Friend's Wedding, 2022

Simon Fraser University
EDUC 400 Portfolio
Anthony Silvano Bianco
#301187046

SFU Education 400 Outline

This portfolio is for my Education 400 class at Simon Fraser University. The portfolio has four parts: Where I come from, who I am, why I am here, and where I am going. In these parts, I will use text and other media to demonstrate the six goals of EDUC 400:

I. Situate the work of teachers and teaching on a broad scholarly foundation;

II. Develop and demonstrate understanding of the socio-political and epistemological basis of education;

III. Develop and demonstrate understanding of the historical and current contexts of diversity in Canadian schools, including but not limited to:

First Nations, Inuit, and Métis education
Inclusion of students with significant diversities
Language education, multilingualism, and multiculturalism
Race, gender, and sexuality

IV. Develop and demonstrate a commitment to social justice and ecological justice and responsibilities;

V. Develop an understanding of, commitment to, and responsibility for one's own professional development through inquiry and critical reflection; and

VI. Begin developing professional orientations and identities that recognize the expectations and responsibilities of practicing teachers, including engaging in ethical and collaborative relationship

SImon Fraser University, 2025

About

My name is Anthony Silvano Bianco

I would like to begin by acknowledging that I live, work, and study on the traditional, ancestral, and unceded lands of the Coast Salish peoples — specifically the territories of the Musqueam, Squamish, and Tsleil-Waututh Nations. I am grateful for the opportunity to learn and grow as an educator on these lands.

This webpage is dedicated to the Education 400 portfolio for the Professional Development program at Simon Fraser University.

SFU Student ID Card, 2011

Part 1: Where do I come from? Tracking oneself and self-location

Goal: Demonstrate evidence of consideration of author's relationship to the ecologies by which they were/are nourished, the local Coast Salish territories, and the communities of which they are a prt and intend to serve.

"...knowing the stories of the place where you live is so important." (Roberts, 2024, p.143).

I was born in beautiful Squamish, British Columbia, Canada — by accident. My mother was on her way to visit my grandparents, who live in Squamish. I grew up, mostly, in Burnaby. During my childhood, I spent a lot of time going back and forth between Burnaby, Vancouver, and Squamish. This gave me a special insight into the differences between cities and smaller communities. I was born in 1990, and the census for Squamish’s population in 1991 was 11,709 permanent residents. For contrast, Burnaby’s population in 1991 was approximately 160,000 and Vancouver proper about 470,000 (BC Stats, 2023). Experiencing both rural and urban environments helped me appreciate how context shapes opportunity, education, and community life. This perspective continues to inform my teaching philosophy: Learners bring with them different resources, rhythms, and ways of seeing the world — all of which deserve recognition in the classroom.

Squamish Estuary, 2021

Burnaby, Vancouver, and Squamish: Places I Grew Up

I spent much of my teenage years in Squamish and Whistler — mountain biking, skiing, and snowboarding. These experiences shaped my deep connection to the mountains, forests, and water. Whenever I travel, whether to the United States or across Europe, I find myself instinctively searching for these landscapes. I feel most at home when I’m near mountains or the ocean, and somewhat unsettled when the horizon stretches endlessly without either. The presence of nature — especially the convergence of rock, water, and sky — feels essential to my sense of belonging and balance.

I went to school in Burnaby, attending Aubrey Elementary and Burnaby North Secondary. Since I had friends and family growing up in Squamish and going through their school system, I became aware of the differences between schooling in a smaller community and in a city. Yet, one thing stood out as remarkably similar: both places provided meaningful opportunities to learn about Indigenous culture and practices. I remember Aubrey Elementary hosting potlucks, school assemblies, and events where we were introduced to local Indigenous traditions and perspectives. Similarly, my friends and relatives in Squamish participated in comparable events, reflecting the strong presence of the Indigenous community there. These shared experiences helped me recognize the importance of cultural education in building understanding and connection among students. As a developing educator, I see how these early experiences shaped my belief that schools should not only teach content, but also foster respect, empathy, and a sense of place through meaningful engagement with culture and community.

References

BC Stats. (2023). British Columbia municipal census populations, 1921–2021. Government of British Columbia. https://www2.gov.bc.ca

Roberts, C. (2024). Re-storying education: Decolonizing your practice using a critical lens. Portage & Main Press.

