Practicum Reflections
The End Of The Beginning
Well it has certainly been a journey. 8 months. I have been in this classroom for 8 months and it still feels like I walked in yesterday. I honestly could ramble on about lessons learned, reminisce about that one time that student did that thing, or think back fondly on all those long, wonderful hours spent marking probability packages. Alas, that is not why you are here so I fear I must focus this tirade of memories on one important area. Competition.
My final week was capped off by taking the students I had coached in Track and field to the District Track Meet at Swangard Stadium. I had worked very hard with them over the course of the season to steadily improve, work on tricky aspects like the baton pass in relays and cadence in events like 800m, but most importantly, we worked on SELF-IMPROVEMENT. That kind of intrinsic motivation to try better than next time, to work harder, and generally improve for the sake of improving. This is a tough thing to foster inside oneself and at first, (and for some not at all) the students were resistant to it. “What place was I?”and “Who did I beat?” were the cries at the end of each race at the beginning. However, (again for some) this changed. They were soon replaced by “What was my time?” or “Was I faster than last race?” This was truly great to see and I do credit it to the nature of track and field. As was stressed often, you are racing the timer as you are going for the fastest time, not the fastest in each race. In long jump or shot put, you aren’t all jumping or throwing together. You do your best one by one so you don’t even have the person in the lane beside you to compete against. It is truly a place for training, mentally training, yourself to work towards personal bests.
At Swangard this came into fruition. Everywhere I saw students discussing personal bests, wishing and hoping that the next race would result in their fastest time. Were they competing against each other? Yes, in a way. It is a district competition so I believe it would be pointless to argue that it isn’t. However, that competition isn’t directed right at another competitor. You are competing against yourself and through that, you are building intrinsic motivation. Previously I have discussed the concept of competing against an external force like a timer and this is the manifestation of that idea. It is theory put into practice and it works.
If it works for athletics, it certainly can be applied in a cross-curricular manner into other areas of the classroom. New goal: Math Athletics. Next event: The 400cm Geometry Calculations.
Track and Field is truly a place for training, mentally training, yourself to work towards personal bests.
-Me
A Brave New World (Part 2): TOCing
In the past, I have used the phrase “A Brave New World” in reference to some element of my teaching experience, but if I could go back, retract that statement, and reapply it to this most recent experience, I would. Alas, it shall remain in the past and a must regurgitate the sentiment that after spending almost 8 months in a Grade 7 classroom, moving to a K-1 for the day was certainly “a brave new world”.
However, this world was certainly not a negative one, it was challenging yes, but a fun, exciting, and educational experience. It took me a little but at the beginning of the day to get my brain to switch over into “primary teacher mode” but once there, it was “relatively” smooth sailing.
To be blunt, Grade 7 to Kindergarten is a big jump. However, regardless of the grade level, good practice is still good practice. As we scaffold for our students of differing abilities, so can we with our methods for students of differing grades. Some specific skills that transferred well for me is my focus on building relationships with the students quickly. Engaging them in their interests and asking questions allows me to connect with them at the beginning of the day and then user the information to motivate and personalize their learning throughout the day based on their interests. Additionally, being able to outline expectation, even at such a young grade, was something that carried well with me into this new experience. Students need to know what is expected of them over the course of the next activity. The need to know what they should be doing, how they should be acting, what to do if they need help, and what to do when they are finished. This wasn’t new for the students and my colleague’s classroom was well set up for this. The students knew that once the expectations were down, they followed them well throughout each activity. This I feel is a testament to my colleague structure she has put in place throughout the year and that the students comprehend/respect the concept of expectations.
Overall, wonderful day, wonderful experience, and I am so thankful to have had the privilege to get to see teaching through a new lens. A brave new world? Yes. But an exciting one? You betcha!
IN-trinsic Motivation
The term personal best is a curious one. Striving to beat oneself; to push past one’s accomplishments towards bigger and better things, it does require a certain mindset. It is not unknown that the concept of personal bests is related directly to the idea of intrinsically motivation and that “inner drive” that powers us forward towards success through none other than our own will. However, what cannot be ignored that this is a difficult mindset to accomplish. One could even say that the nature of IN-trinsic motivation is IN-tricate. IN as IN-side yourself, not OUT-side. Get it?
