To say that the practicum was a learning curve would be an understatement. It was a huge learning curve! But, I loved it. I went from shaking and barely breathing in front of the class to truly enjoying my role as an educator.
One of my biggest strengths actually began as my biggest learning curves: classroom management. At the end of the three weeks, I was able to simple pause and students would listen. I began very shy and quiet, as if I was asking the students for permission to teach them. I had to learn to use my voice and attention-getters (ringing the hand bell, or chime) to show them what the expectations were. That, in itself, was a learning curve: having clear expectations. I always knew what I expected from my learners, but they weren’t mind-readers, so I had to make it clear. Once I began to better manage the classroom dynamics and expectations, the students really responded. I think I was worried that I would appear “mean” if I came on too strong, and I was constantly concerned that I was not good enough for them. My Coaching Teacher was amazing, and reassured me that I have the qualities of a great teacher. I just needed the confidence.
In the end, it was my confidence and classroom management techniques that really made me feel like I was ready for the next challenge. Yes, my “weaknesses” turned out to be areas I now consider strengths.
My Coaching Teacher suggested some unexpected areas to really focus on when considering my strengths. In her mind, my biggest strengths are not something that can be taught in school. She said that it was my kindness, sincerely caring nature, passion for teaching, and love of all children that would make me an ideal teacher. Now, it is hard to admit something like that, since I do not take compliments well. I do care, though. I do have a strong passion for teaching. I do love all children. I am very careful to show children that I am there for them. I was honoured to get such a sincere compliment from my Coaching Teacher, as she inspires me to be kind and caring to all children.
My students were incredible. I loved each and every one of them for their uniqueness and curious brains. I was a bit nervous teaching “old kids” (I thought of myself as a K-2 teacher), but I absolutely adored my 3/4 split class. The students must have enjoyed me too, as they worked so hard to create a beautiful flipbook of thank you’s and good wishes for me. I definitely shed a few bittersweet tears on my last day – I will miss them, and I am sincerely grateful to them all. My students made me a better teacher, and my Coaching Teacher gave me the strength to explore teaching in a safe, healthy setting.
Moving forward, in EDUC490, I want to find more ways to reach all learners using differentiated instruction techniques. I want to challenge learners, while supporting those who require extra support. I know that the things I used to worry about (being confident, relationship-building, classroom management) will come with patience and time (and hard work, of course). They are no longer scary unknowns to me, though. I know I can do this with the support of my own cohort and professors at UNBC Education Program, along with my Coaching Teacher(s) and personal relationships with family and friends.
