Words cannot express the mixed emotions I am feeling as Practicum 491 comes to close, as well as the end of the education program. The past 16 months have flown by, and so have the ten weeks from practicum. I have started to phase out in week 10, and let me tell you, I already miss how much involvement I had in the classroom. Our little classroom is full of so many wonderful students, and I miss them already even though I am still here. I have had a lovely practicum experience and am so proud of where I started and where I am now. I am also proud of where my students were, and where they are now. I was welcomed with open arms in this school, by the staff and the students. When I think back to Block 1, I could not envision myself teaching my own classroom and managing all those students on my own. It is incredible how much I have learned and experienced.
Every opportunity and challenge I have encountered has shaped me in some way to help turn me into the teacher I am in the classroom. I am sad this program is coming to an end. I will be turning in my student identity and trading it in for teacher and lifelong learner. When I first set this goal, and realized I wanted to teach, the road ahead of me was very long and daunting. Now everything is falling into place. I will be moving to Mackenzie with my partner in mid-December, and hopefully finding employment there within the school district.
To end my final week on a high note, I have created a little gift for each of my students. My partner and I cut down a small tree and made snowmen out of the wooden rounds. Each snowman is decorated with unique buttons to represent student individuality. I have written a special message to each of the students on a little tag to tell them how proud I am of the work theyâve done. I have attached a picture below and cannot wait to see their faces Friday morning when they are on their desks. This final practicum was a perfect way to end the program, and I cannot wait to see where my career will take me.
Before the start of our final practicum we were able to attend the Indigenous Day of Learning professional development day with school district 57. I was fortunate to attend a seminar with speaker Dr. Dustin Louie. One of my biggest takeaways was his discussion on incorporation versus indigenization. It is one thing to fulfill curricular targets with Indigenous education and First Peoples Principles of Learning and another to practice it and fully immerse yourself in the teachings. Incorporating Indigenous knowledge and ways of knowing is a significant step towards reconciliation and working towards a better future, but we can take it one step further by indigenizing our practice. Indigenizing the curriculum makes the learning more meaningful and personal. As we approach the week of Truth and Reconciliation in SD 57, I have really taken into consideration what Dr. Dustin Louie has shared with us. I plan to begin our week by reading ‘The Orange Shirt Story’ by Phyllis Webstad and finishing our week with a Medicine wheel teaching on mind, body, spirit and heart. The medicine wheel we create will become our classroom contract and promise to one another in order to maintain a safe, and inclusive space for all students. I look forward to the learning to come.
As practicum 491 is swiftly approaching, one word I have to describe how I am feeling is NERVOUS. I am a little more nervous than excited this time around and I believe it is because its my final practicum. After this (fingers crossed) I will be finished the program and done being a university student (at least until I get my masters). I will finally be able to start my career in education and boy, is that scary. The last two practicums have provided me with the opportunity to learn HOW to teach; whereas with this practicum, I feel the stress is on WHAT to teach. Ten weeks feels like a long time with lots of content to cover. I am excited to put my new skills from previous practicums into my teaching, such as time management and behaviour management. What I hope to accomplish this go around are assessment skills, documentation of student learning and unit planning. Unit planning, year plans and daybooks are so unfamiliar to me. I hope by the end of the practicum I have some positive experiences in each area. I recognize I am out of my comfort zone because everything I am doing is new. I need to remind myself what I am actually in control of and what I can do or accomplish given the knowledge and resources I have access too. Regardless, some affirmations I have come up with for this practicum experience are as follows:
Attached above are three assignments I had submitted during Block 3 for Education 400, which encompassed Fine Arts, Literacy and Mathematics. We had three separate professors for the subject areas. My Fine Arts Portfolio was a power point presentation of the resources and knowledge I had gained by the end of the course. Some of the power point slides include additional audio voice over to support the information on the slide (living in COVID times I could not give this presentation in person). As for literacy, we had to develop a toolkit of resources we had gained throughout the course and discuss how we plan to incorporate or use them in the future. I decided to showcase these resources via powerpoint as well because we did not present in person. Lastly, I included a mathematics assignment we had created that involved turning one of our practicum lessons into two other multi-curricular enactments. This assignment was very beneficial because it taught me how to make virtually any assignment cross-curricular to cover more BC curriculum content in the same lesson. I really appreciated the subjects in this course because they really tailored to the subject areas we will be covering as educators in the classroom. I learned valuable skills from each one.
