I. Am. A. Teacher.: This is My Journey

Rae Tresierra

Category: Reflections

Assessment in Practicum 391

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On March 23, 2021

In Education, Reflections

I was extremely fortunate to have a practicum teacher that gave me full reins to take over his Gr. 10 Physical Health Education (P.H.E.) classes over the last three weeks.  Apart from the rich learning and immediate feedback/ debrief I was able to obtain in my “real-time” learning, I also took it upon myself to handle the assessment portion for my time with the students. Following the Correlieu Active Living Physical Education Learning Outcomes sheet, I was able to make learning intentions very clear to my students, aid them in their self-assessments every day by conferencing daily and provide formative feedback before, during and after class. 

The learning intensions were not an unfamiliar beast to the students, as they have been with my practicum teacher for a few weeks prior to my arrival.  I however; did go over the responsibilities each student had, explaining that they all start the day with 20/20, and go from there.  We went over examples of how that might look if a student were to choose to not change, help out, participate or include others.  We went over that this course is not about “skill” as it is about improving where we are already at and providing life long learning for health and fitness.  It was made clear, that “top-athletes” did not automatically get an “A” and were expected to include/ aid others in their participation and those who “hate anything with a ball” were provided exercise opportunities in the warm-ups and cool-downs that exposed them to fitness & health and not necessarily a “sport.”  It was also made clear, that with my teaching style, I would provide modifications and adaptations for ALL skill and fitness levels, and students were expected to self- monitor and pick the exercise that works best for them.  Lastly, at the end of the day, all I was looking for and hoping they would want to do is: try. Did I also tell them that the only thing to get me 0-100 right quick would be to be on their cell phones when we were doing activities? Yes.  

It became apparent very quickly that majority of students were not comprehending the self-assessment aspect as well as I had hoped even after my CT had worked with them and after our thorough explanation and constant examples together.  I realized we were going to have to individually walk through the day with them, and help them out as they went.  In severe cases where students drastically off the mark of where they were with the requirements, this became a private conversation between the student, coaching teacher and myself.  Some of the common cases we experienced were students who were walking through the motions, leaving class, disengaged, on their phones etc
 were giving themselves 18’s while others who were inclusive, positive attitude, engaged with all activities, helping out with equipment etc
 were giving themselves 12’s. By the end of the 3rd week, students were majority on board with their self-assessment and finally getting the why behind their mark.  For example: “I am giving myself a 17 today because I changed, participated, but I was late coming back from break and I didn’t help with equipment.” It was also so rewarding to see those students who struggled with self-confidence in week 1, gain a “sassy” side by week 3 when self-assessing, knowing they absolutely dominated and exceeded expectations. 

The Self- Assessment process gave students the opportunity to learn how to reflect on their learning, analyze strengths and weaknesses, and see a direct consequence based on their choices to engage or not that day- which is a pretty awesome life skill to have. By the end of the 3 week practicum, and with some help along the way, students were able to give a self-assessment that sounded like, “I deserve a 17/20 today because I tried during the drills, games and cool down, but I really lacked in the warmup, did not help with equipment set up and forgot my gym strip.” Not only are students accountable and reflecting on their learning, but they also know that the mark they give is part of their overall outcome based on our daily conferences. The summative mark that will be shown on their report, will be an accumulation of negotiations and conferences that we had together. What could be more empowering than knowing you had say in your own outcome?

Overall, the assessment process went really smoothly.  It is difficult however; as a Teacher Candidate to know certain situations with students, particularly with their absences.  I did not take into consideration their absences when it came to grades, I just pretended like that day did not exist, and wrote a note to my CT.  The thing is, I do not know if those students are absent because of medical, parent or home issues or because they are simply “skipping.”  Finding out those answers was also my CT’s job, by phoning home as they have the relationships with the parents.  I think that was the most difficult part was I wasn’t the “real” teacher so when it came to issues involving parents, that was not my role in this practicum.  But I did what I could, gained much out of it and am looking forward to the next practicum. 

Mino Pimatisiwin: An Indigenous Teaching for Equality

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On November 29, 2020

In EDU 394 Blogs, Education, Reflections

I was able to attend Correlieu Secondary School’s Non- Instructional Day on Indigenous Education.  The main topics of focus were: Truth and Reconciliation- Calls to Action, Equity, Racism, Systemic Racism and White Privilege.

