- Teachers, Knowledge, Building Relationships:
I attended a small school that ran from preschool to grade twelve. Though most of my classes did not have more than twenty students, there was a wide variety of diversity and uniqueness. Our school would have a diversity day where students could create their booth and make their cultural food to share with the school. It was an inspiring and educational time for me, being able to learn from my teachers and my peers. I appreciate the teachers and staff for giving the students this opportunity. In all my classes, acceptance was highly portrayed. My teachers would specifically arrange the seating arrangement so conversations could happen between the students. In this way, discussions about the lessons taught or other issues could be addressed. My teachers created fair environments where students that showed hard work were rewarded and acknowledged. The advantage of attending a smaller school is I could build close and trustworthy relationships with my teachers. Transitioning into university has been a change when it comes to communicating with my teachers/professors. Now appointments and office hours are the ways to ask questions. In high school, the teachers were people I felt comfortable asking school-related questions but also personal questions. I felt safe and heard when I talked with them and trusted that whatever we discussed would not leave that classroom. I believe that as an educator, diversity should be represented throughout the classroom. I believe in rewarding those who have done their work and put in the effort. I believe in building healthy relationships with students where they can feel comfortable talking about school or life situations. I know how beneficial it was for me as a student to have that open door with my teacher and I want my future students to have that same opportunity.
- Students and Learning Environment:
Throughout my elementary grades, the seating arrangements looked relatively the same. The students got personal desks with dividers that separated each one. They were set up along the classroom walls and sometimes along shelves or bookcases. Sometimes we were placed according to last name, gender, or friendships. Some teachers would switch up the seating depending on behavior or just for a change. In my first few years of school, my classroom was divided based on grade up until grade five. Before that, I was always in split classes. There would usually be a designated area in front of the whiteboard where the students would gather to sit and listen to lessons, presentations, stories, etc. I personally really liked the setup of these classrooms. I felt I could still make friendships and stay connected with my peers at the gathering spot but still have my own private space at my desk. Transitioning to high school was different. Instead of having individual desks, multiple tables were set up in classrooms. Privacy was no longer a thing and now everyone did all their learning from their designated table. Although I would prefer the private desk, the open learning worked best for the teachers. The table arrangement also opened more opportunities for discussion. Instead of moving around the classroom to find people to work with in elementary classrooms, group work could be done with those at your table or around you. I am an extroverted person, so I did well adjusting to this setup. With the personal desk setup, students could distract themselves or focus on other things by turning to their desks. With the table setup, there were no dividers or a wall to face. Instead, there was an open space where students were exposed to their teachers. Although the individual desks gave more privacy, the tables helped students better engage with the teachers and their lessons. When I become a future educator, I want to see my student’s faces. I know that when I was able to see my teacher, I could learn and focus at my best.
- Truth and Reconciliation
Before entering high school, I did not learn, know, or understand much about Indigenous culture, Residential schools, or Truth and Reconciliation. I had been to the museum a few times throughout my elementary days, and honestly, that was where I learned the most about this topic. Transitioning into high school, I learned about Indigenous culture and trauma in History and Indigenous studies, but also in my English class. We had entire units dedicated to Indigenous people and their culture. My school took Truth and Reconciliation Day very seriously (before September 30th was the designated day, there was always another day it was held on). It was encouraged to wear orange and a day of reflection on the past. There was a Residential School survivor that would speak to the high school and books about residential schools or indigenous cultures would be read to the elementary classrooms. I had several Indigenous classmates that shared their family backgrounds. Something I had to learn and accept was even though I was not alive and a part of the residential schools, I am still responsible for it. I am responsible for apologizing, recognizing the wrongs, and striving to bring reconciliation back by hearing the truth. I believe Indigenous culture and Residential schools should be taught at a younger age. It should not have to wait until students are in older grades to learn about this issue. I could never understand the current and generational trauma that Indigenous people experience, but I want to become educated and discover ways I can help. As a future educator, I want to challenge myself and my students to step outside our comfort zone, educate ourselves, and strive for restoration.