Attached to this blog post is my final project for education 402 and 401. It is the power point that accompanied my Capstone presentation. Also included in this blog post is the ‘script’ or ‘talking points’ I had established to accompany my presentation. Writing the script beforehand really helped me establish my points and solidify my metaphor. I have always considered myself better at writing than public speaking, and that my emotions are conveyed best through words. Although it is written informally, I believe it best captures what I had touched on in my presentation and encompasses who I am as an individual and educator. I also had coloured and drawn an anatomical heart which I taped to the sleeve of my shirt during the presentation to symbolize my metaphor. A photo of my heart is attached below at the end of this document as well. I was really proud of this presentation and received very supportive feedback from the panelists. If you are at all curious about Capstone presentations and would like more information about my metaphor- do not hesitate to reach out or comment below! I would be more than happy to discuss with you.
Rough Draft Script: “Okay, hi everyone, very nice to meet you all. I made a little power point to go alongside my Capstone presentation, and I also have a little script here to keep myself on track, so I donât miss anything within my 8â10-minute window! ⊠I have never done anything like this before so bear with me.Â
I also quickly wanted to do a land acknowledgement, I would like to humbly acknowledge that I am presenting to you today from the unceded traditional territory of the Lheidli Tenneh first nation where I have the privilege of living, learning, and exploring.
SLIDE change
So, a little bit about me: my name is Hannah Catherine Trombley, I am 23 years old and born and raised in Hazelton B.C. and growing up in a small northern Indigenous community really shaped who I am and what my belief system is so it will be brought up more than once in my presentation. I am a Gitxsan First Nation and a part of the wolf clan, and one of my favourite sayings in Gitxsanimaa is up in the corner there âluu amhl goodâyâ which means my heart is happy. This phrase also happens to connect to my capstone.
As far as education goes, I have a diploma in Kinesiology because I originally wanted to go into physiotherapy, that changed when I realized I did not have a passion working with older individuals but instead had a passion working with youth. I have a Bachelor of Arts Degree with a major in English and minor in Psychology and now I find myself in the education program at UNBC as a teacher candidate.
One word I often use to describe myself is sensitive, and I will delve more into whyâŠ
SLIDE change
As you can see, I am wearing my capstone.
The metaphor I chose was âI wear my heart on my sleeveâ because I truly believe that encompasses who I am both as an individual and educator.
I am typically more creative than this and enjoy painting and drawing, however being in my 12th consecutive month of school I think itâs fair to say allot of my creative energy has run out, but I did manage to cut and color this anatomical heart so here we are.
First, Iâll touch on how this metaphor represents and connects to myself, then I will dive into how it relates to the objectives of career education, and lastly the objectives of our diverse classrooms course.
SLIDE change
So, the metaphor and myself.
I chose this image because I have a family history of health care professionals. My great grandma, grandma, mom, and older sister are all nurses. I broke that chain and decided to be the first in my family to go into education. I share their same passion for caring and helping others, just in a different way.
When I mentioned earlier that I am sensitive, the image that comes to my mind is my heart- because I have a really big one (metaphorically speaking- my heart is of normal size physically donât worry). I truly believe I was put on this earth to help and care for others. I am often very vulnerable and open with those close to my life and am a bit of an open book.
These traits have hurt me in the past, specifically in relationships, but I have learned how to put myself first.
My parents always told me growing up that they never truly had to punish me for bad choices or behaviours because I did it to myself⊠any mention of parental disappointment had me in tears (I honestly hope my children carry that trait to make my life easier as a parent)
            Growing up in that small northern community also had a large impact on my current pedagogical beliefs. I experienced racism, oppression, and lots of suicide throughout my school years and could physically see the impacts of intergenerational trauma. I do plan to work in a rural community and use a trauma informed approach because I want to work with at risk youth and help them see there is more to life than what the reservation can provide for them.Â
Before starting this program, I did not realize trauma informed practice and social emotional learning were now major pieces of the silent curriculum and they really spoke to me and my beliefs.