Our keynote speaker was Kevin Lamareaux, who is professor at the University of Manitoba.  Out of everything he spoke to, I found it so important that he taught us how to address those who are ignorant to their own personal systemic racism, how to approach the topic by educating calmly and diplomatically while also raising awareness.  He was able to give us tools for future conversations that I found extremely helpful in regards to the Call to Action 63.3.

I heard a new definition of “Reconciliation” that I had not heard before which was: “Reconciliation is a gift given to us by residential survivors.  If it weren’t for the courage and the dignity of Residential School Survivors, we wouldn’t be having this conversation today.  Reconciliation, is the children who were exposed to the worst of Canada, and the same children, now adults, who are able to extend and open their hand out to shake.”

We looked at the basis of systemic racism and how it is a system, not an event.  We uncovered the word “otherness” that dehumanizes based on difference, and how to get away from no longer drawing lines.  We addressed that it’s easy for us, because we are human, to categorize an “other” field when addressing culture.  Kevin gave the example of how Canadians may show this “otherness” line when referring to American’s and what is going on currently in the United States.  Addressing that these feelings we have make us human, but it is what we do with those feelings that define us and how as educators, it is important to educate on the difference.

The steps deconstructing “otherness” are as follows:
1. Humanize the other: get to know them, talk with them, as about their families, their story, their history

2. Education and Awareness: Relationships before Curriculum

3. Acknowledge, understand and explore privilege: He spoke on his personal story of growing up around sexists/ misogynistic males, and resenting a female professor who acknowledged his privilege over females.  Instead of humiliating him or “Squishing him like a bug with her education” she instead took him out for coffee.  It was after that coffee that he truly realized how “privileged” he was to be a male.

After the keynote, the principal hung up poster paper on the walls, each containing “What do you know about” questions on subjects such as:
1. Jackie Robinson
2. Tommy Prince
3. The Mi’kmaq, Maliseet and Passamaquoddy bands Fishery Dispute
4. Women’s Suffrage
5.  The hanging of the Tsilhqot’in chiefs

We had the chance to go around with our sticky note pads and write “what we knew” in regards to each of these subjects and stick them to the poster paper.  We later read out together all the facts and it was a beautiful history lesson of the people who’s lives were given to pave the road to expose and end Canada’s covered and guilty history.  The main takeaway from this, was that rather than just “heroize” those who’s lives have been lost, we need to take a look at the lives they were living while they performed actions of reconciliation.  Instead of saying “Tommy Prince was an incredible indigenous war hero” we also have to acknowledge that when he returned home, he was not given the same privileges as other white veterans, and eventually died homeless. We went around all the topics and discussed the underlying brokenness of which each “heroism” had to endure to pave the road for us- and that was a powerful statement in itself.
I was pleased that we were able to discuss very relevant topics

and given tool to pave a path forward in our ongoing journey of Truth and Reconciliation.  It is our responsibility as educators to “relearn our learning” and educate others for a better Canada.

“Education go us into this mess, and Education will get us out.” – Justice Murray Sinclair

What an incredible day of learning.  Thank you CSS for having me.

To Grade or Not to Grade: “What is Grading?” is the Question

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On October 21, 2020

In Education, ePortfolio, Pedagogy, Reflections, Uncategorised

Being able to adapt your teaching style to fit and engage with each individual learning style has been key in the success in relationships with student and academic success.  Having adaptable approaches for your students allow them to express themselves more freely and feel their input has “value.” This is where I have conflicting thoughts in regards to blogs we have read with EDU 394 in regards to “help[ing] students forget about grades.” (Alfie Kohn. Degrading to De-Grading) The blog continues to read, “Grades reduce [student] interest, quality of thinking, the preference to take on challenging tasks, encourages cheating [and doesn’t] validate what a student ‘can’ do.”

I disagree.

