{"id":1213,"date":"2024-04-22T20:43:10","date_gmt":"2024-04-23T03:43:10","guid":{"rendered":"https:\/\/create.twu.ca\/rileyrae\/?p=1213"},"modified":"2024-04-22T20:43:10","modified_gmt":"2024-04-23T03:43:10","slug":"final-reflection-2","status":"publish","type":"post","link":"https:\/\/create.twu.ca\/rileyrae\/2024\/04\/22\/final-reflection-2\/","title":{"rendered":"Final Reflection"},"content":{"rendered":"\n

What are the key takeaways you gained from this experience?<\/strong><\/p>\n\n\n\n

    \n
  1. I want to be a peaceful presence in the classroom who students feel safe to talk to. I will take care of my physical, mental, and social health so I can achieve this peace and be an example of how to live for students.<\/li>\n\n\n\n
  2. I want to be an inspiration for my students. I want to be passionate about what I teach and instruct in a way that makes students curious, excited, and desiring to pursue the topic deeply on their own.<\/li>\n\n\n\n
  3. I want to be an intentional teacher. I want my lessons to all have meaning, assessment types to be relevant, and my schedule and papers to be organized. This will allow me to be calm and have self-control over what takes place in the class. When I am intentional, I am prepared to react flexibly when things go wrong, and I will have the capacity to be there when my students need them.<\/li>\n<\/ol>\n\n\n\n

    Was anything difficult or stressful?<\/strong><\/p>\n\n\n\n

      \n
    • I felt more self-conscious with students in this class than before. In past practicums, I was very comfortable with students, but would sometimes worry about impressing my mentor teacher. Here it was the opposite. The teacher was very comfortable to speak to, but I worried that students would judge me. I can tell this is because I have less field experience with high schoolers. Since they are closer to my age, it makes sense that I would get more stage fright. These students are closer to being adults and are more likely to see my flaws and insecurities. Although this class was so kind and encouraging and did not say anything rude to me, I learned something. I have to accept that working in a high school will result in students judging me most of the time. I have to be strong and be okay with that. I have to be willing to accept criticism and acknowledge my mistakes and weaknesses. If a student comments on something, I want to be able to say “Thanks for commenting on that, let’s fix it,” or “Please be kind, it doesn’t feel great when you say that.” It depends on the type of student, their intent, and what the comment is about. If it is a serious situation, I may have to talk to a superior for support.<\/li>\n\n\n\n
    • I think I also felt nervous because I did not know my role in this classroom. More students were independent. In my previous initial classroom experience, which was at a middle school, the teacher was in need of more EAs. Several students could not read, and many asked questions about what they were to do or how to do it. My mentor teacher had me sit with a specific student read her work and write answers. I would ask her what she wanted to write, then either tell her the spelling or write it faintly for her to trace, depending on how quickly she needed to write for the given activity. I felt needed in this past initial classroom experience and could find specific things to do instead of having to ask the teacher. My EDUC 403 classroom was very different because, for the most part, students were independent. My role consisted of more observing than participating by comparison. When I did participate, it was more complex. I was not explaining instructions, but asking thought-provoking questions, encouraging, and listening to students’ writing. Because students were more independent in their work, this did leave more room for me to converse with the mentor teacher though. He was intentional about telling me why he did things in class, and he would give me strategies and techniques during this time. While I felt less needed and my experience was less hands-on, I think I learned more ideas that are relevant to the direction I am going with my practice. This classroom was at a high school, and I resonated deeply with the personality and relaxed yet controlled teaching style of the teacher.<\/li>\n\n\n\n
    • As I circled the classroom in the early weeks, I was nervous about approaching students who looked focused on their work. They seemed like they did not want to be approached. It was a fear of rejection. I decided to take risks though. I asked the mentor teacher for ideas about what to ask them as I circled, then equipped with things to ask, I began. I went to approachable-looking students first, then moved my way around. This made it easier to begin. Eventually, some students asked me questions without me approaching them! It was encouraging to be acknowledged as another teacher and have a student see my insights as valuable. This gave me the confidence to approach students more confidently and be okay with it if they said they were not ready to show me their work yet.<\/li>\n\n\n\n
    • It was challenging calling high schoolers to attention without treating them like young children. I think this is because I am working with young children at the same time. It is a mindset shift to switch from the youngest age group to the oldest within the same week. I learned phrases I can use (like counting down from five or simply asking for their attention). I can also use a bell. My mentor teacher had a microphone he could hang on his neck to speak louder without hurting his voice.<\/li>\n<\/ul>\n\n\n\n

