For my final teaching practicum, I travelled to Christchurch, New Zealand, to Paparoa Street School, to see what a different school system and culture would have to offer.
Upon arrival, I felt not only overwhelmed with being in a new country, but also being in a different school system, surrounded by people I had absolutely no connection with. I was quite nervous to start and was nervous that there would be terminology, rules, and programs that I would not be familiar with. This was in fact true, but the staff welcomed my questions and made me feel right at home from the very beginning. Everyone accepted me with open arms and after only a few short days, I felt very comfortable as a staff member and was excited to start learning about this new school and its system.
I was placed in a Year 3 and 4 composite class with senior teacher, Tanya Wells, as my mentor teacher. With twenty boys and nine girls, I knew I was up for a challenge. Settling into the routine was quite easy and I fell back into my role as teacher, but it was getting used to the students’ accents and understanding what they were saying that was the real challenge. Just a few short days in, I could tell that I was going to need to step up my focus on classroom management, as having twenty boys in one classroom can be quite a bit busy.
I struggled with this at first, and found that I had more trouble here with management, than in any of my other practicums. Having just come from a Grade 5 class, I was not used to giving such specific directions, down to exactly how students should be lining up. I was losing my ability to manage the class as a whole. So, I re-evaluated my management plan and decided to incorporate the “Marble Jar” which would be used as a reward system. This worked beautifully and the students responded well to being praised for playground behaviour, effort, and overall attitude. They loved the marble jar and counted the marbles everyday to tell me just how many were left until “treat day.”
On the curricular aspect of things, I taught and helped teach everything from daily fitness, to reading and writing, to Math, and Social Studies-based topic. One of the areas that I found most difficult to teach was math, as I do not have a lot of background in the proper teaching of number knowledge and strategies, and handwriting because my handwriting is atrocious! However, I can say that I have had a positive shift in attitude toward teaching Math. While I had always found it tedious and boring to teach in previous placements, I find that I have learned to like it. Tanya, my mentor teacher, has taught me so much about incorporating games and teaching strategies that really help with students’ learning. Another area that I have found myself drawn to in Social Studies. Our themes for topic in Term 1 and 2 (Life as an Early Settler and Incredible Journeys) have created such all-around learning that I now want to try and only do theme-based units where all areas of the curriculum are tied in for deep and meaningful learning.
In terms of planning, I have learned so much about new ways to plan and new ways to get the best out of students and their learning. I have always been very interested in portfolios and was able to see them in use and how valuable they truly are to students and their parents. I learned about theme-based units, how to create the “big picture” and mould subjects and learning around this in order to create deeper and more meaningful learning. I learned about a new way of testing and how to test students so that they are put into individual learning groups that deal with material appropriate for their age level of learning. I learned about portfolios and was able to see how they actually fit into the classroom setting. One of the biggest differences that I observed was the independence that schools have here. I see now that this is a great way to run a school as principals have much more control and freedom to run their school in a way that is best for the students and their needs. With the government delegating what funds go where and what schools deserve certain resources, equipment, and programs over others, it is hardly beneficial to the kids at those schools who are simply missing out. But as a student-teacher who is coming in from a different country, a different culture, a different perspective, and a different school system, I realise that there is so much to learn from other schools and other countries, that only an experience abroad could open one’s eyes to. This practicum has made me realise a new philosophy for myself: that to grow as a teacher means first to grow as a person, and this practicum has been all that for me: a four month term of professional and individual growth and development.
While there were many differences that I noted between Albertan schools and New Zealand schools, there is one major cultural difference. New Zealand seems to be much more united with their national roots. There is so much effort being put into the preservation of this culture, that it is appalling to think of how our native culture is treated at home. Here, there is not the racism, there is not the isolation, there is not only one school for every hundred miles that teaches First Nations culture. Here, students are exposed to Maori culture and language on a weekly basis. All students know words, phrases, songs, and numbers of the Maori language. They see the celebration of the culture, mostly through the Haka, at almost every assembly, sporting event, and festival. It is everywhere; it is a part of the community and the country. It is not separate and it is not saved for one day of the year; a day we call Cultural Day. It is not known by only people of that culture, it is known by all. Teachers are required by law to report to the government on how their Maori students are doing. They do not fall through the cracks here like our First Nations do at home. There is a nation-wide effort being put into bringing the culture back to life, to spread its roots to more than just its own people. The library carries an infinite number of Maori literature; authors, legends, fables, and fairy tales all line the shelves. Shop stores have their name in both English and Maori. No such thing exists with the Blackfoot or Iroquois language at home. It is truly unbelievable to think how we, as a country, are letting such an amazing, unique, and essential part of our history, fade away. Being here, has made me realise that we need more people at home like we have here in New Zealand; people who do not turn a blind eye to the loss of a culture.