Hear me out; as I have done some formative assessment with former students for the very intention of how to go about assessment and grades.  My main question to them was: “What will motivate you to want to learn?” At the beginning of the year I ask students if they would prefer having soft due dates to help keep them on track but not assign late points: the vote was yes.  I continued to ask if they would like the option to continue making corrections on assignments and hand them back in (as long as they put a sticky note informing me what they revised) with the intention that they could potentially get “100%” on every single assignment if they chose to: they voted yes.  I have had students give feedback on how they feel about my style of grading and how would they prefer I improve to help them.  Even from students that had not completed a single assignment, missed more days of school than they attended, all gave the feedback they agreed with how “fair” my assessment process was. I want to give my devil’s advocate view as to “why,” I think students gave positive feedback to grades by first exploring ‘What is grading,’ types of assessment and the philosophy behind this pedagogy. Students that have a familiar understanding of expectations that are clear and visual aids are able to see where they are at and where they are/ should be going. “Grades” provide feedback and are not limited to A, B, C, but can also be married to the hybrid of embracing portfolios, feedback through narratives, optional assignments that allow for student creativity to demonstrate the obtained learning.

Let me ask this: what is grading? Grades themselves get such a bad rep because of the assessment process; what summative assessment does is slam down on our students to obtain the grade, but that’s not all it has to be.  In order to create a hybrid that works in a system that still requires “grades,” we as educators have the ability to create our own hybrid grading philosophy (or as our EDU 394 professor like to call it: a Marriage.) By taking into consideration the philosophy of Place Based Education from a Blog from imaginED written by Gillian Judson she states: “Students’ imaginative and emotional engagement with knowledge and place.  Place-based imaginative educators seek to cultivate emotional connections with the natural world—how do we determine if these are being facilitated?” (Gillian Judson. Guidelines For Assessment Of Place-Based Learning. Ecological Education (IEE): Activities & Insights. 2016) She states that other options of assessment besides grading are encouraged such as: written narratives about individuals that are given to parents, portfolios, student led conferences and exhibitions. YES! Now, in all that creativity, all that imagination, students have the freedom and the comfortability to show you as their educator what they know- from there, using the professional judgement we have to assess each individual as exactly that: as an individual! Each student in the class is only “comparing” with themselves, to better themselves and are learning for themselves, so why as an educator would you grade/ assess them all the same? You wouldn’t.

I almost laughed at a Professional Development I attended where the speaker said, “Rather than giving out A, B, C, D, give out 4, 3, 2, 1’s.” You’re telling me that students aren’t going to link the two together?  I know I do.  But you know what else? Providing the why is so important.  For example: Our professor in our EDU 393 class recently gave us a rubric back on our last Reflexive Writing- the rubric was laid out in 4 columns and each column had a detailed description of writing abilities.  When I saw the highlighted columns in the “3 and 4” section, I breathed a little easier knowing I “passed” in this “pass/ fail” course- and so many of our students look for that validation.  This particular rubric has expectations laid out clearly, and so the learner is able to visually see where they are at, reflect and grow in their learnings.  I’ve also had the pleasure of experiencing the other side of things, where the only feedback on a paper I’ve done for another course was “I got it, thanks.” Talking with many of my cohorts, we feel like we are swimming in the middle of the ocean when that happens with no sure direction of where land is.  The feedback I’ve had from my students is the same: “Miss. T, when are you going to be giving back our maps of India from Current Events?” I never wrote a grade on these maps, but I always wrote comments, feedback, smiley faces or gave out stickers for “exceptional” work- the students began to realize this.  I still had to report “grades” into my report cards, so I simply assessed their maps as so:

A “C-“ was if the student minimally completed the assignment (in other words- they could have thrown up on the page but if their name was on it- cool.) A C was if you were able to write down a few countries in the correct spots, C+ If you wrote down all the countries, cities and rivers but no colour, B was if you wrote down all the countries, cities, rivers and gave me the colouring of a 2 year old and an A was if you wrote down all the countries, cities, rivers, gave me half decent colouring and provided the Title and Compass.  I was able to explain this to the students, and welcomed them to ALWAYS improve on assignments and hand them back in.  Having a “light due date” helped keep my students on task, but their “grade” was NEVER final unless they wanted it to be.  My students always know they are allowed to revise their work (I ask they put a sticky note on their revisions that tell me exactly what they revised) until they’re satisfied with the feedback, I give has met their own standards.  Of course, I as the educator also have established enough relationship with my students to know where each individual is at with their strengths and weaknesses, and will only be grading to the individual- not comparing one student’s work to another.  As a teacher, I felt this gave students accountability, responsibility AND opportunity to advocate for their own learning.

