Class Observations - St. Martin De Porres

Sadly, my final observation wasn't as inspiring or as educational as the previous one. Observing at St. Martin De Porres was still an interesting experience. For one, it was vilifying to see teachers in a religious school use Pokémon cards as part of a reward system. In my religious school, we weren't even allowed to have regular playing cards, let alone ones named after Pocket Monsters. Who'd have thought we'd see progressiveness in this incredibly conservative neck of the world?

But I digress. The grade 3 students were incredibly well-behaved, which after my previous observation was a tad disappointing. After mentioning it to the teacher, she didn't hesitate to praise her class as one that makes her life easy. So it was only fitting that the Law of Murphy would cause the class to come unhinged in an activity that was given to the school to test involving role-playing the lives of refugees. Having the class choose six items from a list to take with them on a sudden unexpected journey, to choose which member from their group lost their six items in a tragic road bump, deciding which items to share with that unfortunate group member... it brought absolute chaos into the class. Some students were crying at their loss, others were revolting at being nominated as the unlucky refugee who lost their belongings, and others still were full of conviction, arguing that their pet dog counted as an item that would help them cut a path through thick foliage.

Watching the teacher handle it, or rather, repeatedly attempting to contain it and failing, was another wonderful educational experience. It stood as another testament to the inevitable trials and tribulations you would face as a teacher. After the class, she told us that the activity was developed by non-teachers and given to them to test and give feedback on, which is an interesting practice that I didn't know about previously. One I would rather disagree with, since I'm not entirely comfortable with the idea of using grade 3 classes as a testing ground of something so raw and undeveloped as the activity I witnessed. And I agreed with the teacher's conclusion that it would've been much more suitable to higher grade levels rather than the emotional and excitable bunch that grade 3 classes lean towards.

In conclusion, these observations were absolutely invaluable experiences for me, and would be so for any prospective teacher. The fact that the Education program in Alberta doesn't get prospective teachers into the classroom until their third year is unacceptable at best, and criminal at worst. This is the essence of teaching, and is more eye-opening than any amount of traditional schooling to be a teacher could hope to be. It immediately vilifies those who know they have it in them to teach, and brings revelation to those who don't. And while some observations were more valuable than others, this has been an experience that I will value for the rest of my life. And I would encourage other hopeful teachers behind me to follow these stepping stones to their dreams.

Class Observations - Glendale School of Science and Technology

It has been said that you learn more from a bad day than from a good week. I would contest that this is true. While I'm sure every teacher dreads being observed on a bad day, such was the case when I observed a grade 6 math class at the Glendale School of Science and Technology. Students ranging from disruptive to disengaged, it was reminiscent of kindergarteners without the thirst for knowledge. Of course, any teacher can work with well-behaved students who listen and learn. It takes mettle to endure the days and students who challenge us. Conversing with the teacher briefly through the day, he explained challenges you face as a teacher that the other observations neglected to cover. For example, many students in his grade 6 class read at a grade 3 level or lower. This compounded a lot of learning issues, since if you can't read the materiel, how can you be expected to learn it? Another challenge was the fact that many of his students came from rough living situations. These students were not being assisted at home in their learning, and they were placed in their grade with the expectations to operate at a grade 6 level. These students are essentially set up for failure, and of course it becomes your fault as the teacher when it happens.

Having a teacher level with you on a real and honest level is a valuable treat to aspiring teachers. And to be honest, it was not intimidating or discouraging to talk about or observe. In fact, it had quite the opposite effect on me. As the kids were doing questions from their workbook, I had the chance to circle the room and interact with each table, helping students with their questions and trying my hand at using creative teaching methods to help them understand the concepts of fractions. I would use questions on the page as examples, one to show them the concept, one to help them with the concept, and one to let them solve on their own to ensure they understood the concept. I felt such pride and fulfillment when I saw their eyes twinkle once the understanding hit them. Once they grasped what mere minutes before had them frustrated or despairing, and once they took off to solve the rest of those previously impossible questions. Within an hour, students were calling me Mr. Walker and asking me to come help them with questions further in their book. That was the moment I knew teaching was for me.

