It is hard to deal with failed expectations of self and of others. In setting expectations there is also the risk of failure. No one likes to fail. The fact of the matter is, as upcoming teachers, we are all going to be subject to failed expectations. But, failure to meet expectations is also an opportunity to embrace change and growth in learning. Failure to meet expected standards and curriculum expectations provides teachers with the opportunity to examine, differentiate, modify, revise, analyze, formulate and access themselves, their teaching practices, their students, the curriculum, etc. I now reluctantly realize that this is best done through written narrative of our journeys. Change comes about from imaginatively and critically thinking about who we are as teachers. In reviewing Bloom’s taxonomy, I am reminded that as teachers we need to scaffold students’ (and our own) creative and critical thinking. Creative thinking generates ideas that are unique and imaginative. Critical thinking is about making decisions, analyzing and breaking down something methodically into its component parts by distinguishing and differentiating through one’s own thought process. Combining the two will empower students (and teachers) to unlock their potential.

On my own journey in attempting to become an expert teacher, I will be able to analyse and synthesise my teaching methods and the curriculum, but sadly ...or maybe quite possibly thankfully... I realize that this is going to take some time to master. I set many high expectations and standards for my personal achievements. I am grudgingly realizing through this course and the multiple things that we need to keep in mind when teaching (ie: personality traits, learning styles, fair methods of assessment, continual reflection...) that I will not be an expert straight out of the gate. In fact, I know that I will likely not reach mastery until I am preparing to retire. Accepting this fact is both painful and liberating for me, as I desperately want to achieve greatness but knowing that I won’t get their immediately relieves some pressure. It frees me to explore and make mistakes. To set expectations and positively learn from failures in expectations.

I also have high-expectations of my children to set personal goals of educational attainment for themselves, and to strive to reach those goals. I would imagine as a teacher I will also have high-expectations for my students’ learning, as well. So, how do my own personal views of the curriculum affect these expectations? And will my biases regarding student attainment affect how I interpret the curriculum? I would hope as a new teacher that I would be able to recognize these biases and not alter curriculum just to achieve the desired outcome. Although, as a rookie teacher, I have to wonder if I will be apt to giving students too much guidance and not enough room for self-discovery?

"Awareness is the greatest agent for change." — Eckhart Tolle