 

Could I turn this “Grading” blog into a 15-page paper? Easily.  But I get my own point enough that when I reflect on it in a couple months or a year, I’ll either agree or disagree with myself.  We shall see.

 

I. Am. A. Teacher.: This is My Journey

UNBC B.Ed Program: What have I learned so Far?

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On October 9, 2020

In EDU 394 Blogs, Education, ePortfolio, Reflections

Below, I answer 3 questions we were asked from our EDU 394 class.  I broke them into categories and felt they each deserved their own attention.

  1. What is your biggest learning so far about teaching and learning in your first month of the B.Ed. program experience?

The biggest learning or “ah-ha!” moment I’ve had since beginning with the UNBC Ed program in September was the relationship between changing schedules, student’s abilities to adapt and understanding different reactions when last minute changes are made.  This doesn’t seem like something you’d reflect on, but I’d like to share a back story with you:

Two years ago, I was teaching Gr. 6/7 at one of our rural schools.  It was my first time ever teaching in an elementary school, and I was heading to what I thought was my gym time (keep in mind, it is now 1:00pm, and my students have seen the schedule on the board all day long and have been looking forward to this.)  Turns out, the first week of school there’s a sign-up sheet prior to the actual schedule taking place the following week- so when I arrived to the gym with my class, of course; it was full.  One of my Gr. 6 students had a complete meltdown (and I am probably under exaggerating.) She threw herself into the walls, ripped her hair out of her head with her fingers and teeth while screaming.  Of course; this reaction was not at all what I had expected and it’s a rather extreme one, BUT; I had learned from then on that if there was going to be any schedule changes, I would need to mentally prepare this student for that well in advance.

Another example of student reactions to schedule changes are when we are going to go outside and I decide not to because of weather, or when I say we are only going to focus on socials for so long and my class seems to be on a roll so I let them continue
 I didn’t realize the impact both positive and negative that could have on a student until I- went back to the classroom in a different perspective.

Fast forward to present day, myself now as a student, I have found that when our UNBC schedule changes, goes over time, or doesn’t stick to the syllabus (knowing very well that this is a completely normal and adaptable circumstance I need to get over) I can’t help but notice my mood and how it’s mostly negatively affected.  Because my brain is wired to schedule my life so intricately, an extra 20 minutes, or extra time- despite the adaptability, can really mess with me.  That extra 20 minutes I planned to get in a yoga because that could have very possibly been my only 20 minutes to myself that day.  Or when I plan to go ride my horse but extra learning is scheduled for that day, or an extra reading is posted that wasn’t on my syllabus so I can no longer go do that
 it almost breaks my heart with disappointment when I do not have the daylight to accomplish my passions that help with my mental health and well being.

What I have taken away, is I didn’t realize that while I was teaching, I asked my students to adapt- a lot.  Sometimes we didn’t have a choice, but other times I did have the choice to stick to the schedule or not but I would change it based on how I was feeling or how I thought the students were feeling. Granted; I always gave them voting “rights” and options so that they delegated their changes and learnings- however; it is the change in itself that was probably rattling for them.  The thing is- I probably super disrupted their day changing the schedule so much.  It’s one thing if you’re like “you all want to take a break and go for a walk?” but even then, maybe there was that one student who was finally on a roll, or on a breakthrough and now you completely busted that thought process by offering something you thought was a good thing.  Case and point: I am going to think twice now as an educator before I go changing up my schedule.

The last thought I have on this, was our EDU 394 instructor mentioned, “Age Appropriate Structure.” No wonder I have been fighting with this internally.  As adults, part of our success in ANY work force is our ability to adapt, but you would never ask that of say a Kindergarten class where structure is 100% necessary to the success of the classroom. I will have to continue to monitor this as I further my educational journey, constantly assessing what age group I have and the dynamic of the classroom.

 

  1. What is the expected learning so far?

 

Something that I was expecting to learn and am learning is more in-depth about in our UNBC Renewed

Education Program, are ways to incorporate Indigenous ways of learnings, knowing and being in the classroom using the First Nations Principals of Learning (FPPL.)

