Today I had the opportunity to take part in a practice TOC day. Normally, I am in an early primary classroom, I got the call and was told I would be spending my Monday with a group of middle years students in Vancouver. Initially I was nervous, not having worked with this age group before, I wasn’t sure how things would go. I walked into the classroom and read over my the day plan that my peer had set out for me. As the morning bell rang, I began to meet a few of the students, many of them asking where their regular TC was and saying “I didn’t know student teachers could have TOC’s!”, well, apparently we can. Throughout the day, the thing that struck me the most was the level of independence that middle years students have. I was able to give directions and outline the expectations and off to work they went. As I circulated, asking if anyone needed any help or had questions, I felt somewhat out of place, I needed to let these students get their work done, not bother them. This was a huge change from my normal routine, in which I can hardly get to the students who have questions, comments, booboos, and who I need to give constant reminders. So, I sat down and observed the class. It felt… strange, like I was in another dimension. The students who I worked with were lovely, and bright. I came into a classroom that used a Smart Board for everything, I had never used one before. But the students graciously helped me out, they knew all about it.

I learned a lot about my teaching today. I learned how to deal with an easy going group of 12 and 13 year olds, I learned that I need to learn attention grabbers other than clapping and flipping the lights off and saying “hands on top, everybody stop”. I need to broaden my teaching abilities. I am a TC who works with early primary aged students, and this may not be where I end up. I need to remember that, one day I may work with middle years students, and to do this I need a few more tools in my toolbox. I also need to learn to let students be independent when and if they are able. Teaching students who can work independently can call for initial
scaffolding, and then allowing for work time, whereas teaching early primary students need the scaffolding done before each and every lesson. Again, it was the independent learning that struck me the most. When I enter into a middle years class as a TOC, that is what I need to expect.

Reflecting on my practice is important, and this opportunity has opened up an new door for me. Most of the aspects between middle years and early primary are different, so it was difficult for me to directly compare todays experience to my everyday practice. The classroom management, the work time, the lesson delivery is all very different. So I look at today as an opportunity to add some more tools into my toolbox, rather than rearrange the tools I already have.  The challenges in these grade groups are very different, but at the end of the day, I felt as though I saw progress in the students’ learning. A goal that has emerged for me, is to continue to broaden my knowledge base, not only for the age that I am teaching, but for all ages that I will undoubtedly come across in the near future. Looking at things from multiple angles and questioning how it might work for older students will help me walk through the door that was opened for me today.