CFE Reflection Week Three – Myrna Ordona

For Kerri Wallin

The final week of this community field experience had me realize how much I cherish having rapport with students. Because we started the experience midway of the students’ sewing classes, we did not have a chance to really get to know the students. I remember how a few of the students were a little reluctant in asking myself and fellow TC for help with their projects; they were unsure I guess if we even knew how to help them. After a couple of days into the CFE, we became very familiar with the projects and I think the students were surprised at how much background knowledge we had to help them out. I like to memorize names as soon as possible, but with the daily changeover of students, it was a challenge. I found myself making “small talk” with some of the students while helping them one on one. By the end of this final week, I felt more comfortable and familiar with the students, but I still felt a lack of rapport. Of course, the three weeks went by quickly and our position at the CFE was less prominent compared to our 10-week practicum. The last week of our CFE was also the last week of sewing classes for the students; the main instructor received many hugs and thank yous as the students took their finished projects home. This made me think back to the long practicum and reminisce on the amazing relationships and connections I’ve made with the students and staff; how heartfelt and emotional the goodbyes were to everyone. I believe having rapport with your students is the foundation in teaching; a connection leads to motivation, and then the possibilities are endless.

I was also quite pleased to take on more of a solo leadership role in the CFE by acting as a “substitute” instructor for a small class of 4 beginner students. I had offered to take on the 4 students as the usual instructor was away on vacation. Because I was familiar with the project and the steps, I had the confidence to take the students under my wing. These students were the youngest of all, so I was used to their “enthusiasm” and their constant need for help. In the end, I had a lovely time with all 4 of them, and I really appreciated the small group setting. It was easier to build rapport and by the end of their class, I knew their names and had an opportunity to chat and assist with all of them. What I also realized was that this particular experience was not so much “stand and deliver” teaching, but more one to one teaching. I guess I am so used to teaching as a formal lesson to a whole group. I am grateful for the community field experience as it really did show how education and learning occurs in many different forms and settings.

CFE Reflection Week Two – Myrna Ordona

For Kerri Wallin

I think the big takeaway for me during this second week was the idea of process vs. product. I recall the planning days of my long practicum, where I really brainstormed ideas of how my students would retrieve information on a specific topic; how they would transfer their background knowledge to paper or class discussions. The process of course was the big idea, as that’s where all the “lightbulbs” go off in students’ minds. It’s easy to determine the product of what you want the students to end up with – but how do they get there? For me, that was my big focus for lesson and unit planning.

Shift to a design studio, where the students are paying clients, and the product seems to come before process. It’s understandable, because the products are adorned by the students (they are so eager to complete!) and time is a major factor. What I’ve noticed is the collective high motivation among these sewing students. There is nobody that puts down their work and says “I don’t want to do this”; they want that end product. However, the skills that they are using to produce the end product can be up for debate. For example, the students are required to pin their pieces of fabric together before sewing to ensure the pieces are aligned properly. What happens 99% of the time is the that adults (instructor, myself and other TC) are pinning for them. This is mainly due to students ongoing development of spatial awareness, fine motor skills, complexity of areas to pin, and of course, TIME. If pieces are not pinned properly, then the chances are high for a mistake to occur during machine sewing, and thus the student becomes behind. So I think to myself, should these particular skills be addressed more deeply prior to starting the project? I do catch myself at times as well, where I am helping a student with their project, and I start to feel that the project is becoming my own. Next thing you know, I’m doing more than one step for the student and I realize I have to stop what I’m doing and hand it over back to the student. I can’t help but laugh!

I will say though, as a teacher coming into the field, nothing beats the smile and excitement of a student when they have accomplished something they are proud of. It is rewarding to see students, regardless of what the product is, be proud of what they have done. I know that these sewing skills will develop over time if the students continue taking classes or sewing projects on their own. Time is a funny thing, it’s a blessing and our worst enemy.

CFE Reflection Week One – Myrna Ordona

For Kerri Wallin

What a change of atmosphere! From a busy and intense 10-week long practicum, to a quaint, relaxed sewing studio. I am grateful for where I have chosen to do my community field experience. Sewing is a hobby of mine and I am open to the opportunity of teaching it to students in the future. But prior to starting the CFE, I was actually a bit nervous. Yes, I enjoy to sew, but can I teach it?

The requirements of the CFE do not necessarily have us teacher candidates lead a sewing class, but more to assist students with their sewing projects. We are also expected to plan a hand stitch project to be done during lunchtime for elementary school students between grades 3 and 5. The project is supposed to span over 8 weeks and appropriate for beginner level. Like a unit plan, we have to break the project down week by week and have ideas for “fast finishers.” For some creative therapy, we can indulge in our sewing hobby and assist the studio manager in creating sample projects for future sewing classes. The studio hosts birthday parties as well for children 8 years and up; us teacher candidates will assist with those.

One big adjustment for me is the age group of students. In my long practicum, I taught a multi-age group of students from Kindergarten to Grade 2. I am so used to running around tables handing out materials, checking work constantly, being asked questions constantly. In this CFE setting, the students are majority female and in the intermediate grades. They had already begun their projects when our placement started and most of them work independently. Even the chatter amongst them was something to get used to! The independent work was a nice change, and the fact that I have my own sewing skills, helping them wasn’t so challenging. Another big adjustment is the toned down classroom management and discipline in this kind of educational setting. Because these students are considered “clients”, there is no “taking time off gym or centres” or seeing the principal. If anything, the noise level just needs to be controlled and making sure the students are on task and safe around the sewing machines.

A similarity I have seen so far in this CFE is the prep time for sewing classes and projects. Prep needs to be done at least a day in advanced for sewing classes and events like birthday parties. Materials need to be in stock and organized, photocopies of patterns and guidelines need to printed, and all necessary cutting needs to be done. When a project is put together, it is like a unit plan: What needs to be accomplished weekly? Daily? What materials are needed? Is it sufficient for the plan as a whole?

So far, I am quite pleased with my CFE placement. I am enjoying the environment and having a different perspective on education.