I am the kind of educator who places social and emotional well-being over curriculum content and requirements any day of the week. I want my students to feel loved, supported and cared for above all else because without those elements- they won’t be able to learn anyway.
I put my whole heart into education and what I get from this career truly replenishes me. Although some days are and will be harder than others, there is nothing else I could see myself doing that would give me the same sense of overwhelming fulfillment and gratitude.
SLIDE change
To connect my metaphor with career education was a bit of a tricky one, so be prepared for the analogies I am about to throw your way. First of all, change is constant, especially in the world of work. We are supposed to be preparing our students for jobs that do not even exist yet.
Blood flow is also constant, without it, you would literally be dead, and unable to contribute or walk within society and the world of work.
Having a heartbeat also symbolizes hope. Within the path of career education, one also hopes to find purpose in life. And hopefully that purpose is a true representation of your passions as an individual and is something you actually enjoy doing.
Lots of people end up in careers they hate and putting time and effort into something that will not give them fulfillment. I would rather be broke and fulfilled than rich and unfulfilled. Everyone says that you donât end up teaching for the money so clearly, I am on the right career path.
Another aspect of career education is understanding your WHY- why are you here and what are you meant to do. This can take a long time to figure out. Following your heart is often the way most individuals describe figuring out this WHY. Each human heart serves the same physiological purpose, just like we all share the same human need of understanding our WHY and our purpose in life.
SLIDE change
Having your heart on your sleeve also reminded me of the circle of courage that was brought to our attention in career education and that all these areas are areas of universal growth for our students.
The circle of courage has a strong connection to oneâs heart. The First Peopleâs Principal of Learning I thought fit best with my metaphor was that âLearning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships and a sense of place)â.
I placed emphasis on connectedness and place because both in life and in your career, you need to be able to make connections to either your colleagues, patients, customers, or students and have a sense of place amongst other individuals. These emotions stem from your heart. Everyone is on their own journey in life and will have their own authentic and unique experiences by following their own heart and their passions. The relationships they create along the way will help shape who they are. It is our job as educators to help students realize they are in charge of their own future and support them on this journey of self-discovery.
SLIDE change
Lastly the final points I want to touch on are how my metaphor fits with diverse classrooms and diversity in general. I believe Iâve already said it once before but following your heart fits with diversity because each person will have different aspirations, passions, or goals. Listening to and following your heart allows you to be your true self, and we are all authentic individuals.
No one student is the same and requires differentiated learning and support. Having an open-heart also fits with diversity because it allows a safe space for students to be accepting of one another and themselves. It is just as important to have an open-heart as an open mind because some students need a little bit more love than the others, and they are often the most difficult to form a relationship with.
My students will most definitely hurt my feelings, but I need to remember those actions or behaviors are more often than not a misplacement of emotions from trauma.
Having an open heart for me does mean I take things personally, and this is something I am still working on today because I am one to take ownership of the blame even if it isnât my fault- so having an open-heart does have its challenges as well.
Another important aspect of wearing your heart on your sleeve is empathy- and teaching students to be empathetic. Being able to understand and share the feelings of others is so important. It creates a safe learning environment and space for self-expression. We could not have diversity without empathy.
Wearing my heart on my sleeve as an educator means I will provide equal and equitable opportunity for all my students and provide them with a supportive and inclusive environment for their minds and hearts to grow.
SLIDE change
With that I would like to say thank you all for listening to my capstone presentation. And this is a snapshot of my favorite quote by E.E cummings that fits alongside my metaphor that I wanted to include in my presentation⊠because I feel like I will carry all my learnersâ hearts within my own and on my sleeve.
Attached above is a lesson plan adaptation I had made to support the needs of a hypothetical student in my class with Dysgraphia. This assignment was extremely eye opening because I had never before designed a lesson plan around meeting a specific students disability. I was able to differentiate my lesson plan quite easily, especially from all the knowledge I have gained in Block 4 about inclusive education as well as diverse classrooms. I am really proud of this assignment and my ability to make adaptations to meet the specific needs of my students. I plan to implement this inclusive lens in my pedagogical philosophy so that I can support all of my learners. The red font in the lesson plan indicates the adaptations created for my student with Dysgraphia. At the end of a document is a list of cited APA references I consulted to support my student as well.