Well the point of this isn’t for me to make cheesy one liners so let’s connect this to my practicum shall we? Over the course of the past several weeks, I have been developing the concept of a Track and Field unit based solely on the concept of personals bests. This is intrinsic motivation at it’s…well, best. Great concept, however the notion of working against oneself is tricky. For myself, I am not an overtly intrinsically motivated person. I don’t do that well with personal bests and I need some form of extrinsic motivation; another competitor, a timer, etc. Therefore, it is reasonable to imagine the same mindset is present in at least some my students. So how do I encourage a group of students to adopt a mindset that I myself struggle with. Well I accomplish this through example.
From the beginning of my long practicum until now, my SA and I have introduced a new morning routine where the students are reflecting on a motivational video, finding a connection to the theme of a clip, and sharing how it relates to them personally. The shear amount of wonderful, articulate mantras that have been created by my students in connection to these videos on a daily basis is outstanding. “Success is looking at your life and being happy”, “if you don’t take risks, you’re not really living”, “failure is a stop on the road to success” are all credos, although probably not coined, by certainly echoed, by my students. In subsequent PE lessons, I found the concept of personal bests easier to get through to my students, they were sharing their times or distances as would be expected, but I also began to hear comments such as “I beat last week’s time by 10 seconds” or “I did better than I did last week”. In discussion with my class, they related the motivational comments that we created at the beginning of every day to an increase in their intrinsic motivation (this sentiment being paraphrased by me). The videos and discussion of them encouraged them to work harder and not necessarily against others. They seemed happy with beating their previous best and were excited to try again next time to improve even further.
So I suppose the whole idea of this is that you have to use the tools available to you to achieve your desired outcome. This, plus the notion of students exploring concepts on their own to derive their own meaning from it, are a powerful combination when facing a struggle like this one. What I found interesting at the end of all this, the students increase in intrinsic motivation spurred my intrinsic motivation to get into gear. It is the little things in this profession that you derive simple pleasure from.
“Success is looking at your life and being happy”
“If you don’t take risks, you’re not really living”
“Failure is a stop on the road to success”
- My Students Paraphrasing Motivational Videos
Teachable Moments
As I have moved throughout this journey that is my practicum, something has become increasingly clear for me: the ability to adapt is critical. Much like in the process of evolution where those with the capability to change to fit into their surroundings, teachers that can adjust on the fly to fit the needs of the present situation, to “make it work”, are the ones who will survive (I know this is a dramatic analogy but I am one for theatricality, so I believe it still applies). Something that I have been mindful about throughout this process is finding ways to weave my inquiry topic into my daily routine. Setting up lessons that will bring my class together collaboratively but keep them engaged in a competitive sense. Therefore, when I reflect back upon my process (as I am doing now), I will have ample fodder for my ever-hungry blog. Was it a good plan? Yes. Are these careful sculpted lessons where I have witnessed some of the most insightful interaction to connection to my inquiry topic? No.
The reality is that “stuff” happens. And it is in those moments where a teacher is forced to adapt to a situation that you find connections to things like, in my case collaborative competition, where you didn’t see it before. An example of this was over the past weeks, my SA (who has been organizing the majority of the badminton games between our school and others) was given the task of picking 9 students to send to an upcoming badminton tournament from the over 60 who had originally signed up to play the sport. He elected to create a bracket-style tournament to pick who would go and during the course of the 3 days when the games occurred, you could see the students participate in the classic style of competition, which engaged the students with the extrinsic motivator of representing out school in this tournament. As the students were playing doubles, they did, in one way, engage in my concept of collaborative competition when the connected with their partners, supporting each other to achieve the task. This is noteworthy but something I could have predicted before the games began as it also is the classic style of teamwork and collaboration. However, it was after the games were all played out that the true, and unintended form of collaborative competition came out.
