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Here we are on October 7^th and already one month into the Education program. All I can think about is the fact we only have 15 months left until we are all out there teaching, hopefully! The biggest take home I have had so far in the program is the importance of understanding the history of education in Canada. In order to become a great teacher, one needs to understand the foundation in which the B.C curriculum (and Canadian system) stands today. We need to understand where we went wrong in education, and how we have progressed to get to this point. Currently, the B.C curriculum largely focuses on incorporating Indigenous worldview and their traditional ways of knowing. Just yesterday, at my observational practicum placement, the vice principal addressed his students in the morning announcements with a traditional acknowledgement in Carrier. Times are changing, and Indigenous values and traditions are no longer being ignored or seen as un-important. It is our responsibility as future educators to teach all student identities and acknowledge each individual child’s needs as best we can. Here in Northern B.C, there are many Indigenous communities. Being able to incorporate First People’s Principles of Learning into our lesson plans is a small step towards reconciliation and eliminating the resistance Indigenous people hold towards Canadian education and schools. Indigenous worldviews are not just for Indigenous people, but for everyone. Recognizing the significance of this educational shift has been the biggest take home message for me thus far as a teacher candidate in the program. We are here to teach the whole child, and in order to do so, we need to develop a deep understanding of the methods that have been taught before us and why they did or did not work. The goal is to create a positive and culturally safe learning environment within our classrooms.

I believe the expecting learning of us thus far in the program is ultimately to soak in and digest the foundations of what it means to be a teacher. We need to figure out what being a teacher means to us and what kind of teacher we want to be. This connects with Gretchen’s project in Education 393 about creating our own pedagogical philosophy. It is difficult to know what that will look like for myself without having had any concrete classroom teaching experience. Yet all of the information we are being provided is helping us shape our teaching metaphors and pedagogy. We just can’t fully see it yet. In order to be able to run, one first must be able to walk. The same goes for teaching. Before we learn to teach, we must first learn what it means to teach. This is exactly what our courses are currently providing as well as the observational practicum within schools. I have only spent one full day in an elementary school at this point, but I have recognized within myself that I already pick up on approaches I like and formulate opinions on those I do not. Being able to observe a teacher within their classroom environments invites us to make insightful observations about teaching styles we can relate or resonate with. As teacher candidates, we are still learners, and we are expected to develop a clear understanding of our future roles as an educator. We are learning to be vulnerable with ourselves and with our students. We are also learning that it is extremely important to build trusting relationships with our students. I have learned that it is more beneficial to spend time focusing on my students rather than focusing on shoving curriculum content down their throats. Each and every student has their own unique strengths, weaknesses, home life, values, and cultural background. It will be my job to honour those individual needs and traits in order to facilitate learning and student success.

What I have learned about myself so far in the program is that I really do not cope well with online learning and without a concrete schedule. My past five years of post-secondary have involved a similar format and grading scheme. As soon as the education program began, I had to forget all I had gotten good at and used to in school. We are no longer receiving letter grades, and our assignments are not weighted percentages. That is typically my sole motivator when tackling assignments. I want to get a good grade. Here, I need to tackle my assignments with the motivation of wanting to pass the block in order to move on to the next. My learning process does not revolve around grades anymore, and maybe that’s a good thing; however, it does not make it any easier to get used to. Secondly, our schedule has been rather loose, making it difficult for me to time manage throughout the day. I have had trouble deciding what to do in my spare time before and after class. Typically, I have the pressure of going to class in person, coming home and preparing food in an orderly fashion. In this case, I am always at home. It has been very difficult for me to stay focused during zoom lectures as well because I really miss personal interaction. What I have also learned about myself though is that I am adaptable and flexible. I am able to recognize this because here I am, one month into the program and I’m still alive. I have developed certain coping mechanisms that have helped me self-regulate and changed my perspective on how I am supposed to learn and take in information. This is all still very new for me, and I am learning things about myself I probably wouldn’t have if the circumstances were different. Regardless, I am very happy and proud to be here and excited for what’s coming next!

Today I was blessed to be a part of the Lhulh’uts’ut’en, We Come Together, virtual Indigenous professional development day put together by School District 57. I want to acknowledge that I am living and learning on the unceded traditional territory of the Lheidli T’enneh First Nations. I also want to respectfully recognize and acknowledge the unceded traditional First Nation territories the multiple presenters came from today as well. I tuned in first thing in the morning from my couch, coffee in hand, to listen to the Lheidli T’enneh welcome, opening remarks and drumming. I really enjoyed their first keynote speaker, Dr. Dustin Louie, from the Nee Thai Behn and Nadleh Whut’en of the Carrier Nation. He spoke very eloquently about BC’s curriculum shifts towards including Indigenous worldview and ways of knowing. He expressed that it was our responsibility, as teachers and teacher candidates, to educate all student identities. The purpose of incorporating Indigenous world view is not to single out Indigenous students, it is meant to educate all students because everyone has a role to play in order to decolonize our education paradigm. This statement was so significant to me because it made me realize how pertinent it will be to explain to my students why it is important we learn and incorporate Indigenous worldview. It is for everyones benefit, and it will be my job to create an environment that supports all of my students because each student has different needs in order to become their most successful self. I will need to take on decolonizing approaches in my classroom, and Dr. Dustin Louie provided many resources and support for these necessary changes to our current education system.

