Tag Archives: student teachers

Symposium: Day One Reflections

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Lin GoodwinThe first day of our Symposium was a smashing success! The large group discussion of “where we are” revealed the extreme pressure on teachers and teacher educators. We heard about the fast and furious rate of reform in some countries – non-stop initiatives coming from the government. These are so prolific that there are often contradictory messages (e.g., be inquiry-based but focus on skills development). The mini presentations addressed a range of issues: what happens when standards are implemented; student teacher expectations for courses versus the teacher Lydia and Cliveeducators’ goals; problems of teacher retention; the vast number of pathways into teaching creates confusion; and teacher educators having different emphases in their courses even when there is a common syllabus. A problem that arose is lack of control over the implementation of standardization. It can take a very different form from the envisaged use of the standards. The place of digital technology in literacy/English education still eludes and needs much more discussion of what to do and how to do it so that technology is used to support learning.
Cathy MiyataThe discussion was rich and far-ranging. A number of participants commented that we rarely have an opportunity to discuss “big issues” in education and teacher education.
Today promises to be another day full of lively discussion.

 

Engaging with Suffixes

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“How to engage students in the understanding and use of suffixes?” was the pressing question on my (Cathy’s) student teacher’s mind. Erica told me she mulled this over for several days, trying to get the pieces to fit together just right.    Her final creation – a suffix game. The wonderfully large, colourful game board alone was enough to grab her grade five students’ attention. Played in teams, each group had to role a gigantic die to move their magnetic counter on the board.   Some spaces on the game board depicted words (e.g. effort, bonus, time) which each team had to add either the suffix ‘less’ or ‘full’ to, and then write each word correctly in a sentence. Small white boards were provided to each team for this task.   Other spaces on the board instructed the teams to create a tableaux depicting the new meaning of the word once the correct suffix was added. A few  spaces on the board provided bonus points.

I have always had a concern about student teachers being focused on ‘fun’ over learning and wondered about the level  of learning these students would experience with this game. This concern, however, was mollified when I witnessed the mistakes the teams were making which forced them to rethink their answers.  The animated group discussions regarding which was correct were very interesting to observe.  When the nutrition bell rang and the grammar lesson came to an end, there were groans and moans of protest. Imagine, grade fives liking grammar. Erica wisely told them they could play again soon.

Erica's Game

 

Electricity and the Joy of Learning

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One of the greatest joys of my (Cathy’s) job is observing student teachers in their teaching practicums. In my next few blogs I will be happily sharing some of the highlights from these visits.

Yesterday I was observing a student teacher instruct a grade six science class exploring electrical currents. The student teacher wisely arranged his students into collegial groups and then gave each group a paper bag full of various parts (batteries, wires, light bulbs, switches etc.). The students were expected to find a way to put the put the parts together that would create an electrical current, hence lighting up the light bulb. It was fascinating watching the students trouble shoot their way through the process. They were so engaged. I was proud of the student teacher for setting up the investigation so well. Suddenly there was a squeal from the corner group. One of the boys was holding up a lit light bulb. His smile was brighter than the bulb. “What did you do?” I asked him. He was silent for a few seconds, staring in amazement at the lit bulb. Then he said, “I have no idea.” Everyone laughed. The process of deduction then began as the group tried to figure out why it worked. And next week I get to observe completely different classes, making entirely new discoveries. Lucky me.

circuit

 

 

Guest Blog: Gisela Wajskop

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Yesterday I (Gisela Wajskop) shared with Monica McGlynn-Stewart an important moment Gisela Wajskopin her professional and personal life as well as in the lives of her students at George Brown College (Toronto, Ontario). I attended the Second Annual Bachelor of Early Childhood Leadership Research Symposium organized jointly with Fanshawe College (London, Ontario) and Sheridan College (Oakville, Ontario). The event celebrated the innovative early childhood education (ECE) program. This four-year program prepares students to be educators and to become leaders in curriculum and pedagogy development for Ontario’s early childhood settings. These include: childcare centers, nursery schools, family drop-in programs (including Ontario Early Years Centres, family resource centers and parenting programs), family support programs, and early intervention services.
I was quite excited by the students’ serious and enthusiastic research presentations that were based on their practice/placements in schools and community centres. The program believes the field of ECE requires critical thinkers and practitioners who have vision, a professional demeanour, and in-depth knowledge. The ECE program wants to prepare future leaders and educators; they hope to empower students by using a variety of pedagogical strategies (e.g., research on practice). Overall they aim to raise expectations for their students; the new standards for the profession raise the accountability bar.
Attending the Symposium reminded me of my Brazilian students and the practices we developed together the last 12 years. As a teacher educator I was committed to empowering my students to have a critical voice in the field just as those three Colleges aim to do.
Participating in this very special event reminded me that we are entering Passover: I am grateful to Monica who opened her door to me … and I wish her students all the best. Under her supervision and leadership may they develop and become better people and excellent professionals.
Chag Sameach for all!

Telling Stories in Pre-Service

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I (Cathy) instruct part-time at Brock University. Many of my mid-term evaluations from my pre-service students read, “Please, tell more stories”. It made me laugh, but it made a point. We all love stories, no matter what our age: family stories; folktales from another culture; scary stories… it doesn’t matter. So today, in our first classes for 2014 I focused on storytelling, but turned the tables somewhat and encouraged my student teachers to be the tellers. They were asked to share personal stories about their teaching practicum, which they had completed just before the winter break. I started us off by sharing a story about a disastrous placement I experienced many years ago when I was a student teacher. The flood gates were opened. My, oh my, such stories! Hilarious stories about indignant kindergardeners; touching stories about tough grade eight boys weeping because they thought they had hurt the student teacher’s feelings; frightening stories about overly demanding associate teachers; and joyous stories about building up deflated ELL students. The passion in the room was palpable; it glowed in their eyes, exuded in their hand gestures and spilled about the room with the rise in the decibel levels. Clearly, they loved working with the kids, the learning (good and bad) and the chance to make a difference. They loved teaching, and even in this climate of little prospects of obtaining a teaching position for a few years, they were exactly where they belonged. And so was I.  Cathy