The gym was packed with teams that had finished playing, and other students who were there just to support their friends and spectate. After congratulating the winning team and noting there was time remaining at lunchtime, we proposed to have a friendly game of the winning team vs. us (the teachers). They said they would love to and the frantic excitement among the rest of the students was palpable. As the game began, something very interesting happened, the entire gym rallied behind these two players, supporting them, cheering them on, and bonding together as one. It wasn’t them vs. just another team, it was them vs. an external force (in this case us). As I have referred to in the past, this environment where the students, and not only those participating but spectating as well, can act as one against an external force (ex. a timer, another school, and yes in this scenario, the two of us). The long and short of it is that the students won a very close and exciting game, and everyone went away smiling. In conversation with the two students after, the noted as the game went on they played better and better, and they referred to the support of their peers as a driving factor behind this. They were unified and through this they felt they could achieve the goal better than if they didn’t have the collaborative force behind them.
This wasn’t intended. It wasn’t in the plan. It was spontaneous. Finding moments such as that, but more importantly taking advantage of them, is vital for a teacher to make connections to their students. I am not saying that teachers do not need to be planned or that lessons can just shift as if influenced by the tides. No. Anyone who has spent time with me knows that I am very organized and that isn’t my MO. However, what I am advocating is that rigidity and inflexibility is limiting. It limits your students and also limits your own potential as an educator. The ability to, in a structured and thought out way, ease off of the reins from time to time is one that I wish to possess and will work towards in the future.
“It is in the chaos that we find teachable moments.”
– Me
Play Ball: Collaborative Competition In Action
When I view the relationship of competition in schools to collaboration among students, something that stands out in the forefront for me is how collaboration can permeate through team sports. This may seem like a contradiction and that many would argue that the two are mutually exclusive, however in the experience witnessing how some amazing educators have worked tirelessly to create a sense of collaborative competitiveness, I believe that it is possible. I believe it is completely dependent on the framework and presentation of the competition, and if it is done correctly can lead to an amazing atmosphere; one of enthusiasm, motivation, encouragement, growth, comfort, and a consideration of the feelings of the participants.
The scenario where I have witnessed this the most is during my practicum in the basketball program led by teachers and coaches from around the district. The structure for this is that the students are learning, and let me stress that they are LEARNING, how to play the sport. Inherit in this is competition as it is indeed a sport, however there are many other aspects to it that cross over with competition, most noticeably is the idea of cooperation. They are acting together as a team, communicating with peers, and working towards achieving a goal (winning the game). This is the definition of cooperation and one that is prevalent throughout team sports. However, more rare than this is collaboration within team sports. This is a much loftier goal as it requires collaboration among all participants, not just “your team”. Communication, working towards a goal, and trust are all elements that need to be shared between your team, your coaches, the other team, the other coaches, the referees, the spectators, everyone! Now how could this possible exist in such a competitive, no-holds-barred, free-for-all world like elementary basketball? Well it can, and here’s how. In watching the students engage in the sport, the coaches/referees conducted the game in a very unique way and one that didn’t reflect the “traditional” nature of competition. During the play, whenever there was a foul, the coaches/referees called the foul but didn’t simply continue on with the game. They stopped, drew all the players in regardless of which team they were associated with, and took the time to explain the play, what went wrong, and how to correct it next time. They demonstrated the concept and checked for comprehension with all the players. They then restarted the game and play continued with the coaches/referees continuing this trend of stop, collaborate, start, compete. This is a system that the students really responded to. It allowed them to participate in the traditional, competitive environment, however still leaving room for collaborative reinforcement of areas to improve on. Through this, you could really see the impact collaborative competition can have on the students. They were engaged yet exhibited sportsmanship, motivated to do their best yet respectful, honoured the process but showed that drive to succeed.
So can collaborative competition work? Absolutely! Is it effective? You betcha! Is it dependent on the framework you set up at the beginning of the activity and a prerequisites of skills the participants need to have before starting? Also yes. Regardless, it is a system that incorporates the best of both worlds and one certainly worth of exploring.
(Side Note: I know “play ball” is most often associated with baseball and this reflection was on basketball, but the title was too good to pass up)
Structure, Routine, and Literature
Reflecting on experiences I have had in my educational career, some of the most powerful are connected to literature and the impact these stories have on our lives is noticeable years after the book has been put back on the shelf. I know first hand the influence a book can have, therefore being able to bring in some meaningful literature into my classroom is a goal of mine.
