Over my 2018 Spring Practicum with Chemainus Elementary Community School, I had the opportunity to not only work in one classroom; but three others as well (two for PE, one for French). The practicum class to which I was assigned to was a grade 6/7 combined class. Before starting my 5-week practicum, I was able to build successful and professional relationships with several staff at Chemainus Elementary. Through conversing with other staff, I shared my specialties - which include Physical Education and French. Besides my sponsor teacher, another teacher in the school who taught grade 4/5 was very impressed and excited that I was experienced with the language. She heard through my sponsor teacher that I had taught several successful French classes through my observation week, and thanks to my sponsor teacher, I was asked to join this grade 4/5 teacher and teach French in her class through my 5-week practicum. I had A LOT of fun teaching French in the grade 4/5 class! I taught a total of ten lessons to the students and found that each student had tremendous engagement through the lessons and units that we worked through together. As a class, we engaged in three different units which included the following: French Greetings, Numbers, and a Foods unit. Throughout each unit, we played games, worked through hands-on activities, and conversed with each other as much as possible. I found that each student was enjoying themselves more and more as the five weeks flew by! Part way through our final unit on Foods, I had a parent from the grade 4/5 class get in touch with me via email. This parent and I went back and forth with several emails regarding the French that I have been doing with the class - which included this parent's daughter. This parent was extremely pleased with what we had been doing in class, and as a former French teacher herself, she was ecstatic that her daughter was finding a passion for the language - mission accomplished! Being aware of the Foods unit that we had been working on at the time, this parent offered her services for the last day of our unit. As a cumulating activity, I had planned for each student to create their own menu which included some of their favourite French food vocabulary words that they had learned through this unit, and to my liking, this parent agreed that this was a great idea. My original plan was to have each student do an informal presentation of their menu with their classmates, sharing which foods they decided to include and why. However, this parent had an even better idea. She suggested doing a Café Français - which included a Crêpe Bar that involved the students placing their order at the Crêpe Bar one at a time, and using the vocabulary that we had learned throughout this unit - (Ex. Bonjour, Jaime manger...). Obviously, I was extremely excited about this idea! I felt that this would be the perfect way to finish the unit and conclude my final day with this grade 4/5 class that I had so much fun working with. This parent gathered all of the supplies for the day, and with my help, set up a beautiful Crêpe Bar that the kids enjoyed thoroughly! This parent went above and beyond in her involvement with this idea, as she actually went in front of the class and went over exactly what we would be doing, while working on the French pronunciation of the vocabulary words that they would be using while ordering their crêpes. As groups of the students went to the Crêpe Bar and went on to enjoy their tasty treats, I played French vocabulary games with the remainder of the students that waited ever so patiently. These games included competition activities such as the Flyswatter Game that tasked two students to find the French or English translation of a word that I instructed them to find on the whiteboard. I found that this game really motivated each student to be involved, and helped them with the learning of each vocabulary word that I introduced to the class hroughout the five weeks. The Crêpe Bar went over very well with all of the students. I was very thankful to have this parent be so eager to be involved in her daughter's learning, and I look forward to more moments like this throughout a career of teaching!
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Day 1 Today, I traveled to Toronto for the 2018 National Coaches Clinic put on by the Toronto Blue Jays Baseball Academy and the Jays Care organization. Due to working for the Boys & Girls Club of Central Vancouver Island (BGCCVI) as the Jays Care Coordinator, I had the opportunity to apply for this clinic back in December 2017. Fortunately, I was accepted, and the excitement began! The BGCCVI receives grant money from Jays Care to run baseball camps for our kids and youth during the spring and summer. My position as the Jays Care Coordinator allows me to plan, develop, and run these baseball camps for the twelve different Boys & Girls Club sites that we have in Central Vancouver Island. This is a seasonal position as these camps only occur in the Spring and Summer months. The opportunity to attend this clinic is a tremendous one due to be being a baseball fanatic, and because I am continuously trying to enhance the baseball camps that we put on for the kids and youth that we serve. My flight left from Nanaimo at 6:00 AM and I took a connecting flight in Calgary that then led me to Toronto. This was my first time in Toronto, so I was very excited! I couldn’t wait to see the city and to be at the Rogers Centre – the field that I have been watching my favourite team play on for the last twenty years of my life. Upon arrival in Toronto, I checked in at my hotel and proceeded to walk to the stadium for tonight’s Coaches Social. This ice breaker event was a way for all of us coaches attending the clinic to see the field and meet with other coaches from across Canada. We were only there for a couple hours, but it was still great to see Rogers Centre and to take in it’s beauty for the first time in my life. Once I got back to the hotel, I knew that sleeping would be hard tonight as I was very anxious to get back to the field tomorrow and officially start the clinic. Day 2 I woke up early this morning, so I could get to the field as soon as possible. Upon arriving at the stadium, I was instantly sitting in the crowd and listening to former professional baseball player, Homer Bush, talk to us coaches about the importance of teaching base running to our youth players. Part way through being mesmerized by what Mr. Bush had to say, I saw a group walking on the field towards a section that was behind center field. I soon realized that this was my Jays Care group and I was escorted to meet with the other Jays Care coaches attending this clinic. “Great start…” I thought to myself. I met with my group in what is called the Green Room. This room looked like a mini clubhouse and we were later informed by our Jays Care clinic leaders that it is a conference room. The two leaders of this clinic were wonderful. They were extremely energetic, shared all their coaching secrets and successes, and did a