Throughout my term at Paparoa Street school, I have been included in so many extra activities that I have not experienced before and that have shown me a new and different side to teaching. For example, in our class, we visited Ferrymead, a historical site that re-creates the life of the early settlers. With old movie theatres, household chores, baking, and a very strict classroom, it was a relevant and applicable field trip because it emphasised what was being learned in class and showed them another way of learning. We also walked the Bridle Path, a long and steep path that the early settlers walked to settle into Christchurch from Lyttleton Harbour. It gave perspective and a new outlook, one that allowed them to put themselves in the shoes of an early settler and showed the students where they come from and how lucky they were to be there. I believe that no other activity could have showed them this as well as it did. I also attended the Senior School camp at Camp Wainui and realised what an educational experience camp is for students. I have heard many teachers at home say that they no longer bother with camp but I now see that it is worth all the time and preparation. The students absolutely love it is such a great opportunity to get to know another side of your students and fellow teachers. I had an amazing time at camp and would not hesitate at any moment, with the help and support of other teachers and parents, to take my future senior classes to camp. The out-of classroom learning experiences that I have shared in, have shown me that there is not only a lot of learning to be done within the walls of the classroom, but much to learn outside of it as well.
I was also involved in some part-time cricket coaching of the Senior A girls team, just to learn one of New Zealand’s favourite games. I also did a Canadian piece for Cultural Day and coached nine students toward loving country music! We did a two-stepping line dance to Nitty Gritty Dirt Band’s “Cadillac Ranch” in front of the whole school but it was truly an amazing experience. After all the time that was put into practises, I felt so proud of those students after that dance and it felt so good to know I had been a part of it. I had been involved in extra-curricular activities before, but not one that had been my own, where I was wholly responsible for making sure they knew what they needed to know on time and to ensure all ran smoothly. It ended up being an absolute success and the students shone brighter than I had ever expected them to. My PD Project too, which was the French Gifted and Talented club, was a great opportunity to get to know students in other classes and at different levels. It was great to have just a small group of twelve students who wanted to be there and were excited and all that was done. I taught them many new French words, we played some games to reinforce their learning, and we even celebrated the French festival of Mardi Gras and made crepes. In doing the club, I realised that it is important to get to know other student sin the school and that we sometimes get to caught-up and focused on our own class that we do not make the effort to meet other students. This is one area that I believe I could have worked on and that was to spend more time outside with the students and get to know some other people from different classes.
While I have always loved teaching, I have never been one hundred percent sure, which age level I would prefer to teach. I absolutely love younger children but find myself more drawn to wanting to teach the older students. However, I am so happy and thankful that I have had this practicum, to point me in this direction. I have loved my time with this class and would not change it for the world. However, it has made me aware of my personality and qualities as a teacher. I find that with my sense of humour and way of doing things, that I am better suited for an older age group. Teaching with the younger students though, has taught me much about patience, compassion, consistency, and management. Without this practicum, I truly would not have realised my full potential as a teacher. I say this because without New Zealand and the knowledge, skill, and experience of Tanya, my mentor teacher, I would not have been able to experience the things that I have always wanted to learn about but have been unable to see in practise. And with every single wonderful individual in that class, I have become a stronger, more rounded, and balanced teacher and individual.
In conclusion, this practicum has not only helped guide me toward greater independence in life, but it has guided me along my path as a teacher and has lifted my confidence tremendously. I could not have asked for a better country than New Zealand and its culture was never anything but good to me. But without Paparoa Street school and everyone in it, Tanya and all of those children, I would have never realised the part of myself that is now returning home to Canada, a changed person and a better teacher.
