EDCI 250 Assignment #3

Assignment Overview: For this assignment, we chose two experiences of any experience we have had in the classroom during our first year in the UVic EKTEP program. This reflection has been done following the Gibbs Reflective Cycle. I have written my first reflection on an in-situ experience in the Fall of 2023, while my second experience took place in February 2024. Throughout my short amount of time in this program, I have already grown so much as a person and as a future educator. I have gained so many valuable lessons throughout my time in the program and in the classrooms. I am so grateful to have had these practical experiences and significant learning opportunities

I am blessed to be experiencing these new learnings on Ktunaxa territory. I am even more grateful to have the opportunity to work in the classroom at the Aqamnik Elementary School on Ktunaxa land and have the opportunity to learn some of the Ktunaxa language. I respectfully acknowledge that I am a visitor on Ktunaxa land and I am blessed to learn and grow in such a beautiful area. Learning the Ktunaxa creation story has changed how I view the East Kootenay’s beauty and I will forever be grateful for my time spent here.

Field Experience #1: Lindsay Park Elementary

Description: In the first semester, during our technology class, we had the opportunity to spend time at Lindsay Park Elementary in Kimberley, BC. This was my first time visiting LPES and I was surprised to find out it was only a K-3 school; however, I was excited to explore the dynamic within this school, with there being only three grade levels. 

When we arrived at the elementary school, our cohort broke into 2 different groups. My group started in the library with a grade one class. The goal for the class was to log onto Epic Books and find a read-to-me story to listen to. I was very interested in helping and observing this class as I had never used Epic Books before and also was curious to see how accessible iPads would be for the grade ones. I was surprised to see just how easily the grade ones were able to log on to their iPads and search through the Epic Books app to find a story. For the majority of the class, there were little to no issues. The only issue was finding headphones that worked effectively with the iPad. 

It was clear that the grade ones had been exposed to a structure that worked well for classroom management, as, for the most part, students knew the steps they needed to take. Each student was also given a laminated piece of paper with their login information as well as the steps to get onto the app. Most of them used this tool while others were already well-versed with the steps and did not need to refer to the sheet. I found this was a very successful tool as the students were able to solve any questions they had by looking at this sheet. When I was working with some individuals who were struggling to get started, it was apparent that they were able to seek collaboration with their peers to resolve the issue, which showcased a growth mindset, as well as a connection with their peers.

After spending time with the grade ones in the library, we swapped with the other group and spent the rest of our afternoon in a grade 1/2 classroom. This class was also using Epic books today; however, instead of using iPads, they were trying to log in on an internet browser. Immediately after entering the classroom, it was apparent there were some struggles. Some kids were unable to log into their computers due to more difficulty navigating laptops, as well as technical difficulties. During this time it felt as though we adults were more involved and offering support to the students, compared to when we were in the library. Despite the struggles with the laptops the students were facing, I noticed none of the students were becoming dysregulated as a result of not being able to get onto Epic Books, instead, they turned to a partner at their table group and asked to share the storybook they were listening to on their laptop. This showed me that even at such a young age, the students in both groups were able to demonstrate growth mindsets and collaboration. This directly connects to the UVic Teacher Competency #2: “Develop a growth mindset demonstrated in collaboration with others.” This is an important concept that I am personally implementing into my practice as a student and as a future educator, and I am pleased to see this being so present within young classrooms as well.

Feelings: During this in-situ, I was feeling a variety of emotions. I was truly excited to be in the classroom, but at the same time, I was nervous about the experience. This was my first in-situ experience; therefore, I was feeling nervous going into the school. I was unsure of the expectations of us as adults in the building, especially because there were so many UVic students in each classroom at a time. At times I felt as though I was useless, specifically when the grade ones in the library did not need any more support and they were busy reading, I felt awkward standing around. I decided to focus on what the mentor teachers were saying in different situations. For example, how Ms. Rice (the library teacher) managed her off-task readers in the library or how Ms. Pakenham (grade ½ teacher) interacted with her students at the start of that lesson to get them engaged. As well as how Ms. P kept the students on task, despite having technical difficulties with the laptops.

Evaluation: I felt as though this was a great first experience for me as it felt there was not too much pressure to step up. I felt as though there was always support nearby since there were many other adults in the classroom. It was beneficial to simply observe and help out where needed. We were simply there to help the students log onto Epic Books and navigate the site; therefore, it did not feel like there were high expectations, which resulted in a great introduction to being in the classrooms. 

Something that was on the more negative side of the experience would have been the group sizes for UVic students. I felt as though there were so many of us in each group which made it harder to interact with the students. I feel from a student perspective as well they may have been more intimated having five or six UVic students in the room, along with the regular one or two teachers in the class. For such small class sizes, I felt it would have been more beneficial for there to only have been two or three UVic students in the classrooms. Alongside this, I would have also loved to see how grade 3 students would be able to navigate the iPads and laptops since they have been at the school for the longest and most likely have the most experience with the devices.

