Educational Influences Presentation
Reflection:
Creating my educational timeline presentation allowed me to reflect key moments, people, and experiences that have shaped my journey as both a learner and educator. Tracing my path from early schooling to my role as a CEA and now a teacher candidate, helped me see how each step contributed to my passion for inclusive education. This assignment deepened my self-awareness and reinforced my belief in the importance of reflective practice. It also reminded me that growth is ongoing, and that every challenge and success has helped shape the compassionate, committed educator I am becoming.
Course Reflections
My experience in MATH 3200 at TRU, transformed the way I think about teaching mathematics. The course emphasized conceptual understanding, hands-on learning, and promoted a positive mathematical mindset. I especially appreciated exploring strategies like subitizing, number talks, and visual representations to support diverse learners. As someone who once viewed math as rigid, this course helped me see it as creative, inclusive, and accessible to all students. It aligns with the BC Curriculum’s focus on reasoning and communication, and reinforced my belief that every student can succeed in math when given the right tools, support, and encouragement.
The Theoretical Frameworks of Education class broadened my understanding of what education can and should be. Exploring approaches like alternative education, place-based learning, social justice education, and Indigenous worldviews, helped me see teaching as more than delivering curriculum—it’s about shaping inclusive, responsive learning environments. I reflected deeply on my own philosophy, which values equity, structure, and student voice. This course encouraged me to think critically about the systems students navigate and how I can advocate for meaningful change. It reinforced my commitment to being a reflective, compassionate educator who meets learners where they are, academically, socially, and culturally.
My Science Education class was an exciting and engaging experience that emphasized hands-on, inquiry-based learning. Through experiments like building paper airplanes, testing force and motion, and exploring simple machines, I saw the power of experiential learning in action. These activities made abstract concepts come to life and fostered curiosity and collaboration among learners. Journaling throughout the course helped me reflect on my understanding and make meaningful connections between theory and practice. This course reinforced my belief in active, student-centered science instruction that aligns with the BC Curriculum and encourages learners to ask questions, explore, and discover through doing.
Practicum Reflections
Day 1
My first day of practicum was exciting! I thought the morning name writing activity was great for the students as it gave them an activity to do right after they arrived in class and handed in their agendas. The morning announcements were quite long, and this gave the students an opportunity to focus on a quiet activity as well as practice of printing, work on writing their name, and build fine motor skills, which are essential at the kindergarten age. Pencil grasp is important for building muscles and core strength in the hand and reinforcing the correct way to hold pencils gives students practice, improves speed and efficiency and creates good printing habits.
The teacher mentor has great classroom management skills for her kindergarten students. It is week 4 for them in school for the first time, and they have already mastered transitions and clean up from activities. The teacher mentor has a small horn that she honks which indicates it is time to clean up and all the children stop what they are doing, help each other clean up, and come back to their carpet spots. They are familiar with the classroom expectations which makes for efficient and smooth transitions.
The teacher mentor models expected behavior by saying the student’s name, followed by, “I like how you are showing me whole body listening”. This then prompts other students to follow suit rather than pointing out a student who is not showing whole body listening. She patiently waits until everybody is ready before continuing. This is a positive approach for modeling expected behavior.
Some areas that I could improve on would be, looking at lessons in the kindergarten curriculum more extensively before next week and start thinking of different ways I could tie in language arts in a cross curricular way. This will further prepare me for the rest of the practicum as well as other practicums or teaching opportunities in the future.
I definitely see myself trying the positive behavior modeling versus pointing out a child who may not be displaying expected behavior. It is such a gentle and positive approach which I feel is what students need. If there is a student who struggles with sitting still for example, I feel using positive reinforcement or descriptive praise instead of focusing on what the student should stop doing, would be more appropriate. This encourages students to continue the expected behavior and not feel singled out if someone is needing reminding. Prompting a more positive, supportive and inclusive environment is what I strive for in the classroom. I really enjoyed my first day and I am looking forward to next week with more reflections and new learning moments.
Day 2
My second day of practicum was quite different from my first. Our teacher mentor was away today and there was a TTOC. Our teacher mentor left a day plan for the TTOC which has specific instructions. The students were fantastic in following their routine as if Ms. Evans was still there. It was really great to see the students behave themselves in a positive and respectful manner and follow the routine so well.
After recess, we were able to observe in our Big Buddies classroom which is a grade 5/6 class. The teacher was very welcoming and informative, and he had a Google Draw activity he was explaining to his students on the overhead with very specific instructions and examples of what to do, how to do it and what not to do. The students used Chromebooks for this Halloween themed activity. He went through the instructions and rubric thoroughly and handed out a paper copy of the rubric and had the students fill out what they need to do. For example, he asked him to add 8 pictures off the list he provided and to check off the ones that they used. They had to have a background colour, 2 word bubbles and nothing inappropriate such as blood or weapons etc. He was very good at giving instructions and ensuring the students knew exactly what to do. Their Halloween scenes turned out amazing! He asks students to hand in their checklist and rubric sheet so he could compare to their Google draw assignment.
After lunch, the kindergarten students had quiet time. The TTOC thought that they had to lay down or have nap time and the students politely informed her that she is to hand out their quiet drawing books and go to their desks and draw quietly for quiet time. The day plan stated that the kids have quiet time with their drawing books. The students were able to guide her back on track successfully. It was nice to see the students have their hands up to tell the TTOC what quiet time actually entailed. This showed me how well the students listen and understand their daily routines and follow them accordingly. This is also a reflection on how well the teacher mentor communicates instruction and follows routines with her students every day. I’m very impressed that these kindergarten students have already mastered these routines so early in the school year. It was interesting to see how the students remained in their routines despite their teacher being away and how diverse the two teachers are in their teaching methods and communication with the class. This is definitely something I want to focus on and ensure I have good connections and communication and set expectations with my students in the future so if I am ever away, the students will act appropriately with a guest teacher. I know that this is difficult to achieve, and I wonder how Ms. Evans is so successful in ensuring her students continue the same expectations with or without her.