      What about your mentor teacher’s way of running a classroom do you want to take inspiration from as a future teacher?<\/strong><\/p>\n\n\n\n

      I loved how calm and positive my mentor teacher was. He brought peace to the class and I could tell students wanted to be there. I found myself growing excited about what he taught. The way he spoke about storytelling actually got me back into writing stories! I borrowed two of his books and began writing before bed on some nights. If he can get me to write again, I am sure he has had the same effect on others in the classroom. I also loved the way he focused on identity. I do not know whether this is intentional or if it just comes naturally to him, but his teaching focused on students “becoming.” They became “writers,” “virtuous learners,” and “citizens.” Students did not only learn about concepts: they embodied them.<\/p>\n\n\n\n

      Another thing I appreciated about his style of orchestrating a room, was his openness to ideas. He was very likely to say “yes.” When students asked about decorating the space where a window might be, he eagerly said “yes” and started brainstorming ideas. Later I noticed art, pixie lights, and Duolingo certificates filling the space. I liked seeing the follow-through and excitement about student enthusiasm. I like this because his “yeses” with small things like decorating communicate that they are safe to offer ideas with more serious or intimidating things. They know he is likely to say yes and not embarrass them when they give an unconventional or incorrect response.<\/p>\n\n\n\n

      What surprised you when you taught your lessons? How did you grow? What will you carry forward from the mistakes and wins you made?<\/strong><\/p>\n\n\n\n

      I was more nervous teaching my lesson than expected! This connects back to what I said about older students. I think the stage fright came from speaking to people closer to my age. I felt confident and ready with my lesson before I began, and then as soon as I got in front of the class, I felt myself freeze a bit. The beginning was shaky, but I told myself to focus on slowing down and speaking for the students. It is not about me. It is about them and their understanding. Taking my attention off of myself was helpful. Through all three of my lessons, I have learned that I need to practise the introduction of a lesson. That was the most unsteady part for me. I need to practise gathering attention, drawing interest, and beginning with energy. In all of my lessons, the beginning was slower and quieter than the middle and end.<\/p>\n\n\n\n

      It was exciting to see myself improve after every lesson I taught! I gained confidence and used feedback from my mentor teacher. The first lesson was okay, but students could tell I was nervous. For the second lesson, I retaught the first with a different class. I researched the topic for a few hours and thought more deeply about what I was going to say, so I would be less likely to hesitate when asked a question. I made sure I thoroughly knew all of the content excellently, some surrounding topics, and the “why” behind it all. I changed the structure of the lesson plan a little bit and it worked splendidly! The students were more receptive and it went smoothly! I was able to answer student questions quickly and I was sure about the answer. I felt like I knew what I was doing and could direct the class with confidence.<\/p>\n\n\n\n

      By the third lesson, teaching was easy. Oddly enough, I felt nervous going into the lesson because there was a substitute teacher, but once I got in front of the class, all was well. I had fun. I am excited to be a teacher.<\/p>\n\n\n\n

      How did your learning connect to EDUC 403’s course learning outcomes<\/strong>?<\/p>\n\n\n\n

