Hello again
readers,
If you’re
still with me, you can’t have missed the fact that I have been extremely absent
over the last 4 months. While I love maintaining and contributing to this blog,
real life tends to get in the way and I was finding it incredibly difficult to
keep up with my post schedule. Rather than put you through the trouble of
reading incomplete and under developed posts and anecdotes, I decided to take a
break.
During those
4 months I did get up to many different things. I took on more tutoring
students, mainly aged 11-14 in grades 5-8 and took on more shifts and my part
time job with Kumon Australia. My course requirements last semester seemed to get
bigger and bigger and the assignments began to get more spaced out and weighted
heavily on my final grades. After undertaking my first mathematics unit, I have
a new appreciation for what is expected of students and am yet to see a more
intense problem book then what I had to submit at the end of semester.
A new
addition to my semester was a Community Engagement experience. This is another
placement unit where we were expected to dedicate our time to the community, as
outlined by this paragraph supplied by ACU…
“Pre-Service Teachers are required to complete a Community Engagement Program (CEP) comprising 10 days or 70 hours in an approved community placement. The experiences gained should enable the Pre-Service Teachers to work collaboratively with community groups and organisations to achieve mutually agreed goals that build capacity, improve well-being and produce just and sustainable outcomes in the interests of people and communities. An aim of the CEP is to expose the Pre-Service Teachers to diverse contexts that will promote critical reflection about their values and beliefs and provide opportunities for them to contribute to the life of the community.”
I can honestly
state, without a doubt, that this placement was life altering. I chose to
complete my CE in a primary school located in a low income area, heavily
populated by refugees from Sudan and Vietnam. For 5 hours once a week, I worked
as a teacher’s aide with the ICT and library department. The amount of support
and recognition I received while in this position by the students, staff and
wider community was beyond expectation. The
teacher’s saw beyond my volunteer title and found ways to integrate me into the
daily classes, to help with assessments and even teach some classes. While in
the library, I had the opportunity to learn about the preparation and cataloging system, how books are selecting and used in classes and the importance of
weeding out books.
Towards the end
of the term, I worked with the principal and key support staff to develop an
inaugural ‘Transition to Prep’ for the school, which looked at how we could
develop some key social skills in the children before they started school.
After continuous and ongoing planning and some bumps in the road, the program
went ahead. While it had a shaky start, by the end of the two months, the
change in these children was astonishing. They were getting along with their
new friends, learning how to express themselves and their emotions in healthier
ways and developing a relationship with the wider community which would become
their school this year.
This and my time
as an aide have left me with a range of new skills and attitudes towards
education and working with children, which I doubt I would have developed on a
regular placement. Once placement and the semester came to an end, things
outside of uni became to get hectic. With the holidays upon me, my schedule was
packed and there was so much to do leading up the Christmas and my uni break.
Fast forward to February and here we are!
So here I will leave you with the promise to
return regularly, once a week, with a well written and relevant posts relating
to my journey studying education and learning to become an educator. Until next
time,
Miss Tracy xx