Many of these kids would have scared off prospective teachers. They were the kids you expect to see in movies about the teacher who tames the unruly classes, the classes that chewed up and spit out lesser teachers. And even though I was there for half a day, I fell in love with that class. They were the kids that needed help the most. The kids who challenged you and made you grow. But most importantly, they kids where you could make the biggest difference with. And that is the highest calling a teacher can ask for; to make a difference, to change a life for the better. And it isn't something I had to travel to Detroit or the slums to do; it could be done not three stone throws from where I grew up.

This observation taught me that I had a passion for the broken, a love for the unloved and a desire for the undesirable. And I learned that in a grade 6 math class.

Class Observations - Normandeau School

Observing the Normandeau School in Red Deer was probably more an exercise in being jealous of kids being schooled these days than anything, it was quite an educational and enjoyable experience. My observation was done on a day that the entire school was divided into many different options, each classroom having an option, and the students getting to attend whichever they desired. In what is now known as "flex" (a practice that was not part of my education), students get blocks of free time every week, although "free" in the sense that you have to stay at the school, but it doesn't have to be a specific subject. So instead of just forcing kids to sit in a room and do homework or take a nap as I hear some schools today do, Normandeau gave their kids options from foods to crafting piñatas.

One of the side effects of this variety that I noticed was that no matter the class, no matter the grade and no matter the activity, every kid was engaged. Every kid involved and active in the activity with the enthusiasm of a kindergarten kid. It was magical. Even the room where all the kids just played chess was full of kids incredibly excited to play chess. Chess. It blew my mind. I ended up staying in the chess class the longest because when you go 2-2 with a 5th grader, you need to break that tie. It is a matter of honor.

Another incredible aspect of the Normandeau school was their use of animals. They had three chickens on site that one class cared for, and in return the chickens supplied fresh eggs to the foods class. More than one class had bunny rabbits that got to roam the classrooms. And of course fish tanks were not a rare thing either. The kids definitely felt a sense of ownership in the animals as well, never hesitating to answer questions about them and their habits and personalities. It added a level of engagement to school that I would've dearly loved to have in my upbringing.

At the end, we observers got to meet together with the vice principal who gave us welcome sage advice in the realm of teaching, answering our questions and imparting wisdom to would-be teacher aspirants. It was such a wonderful atmosphere and engaging environment, it invigorated a passion to teach within me more than any amount of college attendance could.

Class Observations - Kindergarten

Comedian Louis C. K. once said that kindergarten is where you can observe a representation of the forces of the universe. A marriage of chaos and order, both existing in a cohesive blend of mania and enthusiasm for learning. After observing the kindergarten students at the college, I would have to say Louis is onto something. While children that young are ardent learners who celebrate every menial bit of new information with a passion unmatched by later learners, making them theoretically ideal students, they also have endless fountains of energy, making them neigh impossible to keep up with. As demonstrated by the kindergarten teacher, though, a useful strategy is to keep them engaged and guide their attention. Channeling that energy into learning, and controlled learning-based activities like playing with small instruments or playing in an oversized basin full of water and toy aquatic creatures allows you to not only prevent yourself from becoming overwhelmed, but benefits your students as well.

While observing, I got the opportunity to interact with the kids and help them form sentences, as well as explore creative wardrobe options. I was also treated to a dramatic performance of classic children stories, making sure to hold hands with my fellow observer buddy as we journeyed through the college halls to the room it took place in. After which we had a delicious snack of crackers with spicy sausage. Incidentally, I initially did not believe the teacher when she warned the sausage did have some kick. That was probably the biggest surprise I had that day.

Overall, my experience with the kindergarten children helped me get back in touch with my own kindergarten self, rediscovering the joys and wonder of youth. I was reminded that we never should graduate from the curiosity and passion that we have as kindergarten kids. Especially as teachers who guide them.