With so many questions that I have about building a “perfect” classroom, my biggest inquiry for my first practicum is classroom management. This term seems easier said than done, as we as teacher have clear expectations and ideas of how we will run our classroom, when in reality that is not always the case. My biggest question is how can I as a teacher project my own pedagogy in how I react with setting ground rules in a real and concise way. I know that I myself am shy and keep to myself but with student teaching in an intermediate class, I know that I will need to express clear expectations with how to show respect during my lessons (this also goes for primary grades as well). How can I be myself and show compassion with being clear on my expectations? What if my coaching teacher has different ways of making concrete expectations in that classroom that I may not be comfortable with or agree with? What if my students disregard my expectations and do not follow through with what I am asking of them vice versa (how do I make sure I follow through as well). I think that this first practicum will allow me to find my voice and my pedagogy with how I want to evolve myself as a teacher, and my inquiry will be forever evolving as well. I am looking forward to learning and demonstrating various ways to gain classroom management throughout my first practicum and adapt in practicums to follow in regard to various grades, what worked and what didn’t, as well as finding new ways to gain classroom management. I believe that classroom management is an important aspect of teaching and making sure all students are gaining the best education they can. It is my job to find strategies that work best for my students as well as myself and I know that it will take many trial and errors, as well as adaptations to the many students I will teach over the years and I want to do my best in recognizing ways to make sure I am being the best teacher I can be for my students.
Well, I have checked off 2/3 of my practicum experiences in the Education Program, and my inquiry on classroom management feels answered but continues to create curiosity and questions. When it comes to classroom management, I have realized that it is not a “one size fits all” scenario where what you try will always work or that if one thing works for one teacher, it may not work for you. After having finished two out of my three practicums, I have had the opportunity to experience a wide variety of grades (4-7 and 1-2) where I was able to use a variety of classroom management techniques. I asked my coaching teachers their personal preferences when it came to managing their classrooms and used their advice throughout my practicum experience. I was able to see what works for me and what didn’t. I was able to challenge myself out of my comfort zone and began to understand who I am as a teacher. I tried strategies that were suggested to me and came up with my own strategies that worked well within my own teacher pedagogy. It was interesting to shift from one way of managing a classroom in the intermediate level compared to working with my primary students. I found myself using the same strategies but having different expectations. Again, within my two experiences in the classroom as a student teacher, I shifted my mindset and continued to learn and push myself to try new ways of demonstrating classroom management. I believe that my biggest question was answered in my inquiry in-regards to how to find what works for me and what doesn’t. I learned that I will always try new techniques and adapt to what fits best for my students and myself. What works with one class, doesn’t always work with the next and that is okay because as teachers we are life-long learners that are always adapting and growing with our students. With acknowledging what I have learned from my inquiry, I have also continued to think of more questions. As our final 10-week practicum is about to begin, I of course wonder what classroom management strategies will work for my new students that I will be working with, but I also wonder if classroom management will become easier or more of a challenge as this practicum is my first time-full time teaching every day for 10 weeks.Entering a new classroom with new students will always be a fresh start with learning your students and adapting to creating a positive learning experience. classroom management will always be something I am changing. In addition, related to my inquiry around classroom management, I also question on how to create an inclusive classroom with equality for all students in expectation but on how to approach possible students with exceptionalities or behaviours. My curiosity stems from creating fairness for all students yet understanding that diversity for all is acknowledged. In my final practicum, I want to explore ways to meet the needs of all my students and fulfill my classroom management expectations but modify to those who need extra support in meeting those expectations.
As I have now completed all three of my practicum placements, I now reflect on my inquiry as a whole. What did I learn? What did I succeed or fail at? Do I still have questions that were left unanswered? The reasoning for inquiry in my opinion is based on the very question of wanting to dig deeper, enhance my understanding on an idea that I may or may not have much expertise in. Prior to my final practicum began, I re-read my initial inquiry, how it evolved, and what I was looking for moving forward. Going into my final practicum, I knew various strategies that worked well for my previous Grade 1/2 class at Westwood, and was about to begin my final practicum in a Grade 1 class. I felt confident in my classroom management strategies and used strategies that I knew worked well for me as a teacher previously. It was now time to figure out if those same strategies that worked for me, will work for my new group of students. The simple answer to that question was, no. Nothing was working. I used every strategy in the book that I had previously used. After much trial and error, I sat down and reflected. Why did it work previously and not know? That’s when I had my Ah Ha moment. During my second practicum, I was there during the final months of the school year, the routines were set in place and the students knew the expectations. Classroom management was implemented prior to my arrival and the students had a clear understanding of the classroom teachers expectations, as well as mine. Coming into my final practicum was a different story. My arrival was only 3 weeks into the school year, students were very recently getting settled into their classroom and had little to no classroom management. It was my job to create those classroom management strategies and it was up to me to find strategies that worked. At this point I almost knew the students as much as the classroom teacher did, we were both learning what worked together. After having this realization, I began to research strategies, ask colleagues, and ask my classmates various skills that they have used previously to expand my knowledge and ideas around implementing classroom management into my very chatty classroom. Then it all began to come together. By week 3-4, the classroom management skills were working! By the end of my practicum I reflected on my inquiry, and reflected proudly. My inquiry is based around a topic that is always evolving. It is a challenging topic to try and come up with a concrete answer. Classroom management is complex, it will always be a strategy that requires trial and error. My inquiry on classroom management will always be a work in progress and ongoing. I may never find the full answer, but I will continue to develop a deeper understanding and be willing to try new strategies throughout my career as an educator.
