Tag Archives: Practicum

UBC Farm – CFE Week 3 Reflection

It’s the final week of the CFE and to be quite honest it wasn’t the most exciting week. Much of the week was spent working on the final deliverable which included 3 complementary lessons and then a few additions to the existing farm tour specifically for secondary schools with a Home Economics focus.

Tuesday was the Blessing of Land, a part of the Indigenous Initiatives at the farm. I wasn’t present at the actual ceremony, however I did get to join in on the delicious food and festivities afterward. Because I know so little about the Indigenous peoples and how diverse they are, I’m always learning something new. I was able to watch a traditional dance and singing and drumming, though of what Peoples’ I cannot tell you. I don’t think I have ever seen a performance like this, so I am very glad I got the opportunity to. I also noticed that this was a very family-centered event. Some of the performers were father and son and many families attended the feast. I guess this is a way of passing on traditions and values and helping their youth understand where they come from and their own importance. At the end of the feast I was able to participate in blessing the land. The formal ceremony was already had earlier, but everyone was then invited to say a prayer, and offer tobacco into the fire.

My plate from the feast

The dancer in his traditional regalia.

Thursday was my second and last day part of the Intergenerational Landed Learning Project, and it was all about pollination! This week was really fun because the kids were able to get up close to a bee hive and see what was inside. I was so amazed by this group of grade 3 and 4s! They already knew so much about bees, such as how to tell them apart from wasps and what the role of each sex of the bee is. And almost all of them weren’t afraid of walking right up to the bee hive. I am scared of all insects, including ants sadly, and this really pushed me to get comfortable with the bees. Being around kids almost forced me to remain calm because if I start to freak out so would they, not to mention disturbing the bees. It’s interesting how different it is to work with a younger age group. They seem to always be so excited and ready to learn new things whereas the older groups lost interest or become more closed off to new experiences.

Tasting some Hives of Humanity honey. Honey is produced in the city of Vancouver.

Snack time! Kale sushi

I was able to have a conversation yesterday with another CFE student and the manager of the Landed Learning Project summing up our experience at the farm. We both found it very enriching, and it was a great place to spend some time outside in the beautiful weather rather than inside the classroom. The manager then commented how it was almost a shame that only two secondary students chose to do their CFE at the farm, after which I thought Yeah! Why is that? I know that I will not be the only CFE student here as four are coming in June, but the next group are all elementary teachers. This ratio seems to almost reflect the groups that are at the farm right now. So many more elementary groups come through the farm than secondary groups, and I wonder if it’s the teacher and how they teach or structure their classrooms that have the biggest influence on the interest of the student. I also wonder if it’s the structure of secondary schools that limit teachers from bringing their classes outside. There are so many benefits to learning outside: hands on learning, the ability to make real-life connections, feeling more connected to their own surroundings. This really is something that should be done more in secondary school curriculum. This age group tends to get stuck in their immersion in technology; I think bringing this age group outside and helping them regain some kind of curiosity will help them become healthier and active citizens in the future.

I am so glad that I got the opportunity to be at UBC Farm for my CFE. I have learned so much and I hope to bring some of what I learned back into the classroom. Thank you!

UBC Farm – CFE Week 2 Reflection

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I found myself struggling this week. Not so much because I had to do any labour on the farm, but more so because I couldn’t get out of my way of thinking, if that makes any sense. My part at the farm over the course of three weeks is to write a lesson or activity that high schools can do during the tour. I found it really hard to think of these activities; I kept thinking about the tour as something that is already set in stone and all of my ideas for lessons were those to complement the tour as is. Changing my mindset from “this is what the tour offers, how can I incorporate it?” to “this is what I want the tour to have” has been a lot more difficult than I thought it would be. I’ve tried to overcome it by first writing the complementary lessons and then focusing on the tour, and it’s made me feel more at ease because I’m actually doing something, but I feel like the issue is going to pop up again. One of the staff said that it wouldn’t be out of the question to create a small plot just for the high school tours, so with that offer I may try to do a quick tasting activity during the tour.

The big question I want to focus on is: Where does our food come from? This question was brought up by one of the students in the lone high school tour I’ve seen so far, and I think it’s a great question. Where does it come from? I think it’s important to realize that the food found in the grocery store has traveled great distances to be accessible to us, and with that the huge consumption of resources (often fossil fuels). It also takes a lot of energy to produce food in general, especially meat products. I find this topic super interesting, but high school youth won’t be as much. I chose to study food after high school; most teens just want to get through high school.

It’s kind of interesting how that particular age group, between the ages of 13 and 18, children seem to lose their curiosity. The farm seems to do pretty well with tours; this past week alone there were about 5 or 6 tours (that I know of), however they are all from elementary schools. I wonder if it’s because of lack of interest or even competing interests; field trips are much harder to plan in high school, and students may choose not to go to focus on their more academic courses. I say this coming from a Home Economics perspective, and I believe it could very well be the conflict of interest. During my practicum at Moscrop we held a field trip for Home Economics students to tour a culinary school within Vancouver. Some students opted out of the field trip because the particular day it was held on was a heavy academic day. Of course these tours would also be good for Science or even Social Studies courses, but I guess the lack of a direct relationship between the subject and the farm means the idea is often missed.

