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Blog 6

After completing the PIDP, I plan to continue growing as both a mathematics educator and a reflective teaching professional. Effective math instruction requires not only strong content knowledge but also an evolving understanding of how students learn, struggle with, and apply mathematical thinking in real-world contexts. I plan to take advanced or applied math courses online through platforms such as edX, Coursera, or local universities to explore new areas like data analytics, mathematical modeling, or statistics. Also, I plan to continue learning about pedagogical innovation and student-centered teaching through reading professional literature such as “Teaching Mathematics for Conceptual Understanding” by Rosenshine, “Make It Stick” by Brown, Roediger, and McDaniel, and “Mathematical Mindsets” by Jo Boaler. Additionally, I plan to focus on developing and refining several instructional strategies that enhance learning in mathematics, including Active learning techniques such as group problem-solving, inquiry-based learning, and case-based mathematical exploration.

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Blog 5

In chapter 2, Stephen Brookfield highlights four core assumptions about skillful teaching: that it is grounded in respect for learners, constantly informed by critical reflection, and shaped by the teacher’s awareness of power and context. What stood out to me most was Brookfield’s emphasis on viewing teaching as a learning process rather than a performance. He reminds us that effective instructors are always examining their assumptions, seeking feedback, and adapting to meet students’ needs. This chapter made me reflect on my own teaching — particularly how easy it is to rely on familiar strategies without questioning whether they truly serve all students. Brookfield’s message reinforced the importance of staying open, humble, and responsive. Teaching, in his view, is not about perfection but about continuous growth through reflection and feedback, which aligns closely with my vision as an instructor.

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Blog 4

In the next five years, I envision myself as an engaged, reflective, and inclusive instructor who creates learning environments where all students feel valued, challenged, and supported. I want to continue developing as a student-centered educator who uses innovative teaching strategies, integrates technology effectively, and fosters critical thinking and collaboration. I will complete at least two certified professional development courses focused on inclusive and evidence-based teaching strategies. Additionally, I will try to implement at least three new digital tools or platforms to support active learning and formative assessment. Furthermore, I will write and publish one article or presentation each year related to my teaching innovations or classroom research.

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Blog 3

In chapter 8, Brookfield emphasizes that teaching in diverse classrooms requires educators to actively recognize and value the multiple identities, experiences, and perspectives that students bring. This chapter reminds that inclusion is not about representation  it’s about creating equitable participation and ensuring that every student’s voice is genuinely heard. Also, in chapter 9, Brookfield’s discussion on teaching about racism is both challenging and necessary. He acknowledges how uncomfortable these conversations can be — not just for students, but for teachers as well. Further, in chapter 18, Brookfield explores how power is always present in teaching, whether we acknowledge it. This chapter encouraged to think more consciously about how I make decisions about grading, participation, and feedback. Brookfield reminds us that power used responsibly can enable growth, trust, and fairness.

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Blog 2

PIDP 3260

Stephen Brookfield presents a powerful framework for understanding what it truly means to be an effective and reflective educator. Brookfield argues that skillful teaching is not about charisma, personality, or rigid adherence to techniques, but rather about a set of core assumptions that shape a teacher’s mindset and daily practice. These assumptions remind educators that good teaching is grounded in trust, authenticity, and continuous learning.

One of Brookfield’s key assumptions is that “good teaching is whatever helps students learn.” This shifts the focus from the instructor’s performance to the learner’s experience, urging teachers to adapt their methods to diverse student needs.

Brookfield also highlights the need for teachers to constantly check their assumptions about teaching and learning. He encourages the use of critical reflection tools, such as student feedback, peer observation, and self-assessment, to uncover blind spots in teaching practice

Reference

Brookfield, S. D. (2015). The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom (3rd ed.). Jossey-Bass.

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Auto Biography

Hello everyone,

I am Ravinder S. Sra. I did M.Sc. (mathematics) from Guru Nanak Dev University Amritsar, Punjab, India. I moved to Canada with my family. First, I did English as a second language from College of New Caledonia, Prince George, Canada to improve my English knowledge. Then, I did M. Sc. (mathematics) from University of Northern British Columbia, Prince George, Canada. I want to pursue my career in teaching so that is why I am taking PIDP program from Vancouver Community College, Vancouver, Canada. I have teaching experience from my home country, but I do not have any Canadian teaching experience.