In planning for my practicum, this is a focal point and I have begun to slowly introduce the idea of the significance literature can have to my students. Specifically, this week I engaged my students in a short story and introduced the idea of literature circles, which I will be continuing each week until my long practicum begins. The concept of laying the foundation for the tasks and scaffolding the roles for my students allows them to have the skills and routines in place before they engage in stories individually. Therefore (hopefully) when the students pick the novels they will delve into, they will not have to think about routines and get to get lost in the words on the page. So I suppose the point I am trying to make here is about the significance of routine for information retainment.
As with anything you introduce into your classroom, the students need to be in a place to be able to soak in the concepts, skills, or idea. However, if they’re not in the right mindset, anything you present to them, even if it is presented in the most articulate way possible, will be diminished. The students need to be in the correct mindset and a reliable structure or practiced routine aids the students in getting to that open mindset in your classroom. If they’re comfortable and know what the expectations or procedure is, then they can focus on the content and not the routine. Therefore, I am introducing those structure and routine now so when we apply the context of the novels we will be studying in a few months, then the students can work towards taking in the meaning of the words, the themes of the book, and the enjoyment one can feel in connection to a truly wonderful literary experience.
A Glimpse Into Competition
Through observation of my students in the past and present, I find it interesting how students approach different subject areas with differing levels of enjoyment, interest, and enthusiasm. This is to be expected as students, or most people for that matter, gravitate towards their interests. However, in the classroom they are exposed to a wide variety of subjects, topics, and themes, and not all of them may be to a particular student’s taste. Therefore they are exposed to the educational smorgasbord and are expected to take their favourites together with their less preferred subjects. As an educator it is our task, a seemingly daunting one, to make these less desirable topics (whatever they may be) palatable to your entire class, to those who adore the subject and to those who detest it. Therefore, it is a neat experience to see when you get to engage with students in extra curricular activities. This is (or should be) something they enjoy and that enthusiasm is contagious.
I had the privilege to take part in a basketball practice this week and it was wonderful to see a group of kids, who not always are so cohesive in their favourite subject, connect with the sport and as a team. Team building is an obviously a key component of this and when they are literally grouped as a team, they develop a connection that carries them beyond the court and into their personal lives. As the practice was in the morning and I got to see the students that were in my own class interact with each other for the rest of the day. Something I noticed was how the students who were on the basketball team together, and had practiced in the morning, worked well as a team in group activities, communicated effectively, and demonstrated a cohesive attitude. The team had game after school in the gym towards the end of the day something interesting happened. Not only were the students who were on the basketball team demonstrating teamwork, but as the day winded down, the entire class began to come together and were cheering on, giving praise and support to the team, and there was a contagious positive attitude throughout the class.
So what was the catalyst for such a dramatic outpouring of teamwork? Group cohesion and competition. The team was going to compete against another school and together, my students, were a team that represented the whole. If it was simply another practice or intra-school game, I don’t think that level of teamwork through the entire class wouldn’t have been present. A competition, against others, can work towards creating teamwork and a positive presence, and if it wasn’t for that prospect of competition, I doubt this would’ve occurred.
Adapt or Cry
Within the day-to-day flow of a classroom, it is great feeling to fall into a nice, consistent rhythm with your class. Students come in, journals, Math class, supervise recess, Social Studies, lunch, afternoon work, dismissal, home-time. Rinse and repeat.
Your class knows what the next move is and flows from one activity to the next. Seamlessly and without effort. BAM! A wrench is thrown in the mix. Assemblies, guest speakers, TOCs, students sick, Pro-D days, and a handful of other unexpecteds suddenly jam up the gears and cogs of the well-oiled machine that is your classroom. The consistency and reliability that your student have come to expect is thrown out the window and they’re plunged into chaos and anarchy. There is only one thing that is going to save this ship from sinking to the bottom of the Pacific with all hands lost: your ability to adapt.
