Early Childhood Educator in Aurora, Ontario

My teacher education program at Niagara allowed me the opportunity of working over 500 hours with students in schools. During this time, I was able to develop effective communication, classroom management, technological and assessment skills. Because of my comfort with Smartboard technology, I shared my knowledge to other teachers during break out sessions at a staff meeting. Additionally, I had the opportunity to attend professional development opportunities. I was fortunate to attend a parent meeting regarding a student’s IEP, go to a Pathway Transitions Information Day to support students in Grades 7-10, attend Cross Country Coaches training, and observe a colleague from another school implement Blended Learning using the Learning Management System D2L (Desire to Learn). \\\\r\\\\n\\\\r\\\\nOutside of the classroom, I learned how to support students’ needs and motivate them to achieve their goals while coaching Cross Country at my first Practicum at St. John Paul II Elementary School twice a week for five weeks to 66 students in Grades 5-8. Also, my background as a Zumba Fitness Instructor helped me understand the need for creating rapport and a positive learning environment in an instructional setting, and how to create this in various ways. I was able to accomplish this by preparing high energy danced based exercises for three grade eight classes four days a week. My prior experience in various tutoring companies impressed upon me the importance of communication with parents and adaptability to student needs, both skills which are crucial in teaching. The saying that you never really know how a class is until you are present in one couldn’t be more true. This is especially so if the class you are managing has children with various special needs. In my placement class, there are 2 of them with anxiety, one with anxiety as well as ASD and processing issues, one who is partially deaf and the majority of the rest being quite rambunctious in nature. The types of activities that these students seem to be most engaged in are kinesthetic or interactive activities. It is an understatement to say that seat work and independent study time is torture for them. This has definitely presented a challenge in order to teach them the necessary material as well as enhance their self-regulation. Another challenge that can occur is if while you fulfill the needs of some learners, there is a possibility that you may neglect the special needs of someone else. There was a complaint today on behalf of a parent for the child with ASD, processing and anxiety problems having nightmares of the boys yelling very loudly like they do in class. Not only do these boys rambunctiousness give her nightmares, but it also gives her headaches. As a result, my placement teacher has created a plan for the Resource Teacher for Special Education to spend some time with this student in her centre to work on her modified work, that way she can have more time to focus and she is not as exposed to her high energy peers. Witnessing this event was very educational for me because I was able to see how complex it can be to fulfill the needs of all the students. In practice, I would attempt to contact parents as soon as possible regarding their children and how to fulfill their special needs, and how to avoid affecting them negatively in any way possible.