Stories From The Field. (Field Placement ECS100)
These are experiences that will shape me into becoming the teacher I will be in the future, and will provide a first-hand experience on what "Teacher Life" entails.
I
Week One.
I have the pleasure of working in a classroom of twenty-one grade six students. Although I have only spent a couple hours with these children, I can already see just how unique each one is. The entire class was so well behaved, respectful and full of curiosity and questions. I was often surprised just how innovative and smart students in grade six have the ability to be. I had always looked at students around this age to just be “silly little kids”, but I was very mistaken. I got the chance to talk with some of the students while they were working on science, specifically the “reptile and amphibians” section. There was a moment in which one student corrected me on my knowledge about dolphins, and he really thought that it was quite hilarious. The students were learning about these animal’s because they had a guest speaker coming in who owns a local pet shop. The guest showed up and had brought with her numerous snakes, lizards, insects, and other slimy creatures that I had never even heard of. The students were so intrigued by these animals that they all decided to stay inside over recess so that they could learn and ask more questions. The excitement on the children’s faces was so inspiring, and one of the best parts of my day. Many of the students and I had conversations about our weariness and fears towards snakes and explained to each other that we would never go near one. By the end of the presentation, all of us had held or touched the snakes, which was pretty crazy! Not only was I able to assist the students in trying new things, but they also pushed me out of my comfort zone and face a lifetime fear. What a day it was!
The learning environment is one that looks very familiar to me. My cooperating teacher actually taught me in both grade six and grade eight. I am extremely lucky that I was placed here because my familiarity has helped me to feel much more comfortable which allows me to take more risks, ask more questions, and feel safe to be myself. This teacher was always one of my favorites as we had always gotten along when I was a student. Now that our paths are crossing once again I know that I am extremely lucky to learn from him in a different context. Many of the crafts and antics he uses to get the classes attention were the exact same as when I was in his class, and they still work great. Each student has a “desktop” cover, which is a poster that they designed with their names, and photos from home that help to describe who they are. I loved this idea when I was a student, and I love it even more now because it helps other teachers to better understand each student. Although the day was a little bit unconventional, I had the best time. I am extremely excited to learn more and be pushed out of my comfort zone. I am also counting down the days until I get to see the students again because they are just that great!
Week Two.
I am working in an elementary school, which means that the students fall between the grades of Pre-Kindergarten and Grade eight. All of the students have many unique differences and I believe that this is what makes this school so great. Everyone who is a part of the school seems like they are a part of one big family. Instead of their differences creating a separation, it brings them together and is celebrated rather than looked down upon. This environment is one that prides itself in its strong Catholic beliefs. They believe that it is essential to use this belief system when teaching, interacting with students and teachers, and even when creating the curriculum. There are many visuals and reminders posted throughout the school on why Catholicism is very important over the course of the student’s academic experiences at this particular school. My cooperating teacher also explained to me that some of these students come from what is seen as “working class” or “lower demographic” backgrounds, and to take that into consideration when interacting and working alongside the students. The certain lifestyles and situations at home that these students go through can alter their mindsets during class time and further affect their grades. The outside community often impacts the inside community. I believe that the school and community go hand in hand when it comes to the overall demographics and learning potential of the students. It also impacts the ways in which teachers treat students, and students treat other students. There is a time and a place for everything, and as a future educator, it is important to be aware of the situational differences in which you will be forced to alter your behavior and decision-making process.
Week Three.
It is definitely clear that the students in the classroom that I am working in all have very different ways in which they learn. It is very interesting to me as I did not expect these different learning styles to be so apparent through observation, rather than gaining this knowledge from directly looking at their assignments. My cooperating teacher does a really great job of recognizing each student’s differences and assisting them to feel comfortable to work through their challenges. I really admire that he never pushes his students to do anything that they do not feel comfortable doing. For example, if he picks a student to answer a question in class and they explain that they do not want to participate in the conversation the student will not get punished, but rather will be provided with the tools to be able to answer it next time.
Teachers see knowledge as something that comes in many different forms and does not follow a specific definition. This mindset will help me as a future educator to view students with an open mind, and an open heart as well. It also teaches me the importance of celebrating diversity, instead of viewing differences as a disappointment or challenge. Teachers rely on the support of their fellow colleagues, their students, but most importantly, their own discretion. Appealing to one's own morals, and self-reflection is what I believe to be the most important key support that teachers rely on. I believe a combination of all of the “key supports” that I have mentioned above work hand-in-hand when evaluating the ways in which teachers build their own professional knowledge.