Analysis: Overall, I found this experience to be an ideal first step into the classroom. I had the opportunity to sit back and observe how the teachers interacted with the class, and also watch how the students were interacting and facing challenges. Navigating how to help students figure out different aspects when it comes to technology, was a new task for me and being put in a situation where I had to learn the best way to do that, was nerve-wracking, but extremely beneficial. This in-situ experience provided me with a great perspective on how students face challenges when it comes to using technology. From what I had experienced, the students that were having technical difficulties with the laptops, dealt with the situation positively. When a problem arose, they found a solution without becoming dysregulated. I relate this experience to my learnings from the book, Mindset by Carol Dweck.

Dweck enlights the readers with a concept known as having a ‘growth mindset.’ A growth mindset consists of having a positive outlook on different situations you are faced with. If a student has a growth mindset they are more likely to succeed since they do not let failure hold them back, but rather use struggles as a learning experience. This reminds me of the grade 1/2s in Mrs. P’s class. Rather than getting upset when they came across failure, they found a new solution that overall resulted in success. One of my favourite quotes from Dweck is, “Failure is information – we label it failure, but it’s more like, ‘This didn’t work, I’m a problem solver, and I’ll try something else.” (Carol S. Dweck.) I feel as though this quote is extremely relevant to the actions of the students. Through this experience, I found the students truly adopted a growth mindset when they had technical difficulties. When they came across a problem, they found a way to adapt and overcome it for the time being. This surprised me at such a young age as I imagined there would have been a more negative and frustrated response to the situation.

Conclusion: In conclusion, my first in-situ experience went very well considering it was the first time I was in a classroom for the EKTEP program. Looking back, I could have asked more questions while I was in the classroom to see if there was anything extra I could do. To make the most of the experience, I could have also had questions prepared for the principal when he opened up the floor to ask him questions. Being exposed to a primary-only elementary school setting was overall a very unique experience for me as I have never experienced that dynamic. I also found great benefits to observing how such a young grade managed using technology in their classroom. I had never seen iPads being used for reading within the classroom so this was also a very interesting aspect to observe. It is great to see what types of resources are being used in the classrooms so I can take what I see and implement into my classroom one day. Getting my first in-situ out of the way felt good moving forward as I felt I went into my next in-situ with a lot more confidence. Overall, this experience at Lindsay Park Elementary gave me a new perspective on growth mindsets and technology use within the classroom. It was a critical first step into the classroom as a teacher candidate. 

Action Plan: For my next in-situ I would prepare some questions in advance in case there is an opportunity to ask questions to administration or staff. I feel as though any future in-situ I experience after this first one will be a lot more comfortable as I will know what is going on; therefore, will be able to go in with an open mind and more confidence, which will overall allow me to get a lot more out of the experience.

Field Experience #2: Aqamnik School

I am choosing to reflect on a specific situation that I experienced when I was taking part in the grade 2&3 class at the Aqamnik school. I will use the Gibbs Reflective Cycle to discuss my experience within the classroom. 

Description: On my final visit to the grade 2 and 3 class at the Aqamnik school, I had a profound experience that I found was the most inspirational and vulnerable experience I have had thus far. We were helping out within the class for the afternoon portion of the day. The class was working on social studies, and specifically learning about the Ktunaxa Creation Story. As the students listened to Joe Pierre tell the creation story, they were instructed to draw a picture and write a few sentences to sum up significant parts of the story. I was observing and listening to the story when a student requested help. I went over to their desk and sat with them. We collaborated by using a whiteboard to write down keywords for them to refer back to while the story was being told. They began getting antsy and were vocalizing that they did not want to write more than a few words. The teacher reiterated that they had to write more down. I could tell the student started getting frustrated and entered a dysregulated state. I attempted to talk them through it and gave them the whiteboard to write down keywords in hopes of keeping them engaged in the story without getting overwhelmed by writing the paragraph. Finally, when reminded once again by the teacher that the student needed to write more down, the student flipped their lid. They started crying, crossed their arms and refused to do anything. I simply sat there with the student in silence. I waited for them to speak to me first, mostly because I didn’t know what to say but I stayed close in case they wanted to talk about it. It was clear there were some underlying feelings that made them feel this way and the reason why they flipped their lid so quickly. They began telling me about their family. Their biological mom was supposed to be visiting them but she had not shown up yet. I offered support and continued talking with them. They started opening up more and telling me stories about their family and their pets, how their Grandpa used to be a Chief in the Nation, and about their siblings. The tears slowly stopped flowing but the emotions were definitely still present. After telling me more about their family, they said in anger “My whole family is Ktunaxa!! Ms.S (the teacher) is not Ktunaxa and she is trying to tell me about my own family. I have heard this creation story a million times from my family. I already KNOW IT!!” 