I think by being able to explore the definitions that have been thrown around at me at Professional Development days, but never really explained, has help deepen my understanding about how I can do my part as an educator with Truth and Reconciliation.  It has been great being able to go beyond keynote speakers and the “hypothetical” aspect, and really dive into how we as future educators can really start to make the changes in our classrooms and districts.  I like that it is also acknowledged that many educators (even veteran educators) struggle with “risk taking,” and are “afraid to get [it] wrong” so many times the intentions are there to implement FPPL, but the ability to execute is not.  This acknowledgement makes me feel less alone in my journey to new ways of knowing, learning and being- and has allowed me to review previous ways I’ve taught and how to continue to grow.

An example of my growth has been, when I first started teaching, I did not have a single clue how to implement the FPPL into my class (even though a lot of what I did fell under the learnings- I did not know how to draw those connections for my students.)  I started by bringing in Miss. Holli our Aboriginal Coordinator for District 28 to have her do a few teachings, and from there I was able to build units off of her material (with permission of course.)  This is what gave me my start.  I kept those units and have modified them with my class the following year, but somewhere along the way I think I missed a HUGE part of that learning- the “why.” I do not think I covered “why” are we learning this in school well enough for my students to comprehend Truth and Reconciliation.  I am grateful I have the chance to learn more about the FPPL, so when I go back to the classroom I will be able to give my students a fair comprehension of the “why” and not just the “what.”

 

 

  1. What have you learned about yourself?

I have learned that I am becoming increasingly sensitive to many of our readings that group “Aboriginal Educators” into this category of “all knowing.” For example, in chapter 3 of: “Learning, Knowing Sharing- Celebrating Sucesses in K-12 Aboriginal Education in British Columbia” by Jo-ann Archibald it states:

“It was our initial observation that non-Aboriginal teachers often felt ill-equipped to address the goals of the EAs [Enhancement Agreements] and that their fear of making mistakes held them back from trying” (pg 31. Linda Kayser, Judy Halbert, Trish Rosborough.)

This is one of many examples of readings we have been given through our program where my own insecurities of an Aboriginal Educator rise.  I feel that no where in our learnings or text does it state, “Not all Aboriginal educators are experts on the First Nations Principals of Learnings and not all Settler educators are naïve to them.” I feel this unnecessary sense of pressure that because I have failed to obtain as much knowledge in Indigenous studies as others in my culture, that I have failed my culture (when really, if we want to point fingers, let’s take a look at all the times we talked about different ways of knowing, learning and being in my education throughout K-12
 no wonder I am clueless.)

So, what have I taken away? I have learned about myself that yes, although I am insecure about my lack of knowledge of my culture, I am willing to take on new learnings. I am willing to dive into, absorb and implement FPPL in my classroom, admit when I “do not know” and own my own educational journey.  I have to remind myself that our text books are not attacking me personally, they are generalizing and that is okay!

 

First Nations Principal of Learning #7: “Learning involves patience and time” 

(Click the link to take you to Jo- Crona’s Blog on the FPPL to dive deeper into Principal #7)

 

Until Next time,

I am a Teacher, and this is my Journey.

Indigenous Education Day Reflection

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On September 28, 2020

In Education, Reflections

What?

Normally I would start this blog out with your typical hook and then give y’all a thesis but listen here: we attended hours of an Indigenous Day Workshop full of gold, and you’re going to hear the “what, so what, now what” to a collaboration of my reflection to four different presentations and the points.   From our leading keynote Dustin Louis speaking to “Transforming our approach to Indigenous Education,” two session speakers Leyton Schnellert and Victoria Duroche and closing keynote speaker, Dr. Niigaanwewidam Sinclair speaking to reconciliation is about the future, there was a lot to absorb, take note of and some that even raised an eyebrow.

So What?

Dustin Louis made great points in regards to spelling out some major vocabulary for us.  He was able to unravel the blunt surface to the meanings of reconciliation, white supremacy and cognitive dissonance.  He really drove home the point that reconciliation is not an apology, it “is about creating a relationship of mutual respect.” I found this interesting because it is far too often that I hear whispers about “how much longer are you going to get tax free sh*t just because you’re an Indian?” or “I didn’t do anything to you or any native, why am I paying for something I have nothing to do with?” Dustin Louis has cleared it up that we are not “reconciling about the past but it’s how to right the present [we are] reconciling for colonization [because] assimilation is a special brand of relationship between human beings imposed by colonialism” (Baldwin, 1954) So no, you aren’t “responsible” for the actions of the past, but yes, we are responsible for the actions of the future.  My favourite quote that was also mentioned by Mr. Louis was the typical “but I treat everyone the same!” Hah! My thoughts right before he said them were: “but would you treat all your students the same even though they all have different backgrounds and needs?” That really puts it in perspective how we think about our diverse cultures, not just our First Nations Peoples of Canada.