This past week I was able to do a volunteer shift in the IHREG, where i actually got to do hands on work and work in the garden. I loved it, and it is definitely harder than I originally thought. It also gave me a greater understanding of how much work actually goes into producing my food. Granted a lot of my food is probably produced with machinery, it shows how much work it takes for people before machinery was invented. Also the plots of land we worked on were relatively small – I can’t imagine working a large scale farm by hand!

This week was also the first week I partook in the Landed Learning program on the farm. Landed Learning is done in partnership with 4 elementary schools in the Lower Mainland. One class from the school comes to the farm every 2 weeks for a total of 11 sessions, and they spend the whole day learning at the farm. This past week was about water, so the kids made compost tea for their own garden bed, planted and transplanted some seeds/seedlings, and did a little activity on the irrigation system. The group that I got to work with was a 3-4 class, and it was so much fun to work with them! They had so much energy and were curious about everything. They knew so much of what different plants were just by looking at them (which I can’t even do!). During the check out period, someone mentioned how as the groups get older, they become less interested in the farm and growing their own food and they wondered out loud, why is that? What happens in these few short years that makes them disinterested in growing their own food? Something to contemplate.

Now I begin my final week at the farm, and it’s surreal how quick this experience has been. I am hopeful that I can complete what I came here to do, and look forward to making the most of my week here.

Again, photos to come soon!

Adapting (March 30 – April 2)

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Describe one of your lessons this week to me. What was so memorable about it? If it was a “great lesson”, what made it that? If it was a lesson that didn’t go so well, why? If you learned a lot from the lesson, what did you learn and why? If you were to do this lesson again, would it go the same way? Why or why not and what would you do differently?

This past week the foods 11/12 classes started a mini unit on risotto. I teach 2 blocks of this class and first class actually went very well. I was able to capture everyone’s attention and everyone stayed on task. When I showed a quick video as students began on the risotto method, everyone paid attention. The second block for me was much more tricky. I did the same thing as I did with the first block; I introduced what risotto was, explained that we will be doing this over several classes with different grains. There was also an assignment researching different grains, which I explained and encouraged students to finish during class. I showed the video as students began their recipe, and circulated the room to help and answer any questions concerning method.

The second block however I found was much more challenging. There tends to be a lot more visitors in this block, as well as students tend to slip in and out without letting me know. Grade 12 student interviews were also held throughout the day, so some students had to leave halfway through class. Every student that had an interview during the period checked in with me before leaving, but some students felt like they could come and go as they please, most likely because they didn’t think I would know their actual interview time (a copy of interview times was given to every staff member). When I showed the video on the risotto method, only half the class stopped to watch the video; all others were involved in their own conversations. At the end of the block, some students came back into the room with visitors. I spoke to them about where they’ve been, however in front of their peers. Some units struggled to finish the recipe on time, and so some had to stay in for a little bit during lunch to finish clean up.

I think adjusting for different classes is my biggest struggle. What works for one class may not work for another. I’m finding that I have to assert my authority much more in the second block than with the first block, and that keeping their attention is much more challenging. If I had to teach this lesson again, with the same circumstances, I would have reminded the students to check in with me before they leave for their interview. That way I could catch those who left for no reason. Although I knew visitors and slipping in and out of class were an issue in the previous class, I don’t think I would have addressed it in this class because students were already in and out due to the grade 12 interviews. It is something I will address first thing this week, explaining that I need to know where they are at all times because I am responsible for them.

As for capturing the attention of the class, I think part of that will be solved if I just adapted to the class more. This class is chattier than the other, however at the beginning of the class I was able to get everyone’s attention. I should have shown the video in the beginning while I still had everyone’s attention, especially since the video was very informative on the risotto method.

Back from Spring Break (March 23-27)

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Teachers are often criticized for all the time off that we get. Do you find that you are now a “better” teacher because you are now well rested, less stressed, better planned, and (hopefully) healthy?

With this week being the first week back from spring break, I actually felt kind of flustered. I think this from the combination of having to learn 120 new names, trying to organize myself better (which I’m not too sure is working) and expanding my presence in the school by choosing to co-sponsor a sports team. But at the very beginning of the week, I felt fantastic. I was definitely nervous because there was so much to do in that first week, but I felt rested and I had the entire week planned out (whether or not everything followed that plan is another matter). In comparison to the very beginning of my practicum I was definitely more confidant in my ability to teach and carry a class. I wouldn’t necessarily say it was better or worse because the circumstances are different; I’m coming back to familiar surroundings, not starting over at a completely new place.

