Blog One Response

Although my past experiences of working with children from various background and environments provided me with a strong skill set and understanding, my community service learning (CSL) and practicum have encouraged me to continue to inquire about my students, the schooling community, and effects from various societal factors. New theories or guidelines to think about my experiences and shape how I interact with others in the schooling community were introduced throughout the Bachelor of Education program, such as Timperley’s Adaptive Measures, Communities of Inquiry, and OCT Standards of Practise.

Timperley’s model highly suggests using students as the main point of understanding and base for decision-making concerning curriculum or teaching strategies. Previous opportunities as a taekwondo instructor or camp coordinator provided me with the chance to understand my students/participants as individuals and a collective group, based on abilities, ethnic background, preferences, or beliefs. Inquiring about the children in my care granted me knowledge and growth concerning my understanding of specific cultural or religious topics I lacked information on, as well as how students respond differently to styles of teaching. This understanding provided me with a solid foundation to enter into my CSL and practicum, as previous knowledge helped me to understand students or situations. For example, within my past careers, I have had the opportunity to work with students learning English as a second language, which provided me with tools and strategies to work with the two ESL students within my practicum classroom. Although, being with a new group of students in a new environment encouraged me to utilized Timperley’s Adaptive Measures to gather more knowledge to add to my personal growth as a teacher. For example, a strategy I find useful in new situations with students is to ask non-threatening questions (i.e. Favorite colour?) on the first day to build trust and a connection.

Next, Communities of Inquiry emphasizes social contact as the main system for learning and acquiring new knowledge. I used this strategy greatly within my practicum experience to gain the most diverse knowledge available to me at my placement. My associate teacher is my main point of contact for asking questions and discussing ideas, which I believe hugely impacts my learning as an educator. In addition, various opportunities presented themselves throughout my CSL and practicum allowing me to join other teachers within the school to experience multiple forms of teaching, classroom management, or grade levels. Using the educators around me helps me to understand that teaching is not neutral or preformed one way; Teaching is influenced by individuals, communities, students, parents, and the norms or rules that govern society. Also, my fellow peers within the Bachelor of Education program are a great resource for sharing ideas or experiences to help better each other. During my practicum, a peer contacted me concerning a math lesson focusing on telling time, which I had led a lesson plan within the first semester. Being able to trade resources and explain one’s thinking behind a lesson for others to use helps to deepen understanding and expose oneself to new ideas. Communities of Inquiry are present within placement schools, online forums, or university peers and professors which contribute to professional development through acquiring or sharing knowledge.

Lastly, keeping in mind OCT’s Standards of Practise is necessary for fostering self-improvement, as well as abiding by the rules and responsibilities of being an educator. Throughout my CSL and practicum, my main two goals from Standards of Practise was a commitment to students / students learning and professional practice. For lesson planning and presenting lessons, I wanted to provide my grade two students with a lesson format they would understand and be interested in to benefit their learning. As for professional practise, I wanted my associate teacher, fellow colleagues and school to view me as a future educator they would be interested in working with. Therefore, I was always on time, wore appropriate clothing, partook in yard duty, and tried to make myself available to help all staff. Throughout working towards these two main goals, I contributed to my professional knowledge by learning through experience. Also, I developed a leadership position within my classroom as students recognized me as a teacher, especially one day where a supply teacher was present, and I held a leadership position in my school as a co-coach to Borden Ball. All these factors contributed to my ongoing professional learning as it gave me the chance to be involved with various elements of the school environment and interact with students outside my practicum classroom.

I believe I have grown as a teacher candidate since the first day of school, as university classes exposed me to multiple models of thinking, CSL integrated me into a school environment, and practicum gave me the ability to conduct lessons, receive feedback, and build connections within the education community. I partook in various experiences that I did not foresee occurring, such as coaching Borden Ball, reporting a case to Children’s Aid Society of Ottawa, or helping within the kindergarten classroom. Although some experiences were more challenging than others, all provided me with knowledge and opportunity to grow, which will benefit me in my journey to becoming a teacher.