At this point, Dustin brought out the word “white supremacy” and you can imagine how that’s going to be absorbed
 ya it’s not.  But he drove the point home that “white supremacy is not just Nazis and the KKK, it’s about decolonizing which requires the colonizer to recognize and challenge their own socialized presumptions of superiority.” (Portras Pratt, Louie, Ottoman & Hanson) You and I both know this could be an entire 25 page paper about reconciliation and we wouldn’t even scratch the surface, but when children are ripped out of their homes, forced them to abandon their culture, beaten if ever breathing of their culture, forced to  assimilate, abused, disrespected, ill-educated and then once stripped of their identity are expected to go into the world and distribute “greatness?” Yeah
 I think we’ve seen enough of those repercussions to know that generations today are still affected of “yesterdays” wrongs. It will take time, “it will take courage,” (Brad Backer) and it will take education to right the wrongs of the past.

Now What?

“Education got us into this mess, and education will get us out.” – Murray Sinclair

“It’s about taking the first step.”  I do not know how many times I have heard this said over the course of today but it really means getting over yourself, your insecurities, your fears and buckling down to deliver a message to educate your classroom, family and community because “we are all related.” (FPPL) Dr. Niigaanwewidam Sinclair stated that it is our responsibility as educators, and just as important as implementing the curriculum, to teach about Truth and Reconciliation.  But where do you start if you feel insecure about your knowledge, your background, your delivery or whether or not what you’re teaching is “right?” Dustin Louis said that “just bringing an elder or district employee into your classroom will not suffice.” No, you’re right, but it’s a start! I wanted to shed some light on my own personal start about teaching about my culture in the classroom:

I have no clue where to begin
 I have never had any formal education on First Nations Peoples, I have never seen a delivery of FPPL in practice, I know nothing, I do not want to be judged for BEING First Nations myself and getting “it wrong
” what do I do?  I was there. I was a rookie teacher with the exact same concerns and fears about implementing “new” ways of learning, knowing and being in the classroom (as so many are!) so I did what we all do when we have to teach a subject area we are uncomfortable with: we bring in an expert.  I was able to bring in Miss Holli Garvin who works with our District and I told her I had nothing particular in mind, just if she could show up and provide anything, I’d be happy to feed off it and go from there.  This brilliant woman came into my Gr. 6/7 class and taught the stories of the astrological animals, their meanings and more
 from there I was able to create a unit that allowed students to dive into their identity, become creative and explore different beliefs regarding different animals and give credit to those beliefs based on the what definition they found from different bands. Then we drove into creating our animals using traditional Northwest Coast Artwork
 etc. etc. But I would have never have got my foot wet, if it weren’t for inviting Holli into my classroom to start. Because of Holli, I as a teacher grew in my practice to be able to implement FPPL and participate with my students, have them watch me learn, and then we grew together from there. Wow- even reflecting on this, I am so grateful.

As a teacher, because of the start Holli gave me, I was able to further provide my class with a “change in engagement” by: “allowing students to demonstrate what they know, develop identity, increase self-awareness, provide support to believe in themselves and opportunities for self investigation.” (Leyton Schnellert. Land as our Teacher.)

I have to admit, not seeing any First Nations Teaching Principles really implemented (with the exception of my mother) throughout my childhood, adolescence and young adult life
 I can see why teachers who have been in the profession for years are afraid to approach this “new” way of knowing, being and learning. For myself, I have been slowly adding more FPPL into my classroom over the years, and find myself “creating a compact learning unit” or “schedule” with my learnings, which many times contradicts what we are trying to accomplish.  It’s so easy to get wrapped up in “knowing” reconciliation, artwork, history, language etc. but I think the part that has hit me the hardest reviewing the FPPL during this Indigenous Education Day
  is my failure as a teaching to implement the “being” aspect to my teaching practice?  I am glad I get this chance to reflect on my last three years of teaching and build upon how I can create a space for my students to go forth and just “be” along with their “knowing” and “learning.”