        \n
      1. Connect course learning to practicum experiences<\/em>\n
          \n
        • I connected course learning to my ICE in my reflections by discussing how I used what I have learned in past years at my experience, and by reflecting on ways I saw my mentor teacher practise (or not practise) what I have learned at TWU. I reflected the most on connections to EDUC 401 because I took the course as a co-requisite. An example of this is the ways I noticed my mentor teacher use informal formative assessment at the end of classes. He would often see how the class understood the material by having them answer a question collectively or leave sticky notes with answers on the whiteboard as an exit ticket.<\/li>\n<\/ul>\n<\/li>\n\n\n\n
        • Respond to practicum experiences and learnings of others<\/em>\n
            \n
          • I responded to others’ experiences at EDUC 403 seminars during reflection periods. I liked sharing wisdom with younger education students who were worried or frustrated about their experiences. I gained from talking to a peer about her website. Her site is beautiful and organized. While I did not make my website as nice as hers, I did take some ideas from the way she set it up.<\/li>\n<\/ul>\n<\/li>\n\n\n\n
          • Practice attributes of professionalism<\/em>\n
              \n
            • I am taking professional attributes seriously because they are what will set me up to be ready to teach. If I do not have self-control over my life and cannot be professional and responsible, I will not be able to lead a classroom effectively. I addressed this topic by mentioning professional attributes with my mentor teacher at the very beginning of the experience to make a plan and have an understanding of what I need to achieve. We talked a few times throughout the semester to collect more feedback. I made personal routines for myself with sleep and morning routines so that I would be early and prepared for my field experience. I also was sure to answer emails promptly.<\/li>\n<\/ul>\n<\/li>\n\n\n\n
            • Approach practicum with humility and wonder,\u00a0displaying a willingness to take risks and learn from various approaches<\/em>.\n
                \n
              • I showed humility and wonder by the way I took a listening posture and asked questions. I observed my mentor teacher closely, mentioned things I noticed or was curious about to him (when there was time), and we talked about them. He had great insights about why he did what he did and how his style is meaningful in the classroom.<\/li>\n\n\n\n
              • I mentioned risk-taking earlier in this reflection. I took risks by approaching students to offer help and ask questions about their work when they seemed uninterested in feedback. I made efforts to take initiative when the teacher did not ask me to.<\/li>\n<\/ul>\n<\/li>\n\n\n\n
              • Reflect on personal practicum experiences and learnings<\/em>\n
                  \n
                • This one is more obvious. I am reflecting right now and I did so in my other blog posts.<\/li>\n\n\n\n
                • I also took time to reflect as I drove home from my practicum. I used my learning in the private art lessons I teach and a bit in the elementary school where I have a job.<\/li>\n<\/ul>\n<\/li>\n\n\n\n
                • Seek opportunities to take initiative<\/em>\n
                    \n
                  • I answered this in CLO #4<\/li>\n<\/ul>\n<\/li>\n\n\n\n
                  • Demonstrate communication skills in practicum<\/em>\n
                      \n
                    • I demonstrated communication skills by having a willingness to ask questions–even when they seemed silly–answering emails quickly, and having a posture of openness to conversation.<\/li>\n<\/ul>\n<\/li>\n\n\n\n
                    • Develop pedagogical and personal practices that support inter- and intra-personal wellness.<\/em>\n
                        \n
                      • The pedagogical practices I saw (and began to practise) in this classroom supported wellness because they had an atmosphere of steadiness and peace. It felt calm and safe. This reduces anxiety for everyone in the learning environment.<\/li>\n\n\n\n
                      • I also decided to prioritize sleep this year, and it has made my life so much more enjoyable. I am able to show up more fully when I am well-rested. This part of personal wellness improves my ability to navigate the classroom, so it helps both me and the students. If I can demonstrate the value of rest in my life, it could inspire my students to care for themselves in the same way.<\/li>\n<\/ul>\n<\/li>\n\n\n\n
                      • Consider how professional practice interacts with spiritual formation.<\/em>\n
                          \n
                        • Professional practices connect to spiritual formation because they are similar to spiritual disciplines. Spiritual disciplines build up a Christian’s faith and receptivity to God. They are an act of sanctifying to make the believer more able to follow God well and be close to him. Closeness to God helps me love my students and colleagues, follow God in the manner that I teach, and form Christian values that are similar to professional values (like working hard, forgiving, speaking kindly, etc). Being strong spiritually fills my soul in a way that it can pour into everything else I do. This includes my professional practice.<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n","protected":false},"excerpt":{"rendered":"

                          What are the key takeaways you gained from this experience? Was anything difficult or stressful? What about your mentor teacher’s way of running a classroom do you want…<\/p>\n","protected":false},"author":1490,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[71],"tags":[],"class_list":["post-1213","post","type-post","status-publish","format-standard","hentry","category-educ-403"],"_links":{"self":[{"href":"https:\/\/create.twu.ca\/rileyrae\/wp-json\/wp\/v2\/posts\/1213","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/create.twu.ca\/rileyrae\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/create.twu.ca\/rileyrae\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/create.twu.ca\/rileyrae\/wp-json\/wp\/v2\/users\/1490"}],"replies":[{"embeddable":true,"href":"https:\/\/create.twu.ca\/rileyrae\/wp-json\/wp\/v2\/comments?post=1213"}],"version-history":[{"count":1,"href":"https:\/\/create.twu.ca\/rileyrae\/wp-json\/wp\/v2\/posts\/1213\/revisions"}],"predecessor-version":[{"id":1214,"href":"https:\/\/create.twu.ca\/rileyrae\/wp-json\/wp\/v2\/posts\/1213\/revisions\/1214"}],"wp:attachment":[{"href":"https:\/\/create.twu.ca\/rileyrae\/wp-json\/wp\/v2\/media?parent=1213"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/create.twu.ca\/rileyrae\/wp-json\/wp\/v2\/categories?post=1213"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/create.twu.ca\/rileyrae\/wp-json\/wp\/v2\/tags?post=1213"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}