I also want to discuss one of the sessions I had in the morning with the lovely Maureen Dockendorf and Denise Augustine. Their session was titled Changing Results for Indigenous Children (Early years-Grade 3). Their intentions were to integrate Indigenous pedagogy, First Peoples Principles of Learning (FPPL) and Changing Results for Young Children (CR4YC) into early learning environments. Ultimately, they were figuring out the best ways to Indigenize the CR4YC framework and curriculum content. They wanted to change what it meant to be an Indigenous learner by making all of us Indigenous learners. The biggest piece I took away from their session was this idea of a ‘Wonder Child’. We were asked to think of an Indigenous child that we ‘wondered’ about. ‘Wondering’ about children keeps educators engaged with their students progress, development and success. If we are not ‘wondering’ or questioning how a child is doing in our classroom, we are doing that child a disservice. By ‘wondering’ about a child, we deepen our practice of observing children as well as open a door to help them succeed.  Educators need to be aware of how their students are doing and ‘wondering’ how we can either improve their learning or challenge their learning. I found this idea extremely helpful, especially with our upcoming observational practicums this block. While observing a classroom, at the back of my mind, I will be ‘wondering’ about each and every child I see or encounter. I will ‘wonder’ how they are doing, physically, mentally, emotionally, and do my best to enhance their learning experiences. It is important to ‘wonder’ in order to personalize a child’d learning, because not all children are the same. Each child presents their own strengths and gifts, and it will be my job to recognize those strengths in order to support their weaknesses.

I really enjoyed attending the professional development day and everything We Come Together had to offer for us teacher candidates. It made me recognize I have so much more to learn about Indigenous worldview and that there are many areas in western education ideologies to disrupt and places to enhance. Luu amhl good’y! (my heart is happy, in Gitxsanimx)

In order to describe one of my most influential teachers to you, I’ll need to give you  little bit of back story on how I ended up in the elementary education program. I began my post secondary journey in the Kinesiology diploma program offered at CNC. My initial career goal was to become a physiotherapist. Towards the end of my program and after a few practicums, I realized it was not for me. Luckily, during this program I took some English elective courses with a lovely lady who sparked my interest in reading and writing. I jumped the gun and transferred to UNBC as an English major without a clear idea what the outcome of my Bachelor of Arts would be. Perhaps I would write novels, become an editor, or live the rest of my life as a dying poet. However, my future took a turn for the best when I took Intro to Education 101 and 102 on a whim with Mrs. Y at UNBC (not her real name for privacy purposes). Taking these courses ignited my passion towards becoming an elementary educator. I have always enjoyed working with young children and have coached U6 and U8 soccer in my hometown for several years. I was unable to make the connection that working with children could become my career until I met Mrs. Y. I deeply appreciated how transparent Mrs. Y was and her approach towards teaching children within the BC curriculum. I had never felt so excited to learn about the influence, expectations and requirements of a teacher. I understood right then and there that this was where I was meant to be and what I was put on this earth to do. I recognize that sounds incredibly corny, but the ‘aha’ moment was surreal. I wanted to teach, and Mrs. Y helped spark my fire.

I have always been a very sensitive, caring and giving person. People have often told me that being sensitive is a weakness; however, I now see it as one of my greatest strengths. I have always been a giver and thoroughly enjoy taking care of others. Helping comes natural to me, and as an educator, I can help children achieve almost anything they desire. There is nothing more magical than that. 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. Nothing will fulfill me more than becoming an educator and watching my students grow and succeed into amazing humans. My teaching metaphor is best represented by sunflowers. Sunflowers require nourished soil, water, and sunlight to grow; whereas, children require feeling grounded, supported, encouraged and loved in order to succeed. Plus- a little sunshine never hurt anybody. I want to support the growth and development of children in order to prepare them for the world. Children are beautiful, creative yellow sunflowers who bring endless joy and I am truly blessed to be a part of their journey. Whatever that may look like, I intend to make it a happy and memorable one. 

Like wildflowers, you must allow yourself to grow in all the places people thought you never would. -unknown