 

Cheers,

 

I.Am.A.Teacher.: This is My Journey

 

I.Am.A.Teacher: Who Inspired Me to Go Back to School & Become Certified?

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On September 18, 2020

In Education, ePortfolio, Reflections

What Could Possibly Inspire Me to Go Back to School as a Student?

Why am I here? Why am I back to being a student? This wasn’t the plan. It took me 5 years after I graduated with my B.A. of Music to attend school again and here I am. Applying to programs was the hardest decision I had to make.  My undergrad was intense: we had to audition and interview to get into the program, and then continue interviewing and performing in front of a “jury” of our professors in order to stay in the program.  On top of those expectations, we needed to obtain a certain G.P.A to continue receiving our scholarship funds (which was the only reason I was able to attend this program in the first place.) On top of that, I was going for my B.ED in Music, so I have taken almost all my education courses previously to become a teacher, so I really felt like I was robbed of those courses by having to take them again in Canada. Those five years were the best and the worst years of my life, full of enriching experiences and building life-long skills however; the trade was my mental, physical, spiritual and emotional well-being.  Who and what could possibly inspire me enough to go back as a student to the classroom?

My first full contract was with a Gr. 6/7 class in one of our rural schools. I didn’t know I had this contract until 2 days prior to school starting, so here I was; a rookie, walking into a bare classroom with 27, hormone- stuffed humans looking at me with wondering eyes.  We started with absolutely nothing, but we decided we wanted to be able to attend Gavin Lake for our year end trip- but how would we pay for it? Coming from a school with not much funding, we had to come through with our own- so what did I propose? That we become the very first “Show Choir” in the Cariboo.

“What is a Show Choir Miss. T?” I showed our class short clips of my previous performances, short clips from “GLEE” and so on and every single jaw was dropped.  Of course, not everyone was going to be on board at first! I am asking these 11/12/13 year old students to be vulnerable enough with each other to sing and dance and eventually perform a concert! But
 we practiced. We incorporated our Arts, Career and Professional portions of our curriculum while having fun!

Long story short? I watched my students gain confidence in themselves, laugh, learn and take care of each other. I watched them grow to work together and become accountable of their actions for the better of the group. I was able to see them let their walls fall down, discover they had talents they never knew they had and focus towards common goals. Finally, I got to give them pep talks behind stage, calm their nerves and then watch them shine when they took the spotlight. I was able to see them smile when the entire audience erupted in a standing ovation and it was in that moment: I knew exactly what I was suppose to be doing: I. Am. A. Teacher. Thank you to that group of students that inspired me every day. Thank you for allowing me to care for you and want to become a better teacher for you. Thank you for challenging me because I was able to grow and learn from those moments.  Thank you for being the class and the individuals you are: because of you, I am back in school and on the journey to becoming a certified teacher.

Teaching Metaphor: Teaching is like Golf: You spend half the time wondering if you’re doing it right, swearing under your breath when you make multiple mistakes, (because you have off days and slumps too!) but even if you have the worst round: you still have fun! At some point though, you make that drive that finally goes straight, you make that putt, and the game finally starts coming together. But just when you think you have it? It can fall apart, but because you love the game- you keep going back to the course to repeat it all over again.

  • A Teaching Metaphor by Me

Do I really have to explain how that applies to you as a teacher or your students in their learning? *wink* *wink* Nah, I didn’t think so. Until next time- Teacher Rae, out!

 

 

About Your Blog Posts

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On September 18, 2018

In Reflections

Blog posts are intended to be formative and used as a means for self-reflection.

Most of the resources in this e-portfolio are arranged in [Pages].  This entry is a [Post]. So DO NOT “edit” the page. Add a “new” post instead.

Some of the key differences between posts and pages are:

  • Posts are timely content part of a series of posts in a blog. Pages are static documents which are not tied to the blog’s reverse chronological order of content
  • Pages can be hierarchical, which means a page can have sub pages, for example a parent page titled “About us” can have a sub-page called “Our history”. On the other hand posts are not hierarchical.
  • By default posts in WordPress can be sorted into taxonomies Categories and Tags. Pages do not have categories or tags
  • WordPress posts are displayed in RSS feeds while Pages are excluded from feeds.

Posts are a great way to record short reflections on a particular topic.  When you are ready to start adding posts to your ePortfolio delete this post and add your own.

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