Miss Bannister

Wow! I blinked and four weeks flew by! I would be lying if I said it was easy.  My first week was an overwhelming feeling of exhaustion, self-doubt, and uncertainty.  The class I was placed in had many behaviour issues, and I found that out real quick.  My last practicum was very different.  Yes there was some behaviour management, but not like this.  I often felt defeated after a lesson because I felt it went so terrible; kids were constantly chatting, getting up out of their seats, not participating, etc.  I did not have the tools to manage such a difficult class, and that was apparent.  There were a hand full of students who needed an EA, or just a constant eye on them; these students fed off of each other.  After my first week was over, I found myself questioning if this was what I really wanted, and if I was capable of doing this.

After a weekend full of lesson planning and sleep, I went into the second week still full of self-doubt, but also a bit optimistic. The long days started to wear on me; up at seven and bed at eleven most days.  My saving grace was my supportive coaching teacher because at this point I was literally taking it day by day.  Many conversations with my coaching teacher resulted in confidence, reassurance, and the tools needed to manage some of the behaviour issues within the class.  Once I put them to the test, I began to feel more confident in my abilities as a teacher.  I think it was a mixture of the proper techniques used to manage behaviours, as well as the relationships I had built with my students that made me feel this way.

I was worried about my practice evaluator coming in to observe me.  Having an outsider who does not know the students, their needs, and the behaviours, on top of all the covid protocols, made me really nervous.  However, I was pleasantly surprised with how my observation went and what she had to say about it all.  This is when all my questioning went away about whether or not I was capable of being a teacher; I knew I had a long ways to go, but I knew I could do it.

Each week seemed to get easier and easier.  One really distinct moment for me was when the students started calling me Miss Bannister.  I realized I was making an impact, even though some days I felt like I was not.  These kids just need someone to show up for them, someone to show them that they are loved, and I am so grateful I got to be one of those people for them in the short time I was with them.  A lot of these kids do not have a great home life, or a support system, so for them school is their safe place.  When I look back on the first week, and compare to how I feel right now, I feel like I have grown so much.  I do not only feel growth within my capabilities as a future teacher, but I feel growth within who I am as a person as well.

I will always feel so grateful for this amazing opportunity.

The quote below is one that I found at the start of this practicum.  I worried so much about whether I could do this, if I was cut out for it, if I was going to make a difference.  I wrote this quote down on a chalk board I have in my home office.  It was a reminder I needed in a moment of uncertainty, that I was where I needed to be.

This practicum experience I learned a lot.  I learned about who I am as an individual, and who I am as a teacher.  The one standard that I felt I did not need any growth in was standard two.  It states “educators act ethically and maintain the integrity, credibility and reputation of the profession” (BCTC, n.p., 2019).  This is an important standard, however, entering this practicum I felt that I was already living up to it.  Everyday I made sure to show up as my best self.  I looked professional in my “teacher clothes,” and I always made sure I acted professional.  My coaching teacher was at the school everyday at 8 am, and gone by about 4 pm.  So, everyday I was there at 8 am, and gone by about 4 pm.  Leaving practicum, I still feel I have followed this standard.  I feel when one’s heart is in the profession, this standard comes naturally.

The standards are set in place for teachers to respect and follow within their practice.  They are standards that each and every teacher should be following.  Standard 1 asks that “educators value the success of all students. Educators care for students and act in their best interests” (BCTC, n.p., 2019).  I believe that if you are entering the profession of teaching, or have entered, you already are deeply rooted in this specific standard.  Yes teachers get holidays off, yes they get a Monday to Friday work week, but the main reason so many teachers enter the field is because of the children.  One thing that no one really understands unless they are a teacher is that this profession does not stop at 3 pm everyday.  Teachers put in many hours during their evenings, weekends, and holidays.  So if one is thinking of entering the profession for the reasons listed above, they really have no idea what the profession entails.  I know for myself, the love that I have towards little beings is  immense, and is one of the reasons why I have chosen to enter the field.  With that being said, anything and everything I do will surround the child’s best interest.

This standard falls hand in hand with inclusion.  When we act in the Childs best interest, we are doing what is necessary to include them in all ways possible.  We know that children have different learning styles.  What works for one student may not work for another.  Inclusion is something that is very profound within my teaching philosophy.  It is something that I stand behind, therefore, I stand behind this standard.

