I leave this CFE with sadness and joy because I did really feel like I was a part of the staff at St. Mar’y and felt like I really came into my own during my time there.  The staff was so helpful – giving me advice and sharing resources to help ensure that I have success next year.  I am so grateful for the guidance and care I was shown at St. Mary’s and would recommend this placement to any future teacher candidates who want to explore the option of teaching in a Catholic school!

My last few days were absolutely amazing.  The students each presented their personal interest projects and I was amazed at how well they handled themselves in front of the group.  They shared their ideas, thought of interesting and unique performance strategies and most of all, challenged themselves to try something new.  My sponsor teacher commented on each of the students’ report cards about this project because she felt that every child shined and showed their love of learning within the perimeters of this project. I also did peer and self assessments for each of the projects (2 stars and a wish style), which I found really powerful as well.  I thought I would highlight a few projects that stood out for me to give a sense of how wonderful this project is for all learners.

One student in this class tragically lost her father earlier this year.  He was a very talented artist so she decided to attempt to recreate his art even though art is difficult for her.  This is a student that struggles in many areas of classroom life, but in this project I saw her take a risk and do something she knew would be difficult. With assistance from me, she was able to present and share her drawing with the class and you could tell she was very proud of this accomplishment.  This was the first time she was able to complete and present a project this year.

Another group of three boys worked diligently throughout class time and outside of school to create an in-depth analysis of a video game called Splatoon.  I had to try to keep their presentation shorter because of time restraints but it seemed like they could have gone on all day. These boys made posters, videos, brought in samples of the game to share on iPads, made clay figurines of characters, and had each student do an individual reflection on their experiences with video games.  I couldn’t believe the amount of effort these children were willing to put in when they had the freedom to choose their own topic.

Many students battled with a little bout of stage fright before they went up to the front to present.  One boy expressed that he wants to be a chef when he grows up so he did his project on cheesecake.  He made cheesecake at home and brought in photos to share his experiences of making this particular no-bake cheesecake.  I could tell he was extremely nervous so I made sure he wasn’t the first to present and that he had lost of care and support from me before he went up to the front. As he began, he slowly eased into his narrative and became more comfortable.  When he was done, he shared the cheesecake with the class and staff with confidence.  At one point I asked him if he wanted a piece for himself, but he replied saying that his stomach was still doing flip-flops from the presentation so he needed to wait before he ate anything.  I was so proud he had faced his fear – and the cheesecake was such a treat!

These were just a few moments from the amazing presentations I had the opportunity to assess and be a part of.  I feel like I never would have taken a risk like this if my sponsor teacher hadn’t pushed me to do these projects, but I am so happy that I did it! Projects like this fulfil so many of the goals within the core competencies!  It was very easy to find curricular connections that make this project so valuable to grade three’s (and any grade’s) curriculum. I will definitely be doing genius hour in my class next year and I can’t wait to find out what my future students will choose to learn about!!

Although I did end up getting sick this week, I had another great week at St. Mary’s! The more time I spend at this school, the more I appreciate this community and the privilege I have to be a part of it for these few weeks.

I have been asked to reflect on the differences I see between this school/class, and my previous practicum experience.  I should start by mentioning that my elementary and high school education took place in schools governed by the Catholic Independent Schools of Vancouver (CISVA).  These are semi-independent (funded 50% by the BC government and 50% by tuition and fundraising) schools across the lower mainland  with a few like St. Mary’s, which are a little farther out of town.  There are 48 K-12 schools in the CISVA and they share a similar Catholic curriculum, they also strictly follow BC’s curriculum as well.  I am very comfortable in this setting (my Mom teaches in a CISVA school, as well as many of my relatives) and feel drawn to spend my career in this setting as well.  Teaching in a faith based school is very similar to teaching in a public school.  These schools are not elitist or unaffordable.  We include religious content across the curriculum and try to make as many connections as we can to spread God’s word in the classroom.  So to compare the two, I would say they are the same except in Catholic schools, there are prayers at lunch and at the end of the day.  In conflict resolution, the children usually are instructed to pray and think about how God or Jesus would see the situations.  At St. Mary’s the children also go to Mass once a week (Most CISVA schools go once a month) and have a trusting relationship with the parish pastor.  This being said, not all students are baptized Catholics, so we still honour a diversity of beliefs in the classroom.  The class sizes are unfortunately bigger.  The class of grade threes I am placed with at St. Mary’s has 27 students.  CISVA elementary schools also typically have french preps from K-7 which is different also.  I do believe that kids are kids no matter where you are.  There are a handful of students in my class with very difficult pasts/home lives.  There are also several students with special needs in the class. As an example of how I can best compare the two,  I had to teach inappropriate ways of being touched and assertive behaviour in my 10-week practicum.  I am now teaching the same unit with this grade three class but from a different perspective.  The unit is called “I am a gift from God”, and it has the same message that I taught to my practicum class, but this time the focus is more religious.  We spend time having the same conversations I had with the practicum class but we finish with a chat about how God loves us and then we pray together.