Attached below is my final journal entry in Block 4 for Education 351.
Considering this is our last journal response, I thought it would be appropriate to reflect on my learning, understanding and growth within our second language course. Over the past six weeks, I have gained many valuable skills and approaches to teaching a second language. Not only did I learn from my professor, but I also gained valuable insight from my peers since many of them have not had previous experience or exposure to French. After these experiences with my peers, I believe I will be more understanding and inclusive with my future students. I felt like I was able to share my knowledge with my peers and broaden my perspective on what it feels like to learn a second language. Second language learning requires students to be willing, vulnerable, and open-minded which are not easy, especially at a young age. I believe this course furthered my understanding in my approach to teaching a second language which needs to be inclusive, safe, supportive, and welcoming towards my students. After listening and participating in my peersâ presentations today, I was able to see their growth throughout this course. Many of them began attempting to pronounce unfamiliar French words without being anxious of judgement from the rest of the cohort. It is important to remember we are all learners, even the educator, because so much learning comes from your students.
Throughout this course, we have all gained impactful resources that will support our students needs while keeping things exciting, relevant, and fun. One that I found most helpful for my own practice were the types and functions of differentiated activities in the language classroom. I was unaware that differentiation could be narrowed down to process, product, content, and linguistic complexity. Differentiated learning connected with both our inclusive education course as well as diverse classrooms this block. Not only will I be able to use these skills in second language, but they are applicable to almost all student learning scenarios. I can confidently say I was able to formulate meaningful connections this semester with my course work. All my students will have various skills, personalities, interests, and opinions which will contribute to my classroom culture. I am no longer anxious about classroom diversity; in fact, it excites me. Having a student whose first language is not English will force me to differentiate my teaching approach and most likely make me a better teacher for that reason. Teaching Indigenous languages to students who are impacted by intergenerational trauma will help empower them and take small steps towards reconciliation. Nothing would make me prouder than having a child be more accepting of themselves after being given the tools and support to learn about their own culture. Students will be apprehensive about learning a new or unfamiliar language. It is our job as educators to help them understand why it is important to learn about other cultures and languages and how it contributes to them becoming a well-rounded learner.
This course has provided me with the tools I need to be an inclusive second language educator and I hope I am able to bring that inclusivity into my next practicum experience.
Attached below is a journal entry I had written in Block 4 explaining my ‘WHY’ in Education 401.
I came across a quote once in one of my most cherished books, Tuesdays with Morrie. The quote by Henry Adams read; âa teacher affects eternity; he can never tell where his influence stops.â This is exactly the kind of impact I want to have on children. An everlasting influence that can be carried on throughout the lives of many. I believe teaching largely expands outside of curriculum requirements and that valuable life lessons and skills are to be taught as well. Having a positive, kind and memorable teacher makes a world of difference in the classroom. I come from the small northern community of Hazelton B.C, surrounded by many Indigenous communities. I want to become a teacher who makes everyone in my classroom feel included, important, safe and valued. I have witnessed and experienced racism and oppression firsthand throughout my educative experiences. As a Gitxsan First Nations person, I recognize the significance a teacher has on oneâs understanding and appreciation of self-identity. Every student deserves the right to the same education, resources and treatment. I have always been a very sensitive, caring and giving person. People have often told me that being sensitive is a weakness; however, I see it as one of my greatest strengths.Â
Through the trials and tribulations of my previous experience within the educative system, I believe I will connect with many students on a deeper level because I am approachable and understanding. I have seen a great deal of bullying and suicide within my small town, especially in the Indigenous population. It is because of these issues I wish to return to a small northern community to teach and provide a safe, caring space for those facing adversities. When I look into the eyes of a young child, I want nothing more than to provide them with what they need to become the best versions of themselves. I recognize that I will face many challenges, but I cannot imagine anything that excites me more than those challenges. Throughout this process, I have grown to become a more adaptable learner and educator. In the High Fivearticle, it states that âpeople who recognize, value and nurture their own fluidity will better adapt adequately to their changing environmentsâ (Redekopp et al., n.d.). I strongly believe that as an educator, I need to maintain grace and fluidity within my own practice to keep up with our ever-growing and ever-changing society. In order to prepare my students for uncertain future careers, I need to support their learning journey as well as their destination. Teaching the whole child with a differentiated approach is necessary to support their individual strengths and characteristics.
