Pandemic Placement
First Year Placement 1:
Initially, I applied to the University of Windsor, Bachelors of Education program because I heard it offered a rich in-person experience and the placement opportunities provided were exceptional. My mind created an image of what I expected in opposition to what it is actually like. As I began this journey, I was excited to make new connections, develop a close-knit sense of community, and establish strong teacher-student relationships.
Little did I know…
A pandemic would strike world-wide.
I had no idea what to expect; no inclination as to what the faculty would do to continue on with our eduction and overall experience within this program. I found myself struggling at first with the shift to online learning, structure of the courses, lack of communication and the absence of relationships with my peers and professors.
However, when a problem is presented we must adapt and shift our ways of thinking to accommodate and seek a solution which is exactly what the faculty, and myself, ultimately did. As a first year student, our placements were not promised to us. Alternatives to practicum were presented to all teacher candidates and I was one of the fortunate ones to receive an in-person placement.
Grade 2: St. John De Brebeuf Catholic Elementary School
As I reflect on my first year placement in Mrs. Frias’ Grade 2 class at St. John De Brebeuf Catholic Elementary School, I can identify several layers that contribute to my overall experience.
- Mrs. Frias was not only an incredible mentor, but also a role model.
- PM Benchmarks
- Report Cards
- Social environment (parents, kids, staff)
- Lesson plans
- Classroom Management
- Covid restrictions (bathroom, class structure, recesses etc.)
- How covid effects child development
- Rubrics and assessment – letter and number grades, life skills
- No mass – online
- Cohesive planning with other teachers
- Organization
- Lexia
- Observing students