefs; my integrity . My inner voice also confirms what I see or do that agree with my integrity. I have learned to be an advocate for those who have not developed a voice to speak for themselves, the way I was.
I go the distance to support the students in whatever they need, the way I was supported by my mentor. To help the students know who they are and what they can do, not the what they do and the how they do it.
Parker Palmer (Heart of a Teacher) talks about the authenticity of self, to help see things differently through understanding out own lives and to teach from the who we are not the what and how we teach. “Good teaching comes from identity and integrity of self. My mentor understood this implicitly.

My Credo
I believe as a teacher I am only part of the learning experience. The family and community are very important parts of the child’s social and emotional development. As a team we can work together to provide experiences to work towards developing a whole and balanced human.
I believe in creating a community where all are welcomed no matter of their race, colour education, religion or beliefs.
I believe teaching is a process of interconnectedness between the student and the teacher where both learn together. It is developing new skills and shaping student’s to be independent problem solvers who learn together in a safe and cooperative environment.
I believe in continuing to make students think by not giving them answers but by asking probing questions to make them think deeper and explore personal growth.
I believe Learning is having the confidence to ask questions for further understanding. It is also having mutual respect to build relationships to be able to share knowledge with others to support an independent, diverse and differentiated classroom.
I believe that learning is life long and that we learn in everything we do not just formal education.
I believe in reflection for the purpose of increasing my professional knowledge. I also believe in a team approach as no one person has all the answers. In addition, I believe in collaboration for rich diverse ideas. Finally I believe in following the ethics of the profession to create a harmonious atmosphere.
I believe modelling is the most powerful way of teaching.

Artifact as a Metaphor
Children Learn What They Live (2005)
by Duen Hsi Yen
If a child lives with criticism, he learns to feel discouraged
If a child lives with hostility, he learns to feel angry
If a child lives with violence, he learns to feel afraid
If a child lives with dishonesty, he learns to feel suspicious
If a child lives with judgement, he learns to feel guilty
If a child lives with ridicule, he learns to feel ashamed
If a child lives with disorder, he learns to feel confused
If a child lives with disappointment, he learns to feel helpless
If a child lives with silence, he learns to feel lonely
If a child lives with protection, he learns to feel safe
If a child lives with honesty, he learns to feel trustful
If a child lives with peace, he learns to feel calm
If a child lives with sharing, he learns to feel thankful
If a child lives with understanding, he learns to feel encouraged
If a child lives with laughter, he learns to feel happy
If a child lives with creativity, he learns to feel inspired
If a child lives with choice, he learns to feel free
If a child lives with community, he learns to feel supported
If a child lives with accomplishment, he learns to feel confident
If a child lives with meaning, he learns to feel fulfilled
If a child lives with love, he learns to feel tender

It can be changed it is all in how you think and the actions you take. This is a reminder to make the right choices.
If a man does not keep pace with his companions, perhaps it is because he hears a different drummer. Let him step to the music which he hears, however measured or far away.

Henry David Thoreau

This poem has been with me since I was a teen. It reflects how I feel about about being individuals, and being myself.
Mt. Shuksan:
Natural beauty and another
geological curiousity of mine
Glenco Scotland my favorite place to visit.
Hawaaii: I am Intrigued
by the formation of the islands and
continue to learn about them.

Margaret Wise Brown, The Important Book.
The page of this book sums up what I think
about students .
This is me: Lynda Matheson
This image represents how we are connected to nature
I would like to focus on formative assessment and how the student got there not just the end result.
Full transcript