In recent years, the education system has realized just how important it is to include all types of learners within the classroom.  Of course, it does not just stop within the four walls of a classroom, it continues throughout the entire school.  This is a topic that I hold close to my heart.  As a student who grew up with an IEP, I often found myself feeling excluded from my peers.  I felt like I was different.  So, it is important to me that I one day create a classroom that is inclusive to all learners.  When I say all learners, I don’t just mean how they learn.  I am also referring to an inclusive classroom for all students of different ethnic and cultural backgrounds.  It is an exciting time to become a teacher with the direction that education is going in.  We are moving away from that old school way of teaching with the use of tests, and by the book approach, and moving in a direction that teaches all types of learners.  It has been recognized that students do not learn the same way.  What works for one student may not work for another.  With that being said, it is important to create lessons that reach as many different learning styles as possible.  When we aim to reach the diverse learning styles and backgrounds of each of our students, we create an inclusive classroom.

This photo makes me think of inclusion.  All the handprints are different colours, but together they create a heart.  The handprints represent each individual child and their differences, and the heart represents the community created within the classroom and school when we include all types of learners.

The Pro-D Day on FASD that I attended was very informative.  I was excited because it was on a topic that I did not have much knowledge about.  I knew this workshop would be beneficial for me to attend because there is a possibility that I may end up teaching at a school that has a student(s) with FASD.I knew about FASD, but I did not know the approach for helping a child with it in a classroom setting, nor the signs of FASD.  I learned that the FASD-Informed Approach is focused around awareness of FASD, person-centered accommodations, strength-based approach, and safety and relationship based.  I learned that no two individuals with FASD are the same, meaning that any student with FASD will need individualized support based off of their needs.  It is also very important to build a relationship with your student with FASD; ask them questions and listen, meet their family.  Using a strength-based approach with a student who has FASD is important because it celebrates the individual student’s strengths.  This approach not only gets you to know the student, but it also allows for you to identify ways to help them.  Some strategies to use in a classroom to help a student with FASD are having visual supports, having a routine established, and considering design and layout of the classroom.  Creating that structure for the student is crucial.

As I near the last few months of my time as a student, I often find myself thinking of what I want to do next.  I have a passion for students with special needs.  In a few years’ time, my plan is to go back to school to obtain my master’s degree in special ed.  Attending this workshop is one way I have been able to incorporate my areas of interest while still working towards my degree.  These workshops will only make me a better teacher!

Before I continue to write this post, I would just like to acknowledge the local Tsimshian people for allowing me to live, play, and learn on this beautiful land.

As a teacher in training residing in the northwest, I have had many educational opportunities to learn about the First Nations Peoples way of life, to learn about their beautiful culture, and to learn about their deeply rooted traditions.  It has been a humbling experience to be able to further my knowledge about our local first people.  So, when I heard we would be attending a Pro-D Day on Indigenous Professional Development, I was naturally very excited.  To be given the chance to learn about the culture, as well as how to incorporate it into our classrooms was a new perspective for me.  I attended multiple workshops, and learned that the possibilities are endless when it comes to bringing First Nations peoples views into the classroom.

The most influential point of the workshop for me was the welcoming ceremony.  At the end, a song was played for us as a closer.  It was called “Savage Daughter.”  If you’ve heard it, you understand why this was such a powerful moment for me. If you haven’t, I suggest you take a listen.

During my many years at Coast Mountain College, I got to know one of my professors; Dina.  She was compassionate, kind, welcoming, and just an all round amazing human being.  You could tell she loved to teach, and that she loved what she taught.  This passion motivated me to learn, think, and grow in many aspects of my life.  She taught a few different courses at the college, but my personal favourite was Women’s Studies.  In this class, we explored world history about women and the progression that has been made up until this day.  She allowed us to be creative, step outside of the box, and create meaningful relationships with fellow classmates.   Her calm demeanour created a safe learning space, where all students felt comfortable to share and express opinions.  Dina knew from the start why I was at the college.  She inspired me to keep pushing through the difficult times, and reminded me why I was there.  She always gave me words of encouragement, telling me how great of a teacher I would be one day.  When I think of my journey up until this point, Dina is someone that crosses my mind.  She may have not known it at the time, but she was a cheer leader who pushed me to keep moving forward.

The path to teaching makes me think of a tree.  A tree stands tall, is rooted, and changes as the seasons do.  Each person/individual that you cross paths with waters your tree, which results in it growing tall, strong, and full of beautiful leaves.