During practicum…
I was fortunate enough to be in a class where I was the sole student teacher. In addition, due to the linear timeline, I taught the final week of a unit, and the first week on the same unit but with 3 new classes.
This allowed me to see where the students were at after learning an entire unit, providing me valuable experience in HOW and WHAT to teach at the beginning of the unit. In other words, what was most important to focus on.
Summarized PSFBCE:
#1: Educators value success of all students
#2: Educators act ethically,
#3: Educators understand and apply knowledge of student growth + development.
#4: Educators value the involvement and support of parents, guardians, communities in schools etc.
#5: Educators implement effective planning, assessment and reporting to create respectful, inclusive environment
#6: Educators demonstrate a broad knowledge base and an understanding of areas they teach
#7: Educators engage in professional learning
#8: Educators contribute to the profession
#9: Educators respect the value and history of First Nations, Inuit, and Métis in Canada.
My two-week practicum was a resounding success, providing me with valuable insights and growth opportunities. The unique structure of the grade 8 French program at the school allowed me to experience both the conclusion of a unit with three classes and the beginning with three new classes.
Among these students, I encountered diverse learning needs, including those with IEPs, ESL learners from various backgrounds, and students with behavioural challenges. This diversity presented an opportunity for me to design lessons and resources that catered to varying levels of comprehension. I crafted lessons covering the general content that was accessible to the majority of the class, while also developing alternative materials like verb colouring sheets to support students with different learning needs.
Addressing the spectrum of abilities, and with advice from my mentor teachers, I created supplemental work for faster learners and delegated responsibilities, such as creating Blooket quizzes, to keep them engaged. This way they were able to help out, reinforce their learning, and not feel like they had to do extra or more work than their peers. These strategies align with the professional standards of BC educators, specifically #1, #2, #3, #5, #6, and #7.
Another aspect of personal development involved refining my classroom management skills, particularly in controlling the volume of my voice. Recognizing that my naturally loud voice could be overwhelming, I adjusted my approach to maintain a more serene classroom environment. This adjustment not only enhanced the learning experience but also served as a valuable lesson for my future role as a teacher.
Reflecting on my experience, I observed significant growth in lesson planning, including determining what to teach and how to structure lessons effectively. Notably, I discovered that traditional teaching methods outperformed computer-based approaches, as students were more engaged without the distractions of the internet and translation technologies.
Having worked with two different teachers and six diverse classes, I am grateful for the learning opportunities and look forward to my upcoming six-week practicum. Excited about incorporating music and other aspects of learning that I am passionate about, I anticipate a fulfilling and enriching experience.
Further reflections
Soon to come 🙂