My year at UBC

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Through the entire program, my practicum experience at Pinetree Secondary was definitely the most memorable. This is where I put all the theoretical ideations talked about in the program to live practice. I learned so much on my practicum, I had classes with a variety of different students, such as ELL learners, those going through social emotional issues, learning disabilities and much more. This is where I learned the most. I need to thank Craig and Brad for being amazing S.A’s, they mentored me throughout my time at Pinetree and they made my entire practicum an enjoyable experience. I learned so much from the both of them.

Honestly, I was very anxious going into the program. I didn’t know what to expect at all. It was very front loaded and I remember the first semester being very busy with a three month practicum at the tail end of the busy period. So much information was given in such a small time frame. However, as I develop and better myself as a growing professional I will continue to learn through my journey as an educator. One thing I learned this year was simply that the learning never ends. As teachers, we are not expected to know everything, but to guide and facilitate students towards their desired goals as we as teachers learn along the way.

The 12 months went by fast! I can’t believe it’s all over already. Years ago, the thought of even applying to the UBC BEd program seemed like something that I didn’t have to worry about for awhile. I had to focus on my undergrad and I would figure out the pedagogical aspect of my learning later. Now, that time has come and gone, and here I am today about to leave UBC with a Bachelor of Education Degree!

Reflection

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Entry #2

I would like to implement a classroom culture which holds students accountable for their own success. I believe that by making students a “citizen” of my classroom, they will be more motivated to want to succeed, as they will have to pull their own weight in the classroom and in the shop in order to be successful. It would be ideal for students to arrive to class already knowing what the expectations are and what they will be doing for that day. I want students to work together as a team and problem solve together, rather than me as the teacher continually “spoon feeding” them in order for work to get done.  I believe this is a much better approach, as opposed to a “tourist” classroom culture in which students just show up to class with no plan or idea of what to expect. Just like a tourist, students just go through the motions unexpectedly due to the lack of citizenship in the classroom. I want my students to be a citizen of my class, as citizens know much more about their home in comparison to a visiting tourist.

-Mr. De Angelis

Reflection

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Entry #1

During the time of my two week practicum, I spent the majority of my time in the senior automotive classes. It was apparent that the motivation and productivity levels of most students were lacking. A lot of the students in this class were easily distracted and seemed unmotivated to learn valuable hands on skills in the auto shop. Instead, most of the students seemed to spend most of their time in the classroom, chatting with their peers, using their cellphones and playing games. There seemed to be very little interest in the class. The students needed a lot of guidance in order for them to get to work. I recall pushing students to get their work done on multiple occasions. Although it generally seemed that students were opposed to working in the shop during class, they began to work once pushed with large amounts of guidance.

~ Mr. De Angelis