If you were to ask me a year ago my preference in teaching, I would have said primary students. After my experiences in the TELL 3C cohort and the long practicum, I am open to different teaching opportunities more than ever. The TELL 3C program gave me a window of what classrooms in British Columbia look like today; the changing demographics, the increase in support for students with special needs, differentiated learning, technology and of course, the new BC Curriculum. I was taught under the previous curriculum, and I know that classrooms are no longer the same as when I was a student. The inquiry in the case studies that were the core of TELL 3C highlighted issues of the current educational landscape.

I knew that I was entering an intense program, but I don’t think I really knew what endeavours I was about to have. Being in a multicultural, multiage school, the cases from TELL 3C became a reality. I was immersed in collaboration, differentiation, school community and supporting special needs. My time spent at La Movida Design Studios as part of the community field experience allowed me to work with an older group of students – or clients, in a different educational setting. I would have to say, the long practicum was the epitome of this whole learning experience. Reflecting back on it now, I’d like to go deeper in my teaching practice while continuing to work on inclusivity.

Deeper Learning

My long practicum in a K/1/2 class was vigorous; always planning ahead, revising, reflecting, material-prepping, numerous trips to the photocopy machine. Reflecting back on all of the lessons I’ve planned and taught, it’s pretty fascinating how it all unraveled. I’ll never forget our practicum coordinator telling us that by after a few lessons, the unit shouldn’t be as “on point” as planned. He was definitely right, but I think in general, my I accomplished what I wanted to. Now having said that, I do believe the learning could have gone a bit deeper. My reflective practice kicked in after each lesson ended: What went well? What didn’t go well? How could you have done this lesson differently? A few suggestions would also be given by my school advisors on how the lesson could be taken to the next level. So what about the body parts of an insect? What about the different natural resources in Canada? There could have been more opportunities for place based learning as well. The insect unit concluded with a successful trip to Beaty Biodiversity Museum, however I believe more outdoor insect observations as well as raising live insects would have been beneficial. Unfortunately, due to time and logistics, this could not be incorporated into the unit plan.

What I also found myself considering during my planning and teaching was the delivery of information – from teacher to student. I avoided the “stand and deliver” method as much as possible, ESPECIALLY with wiggly primary students. I varied the ways in which students would retrieve information about a specific topic: reading a book, brainstorms, group research (led by my older students.) But going forward, I am looking for more ways to uncover information, rather than cover it. Looking back, I do believe I made a good start in getting comfortable in the classroom and establishing an authoritative presence. Now that I’ve got my feet wet, it’s time to head to the deep end.

Inclusive Learning

I think what made my practicum experience extra special was the empathetic group of students in my class. There was a student with an IEP (category G) who had an assigned Education Assistant. The ways in which the students went out of their way to make him feel included were heartwarming. I’ll never forget when the students were cheering loudly for him while he was one of the last to finish doing laps around the field for a DREAM break (Drop Everything and Move); they were always encouraging him. Seeing this motivated me to build rapport with him and to do my best in working with his EA. I realized how imperative it is to communicate with any support staff you have in your class. Although it is the teacher’s responsibility for differentiated planning, the reality is the Education Assistant ends up pulling most of the weight. As I began my immersion in the long practicum, I found it a challenge to differentiate instruction so that the student with an IEP could participate as much as possible. There was so much focus on getting through the actual lesson that it was easy to get tunnel-vision sometimes. What ended up happening was I planned alternative worksheets or prepared mini booklets with simple phrases to maximize his participation. Something that I am thinking about for the future is how can I go beyond just a “separate” worksheet.

Going Forward

Thanks to my valuable experiences in the TELL 3C cohort and practicums, I have a better idea of what to expect as an educator. My preferences in teaching have certainly broadened. I was fortunate enough to have observed intermediate students at my practicum school. I am looking forward to working with students at the elementary and even secondary level. I was always a bit curious about teaching specific subjects. The community field experience allowed me to explore a teachable subject area that I have particular interest in, sewing. I had an opportunity to share some of my expertise, which was refreshing and exciting.

Beginning my career as a TTOC I believe will provide plenty of opportunities to explore different classrooms, interact with diverse students, and to get out of my comfort zone. I am beyond excited to see what is out there! My hope is to have a dynamic career. For now I’ll hold onto the advice given to us by an instructor on getting jobs: Don’t let this be your first and only job. I hope you that you have more than one job interviews.

If you were to ask me what I am teaching five years from now, and I told you Grade 12 chemistry…that would be a pretty interesting story to tell on how I got there.