tremendous job at leading this coaches clinic. We started today by introducing ourselves and sharing which programs we lead. Most of the other 21 coaches (22 of us in total) lead what’s called Challenger Programs in their cities. The Challenger Program is a baseball program that is put on for children and youth with disabilities. Many of their participants have autism and range on the scale greatly from low functioning to very high functioning. I had never heard about the Challenger Program before, so it was a great experience for me to collaborate with these coaches and learn about the type of programs they run and how they make them effective for their participants. Other coaches were like me and came from the Rookie League Program. Some even worked at other Boys & Girls Clubs around the country; so, it was also very beneficial to be able to share successes and challenges with those coaches as we have very similar coaching roles. Today’s instruction consisted mainly of our two leaders introducing us to games and baseball activities that many of us had never heard of or done with our participants. I’ve been around baseball for a long time and I thought that I’ve seen all the activities that baseball had to offer for youth; boy was I ever wrong. These games were great! I came into this clinic with the goal of learning more inclusive games to bring back to my program which would result in participation and enjoyment for all of my Rookie League players, no matter what their age or skill level. Consider this goal achieved. My favourite game that we learned today is called Rock-Paper-Scissors Baseball. In this game, each participant starts at home plate and finds a partner to play rock-paper-scissors with. The partner that wins the game then gets to proceed to first base where they will play against another partner – after each win, they move up to the next base. The partner that loses the game stays at the base they are at and plays again until they win and can move up to the next base. The goal of the game is to cross home plate as many times as possible – the player who scores at home the most by the end of this 2-3-minute timed game wins. This is an awesome way to teach young players how to properly run the bases. Other highlights of today included sharing games that we like to play and things that we do with our individual programs. This was an excellent collaborating experience as I was again able to pick up a few games and ideas that I will be implementing with my program. One idea that I loved was providing more mementos for the kids at the end of the program each summer. What I have done in the years past was give each participant a blue jays shirt and hat which is always a big hit (no pun intended). However, other coaches at this clinic had even better ideas. One that I really liked was making sure to take pictures of the players at each camp that is offered and forming a yearbook at the end of the summer for each kid to take home from our Rookie League. The only issues I see with this is funding, as the Boys & Girls Club is a non-profit organization. Another challenge would be making sure that parents have signed off on the photo release forms so that there are no issues with taking these pictures of the participants. One way I could get around the money issue is by just providing a yearbook to each of the individual clubs that take part in our camps. By doing it this way, we avoid having to provide yearbooks for all 100+ participants and dealing with that expense, and the kids still get to see their successes in a yearbook that is provided to their individual club. Throughout the day, we got to listen to former professional players talk about the importance of coaching. This was incredibly beneficial, and I don’t think that my hand could’ve written notes any faster. Our first presenter, Ernie Whitt, is the coach of Canada’s National Team. Mr. Whitt talked a lot about building team culture and the importance of players knowing that their coach cares for them and will support them no matter what. Our second presenter was the Toronto Blue Jays President, Mark Shapiro. Mr. Shapiro preached more on team culture and how it is vital that coaches build relationships and prove to their players that they love and care for them. Mr. Shapiro went on to say that if a coach is successful in building relationships with each of his or her players, the team results will handle itself (not unlike my credo regarding the teacher’s role with our students). He went on to talk about how baseball builds life skills for our young players. Mr. Shapiro talked about how a great baseball player fails at hitting seven out of ten times. This is a success rate of 30%. A player needs to be mentally tough and resilient to believe that they are great after failing 70% of the time. He then went on to talk about how this helps build growth mindset in players as they learn to handle failure, build character, and persevere – amazing. The next presenter we had was another former professional baseball player, Chris Robinson. Since retiring, Mr. Robinson has focused on coaching youth players. He went on to introduce his four concepts of coaching module to us in his presentation. The first being the importance of a gradual coaching approach; meaning that we can’t just dive into drills and lessons that our players aren’t ready for yet. Go slowly and make sure that players are meeting each objective’s needs before moving on. Second, the act of setting goals that are difficult, but achievable. Don’t dismiss this goal if it’s not being accomplished, continue to persevere with your players and complete the goal. Next is to get away from specialization with our young players. Mr. Robinson encouraged all of us to develop players in multiple positions, making them better overall athletes. Lastly, he said that as coaches, we need to learn how to sit back and allow players to learn and adjust on their own at times. We can’t always be there to hold their hand through life, so we should be using baseball as an opportunity to teach independence and problem solving. At the end of today, we got to go onto the field and get our pictures taken. We were given a form in which we put our name, hometown, and a reason to why we’re an Unstoppable Coach. We then got individual pictures of us taken on the field and in the dugouts as we held these forms up. I even got to play catch on the field! What an unbelievable day. Day 3 Today’s third and final day of this clinic was a lot more condensed than yesterday. We again met at the field and kicked off today’s session listening to Homer Bush talk about hitting. After this presentation, we were led to the Green Room by our Jays Care Leaders. We started by reviewing some of the things we learned from yesterday and which activities and games we plan to bring back to our programs. After the review, we were split into two groups as some of us went to the Blue Jays batting cage to learn and play more baseball games, while the other group stayed back in the Green Room for a different activity.