Stuff happens. It is the nature of this profession that change is inevitable and more likely than not, it is right around the corner. This can come in many forms: schedule changes, curriculum alterations, a change in class dynamic, etc. Adaptability is a skill that combats these sudden and often unannounced shifts in your daily routine. Changes like these are frustrating but it is part of the career. Remaining adaptable and flexible is essential in maintaining a safe and comfortable classroom environment. The task lies in transfiguring this chaos into an organized chaos and making order out of the unexpected (or at least making it seem that way), so your students can feel as if the ship is headed on its intended course.
Last Friday, I had the privilege to teach a full-day of classes as my SA was out sick and the TOC was unsure of the plan in place for the day. Only 5 days into my short-practicum, a storm had hit but I had little choice but to take the class by by the helm and steer us to what I hoped was dry land. Throughout this voyage, I relied on the greatest resource I had at my disposal: the students. If I was unsure of a procedure; the students knew. If the schedule was wrong; the students knew what to do next. They were a tremendous aid to me and by 3:00 we had made it ashore. Quizzes done, handball played, projects started, agendas signed. However, without adapting, recognizing how we could achieve our objectives given the circumstances, and organizing a potentially chaotic situation, the class and myself would’ve been lost.
Something that has also become apparent to me over the past few weeks is how the ability to adapt is so vital in being able to handle the varying needs of your students. If you’re not able to perceive and then alter your practice to fit the learning styles of your students, then your doing them a great disservice. You are going to have a smorgasbord of issues, difficulties, styles, and approaches your students are bringing to the classroom Creating an interactive, engaging, and functional approach to a school year is a great feat, but adapting and re-applying it in future years is what will make such a plan stand the test of time. In my current classroom, around 50% students on adapted or modified programs and that right there shows how diverse the learning needs of your students are. Going into each year with the same mindset, same programs, or same approaches isn’t sufficient. Each student and each new class deserves the best and that best isn’t a copy and paste.
I like analogies and quotes that belong on Pinterest so I will end with the following:
“If a ship is approaching a reef and the captain refuses to change course, what do you think will happen?”
Retroactive Post: A Brave New World…Parents!
What?
A new experience I had the privilege of experiencing today was the opportunity to observe a parent-teacher-student conference. The way in which these conferences were conducted was that they were primarily student led; with the first 10 minutes devoted to the students, independently from the teacher, showing their parents what they had been doing over the past few weeks. Projects, assignments, and online materials were showcased to the parents in great detail by the students, who seemingly relished the opportunity to “show off” to their parents or guardians. Something that was unique about these conferences was the enthusiasm the students showed coming into the meeting. They were proud of their work and happy to show what they had done and learned. When the students were finished, my SA sat down with the parents and did something I thought was a wonderful way of structuring a conference: ask questions. How are you feeling about the workload? How are you feeling about so-and-so’s progress? What are you looking for this year with their goals? And from these questions, my SA was able to not only answer the parent’s questions themselves but also get them to reflect on their own child’s progress, as well as inserting suggestions for improvement. He also directed many of the questions posed by parent back to the student, having them answer in their own capacity to their parent’s inquiry into their learning.
So What?
This style of conference was excellent to witness as it allowed it essentially to be a conversation between child and parent. This kind of a casual run through off the work and then question asking to the parent, made it feel very relaxed, comfortable, and yet covered the areas of concern the teacher had. This may not always work for all parents, but the atmosphere created it made the conference extremely positive. The students felt, in a possibly very stressful situation, quite relaxed and even happy to be there. Creating such a safe environment and comfortable discourse made this event, which again can be stressful for all parties, one of progress and focused on the student.
Now What?
Something I am going to take forward with me is two-fold. First I would like to implement the style of “asking questions” more in my personal practice. It is something I feel benefits everyone when implemented, as it allows everyone to reflect and actually think about the situation at hand. With parents, students, and colleagues, I feel like questioning is a tool I can better use to gauge the temperature in my classroom. Secondly, making the conference student led was something I will take with me it my future classrooms. It allows the students to present what they’ve learned. They may have done it in class, but now it allows them the opportunity to break down the wall between school and home and actually demonstrate their learning to their parents. This is something that is lacking more often then not and makes the content of the classroom feel more “real-world” applicable to both the students and the parents.