From the first day of Orientation on September 09th to today, October 09th, I have been in what I would call hyper-learning mode. Today, I see that we have passed the one-month mark in the renewed Education program at UNBC. Reflecting on the past month, I am invigorated by the quantity and quality of information as well as the practical experience I have absorbed.
Thus far, I am having a positive experience considering how little I knew about the teaching profession. Even after spending time in classrooms as a volunteer and as a parent, I am amazed by the depth of the teaching field. My biggest learning experience has been participating in groups as well as the cohort, specifically the amount of reflection and sharing we do. I think the health of the cohort is founded on a sense of community. We are all individuals with interesting personal and family stories, and as we experience the program content, the BC curriculum, professional development opportunities, and practicum experience, the depth of our reflections are deepened by sharing our ideas and experiences. The reflection process helps us better understand ourselves as teacher candidates, and I think we build self-esteem by working in close concert with our peers. For example, while I was working on the presentation for the First Peoples Learning Principles, I found that although we put in serious time and work, we had fun discussing our theme, mini-lessons, and the integration of indigenous theory. The conversations we had during preparation for the presentation helped us all understand each other better, and I think that we are all better off for having had the experience.
Before the program began, I had questions about whether or not virtual learning could replace the classroom. So far, I am enjoying the virtual classroom more than I expected. I think this is largely due to the maturity of the cohort and the professors who set the tone for the lectures, discussions, and activities. On another level, I have found that we have had deep and interesting conversations that are as meaningful as anything I have experienced in the classroom.
In respect to expected learning, I have discovered the complexity of a teacher’s responsibilities. Observing teachers in the classroom, I learned that a teacher is facilitating curriculum, using classroom management skills, and appealing to various levels of learning in the classroom while also coordinating with EAs, other teachers and management and also remaining positive in relationships with parents and the community. I know that teaching is a complex career, but the observation experience allowed me to see firsthand the dynamic role’s teachers play in the community: teaching is not just a job—it is a lifestyle.
I have also found the new curriculum, especially the First Peoples Principles of Learning to be positive and useful in respect to developing teaching materials. In particular, the emphasis on holistic learning is highly beneficial. I personally like the idea of promoting more time spent outside. Also, I think Principle 7: Time and Patience can be used by anyone to better a learning environment. During my Indigenous Day of Learning I found value in considering meaningful paths to reconciliation.
I have learned that I am more excited to be a Teacher’s Candidate now than I was prior to starting the program. I feel curious and interested in the BC curriculum; the process of developing my own knowledge, skills, and strategies; and the process of reflection and sharing with my groups, cohort, and instructors.
Jenny Simpson
October 15, 2020 — 6:12 pm
I feel that I definitely resonate with your insights. I had trouble myself, on figuring out why the group work is going so well within the program, and I agree that the cohort’s success is due to a strong sense of community. I also think you highlighted the reflection process and expected learning really well! I am wondering if there was any unexpected learning for you?
vickilchen
October 16, 2020 — 1:58 am
Hi Jenny, thank you for the comment. To answer your question, the unexpected learning, in my opinion, has been the heavy focus on aboriginal topics, specifically the Principles of Learning. While I see a benefit to including many of the themes presented, my unexpected learning was on the use of an aboriginal lens. Having come from the Chinese education system, I see benefits to the Western education system, and I am interested to see how the current changes benefit young learners.
Simon Harris
October 15, 2020 — 9:01 pm
Vicki, I really enjoyed your post for it rings of perspective that I share with you. Like you, I was unsure how the online model for this program would translate in comparison to the pre-COVID, in-person participation but I am enjoying it more than I thought. Your insight into group work also stood out for me. The conversations we have in breakout rooms or within our groups for tasks like presentations tend to expand my thinking into areas I wouldn’t have gotten to alone and furthermore the building of connections within the cohort has been a point of strength. I also enjoyed your perspective on the complexity of the teaching profession. I have been an EA, worked in schools, and have family in the teaching profession, but like you, didn’t quite grasp the extent of the juggling act of moving parts. The content seems nearly trivial in the long list of focuses a teacher needs to commit to in order to be a “good” teacher.
You mentioned earlier to the cohort that you were born in China. From our verbal discussions and reading your writing, it is clear to me that you have done a very good job learning English; that being said, I am curious how you teaching students in a language that is not your primary native tongue? The reason I ask is because, like you said, the amount of things going on for a teacher in class requires high order thinking and abstractions and I was wondering if you find English a hindrance or if it is no problem at all. Thanks so much for you post, I enjoyed it!
vickilchen
October 16, 2020 — 2:29 am
Thank you, Simon. Yes, I have to take my time to revise and edit everything I write, so it takes more time, but I also feel very good when my writing or thinking is complimented.
Your question about English being a hindrance or no problem is complex. There is no right or wrong answer here. I was thinking of a metaphor to express how I feel about this question, and the first thing that came into my mind was the image of windshield wipers going back and forth. I feel myself thinking through the binocular lenses of Cantonese and English, and even Madarin, sometimes. I can flip back and forth. This is a problem because I feel I fail to articulate myself well in either language. Other times, I feel that I have an insight into how English works and why it is a special language. The amount of vocabulary available in English is amazing. On the other hand, Cantonese, for me, is a rebel language being overtaken by the majority of Mandarin speaking Chinese. Cantonese speaks to my heart. English has given me freedom to express myself at a high level of education, plus it’s expanded my understanding of world history and art. I feel lucky to have several languages swimming around in my head. I think I do well in complex situations because I take my time to observe and process before deciding on a plan of action. When I speak, usually I have spent some time considering my thoughts. I know classrooms are fast-paced, but I seem do well with young learners, who find me a curiosity: “You speak differently? Do you speak another language”? asked one student during my practicum this week. “Yes, I do,” I said, and his eyes widened. I also had the chance to speak Mandarin to a Chinese student who speaks no English. I think she found it nice that I could communicate with her in her native language. So, overall, yes, it is a problem, but it’s a good problem.