Reflecting on Practicum: My Growth as a Teacher Candidate (Part 2)

During my first year of my Bachelor of Education program I learned what it is to be a “Teacher as Professional”. This wasn’t my first year being placed in a high school – I was able to do an internship during my 4th year of Human Kinetics. This year however, was much different. I learned who Ms. Nyentap really was. This year I shed the concern for students to “like” me and really focused on my lessons in terms of their long-term development. Over the course of my practicum and CSL placement (even though it was much shorter than expected due to the COVID-19 pandemic), I developed the necessary professional language and competencies that are needed for me to become a successful Ontario Teacher. In class and on practicum, I had the opportunity to discover and engage in professional collaborative inquiry (e.g., school-wide inquiry-based learning projects like the Garden Party), critical reflexive praxis (e.g., reasons for being in this profession, white privilege, and understanding different perspectives), case studies (e.g., behaviour management), curriculum-as-planned,—implemented,—lived (e.g., overviewing Health and Physical Education theories and learning to live the core concepts and values within the curriculum), differentiated instruction (e.g., modifying lesson plans, accounting for exceptionalities in the REAL classroom), assessment (as, for, and of learning), inclusion (in sexual education for example), diversity and equity (e.g., between different Ottawa communities), community service learning, co-teaching and professional learning. I am continuing to use Timperley’s “Adaptive Expertise” model even in this COVID-19 situation. I have taken opportunities to further my professional development in Health and Physical Education by taking online courses and engaging in the Twitter community. I have also began to make my own curriculum course, unit, lesson planning book for Health and Physical Education using the “Notes” application on my computer. I actively seek out resources and continue to educate myself on the most innovative teaching resources. This year I took part in an Undergraduate Research Opportunity Program (UROP) and made a professional publication with Rebecca Llyod. Engaging in research has helped jumpstart my introduction to Year 2 and helped me to become more of a critical thinker in terms of inventing and engaging with new concepts within my field. These experiences definitely taught me that teaching is not static. Teaching is always evolving, and we must not get comfortable with routine and old ways of doing things. My practical experience in this program has allowed me to develop my own understandings of Health and Physical Education course concepts. I have developed physical literacy and health literacy on a deeper level. The mix of theoretical and practical experience have allowed me to become more reflective and well-rounded as I teach these concepts.

During Year 1, I have been a part of many communities of inquiry such as the B.Ed. classrooms, practicum classrooms, the broader school communities, global virtual communities on twitter, and research communities (IA4L Project). This social practice has been a great source of collaborative learning with peers such as classmates, students, my associate teacher, or my professors. These communities supported the generation of new ideas that would have otherwise not come about, skills and abilities, and a new found confidence. I was able to grapple with new understandings of course concepts in a way that was not overwhelming and stressful (e.g., memorization, individual practise, and demonstration of learning through exams) but in environments that were supportive and accommodating – that led an example of what I should create in my future classroom as a teacher. I definitely have become aware of myself and my work tendencies through the engagement of collaborative work processes. I realize my tendency to lead and take charge and my need to also step back and let learning happen without micromanagement. I now consider the possibility and my great responsibility to become an excellent teacher and lifelong learner. Teachers and learners play dual roles – it is a reciprocal relationship much like AcroYoga or Partner exercises for example (as I learned in my UROP project).

This year I was informed about the OCT standards of Practice which have become rules to live by. The Standards of Practice include Commitment to Students and Student Learning; Professional Knowledge; Professional Practice; Leadership in Learning Communities; and Ongoing Professional Learning. This year I realized the importance of my role as a teacher. If I am not committed to student learning, I will negatively impact students for the rest of their lives and leave them unprepared. The roles teachers play in the development of youth is immense. As teachers we must always reflect on our teaching practice in relation to student development, relevant learning theory, pedagogy, curriculum, ethics, educational research and related policies and legislation to inform professional judgment in practice. There is no “hat” that we leave at the door when we walk out of a school. We are seen as teachers in Walmart, at the gym, and when we post something on the internet. Another core practise I have adopted is critical thinking when it comes to accuracy of lesson plans and their associated assessment and evaluation plans. In addition, how my lesson responds to the needs of the population it is meant to serve. An environment I never experienced in high school and university but have been prompted to create for my future students is collaborative, safe and supportive learning communities. As a teacher it is important to not think of students as empty vessels needing to download information but creators. I now recognize my shared responsibilities and my leadership roles in order to facilitate student success. Lastly, I have strongly committed to ongoing professional learning despite these uncertain COVID-19 times.

This year has taught me to expect the unexpected and think fast. As I constantly need to adapt to an everchanging world and learning environment, I also need to consider the multiple ways I can prepare my students for an uncertain future and for jobs that do not yet exist. I learned that learning environments (even in high school) need to flourish imagination. I also learned what it means to feel whole as a person – not just what the holistic model of health is – but I actually what it is to live it and feel it. I learned to celebrate the small successes and ride out the difficult times. I learned what it means to be consumed by something because I am so passionate about it – that being my students and my teaching subjects. My prior assumption of teaching as an

8:00am – 3:00pm job has changed; it’s a 24/7 job because there’s always something to do whether it be lesson planning, considering how to create a classroom community, professional development, how I can be even better prepared, dwelling on what did not go so well the previous day, etc. I also learned about controlling my emotions and removing my personal investment when needed (e.g., in the face of student adversary) so that I can fully understand what is going on with a student (rather than reacting). I have learned what it is to be a leader and have responsibility and am still learning how to make decisions. I have learned how to be involved and how to take a step back. I have learned that in the grand scheme of things I only know the tip of the iceberg.

Some goals for continued growth include but are not limited to:

1. Strengthen my technology skills in terms of presentation methods in virtual and real-world means.

2. Explore the English Subject curriculum.

3. Expand my Twitter platform.

4. Expand my digital hub to someday become a fully functioning website and brand.

5. Become more familiar with English Language and Health and Physical Education pedagogy.

6. Improve my classroom management skills by taking an online course.

7. Continue mindfulness in daily routines and practise with students.

8. Become more organized.