Now that my time here with SD 52 is coming to a close and I have had the opportunity to visit more schools, I have noticed some similarity in many of the classrooms. Many of the classrooms do not have desks! Instead, the class is set up with large tables and the students supplies are in bins around the room or in the middle of the desks. Now, I did not visit every elementary classroom, but the majority of the primary classes I saw were set up this way. One teacher even had students choose different places to sit throughout the day. I can see the appeal of setting your classroom up this way. There is increased mobility, flexibility, and all of these transitions would be more fluid. Setting classes up this way also increases more choice and autonomy at an earlier age. Students are more readily able to explore different working environments. They can easily choose to work with a group, in partners, or individually. I would very much like to explore this set up one day when I have my own classroom as it is quite different from my own teaching experience thus far.

One of the most unique places I went was the Sensory Room. I had never heard of a room with this purpose before. It creates opportunities for students who have varying abilities and challenges to explore different physical environments and to challenge themselves with respect to both problem solving and their fine and gross motor skills. Perhaps what was the most interesting is the different types of support needed within the room. Some students needed to imagine that the room was a “Minecraft” obstacle course in order to engage with the room, others dived right in without any prompting. The Sensory Room is an adapted learning environment for students who need it, but is then further adapted to the needs of individuals as well.

Another highlight from our time here was assisting during the National Aboriginal Day Celebrations. Unfortunately, the weather pushed us inside, but it was still an exciting day nonetheless! We helped run a complimentary coffee and snack station, which gave us opportunities to interact with members of the community. We were lucky to be able to take breaks and view some of the performances. The student drumming was my favourite. It was wonderful to see students performing with such pride and enthusiasm. We also had the pleasure to meet some of the Role Model students. This is a great program for all students to be inspired from. Seeing people who have been in your shoes and gone on to find success can be very inspiring and motivating. Events such as these, can greatly impact a community by helping to foster pride and belonging in a safe and positive environment – there is a place for everyone.

Well, that is all for now! Thank you Prince Rupert for letting us choose our own adventures and for making us feel so welcome! Hopefully we will see you again soon.

As my second week up in the Pacific Northwest comes to a close, I have come to a deeper understanding of the different kinds of support that the school community needs to provide for its students here. All of my classes at UBC discussed the difference between equity and equality. We explored equity and equality with respect to differentiated instruction based on students’ academic needs, but barely touched on the fundamental needs of students, such as food and clothing. It has been truly inspiring to observe the efforts that both the school district and individual staff members put forth to take care of their students. I have seen boxes of granola bars in teachers’ bags, washers and dryers to clean clothes, and even heard of a teacher who keeps racks of clean clothes that were left behind in the Lost and Found Bins for students who need them. Perhaps the most remarkable part of this is the humility that exists behind these acts; it is just part of the job here.  It has been a very humbling experience to see how schools work tirelessly to meet more than the academic and social needs of the community.

I have also had the privilege to sit on two meetings with the Aboriginal Education Department. Helping Teachers have been going through old resources and updating them to make sure that the units are authentic with correct spelling, naming, and accurately reflect BC’s New Curriculum and the First Peoples Principles of Learning. The district really emphasizes community through Aboriginal Education. The Clans and Crests are represented throughout the units and the schools and if a student or teacher does not belong to a local Clan, they become members of the Butterfly Clan. It has been a very educational experience to see how to incorporate the FPPL in an authentic way that is very inclusive to all students. The school district here not only acknowledges the Clans that its students come from, but celebrates them as well. The practices of the Aboriginal Education Department here in the Pacific Northwest could very easily be translated to other districts as well and I look forward to finding opportunities throughout my career to relay what I have learned here so far.

Almost finished our first week in Prince Rupert with School District 52! It is quite a change from the large district I have been with so far. One thing I have noticed, even in the short time that I have been here, is the emphasis on community. On Tuesday, my peers and I had the honour to help paint a rainbow bridge. It was wonderful to see teachers, counselors, administration, city officials, and of course, most importantly, students, coming together. I think it is important to acknowledge the work that went into making the rainbow happen. The rainbow bridge was the product of a year’s worth of effort between dedicated school officials, students, and the city. My fellow CFE students and I are very lucky that our time here happened to coincide with the actual painting.

Another amazing aspect of SD 52 is the emphasis on outdoor education. In the past two days I went on two outdoor excursions, one with an early primary class, the other with a middle school class. It was great to see how successful outdoor education can be with all grades. Both ages were exploring and interacting with their environment, asking questions, being physically active, and having fun! With the middle school class, I really appreciated the “choose your own adventure” opportunities the students were given.  Some students stayed at the beach and swam in the – extremely cold! – lake, some sat at the campfire with a book, a few went fishing, and a group joined me and another adult on a short hike along a creek. These opportunities help build the sense of community not just within a classroom, but on a larger scale. Students create memories and build connections to the place in which they live, which will help them grow into responsible citizens.

I am beginning to feel very grateful for the opportunities we have to be involved in. Like the middle school class, my peers and I are choosing our own adventures for our time in Prince Rupert. I’m looking forward to another week filled with rich and diverse adventures!

Also, here’s a shot of the finished bridge!