I think I have noticed aspects of growth in myself in all the Teacher Core Competencies as this semester has gone along, but in particular, I feel I have most significantly developed in the competency of Personal and Professional Preparation. When we first began this program and were starting Wednesday observations at Belmont, I remember finding it hard to see past the initial stages of feeling sort of awkward in the classrooms, not feeling like I fit in, feeling like I would never be able to experience a meaningful connection with a student in this short period of time, and also feeling like this will never change – that observation days are exactly that, awkward and uncomfortable. Wow did that shift. Not only my perception of observation days, but I think my entire demeanour and comfort level in the classrooms shifted. Belmont is one of the larger high schools, and yes it could be hard to get to know students, but really, after being there just one day a week for a couple months, my perspective has completely changed. Being there only one day a week was all it took for me to recognize students, say hello to them outside of classes, and feel completely comfortable helping them one on one or asking them to tell me about their work (which often turned into their life story). It has been a dramatic shift from the beginning of the semester, both in my perspective as well as my overall feelings that I felt I had to comment on it. This ties back to the core competencies, and specifically my own personal and professional preparation in becoming a teacher. My specific example of this I think is best highlighted through the experience I wrote about for one of my connections and reflections pieces; only I had not thought about how it showed competency development in myself when I wrote it.
In the ELL classroom, I was asked by the teacher to help Nina, a student who had just arrived at the beginning of the year from Japan, with an English assignment. The teacher explained to me that Nina was failing math and not doing very well in her other subjects. I remember wondering if maybe she didn’t understand the assignments – sometimes speaking a second language is easier than reading and writing in it – I wasn’t entirely sure what to expect.
In talking with Nina, she is a bright student; she understands English well and she can definitely read and write at a grade 11 level. I realized what was going on with Nina relates to her culture and way of life back in Japan. She grew up in an incredibly strict and structured environment for her entire life. Coming to Canada, however, all of a sudden, she is met with so much freedom as she said. No one is telling her she has to go to school every day, she has assignment due dates, but teachers don’t actually get mad if you don’t complete them, and she can do whatever she wants after school. It’s this polar flip to what she is used to and as she told me, she’s really enjoying being over here. I think the fact that she isn’t doing very well in her classes isn’t indicative of her intelligence, it’s more lack of effort and engagement because she is all of a sudden feeling free due to a culture change. As a teacher, this relates directly to our core competencies in not only developing an awareness for a student’s worldview and a growth mindset but also in the challenge it poses to effectively communicate and practice respect and empathy for learners from all cultures.
As I chatted with Nina, and really after I wrote about my experience with her, I noticed how specifically that interaction made me develop an awareness of someone’s worldview and how it relates to others’ worldviews. In this case, how Nina’s worldview relates to all of her classes and life in general over here in Canada. It pushed me to really develop a growth mindset and try and think of ways that I (or her teacher) could work in collaboration with her to allow her to be successful in this new school environment – and culture.
As a teacher, what do you do with a student like this? What would I do if she was in my classroom? This entire experience made me reflect on my own worldview and biases coming into the classroom, as well as what I now see in the core competencies, of understanding and appreciating the complexity of teaching and learning. I grew up in a completely opposite environment where my parents always asked and listened to my opinion of things. I was very privileged and lucky to grow up as I did, and knowing this, I want to make sure I am always open, respectful, and non-judgemental to people from all backgrounds. I love to learn about different cultures, and I am so excited to welcome all students into the class – and to share with myself and their classmates where they come from, if it’s not from Canada. A student like Nina, who is so obviously smart but completely disengaged from school here in Canada, poses a challenge; yet I can’t imagine she is alone in her behaviour.
I was trying to think what would work best to get her focussing and engaging with school in Canada. In my connections and reflections piece I had brainstormed ideas to engage Nina with specific activities or assignments, and I think I would start with asking her what she is interested in learning and get her opinions on what she would be interested in doing work on. I do think the “Who Am I” or identity projects are powerful and could be a great way to begin a year within multiple subject areas. That way students would be able to learn about one another – where they come from, cultures, beliefs, geography, etc. and also might increase student engagement because they are sharing something they know. A few current teachers that I have spoken with at our Olympic View seminars have mentioned that they do this type of unit right at the beginning of a new year and I think that would be something I would like to incorporate into my own classroom too.
This semester has been a whirlwind, and the amount of growth I have witnessed within myself (falling under the personal and professional preparation competency) has been significant. I am hoping that as the program continues on, I’ll be able to watch myself grow significantly in the other competency areas as well – and have specific examples to demonstrate that growth too.