I sat back in shock. In that moment, it reaffirmed that I have never and will never understand or empathize with how First Nations people feel and have felt in a colonized world which has been taken away from them. I can simply never put myself in the shoes of anyone who has faced that direct pain or generational pain. I have spent time learning and listening to educate myself to the best possible extent, but seeing firsthand how it has impacted a grade 3 student, truly gave me a whole new perspective. The foundation of the Aqamnik school was so important in my eyes because I found having this opportunity for students of status and non-status to come together and have an environment that is culture-focused and integrates First Nations learning, is essential to the rebuilding of a culture that was viciously stolen for so many years. However, even within this environment, the pain and the trauma is still so evident. 

Feelings: During this conversation with the student, I felt not only helpless when I was unsure how to help this student regulate their emotions, but even more helpless when they opened up about their feelings about their own family and culture. I felt as though there was nothing I could do or say other than let her know I was listening. I felt sympathetic for the student as they opened up. I can never relate to how they were feeling, but I could feel compassion for her and the situation. After this conversation I had with this student, I felt as though they felt they could trust me. After our conversation, they were attached to my hip and wanted to play different games with me. I feel so honoured that even after only knowing this student for two Monday visits prior, they still felt comfortable enough to share this vulnerable story with me. I connected with this student simply by listening to them. 

Another feeling that surfaced during this experience was worry. How can I, as a white educator, cover the Indigenous content I need to cover not only for the curriculum but to ensure we continue to acknowledge and learn from past mistakes, without stepping over the fine line that could trigger students? In this situation, it was not the teacher’s fault, as she was simply covering the material she needed to cover. Yet, there are so many things as educators we need to be aware of. It worries me going forward in my career that I will not do it justice, or simply cannot teach these content areas to the extent they need to be taught. I plan to do all I can to educate myself on how to integrate these concepts in a way that is organic and meaningful and not just a box to check. 

Evaluation: This situation was bittersweet. It broke my heart to watch this student battle with these feelings, although not only did I form a connection with this student after this experience, but I also feel as though I have gained a unique learning experience which I will never forget and will always reflect on. I can use this experience as a baseline for how to teach First Nations perspectives in the future classroom, as a white educator. I found this experience directly related to UVic Teacher Competency #6, “practise respect for all learners from all cultures, including, specifically, Indigenous learners.” This concept feels particularly more important to understand and practice now that I have experienced a variety of different learning environments and cultures.

Analysis: As I reflect on this situation, I cannot seem to find a perfect solution. The only conclusion I can come to is, how important it is to center educational practices around connection. Students come into the classroom every day with different stories, backgrounds and experiences. In my practice, I vow to accept every student who walks into my classroom for who they are and to build a connection with them to the best of my ability.  I connect the importance of connection within the classroom to the book Kids These Days by Dr. Jody Carrington. After reading this book and truly understanding the importance connection has on the growth of children in an educational environment, I will always prioritize connection in my life and classroom. Dr. Jody says “Kids are not attention seeking, they are connection seeking.” This quote stuck with me because I can see how when a child becomes dysregulated, much like the student at the Aqamnik school, it can be easy to assume they are having a meltdown to simply get attention. When I read this quote it reminded me that that is not the case. The student is seeking connection, not attention. They just want to share their feelings and emotions and be heard, but at age eight, they simply do not know how to seek it in a regulated way. As UVic teacher competency #8 states: “develop positive and supportive connections with students and colleagues, building professional learning networks.” Connection is critical in student-teacher relationships as well as teacher-teacher relationships.

Conclusion: For all non-Indigenous educators, we need to do our best to learn all we can about Indigenous perspectives and implement them into our teaching in a natural way. More importantly, we need to listen and acknowledge the past, present and future. This experience taught me the importance of implementing Indigenous perspectives in gracious and meaningful ways. The significance of connection within the classroom was also an important lesson during my time at the Aqamnik School. I now have seen and experienced firsthand how important connection is and that students are never intentionally seeking attention, but seeking connection. Connection in the classroom is critical when educators are striving to teach concepts to youth. Dr. Jody Carrington says “A relationship with the one you are trying to teach, lead, or love is where all the power lies.” This truly reiterated the importance of forming a connection with every one of my students in my practicum and future career. 

Action Plan: If I am put in a situation similar to this one again, I will ensure I attempt to form connections with the students as soon as I walk into the classroom. By simply being someone the students can trust and rely on, I feel as though I can be a support system for any students who need to lean on me. It is hard being a new teacher and going into a teacher’s classroom where they have already formed connections with their students; although this may be a struggle, by attempting to form a connection right from the get-go, I feel as though I will be more successful as a student-teacher.  As for the implementation of Indigenous perspectives in the classroom, I feel as though taking a gracious approach that is backed up by acknowledgement and respect, will make it easier to implement in the classroom in a meaningful and organic way. By understanding the complexity that comes with teaching First Nations perspectives as a white teacher, I am committed to acknowledging the historical actions of my ancestors and actively working towards education and reconciliation, in my personal life and within the classroom.

Citations:
Carrington, J. (2020) Kids These Days. IM Press. 
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.