Many aspiring teachers commonly state they want to become a teacher in order to make a difference. I believe I am a part of that difference. There is no other career that will fulfill me as much as becoming an elementary educator. I believe I teach from my heart, and my heart has led me to this career path. As educators, it is significant that we support student âvalues, beliefs and interests with every decision they makeâ (Redekopp et al., n.d.). While doing this, we also need to ensure our students are in a safe and supportive environment. Teaching is one of the only careers that allows you to make a significant positive impact on the outcome of a childâs life. It is just as important to teach a child to be independent as it is to become a contributing community member. My pedagogical philosophy has shifted over the course of this program, and I anticipate it might for the rest of my career; however, I do have one core belief. Relationships foster learning and the hardest relationships are the ones that matter the most.Â
References
Albom, M. (2017). Tuesdays with Morrie; An Old Man, A Young Man, and Lifeâs Greatest Lesson. Broadway Books.
Redekopp, E. D., Day, B., & Robb, M. (n.d.). The âHigh Fiveâ of Career Development. Learn UNBC. Retrieved July 7, 2021, from https://learn.unbc.ca/bbcswebdav/pid-213206-dt-content-rid-1984966_1/courses/30085.202103/High%20Five.pdf
Who am I as a teacher is a big question to ask, and one I am still trying to answer myself. As practicum 490 has come to an end, I feel I have grown exponentially both as an educator and as a person. Looking back at where I was for 391 and where I am now are almost two completely different individuals. It is pretty incredible how experience impacts learning, and how much I have learned over the past four weeks. I was very blessed to have my practicum as Nusdeh Yoh Elementary school in a grade 1/2 split. I was quite nervous considering it was my first time teaching primary students; however, towards the end of the practicum I was very comfortable being goofy in front of the kids. One of the biggest challenges I needed to overcome this practicum was learning how to adapt my language to suite my learners. As a student of the past 7 years, I have developed an academic vocabulary that 6- and 7-year-olds do not understand. I had to rethink how I gave directions, instructions, and praise. In my first practicum, how I spoke in a grade 4/5 class was quite a bit different than my 1/2 class. Needless to say, I became comfortable with being more animated and I really enjoyed myself. If the kids were having fun, so was I.
            I believe some of my newly found strengths from this practicum include classroom management and my ability to adapt and improvise. Our classroom would often have guest speakers come by or events that would come up unscheduled. On more than one occasion I would have to re arrange our day to allow students to experience other opportunities. Another steep learning curve was recognizing when my students needed either a brain or movement break from instruction time. Towards the end of practicum, I was able to pick up on when my students needed time outside or more time to continue focusing on their work. Primary grades have different input and output levels for their learning than intermediate students. I am really proud of myself for learning how to become more adaptable and fluid in a classroom environment. I have always been an extremely organized individual who likes to plan and prepare. Being over planned and overprepared can come in handy so that you always have tricks up your sleeve when necessary. I have learned that sometimes itâs best to plan your day around your studentâs energy and capabilities than your own. Although I may be ready to present a bunch of new information to my students, they may not be ready to receive it. Knowing your students and developing those relationships really is key to a positive classroom environment.Â
            Something I want to continue working on is my openings and closures for lessons. I need to work on bringing my students back at the end of a lesson and have a quick review or check in for understanding. I also would like to work on a better system for taking formative notes during instruction and learning. I often find myself scribbling notes at the end of the day to reflect on how my students were doing instead of in the moment when the learning is happening. Practicing how to do this will support me in the long run when I need to do summative assessments or report card writing. Something else I am really looking forward to for our 491 practicum is having a longer time to develop relationships with my students. At the end of four weeks, I felt like I was just starting to really connect with my students, and they were beginning to trust me. Saying goodbye to my students was difficult and emotional. I was so grateful they allowed me to come into their classroom, even if it was just for a little while.Â