I am looking forward to next week when our Teacher Mentor is back, and we can discuss up coming lesson plans and tell her how well her students stuck to their routines and expectations while she was away. She will be so proud of them and hopefully reflect on how amazing of a job she has been doing with these students she has only had for a month!
Day 3
This week’s lesson went really well. I felt more confident and comfortable this week and was excited about my fun, and engaging sensory tracing activity. I started with my Hook, the Alphabet Jive where all the kids were participating. As we came to the middle, some students were quieter or no longer verbally saying the letters and sounds so between the letters K and L, I said, “everybody! L says l” and they all joined in again. Once we were finished with the Alphabet Jive, I demonstrated and explained how to write the letter “P” on the board going over the top line, middle dotted line and bottom line and where we start from the top and touch the bottom line and go back to the top and curve around the middle making sure we are touching the top line and middle dotted line. I also demonstrated and explained the lowercase p. I asked for quiet hands to share some things and words that start with the letter “P” and wrote them on the board as well. We did finger tracing in the air together and said P says /p/. I introduced the paint bags to the students and did a demonstration and explanation on how they will be used. They were excited. The students were eager to trace the letter “P”, and they all tried more letters and their names as well.
I had started to tape the bags down on their desks during calendar time before it was my turn to teach. I would have done this earlier but did not want to distract the students from their morning activity sheet with their teacher. Reflecting back, it was my own classroom, I would have had it set up during recess time to come back to or could have the bags taped to movable and reuseable white boards so they can be taken out and used and put away to reuse. Johan helped me with the rest of the tables as calendar was over quick. I realize I may not have support in the classroom, so I would ensure that I planned my day accordingly and allow time for set up. I did the clean up after the activity while the students were at literacy centers which was perfect.
My goal for my next lesson is to front load myself with potential behaviors and setting up materials as if I was the only adult in the room. We do have one student in our classroom who has had one on one support since September, however, yesterday was the first day that student went without support intentionally in the morning. Transitions from full support to more independence can be challenging and an adjustment for both the student, their peers, and the classroom teacher. They were successful, however, we must ensure we are prepared in case it looks different next time. I am excited for you to join our class next week and manifesting a successful day for all.
Reflection:
In my practicum in Kindegarten, I gained valuable insight into early childhood education, classroom dynamics, and differentiated instruction. I observed how structure and routines support young learners’ sense of safety and predicitablity. I noticed the importance of play-based learning, especially in building foundational literacy skills. While I was able to connect with students quickly, I also saw how challenging it can be to meet varying developmental needs within a short time. Moving forward, I want to refine my classroom management strategies, particularly in transitions, and develop more targeted scaffolding techniques to ensure equitable participation and engagement.
Workshops and Professional Development
Participating in the DancePL3Y workshop with Roxane Letterlough was an energizing and eye-opening experience that reminded me of the importance of movement, joy, and cultural connection in education. Roxane’s approach blended physical literacy with self-expression and inclusion, making it accessible and fun for all students, regardless of ability or background. I appreciated how the workshop incorporated Indigenous perspectives through rhythm and storytelling, aligning with the First Peoples Principles of Learning. As a future educator, I plan to use DancePL3Y strategies to build classroom community, promote well-being, and create an inclusive environment where every student feels confident and celebrated.
Attending the Pro D session on FASD featuring Myles Himmelreich was both powerful and deeply moving. Hearing directly from someone living with FASD offered a human perspective that textbooks cannot provide. Myles’ honesty, humour, and insight highlighted the importance of shifting from judgment to understanding. He emphasized that what is often seen as “behaviour” is really communication and that connection and consistency are essential supports. As an educator, this session reminded me that every student’s story matters. I left inspired to advocate more strongly for neurodiverse learners and to approach every child with compassion, patience, and a trauma-informed lens.
Kasha Mitton’s Invisible Backpack Initiative profoundly impacted how I view student behaviour and well-being. Her message—that every student carries an “invisible backpack” filled with personal experiences, emotions, and unseen challenges—resonated deeply with me as both a CEA and future teacher. It reminded me that empathy must guide our practice, especially when students struggle. Instead of reacting to behaviour, we must ask, “What’s in their backpack today?” This initiative connects strongly to trauma-informed education and the First Peoples Principles of Learning, encouraging us to create safe, respectful spaces where every learner feels seen, supported, and understood.
Volunteer Work
Volunteering to coach the grade 8 volleyball team at Brocklehurst Secondary was one of my most rewarding experiences of my pre-teaching journey. When the season was in jeopardy due to lack of coaching staff, myself and another parent stepped up to ensure the girls did not miss out. What began as uncertainty, quickly became a season filled with growth, laughter, and teamwork. Watching the players develop their skills and confidence both on and off the court, was truly inspiring. It reminded me how powerful mentorship, encouragement, and showing up for students can be. Many of the girls tried out for the Club Volleyball team after the season ended and really took to the game which was unexpected prior to the season. It was an honor to be apart of their journey and ensuring their school had a team to compete in the school season.
Volunteering to spend weekends with one of my students with Down syndrome has been a deeply meaningful and joyful experience. Whether we were swimming, visiting with animals, or just spending time together, every outing was filled with laughter and connection. These moments reminded me me of the importance of building genuine relationships beyond the classroom. Supporting this student socially and emotionally, helped her foster trust and independence while also enriching my own understanding of inclusive education. Ths experience reinforced my belief that every student deserves opportunies to grow, explore, and feel valued in safe, supportive environments both in and outside of school.