educational psychologists , outside agencies etc .). I think the gravest danger facing new teachers is in believing they need to know everything , and thinking that admitting they don ’ t , will reflect negatively . The secret is learning you will NEVER know everything ! Being a teacher is a constant journey of becoming .
What is it that you are doing differently that has caused you to be recognized by the PM Award for Excellence in teaching ECE ?
There are many terrific teachers doing amazing things in their classrooms who are just as deserving as I am . I was lucky to have colleagues , families , and administration take the time to complete the incredibly long nomination process on my behalf . The process included providing the selection committee with a detailed curriculum vitae , several letters of recommendation , and a lengthy essay that demanded exemplary evidence of support for the development of children , innovation in practice , involvement with parents , families and community , and commitment and leadership in the field .
Imagine entering a space and before you , you see several students gathered around a ladder discussing the ways in which force and friction are inhibiting motion in their construction designs . Over in the corner there are three students using FaceTime on their teacher ’ s phone to ask a local expert questions about the garter snake they found in the playground . You can overhear another student reading and when you turn around you notice she is filming it herself and when you ask what she is doing , she tells you she is uploading it to send to her mom . Three others are in the hallway taking pictures to create their own books , and finally , in the library , one student is busily searching for information about birdhouses using QR codes . Now , imagine these students are only five years of age .
Technology is shifting the landscapes of the early learning environment and in turn redefining my pedagogy and the learning taking place within my classroom . My teaching challenges the notions that I am the sole knowledge-keeper and that learning is always teacher-led . In my classroom , technology , the outdoors , and the community are all effective tools in student-directed , process-based , inquirydriven learning .
Recognizing that families lead busy lives , technology — from e-portfolios and blogs to Skype , FaceTime and texts — has opened the doors of our classroom by allowing family members to stay in touch and become active participants in the classroom . E-portfolios enable students to independently document , share , and reflect daily learning . Parents are able to view and comment on the experiences taking place in their child ’ s school life , all but replacing traditional and static report cards . The classroom has also become open to the community through the use of expert panels . Dozens of community leaders and industry professionals have consented to have their contact information stored on every young learner ’ s iPad , which can be used to contact them in real-time . If they are able to take the call , these professionals will engage with the students and help them with their self-directed inquiries .
The applications utilized in our classroom are thoroughly vetted , used only as appropriate tools and never substitutes for learning or engagement . It is not about simply using technology but rather about providing opportunities , spaces , and relationships for children to compose their learning and lives in unique , safe , and developmentally appropriate ways .
I am an unyielding advocate for the power and potential of ‘ little people ,’ and I am guided by a belief in their inherent capabilities . I feel it is my responsibility to challenge the notion that Kindergarten ’ s purpose is to “ prepare students for Grade One .” Rather , I believe Kindergarten has its own focus and goals . As my pedagogy has evolved , I have shifted away from traditional “ theme-based ” teaching , and started to design overarching year plans around key concepts and ideas . I continually ask myself , “ What exactly am I teaching children ? What skills are they acquiring ? Will they be able to use this information ? Will this information help them become life-long learners ? Will this information help them become better citizens ? Shifting away from the ‘ what ’ of teaching , I spend a great deal of time reflecting on the ‘ how ’ of teaching . More specifically , “ How do I believe young children learn ?”, “ Where do I believe they learn ?”, and “ What am I doing to support the ways in which they are composing their lives ?” It has been through answering these questions , that I have found ways to engage the natural curiosities of children and empower them on their own unique learning journeys .
What do you love about teaching ?
What do I love about teaching ? EVERYTHING !!! If I had to name one thing , it would be the amazing relationships I have blossoming around me .
What was it like , receiving this award for Excellence in Teaching ?
Receiving the award was both exciting and humbling . It was exciting to have a chance to travel to Ottawa , tour the national capital , and meet the Prime Minister . It
was humbling because I know of so many amazing teachers who deserved to be there alongside me . In addition , it was humbling knowing the reason I was there was because colleagues and families of the students in my room nominated me .
What was the highlight of this experience ?
There were two highlights of the trip . The first was a best practice round table sharing session . Each award recipient gave a brief presentation about the work taking place in his / her environment . It was phenomenal to learn alongside such innovative and passionate individuals . The second was receiving emails , texts and letters from colleagues , and former / current families with words of congratulations and kindness . These touched me more than anything !
A " selfie " with the Prime Minister
Prime Minister Justin Trudeau congratulates Lindsay Stuart at the Prime Minister ’ s Awards For Teaching Excellence in Early Childhood Education
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