Math. What a daunting subject this can be for many students, including myself. However, this course in the B.Ed program minimized my worries for the inevitable day of when I will have to teach mathematics. Our professor broke down terminology used in the primary grades that I had never learned before, along with many of my classmates; that alone made the task of teaching young children math less scary. The course, in general, was informative such that it taught me how to recognize whether a student is able to subitize or count on. However, leaving that class, I still felt inadequate in terms of actually teaching a math lesson. In the second semester of math, I hope to gain a better sense of being able to do a lesson and explain how to work through a math discussion with students.
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My first practicum experience in the B.Ed program taught me many new things about myself. I showcased classroom management skills that I was unaware of knowing, executed lessons on a topic I knew very little of previously, and demonstrated my calm demeanour while teaching. My previous practicum experience was in my undergraduate degree of Human Kinetics and I was placed at Rutland Secondary School. My mentor was a Physical Education teacher and ran the Soccer Academy as well, which I was very excited about considering my extensive history with soccer. I was very confident throughout this practicum considering I knew exactly how to run drills and what technical procedures accompanied those drills. During practicum in the B.Ed program, it was my first time teaching a lesson other than soccer drills and I was nervous as to how I would convey knowledge that I was not an expert on. Of course I did my research and made sure I was well prepared with my lesson plans, but that does not always translate into a successful lesson. I pleasantly surprised myself with every lesson, and I am very proud with how well I was able to answer the children’s questions and facilitate their learning in ways that I did not know I was capable of. I am looking forward to my future practicum experiences and what they have in store for me.
Teaching & Learning 3100 was a very informative course and has provided me with an abundance of resources that will be so useful in my future. The instructor was nothing short of amazing, and we were lucky enough to be her last class that she taught at the university. Throughout the course, we wrote daily journal entries and I re-read them prior to this post to reflect on what we did. Every morning, our professor would ask us a question for attendance and that is such a simple way to get to know your students better and on a more personal level – she was always modelling tips and tricks like us, whether we realized it at the time or not. She also always had some sort of prop or treat for us every class that we would either be using for an activity, or for us to snack on! We were fortunate to have numerous guest speakers that spoke to us about professionalism, what principles look for in a good teacher, and what it is like to teach multi-grade classrooms. All of these presentations provided imperative information that I, personally, had never learned about so I found them very useful. Overall, this course was the most practical in every way and I plan to re-visit my journal entries often, and review the resources my professor so generously gave me.
This is my fifth and final head shot that was taken for my last year playing for the Thompson Rivers University Women’s soccer team. This picture is more than just a head shot; it is a sentimental piece that reminds me of how hard I worked to finish my degree and get into my dream program, Bachelor of Education (B.Ed) and play my final year of soccer at the same time. This picture reminds me of how determined I was to do so, to reach my goals of becoming a teacher.
I made this talking stick at our B.Ed class trip to McQueen lake at the beginning of the semester. Auntie Trish, the programs elder, led us through an arts & crafts session where we had the opportunity to make a talking stick and I was grateful to do so because I have never had one. I plan to incorporate this into future practicums and ultimately my future classroom to use during circle sessions.
For one of our courses during first semester, we got to make a video based on someone or something that inspired us to become a teacher. I chose to interview one of my high school teachers and my soccer trainer, of whom is also a teacher, down at Riverside Park because they had the most influence on my decision to become a teacher. They are amazing at what they do and really had me reflecting on what makes a ‘good’ teacher. I have been fortunate enough to know both of these teachers since I was fifteen years old, and they have both been providing me with advice that I am very grateful for, and will continue to put forth into my practice of becoming a teacher.
Beverly Ruberg is the gift that keeps on giving. She is an amazing woman who taught me in my first semester of the B.Ed program and her love for teaching is inspiring. Every class was exceptionally informative and she provided the most useful resources for us to continue to use throughout the program. She showed me what it takes and what it looks like to form relationships and bonds with your students. She took the time to know each of us on a personal level, which seldom occurs in a university course.
This is myself and my first teacher mentor, Amy, during my first practicum in the B.Ed program. My placement was at Arthur Hatton in a grade four class that had sixteen boys and six girls. To say that it was a busy class would be an understatement. This class taught me classroom management strategies that I did not even know I knew, until my teacher and faculty mentor praised me for them. I am thankful that I was able to experience a classroom like that because I like to be challenged; that is what practicum is for, isn’t it?
The new B.C. Curriculum website is the ultimate source for teachers to refer to when they need assistance. On this site, one can find the three elements of the “know-do-understand” curriculum model which contains the content, curricular competencies, and big ideas for every subject through K-12. The redesigned curriculum also features core competencies and literacy and numeracy foundations that can be accessed to ensure that teachers are reaching the standards of the B.C. Curriculum.
Click on the link below to access the BC Curriculum website.
As I reflect on our first practicum experience, I am in a completely different head space. By now, we have learned more in depth about assessment, lesson planning, and unit planning across subjects such as Socials Studies, Mathematics, and Science. Looking back at my first practicum experience, I am generally happy with how I prepared myself and executed my lessons. Both my teacher mentor and my faculty mentor were very impressed with how I carried myself and my ability to manage the students. What I strive to be better at is being more creative with my lessons and the way in which I present them. It is always nice to have a teacher that mixes it up and is not so redundant. I also want to work on making connections and building relationships with the students. Considering we will be there for a longer period of time, as well as throughout consecutive days, relationships have potential to be acquired more easily.