On another note, St. Mary’s is very different from my own experience of both previously attending a CISVA school and being employed as a teaching assistant in a CISVA school.  The schools I had been in before were much larger, more urban, and had newer buildings, plenty of resources, technology, etc.  St. Mary’s is a very old school and does not have a wealthy alumni/parent base, like several other CISVA schools have. The teachers are wonderful and are teaching in innovative ways and using the inquiry model, but they are slightly limited due to budgetary restraints.

I hope I have done an adequate job of reflecting on the differences between a Catholic school and my experience with a public school practicum.  I know I spent little time defecting on my 10-week practicum, but the public school setting is probably most familiar to most of us.

Spending time with children in such a supportive and tight-knit community has been such a pleasure over this past week.  It has been rigorous, but ever since completing the practicum, I have a sense of confidence with this new class.

After my initial visit in November, I knew I needed to prepare a unit plan for personal interest projects in a grade three class.  The classroom teacher informed me that I could have as much time and flexibility as I’d like.  So the weekend after practicum ended I whipped up this unit and gathered all of the supplies I’d need to carry it out.  When I arrived on my first day, she explained to me that I would be full-time teaching over the next three weeks. All I had planned was the one unit!! I stumbled through this first day and then realized that I was able to get through the day surprisingly well.  Once I figured out her routine, I have been able to jump right in and have success.

Due to the craziness of June in an elementary school, we have had exciting activities almost everyday, and it only continues over the next few weeks.  On Wednesday we had a full day of activities to attend for the school’s Aboriginal Day.  There are many children in the school who live on reserves close by that belong to the many Stó:lō bands in the area.  Stó:lō culture is an important part of the St. Mary’s community – so the whole school dedicates an entire day to it!  We started the morning off in church, but all hymns were sung and drummed to by local elders and community members in traditional languages.  Before the mass, an elder spoke to the school about the role of Catholicity and Christianity in First Nations spirituality, which really enlightened me on the visible evidence of reconciliation that has been occurring in this community for years.  We then headed back into the gym and heard a few more songs, prayers, and speeches from local elders.  Then activities began and we rotated through different stations (held in the classrooms) led by Stó:lō parents and community members.  We made bracelets, did some drawing, made button blanket and bentwood box crafts, learned about traditional colours, learned about the medicine wheel, and we attended some story sessions.  Halfway through this, we had a buffet lunch in the gym with the entire school with all of our visitors and volunteers.  We had salmon, indian tacos, and lots of bannock (so delicious).  While we ate, some of the students in our school danced their traditional dances called the Fancy and the Jingle and we learned about some Aboriginal sports practiced locally. At the end of the day, we had a closing ceremony and thanked our leaders by raising our hands, palms facing in and moving them back and forth.  Traditionally this was a universal symbol for peaceful greeting and thanks.  It also showed neighbouring bands that you had no weapons in your hands as you approached.

It was a joy to see the First Nations students in my class have a chance to share their pride for their culture.  All day they were teaching me (without prompting) extra words and telling me about their family’s traditions.  One special moment was when one of the typically shy girls in my class was beaming with excitement to introduce me to her dad, a local artist who was teaching one of our stations.

I wish I had more space to share more of the wonderful things I learned that day, and on the other days I have spent with this class.  I am learning so much about teaching in a Catholic school and teaching grade 3.  I am also learning how to foster supportive learning environments for Aboriginal students and how to make the First People’s Principles evident in the classroom for all students daily.  This knowledge is very practical to me given my exciting upcoming year!!