Field Experience 1 (FE1) 2017
Mi’gmaq Immersion Forest Kindergarten, Alaqsite’w Gitpu School
I spent 3 weeks with Joyce Germain in a sort of hybrid Forest kindergarten classroom. The students spent half their time in a classroom, and the other half outside. The classroom was an immersion one that met both provincial curricular outcomes as well as cultural competencies for these Mi’gmaw students. Although this field experience was mainly an observational one, I learned so much from Joyce’s approach to teaching in Mi’gmaw and that being connected to the land has too many benefits to overlook. Despite the challenges of following a provincial curriculum in an outdoor setting, she made it seem effortless and successful all at the same time.
Often times, students were prepared in the morning to do more traditional school work and those same concepts would be extended to the outdoor classroom in the afternoons. So, there seemed to be a more real-life aspect to teaching. The students could actually use the knowledge learned within the classroom outside later that day. Themes often followed curriculum and sometimes the adventures brought spontaneous learning opportunities that Joyce could make multiple learning moments come to life in simple settings.
This was the field experience that opened my eyes to the richness our natural world offers as a place of exploration and learning. One small area could be seen to have multiple learning centres that we’re different from one day to another sometimes simply because of the weather. Rain or shine the children played outside curiously and enthusiastically. I have my eyes set on incorporating many of the things I learned from Joyce one day in my classroom, regardless of the age of my learners.
Field Experience 2 (FE2) 2018
Mi’gmaq Core Language, Alaqsite’w Gitpu School
My coordinating teacher was James Simon. A core teacher in the Mi’gmaw language who was tasked with teaching the whole school from nursery (k4/pre-kindergarten) all the way to grade 8 students. This was another great field experience as James had a great technique in how he taught Mi’gmaq. With a combination of TPR (total physical response), repetition, and the use of technology, he was able to teach effectively while keeping students interested despite the short classes.
He also allowed creativity and encouraged me to try new things and was a great guide in the process. He often gave valuable feedback and took a step back to allow me to be fully engaged with my own style and it was refreshing to feel like nothing was a mistake, only an opportunity to learn and improve. He believed strongly in the rights of the student and showed a very different side to teaching than I had known as a young student myself. He always led by example and expected the best from students but also understood that sometimes students can have a bad day and we should do our best to stay positive and encouraging.
To this day I use some of the tools he showed me in my teachings. Technology is one of the best tools we can use when teaching Mi’gmaw. Not only can we access our lessons from anywhere, but others can access them also. I also appreciated the more laid back way of being as an educator. Sometimes it’s best to just take the lessons as they come and know that we can only grow from them.
Field Experience 3 (FE3) 2019
Mi’gmaq Immersion grade 1-2, Alaqsite’w Gitpu School
My coordinating teacher was Maddie Metallic. She was a great teacher to have as a CT as she gave rich feedback and was great at being supportive so that I would be successful in her classroom. She prepared the students well for my arrival and I felt right at home during my 3rd field experience. Having had a previous experience in Mi’gmaq Forest Kindergarten and the Mi’gmaq core program at A.G.S. which covered nursery (pre-k) to grade 8, I feel like this was a great way to implement classroom-based pedagogy focused on language learning in every subject of the provincial curriculum.
A split class showed to add some challenge, but I quickly became familiar with curricular outcomes in both grades and was able to make lessons that were appropriate for both grades and differentiated for the different kinds of learners. I have learned from Miss Maddie the power of routine and how to ensure language is at the forefront of teaching in her classroom. I will be using many of the strategies she’s used and taught me to implement in my future field experiences.
One of the greatest take-aways is her classroom management style and skill. I hope to be able to maximize student engagement through effective methods I was able to practice during this field experience.
My 3rd field experience was amazing from the start. Time spent outdoors is never wasted and showing students that even adults can have fun is a sure way to earn your keep 🙂
Field Experience 4 (FE4) 2020
Mi’gmaq Immersion grade 3-4, Alaqsite’w Gitpu School
This field experience was by far the easiest of them all. There were no formal introductions because these had been my students since September 2019. We had come a long way in terms of getting to know each other, and I had a pretty good handle on the class by now. Classroom management had become better with time and we had routines established. I knew their strengths and mine also, and I knew where I had to improve before setting foot in that classroom to begin my placement. And then Covid-19 happened and everything came to halt in terms of classroom presence. Since these were my students and I was their homeroom teacher, the learning had to be taken online. As a first year teacher this was challenging, and just like learning to ride a bicycle for the first time, I learned to teach remotely too. I am getting better at it every week and I hope to have some good tools in my tickle trunk for when I return. We will be more “connected” going forward and more technologically “able”. I enjoyed this roller coaster and all its challenges but I will be happy to go back into our daily routines and seeing faces in “real time”.
Karen Martin 