While the above Personal Learning Theory concept map demonstrates connections to learning theories as taught in ETEC 512, it's missing details for one crucial component that needs to be added: a pedagogy of care and the importance of building relationships in the classroom to facilitate teaching and learning.

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When I was asked to reflect on my personal learning theory in the course, I wrote about how it had been shaped by my own experiences as a struggling learner and educator. As a K-12 student, I excelled in my classes and extracurriculars, but I had behavioural issues and was always in trouble for something, and I'll admit it: I was bad as hell sometimes. Still, I loved school because I loved learning, and I was active in almost everything after school because it was my refuge away from a difficult home life, which is why I acted out in the first place. Thankfully, I had some of the most wonderful and inspiring teachers who recognized this and connected with me in positive ways that put me on my path to becoming an educator. One thing I've learned over the years is that as important as pedagogy of curriculum and instruction is, a pedagogy of care is even more important.

 

For most of my teaching career, I taught at an absolutely wonderful school yet challenging environment that was not designed to meet the primary needs of students. 100% of my students were students who were refugees and immigrants, and the vast majority entered my classroom with extremely limited English language skills and sometimes limited first language skills. They were fantastic kids when they were fantastic, but when they were tough they were really tough. A lot of them had experienced trauma. And every single one of them was a teenager who had moved away from friends and family and their country. They didn't know if or when they'd be able to return or see their friends and family again. They were really struggling, yet our school's attendance was among highest in the district. They needed to walk before they could run but instead of teaching them survival English, I was expected to teach a grade 9 English curriculum by scaffolding the heck out of it. Some students flourished in this model but most struggled or were left completely behind.
 

To me, this is no different from what's going on today as we've moved from face to face to online or blended learning environments without a really good, solid transition plan. A pedagogy of care and relationship building becomes even more important as we move online, yet this good pedagogy is often treated as an extra. Everyone should feel socially connected to one another, supported, and more importantly, students need to know that teachers care about them. Sometimes it can feel impossible to connect with each one of your students in a way that is authentic, but no matter what age group, grade level or content area we teach in, we must make an effort. It's more important now than ever.