            One of my fondest memories during practicum was creating our own classroom story called ‘They All Saw A Moose’, inspired by author Brendan Wenzelâs story They All Saw A Cat. We did quite a few lessons on the novel before creating our own. The students were so proud of the final product and their story page contributions. I was able to modify the expectations for my learners so each student could participate and show their individuality. Reading the finished product was by far one of my favourite moments from practicum. We finished the book on Thursday during the last week of practicum and were able to read it together on Friday. During buddy reading, each pair of students read our story to one another as well. Attached below are some pages from the story as well as some other fun photos from practicum. I will hold this experience in my heart.Â
Itâs safe to say that the highlight of Block 2 for me was our experiential practicum. Being able to finally put some of my knowledge and skills to work as an educator felt incredible. I made so many meaningful connections between my studies and my practice. Initially, I questioned why it took so long for us to âjump inâ and give a go at teaching. However, now I see that my experience may not have been as positive without the foundation of knowledge I have gained behind me. I was able to implement different assessment strategies taught in 421 as well as ADST strategies and ideas taught to us in 398 and 397. I actually taught a science lesson to my class during the experiential practicum that our professor in 398 had taught us. Needless to say, my professor was very excited I was able to use her lesson with my students. I pushed myself during the practicum to try and teach all subjects. These included, science, math, social studies, physical education, social and emotional learning, coding, as well as english language arts.
As we come closer to completing this block, my inquiry and guided question has changed quite a bit. What I initially wanted to know was how teachers were able to separate their career from their personal life, especially when experiencing a difficult day at work. I wanted to know when you realize as an educator you have done everything you can for your students and how to prevent yourself from overstepping into their lives to try and change things yourself. I had several emotional experiences during my practicum that helped me answer these questions with my CT. Being at a tier 1 school presents its own challenges; however, I was not exactly prepared for some of the scenarios and home lives of students that would be brought to my attention. At the end of those difficult days, I would sit down with my CT and discuss strategies for moving forward. She responded very openly and honestly to my inquiries and reassured me that how I was feeling was completely normal and expected. Sometimes you see difficult things as an educator, but it is not always your role to fix it. Your role is to support, care for, and love those students regardless while providing them their education. These skills and experiences have not necessarily presented themselves this block in my coursework, because you need to see it for yourself to figure out how to appropriately react. I was very fortunate to have developed a strong relationship with my CT to discuss these difficult questions and scenarios with. At the end of the day, it is just as important you take care of yourself and spend as much time and love on yourself as you do for your students.
With that in mind, I would like to shift my inquiry for next block and align it with assessment. I got the tiniest taste of assessment during my experiential practicum, and it has left me with so many questions. One of them being how does one appropriately align learning outcome expectations with what is being assessed? I realized after the first week that what I was teaching the students did not line up with what I wanted to assess- or I was looking at it from the wrong angle. For example, when I did my âone-offâ science and ADST lesson, the experiment itself was not within the grade 4/5 curriculum (chemical reactions), however teaching the scientific method was. When I designed my exit slip, I simply wrote out some questions that would allow the students to show me they paid attention to the experiment and materials used- not the scientific method process. I had a conversation with my CT about it before and after the lesson since she caught the error I had inadvertently made. What I should have done was had one or two questions that reflected the scientific method we had worked through as a class before conducting the experiment. I quickly made an adjustment and asked the students to write me a sentence on the back asking them to tell me something they had âobservedâ during the lesson. My current inquiry involves how educators plan their lessons to assess their desired outcome. Do they plan the assessment first, and then design the lesson around that? Or adapt the assessment to the lesson?
Three goals I have for block 3 are as follows:
Discover more assessment strategies for summative and formative assessment to use with my classroom in the next practicum.
Use more manipulatives and hands-on materials for Math lessons to solidify learning and incorporate ADST.
Practice my time management skills during my teaching and spend less time talking at the students and more time working alongside them J
I look forward to the learning and connections to come in Block 3!
Elementary Cohort Crew in 398 practicing our Science and Math with ADST (Block 2)
Snapshot at how I taught the Scientific Method to my Grade 4/5’s – they each had a blank version of this sheet to fill in on their own đ
