The focus questions connected directly to the school environment by focusing on “real-life” issues, challenges and overall environment of the school. The questions not only had us reflect upon our observations and interactions with students, but also with the teachers and other professionals working in the building. In addition, the questions led me to be more self-reflective about what I was observing, seeing and doing within the school.
I related personally to many of my pre-service teacher’s issues with student behavior as I had experienced many similar behaviors while working as an Early Childhood Educator (ECE). I, too, had to strategize the best way to deal with these issues in a classroom and group environment. These common experiences allowed us to share strategies and she explained how the children’s behaviors have changed since arriving in kindergarten in September to now, after having a period of adjustment. These discussions allowed me to grow both personally and professionally.
The weekly topic, field experience and assignments in the class were very connected and relatable to actually working in the profession. For example, we had a weekly core question focused on technology in the classroom, a guest speaker on technology in our classroom lecture, technology as the topic in the discussion forum, the opportunity to write on the topic in the assigned exploration paper, as well as a team presentation and group discussions in seminar. This is just one example of the “interconnectedness” in the course. This interconnectedness occurred several times throughout the semester and was of great to benefit to grasp the reality of numerous issues providing a “big picture view” by the end of the semester.
Each experience gained affects one’s personal journey in becoming a teacher, regardless of whether the experience is positive. I was fortunate to have a positive experience and a welcoming, enthusiastic pre-service teacher who wanted to offer as much as she possibly could in my short eight weeks in her classroom.
Questions I have are:
· Is the daily school schedule similar in all elementary schools?
· What are the current similarities/differences compared to September start-up?
· How will teachers/schools/school boards deal with the new changes for the
fall?
· What will the transitions for the students look like?
Three professional goals I have set for myself are:
1. Gain experience working at an older grade level. This field experience was in my comfort zone as I have worked primarily with this age group.
2. Plan and teach lessons at older grade levels. I taught two lessons during this field experience which was a great opportunity but not really challenging as I have worked with the age level before. I wish to gain experience working with a variety of grades to expand my knowledge.
3. Network with other professionals in the field to gain greater knowledge of teaching and education. The more people with whom I can “connect” and learn from, can only help me along my teaching journey.