If I were to sum up my second field experience in three words, they would be eventful, educational, and fulfilling.
EVENTFUL
The first week of the field experience began with extremely low attendance. Due to flooding, road and bridge closures, and bus cancellations, many students were unable to make it to school for the first four days. For the first two, staff were very cooperative despite being upset about losing precious teaching days so late in the year. By the third day, teachers had to start teaching but thanks to technology, they were able to pass the information on to students who were unable to come to school through their Google Classroom pages.
The second week was less eventful, but had two PED days. All student teachers were invited to a meeting with the union president to discuss a grievance with the school board that had been settled on the second PED day; the meeting concluded with a short discussion about the stance of the union (and the teachers in the school) on the highly controversial Bill 21. This week, however, was the least eventful of the three.
The third week began with a planned fire drill on Monday that went much longer than anticipated because of a few students who did not do what they were supposed to. Because of this, the lesson (that I was being evaluated on) was cut short. Also during this week, I went on a field trip to Quebec City which took away yet another teaching day for the grade 9 students, however, it was a good experience for everyone who participated in the trip.
EDUCATIONAL
Throughout the 3 weeks of FE2, I had the opportunity to create an activity and 2 lessons, do the activity with 4 different classes at 2 different grade levels, do both lessons (one with 2 different grade 7 classes and the other with 1 enriched grade 9 class), and prepare for 2 pre-organized lessons for 2 different grades (I did each twice).
During periods when I was not in class, I learnt about the process of planning effective lessons and reflected on what I had done after having taught those lessons. I also took the opportunity to ask for feedback about what I did and how I could improve for the future.
Outside of the classroom, I also learnt about the procedures and protocols during a fire drill (first-hand) and a lockdown. I had never really considered the “dangers” of teaching in this sense but it was a sobering moment when I discussed these events with my CT. In addition to these more serious aspects of school life, I also got to participate in a one-day field trip to Quebec City where I got to experience and learn about the procedures and protocols of field trips from a teacher’s perspective.
FULFILLING
There is no better feeling than knowing that you helped someone improve. At the end of FE2, we received thank you cards from our students and this made me extremely happy. Some of the students simply wrote their names while others wished us luck as we continue on our way to becoming teachers or thanked us for sticking with them as they learnt more complicated math. Many thanked my partner and I in person as well as in writing, saying that we did a good job with our lessons and that we will be great teachers.
This field experience was also fulfilling in a more professional sense as it showed me how far I have come in the two short years that I have been in the program. It was also humbling, however, because it allowed me to see just how much I still have to develop before I can become a teacher and that no matter how much professional development you do or training you get, you will never be entirely prepared for every situation that you are faced with in school and that there is always room to learn more.
Looking back on FE2 after having completed it, I am truly amazed at how far I have come and what I learned in 3 short weeks. I am also very grateful for everyone that helped throughout the field experience from admin to my CT and other teachers who I worked with. And last but not least, I am extremely grateful for all the students I worked with who made FE2 such a great experience for me.
Kevin Paquette 