Week Four and Five.
There are many different forms of diversity in the classroom that I have noticed in my experience so far. These differences are not all specifically concerning academic ability, but rather, differentiating factors that impact the quality of work that these students can produce. It has come as a surprise to me to notice the strong difference between the performance of males and females in the class. The females seem to totally surpass the ability and overall quality of work compared to the males. It is much neater and has much more thought and time put into it, whereas the boys seem to rush through it which makes thing obviously messier. There is a good chunk of students that also fall into the category of EAL. Some are very effective in speaking, working, and communicating in English while a few others seem to struggle. My cooperating teacher takes extra time and consideration to ensure that all of these students thoroughly understand all assignments and aspects of the class. I believe that a form of diversity that is not visible may be the demographic/social class that students fall into. If they do not have a strong support system at home, succeeding at school will be much harder. If students have encountered traumatic events or are constantly stressing over things outside of school, it can cloud their learning potential and experience. Although all of these factors come together to make a very diverse classroom, it does not feel as though everyone is different from one another, it feels like everyone is a team. The students and teachers do a great job of recognizing diversity but celebrating it, instead of looking at it as something that will bring them apart.
I have yet to experience anyone in this school get singled out due to their differences. The entire student body and the staff seems to have a great understanding of just how troublesome it can be to not be accepted for who you are. They have a strong presence of inclusion throughout their daily announcements and assemblies. I feel as though this is a very safe environment for anyone who joins it. My cooperating teacher always reminds students to be kind to one another and calls them out when he feels that they are not treating one another with respect. He talks to them like they are adults who should know better but keeps in mind that they are still children who are learning about themselves, as well as those around them. If I were a student in his class, I would feel completely comfortable to be myself and feel confident in the fact that If I ever needed someone to talk to that he would be there to assist me with any problems I came across. I am personally very lucky to have been placed in this school and classroom because their values and beliefs align with mine. It is a very refreshing environment and I always leave with a smile on my face.
Week Six.
This week was super fun and very structured. We started off the class marking math assignments while they were doing silent reading, and learning about Grammar. My cooperating teacher came up with fun ways to teach grammar such as ”The Grammar rap” and “mad libs”. Everyone had lots of fun reading out their mad libs worksheets, myself included. It was very interesting to mark the students math assignments and get a better understanding of the students grade levels and ability. Doing some marking made me feel like a real teacher, and I enjoyed being able to write little notes or encouragement on their pages as I worked through it. Although, the curriculum was presented in a fun and exciting ways for the students, I could tell that they were grasping and learning through their enjoyment. I'm really enjoying my time in class, and am not looking forward to when I have to leave. I have made really good connections with the students, and I know I’ll miss everyone when it’s over. I can tell they are getting really comfortable around me, as many of them are excited to tell me stories right when they notice I am here. I am Feeling super grateful to be placed in the class and environment that I am in.
Week One.
I have the pleasure of working in a classroom of twenty-one grade six students. Although I have only spent a couple hours with these children, I can already see just how unique each one is. The entire class was so well behaved, respectful and full of curiosity and questions. I was often surprised just how innovative and smart students in grade six have the ability to be. I had always looked at students around this age to just be “silly little kids”, but I was very mistaken. I got the chance to talk with some of the students while they were working on science, specifically the “reptile and amphibians” section. There was a moment in which one student corrected me on my knowledge about dolphins, and he really thought that it was quite hilarious. The students were learning about these animal’s because they had a guest speaker coming in who owns a local pet shop. The guest showed up and had brought with her numerous snakes, lizards, insects, and other slimy creatures that I had never even heard of. The students were so intrigued by these animals that they all decided to stay inside over recess so that they could learn and ask more questions. The excitement on the children’s faces was so inspiring, and one of the best parts of my day. Many of the students and I had conversations about our weariness and fears towards snakes and explained to each other that we would never go near one. By the end of the presentation, all of us had held or touched the snakes, which was pretty crazy! Not only was I able to assist the students in trying new things, but they also pushed me out of my comfort zone and face a lifetime fear. What a day it was!