SFU, 2025

Burnaby Elementary School, 2025

Part 2: Who Am I?

Goal: Reflects evidence of ethical accountability and consideration fo axiological elements of teaching.

Who am I?

When meeting new people, we tend to err on the side of formality to avoid giving a poor first impression. The same care applies to how we identify Indigenous peoples. Terms change and evolve; what was appropriate twenty years ago may now be considered outdated or insensitive, or simply overused — like a once-favourite song that has been played too many times (Vowel, 2016).

Names matter. I have always tried to be attentive to names, especially in educational settings. Throughout this semester, I have often reflected on Chelsea Vowel’s words because they resonate with my own experiences. When I was in grade six, my teacher called me Antony for the entire year. It bothered me deeply — and it also frustrated my friends and family. That experience made me aware of how important correct names are to one’s identity and sense of respect.

Later, in high school, my friends began calling me Antho. While the nickname felt harmless during my teenage years, I quickly grew tired of it in early adulthood. Every once in a while, someone still uses it, and it reminds me how names carry histories and associations that shape how we feel about ourselves. Because of this, I always make an effort to learn and pronounce my students’ names correctly. Still, I recognize that I sometimes make mistakes — often because of my limited familiarity with certain languages — but I remain committed to improving.

These personal experiences have made me more aware of the ethical responsibility teachers have to honour each student’s identity. A name is never just a label; it is an entry point into a person’s story, family, and culture. Taking the time to learn it properly communicates care, inclusion, and respect — foundational values in education.

References:

Vowel, C. (2016). Indigenous writes: A guide to First Nations, Métis, and Inuit issues in Canada. HighWater Press.

Tutoring English, 2020

Part 3: Why I am Here?

Goal: Develop professional orientations and identities that recognize the expectations and responsibilities of practicing teachers, including engaging in ethical and collaborative relationship.

When I think about why I am here—in this program and in teaching more broadly—it boils down to luck. Not only have been lucky enough to teach at all, but I also have been incredibly fortunate to work with students from diverse backgrounds, and to be mentored by generous, patient educators who helped me. My path toward becoming a teacher did not emerge from a single moment but rather from a collection of experiences; each of these reminds me how education can change both student and teacher in profound ways.

Elementary classroom, 2025

Over the years, I have had the privlege of tutoring and teaching hundreds of students in a variety of settings: At Global College, where I helped teach English to international students from Korea, Japan, and South America; at Dr. Panda Academy in Squamish, where I helped a lot of elementary and high school students with whatever homework they would bring me, as well as helping teach English over Zoom internationally; and independently, where I continue to teach AP Psychology. Each of these experiences has taught me something about communication, patience, and the subtle ways trust develops.

I am very aware that my opportunities to teach have not existed in isolation. I owe my entire teaching journey to the guidance and generosity of others. My family has always supported me in pursuing education as both a personal and professional goal. I also think back to the friend’s mother who first encouraged me to consider teaching and allowed me to volunteer at Stride Avenue Community School in New Westminster. That experience showed me how much joy can come from helping students succeed, and it set me on the path I continue today. My first 'real' job in teaching came from, I believe, a reference letter that person had written me after volunteering.

Many others have shaped my identity as a teacher: Professors who modeled intellectual curiosity; hiring managers who took a chance on me early in my career; and parents who entrusted me with their children’s education. Even the students themselves have been teachers in their own way. They have allowed me to make mistakes, learn from them, and continually refine my practice and identity. They have taught me patience, humility, and adaptability. I consider it a privilege that they have allowed me to be a part of their growth.

This semester has taught me that the work of becoming a teacher extends beyond coursework; it is also about learning to navigate people and institutions. While I did not always find the academic discussions productive, as many focused on criticism without clear or operationally defined goals, the practicum experiences were deeply meaningful. Visiting schools, meeting students, and speaking with teachers and administrators reminded me why I am pursuing this profession. Amid the politics and differing viewpoints within the program, I have come to appreciate that relationships matter just as much as instructional skill. The ability to maintain professionalism, communicate respectfully, and find common ground with colleagues is essential. That has been my most important takeaway from this semester.

Elementary classroom, 2025

Burnaby North Secondary, 2025

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