The first week was a big adjustment. This week felt a bit better. By the end of it, I knew everyone’s names. That’s a start.
I must admit, although observing my AT from the perspective of a teacher candidate was interesting, I was happy I was exposed to different things around the school this week. I was able to sit in on a few classes, including a math class that reminded me quite a bit of the layout of the classroom from my last practicum. It was refreshing to see that innovative classrooms are popping up in all schools, in multiple forms (whether it is math or science, urban or suburban; public or Catholic). I also was able to start teaching again…Yay! If you were to have asked me at the end of August if I would teach in the first two weeks, I would have said “no way! I need more time!!”, but, after only a few days of observing, I really wanted to jump right in. Taking over just one class has already made my standing in the school more apparent to the students. I have been able to grow closer to them, and get to know more about each of them on individual levels. I wasn’t just a weirdo stranger sitting at the back of the class; I slowly became part of their school experience. One student felt comfortable enough to share his past schooling experiences with me (some of which weren’t easy), which made me feel that the hard (and sometimes awkward) work of getting to know your students is worth it. I still feel, however, that I am struggling to be taken seriously by some of the students I interact with. When teaching my lesson, the students were very well behaved and generally stayed on task during the more interactive parts of the lesson; however, I noticed I did have to remind a few students to stay on task when they were in partners completing the homework. This may be due to the fact that I allowed the students to choose their groups (I have noticed that randomized groups often help students stay on task and share ideas about the subject matter). Next time, I may choose a more creative way for students to work in class, whether that be different groups, different format (ex. Kahoots or white boards rather than just pen to paper) or different types of questions. I also find that circulating and ensuring students remain engaged in a class of 35 is very, very different than in a class of 20. I am definitely beginning to realize the effect class size can have on the layout of your physical classroom and lesson plan. For instance, when planning to take up the homework, I was trying to think of ways in which the students could get up and moving while working together to answer the questions; however, the sheer number of bodies compared to vertical writing surfaces was too high. I will definitely need to get more creative in the ways I plan on setting up the classroom and my lessons for my 6 weeks in November. Even after reflecting on the possible causes of difficulty and changes I could make, I feel I should address this feeling of uneasiness that still sits with me . I am unsure if this lack of attention I appeared to receive is due to the fact that they actually do not take me as seriously, or if it is because I feel at times inadequate compared to the teachers whom have worked in these classrooms for years. Was this apparent, yet slight, lack of attention due to the fact that I am less respected, or was I just more sensitive to whether or not students remain engaged? Are there times I should just let it slide rather than addressing this issue? Maybe the students were just having a more talkative day? I think it is a combination of everything. When you are surrounded by teachers you think do a great job and are able to keep the class fully engaged, it can be hard to compare yourself to them. Yet, I recognize that I am particularly hard on myself, and am at times overly sensitive. I know that as I continue in my career, I will be in many unfamiliar hallways and classrooms (particularly in the first few years) where I will not be taken seriously nor will I be the favorite teacher. I must work towards being more comfortable with the uneasy feelings I sometimes get, while using other educators as inspiration to better my own practice and continuing to build stronger relationships with the students I get to work with. This week, I was also able to meet with the Principal, Debbie Clark, to discuss the possible route of my CSL placement. Along with the other student teachers, I will be helping implement a literacy test workshop for particular students whom have been identified as needing extra support. This year is different as the literacy test will be given twice (one in October, and one next spring as usual). There are definitely valid concerns about how these tests will be run (especially due to the fact that the one is October will be completely digital), so I hope my involvement will take some stress off of the staff that are leading this daunting task. I also will be working with Chantal Tadiello and students planning on going to We Day, which I am particularly excited about. I have not been able to attend We Day personally, so it will be an interesting experience to see such an inspiring group of students come together to celebrate their amazing accomplishments. This will also give me the opportunity to help students from St. Matts support local and international causes. For example, the club worked with CHEO and helped support Syrian refugee families with a food/clothing drive last year. At lunches, I plan on running a tutoring session for the Football team, as many of the students require some motivation and support in order to balance their studies and sports. With all the crazy challenges and new experiences in and outside the classroom, I am very much looking forward to continuing at St. Matthew during my CSL placements and practicum! My nerves over the past two weeks have definitely been heightened, which is no different as to how I was feeling the morning I met (or saw again) my new co-workers and students. The strangest part for me is the fact that my practicum placement is in my old high school. The people I viewed as my teachers 6 years ago have quickly become my colleagues. And, to top it off, my sister is in the midst of completing her senior year. When I walked into the school for the staff meeting, the atmosphere was very familiar, yet foreign at the same time. I recognized some of my old art work on the walls, and many of the faces were ones I have seen many times before; And yet, there was a lot of change. I saw many new faces and new pieces of art. The halls that I once ruled in my highschool days weren’t mine anymore. The nostalgia seemed to juxtapose the unfamiliarity perfectly.
As with changes from my time at the school, the school also varies significantly from my previous practicum experience, at least in theory. At first glance, Ridgemont and st.Matthews could not be farther apart; One public, one Catholic. No uniforms, uniforms. One urban, one very much suburban. From math to science. Everything appeared as if I would be entering a new world from a teaching standpoint. And yet, even within the first week, I have noticed so many similarities. Both schools have a wonderfully strong community. I felt this from the tremendously warm welcomes at the first staff meeting. The tiger pride is so strong at this school. All the students seem to be delighted to go to st.Matts. From the welcome bbq, to the silly jokes on the morning announcements, you can tell that everyone feels at home here. I also believe that my experiences and focuses working in the urban setting is already helping me connect with and better understand the people I learn beside. I am (slowly) getting to know all of my students better. I must say, with larger class sizes than I have ever been able to experience before, this isn’t always the easiest; however, I have already seen how a smile in the hall or a ‘hello’ as the kids enter the class can have an affect. I also see that regardless of whether a school is labelled as “urban”, students are going to have individual and collective challenges. High school can be hard, regardless of where you are from. Yes, some of the larger issues are more upfront in an urban setting, but the skills and experiences I have gained through learning about urban education are already crossing over in every aspect of my experience in this practicum. As I continue with my practicum, I am constantly reminded of what a speaker said during my first year orientation. To paraphrase, I am not a science teacher. I am not a math teacher. I am first and foremost a teacher. Teaching is more than the subject. The content does not affect your ability to teach well, learn with your students and grow beside them. Building relationships, creating inclusive and safe environments, using technology and other exciting resources to add to the classroom experience, helping students get and remain engaged in the class and truly caring for the people around you are what it is all about. |
AuthorWrite something about yourself. No need to be fancy, just an overview. Archives
December 2016
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