The learning environment is one that looks very familiar to me. My cooperating teacher actually taught me in both grade six and grade eight. I am extremely lucky that I was placed here because my familiarity has helped me to feel much more comfortable which allows me to take more risks, ask more questions, and feel safe to be myself. This teacher was always one of my favorites as we had always gotten along when I was a student. Now that our paths are crossing once again I know that I am extremely lucky to learn from him in a different context. Many of the crafts and antics he uses to get the classes attention were the exact same as when I was in his class, and they still work great. Each student has a “desktop” cover, which is a poster that they designed with their names, and photos from home that help to describe who they are. I loved this idea when I was a student, and I love it even more now because it helps other teachers to better understand each student. Although the day was a little bit unconventional, I had the best time. I am extremely excited to learn more and be pushed out of my comfort zone. I am also counting down the days until I get to see the students again because they are just that great!
Week Two.
I am working in an elementary school, which means that the students fall between the grades of Pre-Kindergarten and Grade eight. All of the students have many unique differences and I believe that this is what makes this school so great. Everyone who is a part of the school seems like they are a part of one big family. Instead of their differences creating a separation, it brings them together and is celebrated rather than looked down upon. This environment is one that prides itself in its strong Catholic beliefs. They believe that it is essential to use this belief system when teaching, interacting with students and teachers, and even when creating the curriculum. There are many visuals and reminders posted throughout the school on why Catholicism is very important over the course of the student’s academic experiences at this particular school. My cooperating teacher also explained to me that some of these students come from what is seen as “working class” or “lower demographic” backgrounds, and to take that into consideration when interacting and working alongside the students. The certain lifestyles and situations at home that these students go through can alter their mindsets during class time and further affect their grades. The outside community often impacts the inside community. I believe that the school and community go hand in hand when it comes to the overall demographics and learning potential of the students. It also impacts the ways in which teachers treat students, and students treat other students. There is a time and a place for everything, and as a future educator, it is important to be aware of the situational differences in which you will be forced to alter your behavior and decision-making process.
Week Three.
It is definitely clear that the students in the classroom that I am working in all have very different ways in which they learn. It is very interesting to me as I did not expect these different learning styles to be so apparent through observation, rather than gaining this knowledge from directly looking at their assignments. My cooperating teacher does a really great job of recognizing each student’s differences and assisting them to feel comfortable to work through their challenges. I really admire that he never pushes his students to do anything that they do not feel comfortable doing. For example, if he picks a student to answer a question in class and they explain that they do not want to participate in the conversation the student will not get punished, but rather will be provided with the tools to be able to answer it next time.
Teachers see knowledge as something that comes in many different forms and does not follow a specific definition. This mindset will help me as a future educator to view students with an open mind, and an open heart as well. It also teaches me the importance of celebrating diversity, instead of viewing differences as a disappointment or challenge. Teachers rely on the support of their fellow colleagues, their students, but most importantly, their own discretion. Appealing to one's own morals, and self-reflection is what I believe to be the most important key support that teachers rely on. I believe a combination of all of the “key supports” that I have mentioned above work hand-in-hand when evaluating the ways in which teachers build their own professional knowledge.
Week Four and Five.
There are many different forms of diversity in the classroom that I have noticed in my experience so far. These differences are not all specifically concerning academic ability, but rather, differentiating factors that impact the quality of work that these students can produce. It has come as a surprise to me to notice the strong difference between the performance of males and females in the class. The females seem to totally surpass the ability and overall quality of work compared to the males. It is much neater and has much more thought and time put into it, whereas the boys seem to rush through it which makes thing obviously messier. There is a good chunk of students that also fall into the category of EAL. Some are very effective in speaking, working, and communicating in English while a few others seem to struggle. My cooperating teacher takes extra time and consideration to ensure that all of these students thoroughly understand all assignments and aspects of the class. I believe that a form of diversity that is not visible may be the demographic/social class that students fall into. If they do not have a strong support system at home, succeeding at school will be much harder. If students have encountered traumatic events or are constantly stressing over things outside of school, it can cloud their learning potential and experience. Although all of these factors come together to make a very diverse classroom, it does not feel as though everyone is different from one another, it feels like everyone is a team. The students and teachers do a great job of recognizing diversity but celebrating it, instead of looking at it as something that will bring them apart.