Thanks

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Competency-based education

Competency-based education

When students go to school, their learning will be a part of their lives. School learning helps students become successful adults. In traditional education, time is set aside in advance for every student. Every classroom has students in the same age group. School education does not mean passing the class with good grades; it helps students become successful in life. This type of education is called competency-based education. In other words, competency-based education means students move forward when they show mastery in their subject.

There are both advantages and disadvantages of competency-based education. The main advantages are equality and flexibility for all students. Students are better prepared for their future. The main disadvantage is assessment is more important and inspiring. Also, students’ competencies must be determined.

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Trends in your Field

Trends in your Field

Are there more environmental regulations in your field?

People face the effects of environmental change in educational institutions. Parents are always concerned about their children's safety. Provincial and Federal governments issue guidelines for protecting students in academic institutions. The BC government and Work Safe BC try to reduce potential hazards like violence, infectious diseases, bullying and harassment, and ergonomics.

The potential for violence occurs when there is interaction. According to WorkSafe BC, a workplace violence prevention program should be part of your overall health and safety program. Some diseases are passed from animal to person, and some diseases are passed from person to person. WorkSafe BC gives guidance to prevent things like washing hands frequently, cleaning & disinfecting spills, handling sharp properly and staying home when during sickness, etc. According to WorkSafe BC, it is mandatory for employers to implement procedures for responding to reports or incidents of bullying and harassment.

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Online

Online learning

In today’s world, online learning is becoming more popular, and it is beneficial for many reasons. It offers students many advantages, such as cost-effectiveness, time management, flexibility and convenience, accessibility, and self-discipline.

Online learning is cost-effective because students pay tuition fees, but they can save money for transportation, accommodation, and other living expenses. Further, students learn time management with online learning because online learning gives flexibility in studying. Furthermore, online learning requires flexibility and convenience. With online learning, students can study in their place and at any time that suits them. Additionally, the main benefit of online learning is that it is accessible to all students worldwide. Finally, online learning provides self-discipline which is important for students to learn this valuable skill which can be applied to other fields of life.

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Autobiography

My name is Ravinder Singh Sra. I was born in Sarhala, Hoshiarpur district, Punjab, India. My father, Dhian Singh, served in the Indian Army, so I began my education at an Army school in Lucknow, Uttar Pradesh. We later moved back to Sarhala, where I completed my schooling at Khalsa Senior Secondary School in Garhdiwala.  I earned my Bachelor of Arts degree in Mathematics, Economics, and Punjabi Literature from Khalsa College Garhdiwala, then completed my M.Sc. in Mathematics at Doaba College Jalandhar, affiliated with Guru Nanak Dev University, Amritsar.  After moving to Canada, I worked as a cashier at Esso in Delta, BC, for two years before relocating to Prince George, where I continued working at 7-Eleven. I also completed ESL courses at the College of New Caledonia and earned another M.Sc. in Mathematics from the University of Northern British Columbia. Currently, I'm pursuing a Provincial Instructor Diploma at Vancouver Community College.

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Hey, I am Ravinder.

I am Ravinde Singh Sra. My father's name Dhian Singh and my mother's name Mohinder Kaur I born at my home village Sarhala, district Hoshiarpur, Punjab, India.

My father served in Indian Army, so my schooling started with Army school Lucknow, UP, India. Then my family moved to home village Sarhala of district Hoshiarpur, Punjab, India. I did my schooling from sixth grade to twelfth grade from Khalsa Senior Secondary School, Garhdiwala, district Hoshiarpur, Punjab, India. After passing twelfth grade, I went to Khalsa College Garhdiwala and passed Bachelor of Arts with Mathematics, Economics and Punjabi literature as elective subjects from Panjab University, Chandigarh, India. After that, I went to Doaba College Jalandhar and passed M.Sc. Mathematics from Guru Nanak Dev University, Amritsar, Punjab, India. Then I moved to Canada with my family and worked two years as a cashier at Esso Gas station, Delta, BC, Canada. Due to some family reasons I moved to Prince George, BC, Canada. I worked as a cashier at 7 Eleven Prince George, BC, Canada. Also, I went to College of New Caledonia Prince George and passed English as a Second language (ESL). After that I went to University of Northern British Columbia and passed M.Sc. Mathematics. Now I am doing Provincial Instructor Diploma from Vancouver Community College Vancouver, BC, India.