My experiential practicum was enlightening and valuable to me as a teacher candidate. I had a deeper insight into the realities of an inclusive classroom. Throughout my practicum, I developed the confidence essential for my journey to become a teacher.
A pivotal aspect of my practicum was the positive relationship that I cultivated with my coaching teacher. She built in me the confidence that I was struggling to build and created a safe and supportive environment for my professional growth. When I walked into her classroom, I gained more and more love, confidence, and enthusiasm for teaching. She showed me how to plan lessons with flexibility and search for teaching materials. Thanks to her direct and honest feedback, I was able to identify areas for improvement in my teaching, for instance, printing as a primary teacher, refining pronunciation, and sharpening classroom management skills. My coaching teacher did set an outstanding example of Standard 7, embodying the role of a seasoned teacher providing great support and guidance to a student teacher like me.
I have learned that a dedicated teacher would need to strive to create enhanced learning opportunities for their students. My coaching teacher worked tirelessly to create and tailor differentiated instructions to meet the diverse needs of her students. The class had only 15 students, but four among them had special needs like autism, ADHD, and behaviour issues. The remaining of the class had both slow learners and gifted students. Due to the shortage of staff and funding, we did not have enough support in the classroom. Nonetheless, my coaching teacher raised her concerns to the principal, advocating for an additional educational assistant (EA) to facilitate the teacher with their lessons. Besides, some parents were unaware or hesitant to accept their children’s challenges at school, leaving their kids studying without necessary support and adding more challenges for teachers. However, my coaching teacher courageously discussed those matters with the parents, ensuring that her students would get access to the support that they deserved. Her action reminded me about Standards 1 and 5 in which teachers are committed to placing students’ success as a priority in their job.
Furthermore, I also realized the profound impact of the connections between teacher and students. I was able to build some connections with the kids having special needs. Establishing rapport with those students, I was able to support them to manage their emotions and behaviours during their challenging moments. A simple hug at the end of the day was a meaningful reward for a student teacher like me, reinforcing my determination to keep going on my teaching path.
Lastly, I recognized the indispensable role of EAs and collaborative teamwork within an inclusive classroom. The presence of experienced EAs eases the workload for teachers, helping teachers with classroom management and allowing teachers to focus more on effective instruction. In addition, teachers work as a team to develop teaching materials together and share strategies to manage the classroom. Collaborative efforts among teachers can save time and optimize efficiency for the entire team.
In conclusion, my practicum was immensely fulfilling. I have gained practical insights and learned invaluable lessons about the life of a teacher. It has equipped me with the necessary skills and knowledge for future practicums and my forthcoming teaching career.
Reference
BC Teachers’ Council. (2019). Professional Standards for BC Educators.