I have yet to experience anyone in this school get singled out due to their differences. The entire student body and the staff seems to have a great understanding of just how troublesome it can be to not be accepted for who you are. They have a strong presence of inclusion throughout their daily announcements and assemblies. I feel as though this is a very safe environment for anyone who joins it. My cooperating teacher always reminds students to be kind to one another and calls them out when he feels that they are not treating one another with respect. He talks to them like they are adults who should know better but keeps in mind that they are still children who are learning about themselves, as well as those around them. If I were a student in his class, I would feel completely comfortable to be myself and feel confident in the fact that If I ever needed someone to talk to that he would be there to assist me with any problems I came across. I am personally very lucky to have been placed in this school and classroom because their values and beliefs align with mine. It is a very refreshing environment and I always leave with a smile on my face.
Week Six.
This week was super fun and very structured. We started off the class marking math assignments while they were doing silent reading, and learning about Grammar. My cooperating teacher came up with fun ways to teach grammar such as ”The Grammar rap” and “mad libs”. Everyone had lots of fun reading out their mad libs worksheets, myself included. It was very interesting to mark the students math assignments and get a better understanding of the students grade levels and ability. Doing some marking made me feel like a real teacher, and I enjoyed being able to write little notes or encouragement on their pages as I worked through it. Although, the curriculum was presented in a fun and exciting ways for the students, I could tell that they were grasping and learning through their enjoyment. I'm really enjoying my time in class, and am not looking forward to when I have to leave. I have made really good connections with the students, and I know I’ll miss everyone when it’s over. I can tell they are getting really comfortable around me, as many of them are excited to tell me stories right when they notice I am here. I am Feeling super grateful to be placed in the class and environment that I am in.
My First (mock) Lesson Plan
Getting to know YOU/ Growing Up: Grade Six
Explain to the class that you would like to get to know them better, and further learn about some of the things that make them who they are.
Possible Questions about growing up:
Possible FUN facts:
I provided students with a worksheet to assist them when asking and answering questions about themselves and their partners.
- Since “growing up” is the theme in ELA, mention that while we get to know them better today, we are going to focus on some of the aspects of growing up.
- Introduce yourself to the rest of class. Answer these questions along the way:
- How/Why did you decide that you want to be a teacher?
- What was the scariest/hardest thing about growing up?
- What was the best/most exciting thing about growing up?
- Do you think that you are a grown up?
- What are you excited for in your future?
- What’s one of the coolest things you’ve done so far?
- Next, explain to the class now that they have heard some of the things that make us who we are, we want to know some of their thoughts on growing up and what makes them who they are. Remind students that although we go to school everyday with the same people, we often forget to ask questions and really get to know our classmates.
- Provide Students with a few examples of fun facts about themselves, and questions they can answer all relating to growing up.
- Assign students into groups of two. Ensure that they are paired with someone that they would not normally hang out with. Get them to introduce themselves to each other. Students are to explain at least TWO facts (that make them who they are) or answer TWO questions thoroughly (or one of each) each in their group.
- Create a growing up question jar. Place it somewhere in the classroom, and have students place a question that they would like to ask us about growing up (it doesn’t necessarily have to be about growing up, it can be just something they are curious about regarding us). Emphasize that they should try to place a question in the box at least once a week. On our last class we will read, and answer all of their questions.
- The point of this project is to get students to become more familiar with the ideas of growing up and inspire them to continuously think of the things they want to achieve and want to learn more about. It is also a way to assist students in interacting with their peers that they wouldn’t normally spend their time with. Perhaps, once they learn more about each other it will create an environment in which they have empathy, compassion, and respect for one another.
Possible Questions about growing up:
- What do you want to be when you grow up?
- What are you most excited for in the future? (or when you are an adult/grown up)
- What could you do to make the world a better place when you are a grown up?
- Do you want to be a parent one day? If so, how many kids do you think you want?
- What do you think the scariest thing about growing up is?
Possible FUN facts:
- Where do you want to travel one day?
- What’s something you have done/about you so far that you are proud of?
- What is something (positive)that makes you unique?
- Tell me any FUN fact about yourself.
- What is something that always makes you smile or makes you feel happy?
I provided students with a worksheet to assist them when asking and answering questions about themselves and their partners.