I’m not sure if I would have felt the same way if I didn’t have the break. I remember being so exhausted and worn out, that even though I had the momentum going, my ability to teach surely would have suffered. This past week I asked my students in the class I’ve held the longest to give me some feedback on my teaching and how I can improve. Most of it was positive, but one comment that stuck out to me was I needed to smile more. My first reaction was maybe I just have one of those faces that seem angry when I’m not thinking about it, but with more thought, maybe it was just I was stressed and nervous and it showed on my face without realizing.

I think teachers definitely need the break, whether that be one week or two. It gives us time to get some marking done, get re-organized, get healthy, clear our minds and reflect and improve our practice. I didn’t fully realize just how much I was using my voice until the break, when I woke up every morning with a sore throat. Thankfully my throat has recovered since then. I found myself thinking about how I can make things better and I made resolutions to improve based off of my midpoint meeting. I was also able to get re-organized, and I feel more confidant with what I have scheduled. To be honest it was the break that allowed me to feel good about co-sponsoring one of the sports teams. Without that break to relax, I would have felt too overwhelmed to even think about doing any extra-curriculars. I don’t think many realize how much work being a teacher is. Many see the hours teachers work on paper and think that we have a short work day and long breaks to boot, but they don’t tend to realize that almost every teacher puts in so much extra time and effort outside of the classroom all for the sake of their students. It takes time to plan lessons that are pedagogically sound and enjoyable. It takes time to reflect on how to make these lessons better. It takes time to find and make resources. It takes time to give feedback. Many don’t about the work before and after a lesson to make sure it goes well, and it’s usually these tasks that get forgotten.

That being said, I’m not sure what i would do if someone criticized the time off. I could say to them what I’ve just described, but I don’t think that would get the message across. They could easily counter by saying they do the exact same thing at their job. If there was time, and I was patient, I would try to put them into the shoes of a teacher. What kind of lesson would they teach? What should the student get out of it? Do you need any resources? How will you know they learned what you’ve taught? Are you being inclusive of all learners? And as easy as this seems, I can’t help but feel like this tact is more defensive and negative, when really the message should be positive. Until I find a more positive way to defend the time off, I may just hold off on the lecture.

Differences, Pro D (February 16-20)

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What differences are you noticing with your students?

It’s much easier to spot differences when you’re comparing two like things, I find. That being said, I have definitely noticed differences with my grade 8 textiles blocks. As I’ve mentioned in a previous post, one group is more academically inclined and more well behaved. They also happen to be the morning block, where you can argue that students are either more tired or are more likely to pay attention. The second group is the last block of the day and the rowdier of the two blocks. There are definitely students who are motivated to do well, but the greater majority of the class is harder to handle. The two differences in the two blocks were much more glaring when I first picked up the two classes: Most of what we were doing involved lots of worksheets and required a very structured class. Now that we have started the final projects and both classes are sewing for almost the entire class, they have become more pleasant to teach. I treat both classes the same in the way I get their attention. I think I’ve become better in my wait time, in that that I’m no longer impatient and jump the gun when it comes to getting their attention. I am able to wait for as long as I need to until I have everyone’s attention, and it surprisingly works with both periods (though one period takes longer than the other). In terms of planning, I plan the lessons the same for both classes. I tend to make the changes as I see fit during the class. For example, I have found I have done fewer demonstrations for the more academic class. They seem to be more capable in following and understanding the written directions. I still offer to do the demonstration, but I am not forcing everyone to attend it if they feel like they can continue without them. I am having to do at least two demonstrations for the second block. I have tried to do what I do with the first block with the second group, however I can see some students are falling behind, so I will probably have all students watch demonstrations for every step.

As for the 12s, I don’t have another similar group to compare them to. In comparison to the 8s, however, they are much more laid back. The major differences would be that Baking is an elective they want to take and not forced to take, and they are more concerned with their academics than their electives. So far, the only change I’ve made to that class, along with my 8s, is to keep their phones away, but it’s not working. I may actually have to modify and change the rule so that phones are still kept away during labs, but when they’re completely done phones are allowed.

3 things I learned during Pro-D

1. It’s definitely a time of collaboration with those in and outside of your subject area. I actually had 2 Pro-Ds last week, one specifically for teacher candidates. This session was great because we were able to discuss issues that may have arisen with our fellow colleagues. In the district wide Pro-D, many different workshops were held by teachers in the district, which any subject area could attend. It’s a time to hear many different perspectives on the same subject or issue.

2. It’s an opportunity to learn what the district values. Two themes that arose during the Pro-Ds were the recognition of aboriginal youth in education and how we can adapt our teaching to the culture, and thinking classrooms. It’s good to see if my values match those of the district.

3. Home Economics Pro-Ds are really fun! The Home Economics Pro-D in Burnaby was a tour of the Arts Institute, and a workshop on how to make gum paste flowers. The tour actually helps us plan how to meet one of the PLOs for senior foods classes. The workshop gave everyone ideas how to implement this into the classroom (in fact, my SA already does something similar with molding chocolate instead of gum paste). It was also a time for me to get to know some of the Home Economics teachers in the district.