We then switched groups and went back to the Green Room. The activity that our leader planned for this session was very fun and extremely beneficial. He laid out random baseball equipment in the middle of the floor and had us partnered up with another coach. We then would race to the equipment, one partner at a time, to pick up one item. After thirty seconds, we were finished grabbing equipment and then were given the job of creating a game with the equipment we had. The catch to this activity was that he then gave us two cards – one with a baseball related skill, and another being a life skill. My partner and I received groundballs and leadership. We ended up creating a game called Hit the Blue Jay which was a big hit with our fellow coaches and led to us winning a prize due to being voted with creating the best game! Our prize was no small feat either… a Toronto Blue Jays jersey! The rules to Hit the Blue Jay are as follows: First Progression: - Player starts at a cone and runs to their glove only 20 feet away - Player then picks up glove and gets ready to receive a groundball from the coach - After picking up the ground ball, player throws the ball to a sign with the blue jay logo on it - If player hits the sign, they receive one point - If player hits the blue jay on the sign, they receive three points - Player or team with most points after each participant has had the chance to play… wins Second Progression: - Same rules as above - The modification is moving the sign back to make for a more difficult throw for the player - Other modification could be rolling the ground ball to either side of the player to make for a more difficult play Third (last) Progression: - Same rules as above - Before player can run to their glove, he or she must put their forehead on the bat and do the dizzy bat modification – meaning they spin in a circle 3-5 times (number depending on skill level and age) while crouched over with forehead placed on top of the baseball bat - Player then runs to glove, fields groundball, and throws at the sign - Now, if player hits the sign, they receive 3 points - If they hit the blue jay, they receive 5 points Leadership Aspect: - Players are asked and encouraged after each round to share how they succeeded in this game - This allows coaches to sit back so that players can help coach other players and develop leadership skills through sharing and instruction - Some examples of what players might say is: setting their feet up to make an accurate throw, pointing their glove at the target as an aiming tool, etc. I really enjoyed that activity because it forced us to use creativity and problem solving. I haven’t always been very creative, so this was a great way for me to tap into that skill and collaborate with my partner in creating an awesome game that I will be utilizing in my program this spring and summer. After this activity, we had a pizza lunch followed by a tour of the Toronto Blue Jays player clubhouse. This was a dream come true – to see what a professional baseball clubhouse consists of and to be able to take pictures of this experience as a memento was the cherry on top. We then met back in the Green Room and reflected on this tremendous experience. One of the ways we reflected was by doing the Rose & a Thorn activity. This sharing game has the exact same concept of doing two stars and a wish and I plan to also include this assessment method in my future camps this year as well. I believe that it will help me assess what is working and what is not in our Rookie League camps. Going to this clinic allowed me to pursue two of my passions – baseball and working with kids. Even though we didn’t work with any youth players directly, I came away from this clinic as a better, more informed coach that can’t wait to lead Rookie League for the Boys & Girls Club of Central Vancouver Island this year!
During our two week practicum experience, my practicum partner and I chose to teach our Grade 2/3 class an English Language Arts unit on Celebrations & Traditions. We created this unit for our class so that each student would have the opportunity to share personal stories from their lives that they are proud of, as well as learning about their classmates' celebrations and traditions. This unit was a four day process for our class consisting of one lesson from our unit per day.
On the first day of introducing our unit to the students, we did a brainstorming activity which was done by asking the students to provide examples of how they like to celebrate holidays and traditions with their family and friends. Some of the examples that students came up with included the different types of activities they enjoy doing, the food they like to eat, the music they listen to, and their personal favourite holidays, The students would provide the ideas as my practicum partner and I would write their ideas on the board so that each student could see the words and ideas being used, as well as the correct spelling of these terms. This was a productive lesson involving a collaborative brainstorm that was intended to spark some ideas for the students as they began to think more about what they wanted to write about in their personalized stories of celebrations & traditions. In order to involve the parents in this unit, my practicum partner and I created a take-home letter which provided the information about our unit plan as well as some things that parents and guardians could do at home with their children in order to encourage learning at home as well as student participation at school. We found that this letter was extremely beneficial as we were able to reach each family by sending the letter home in the students' planners. Each student had the opportunity to talk with their family to gain ideas about what they want to write about in their personalized celebrations & traditions stories. On day two, students listened as I read part of a book to them - I'm in Charge of Celebrations by Byrd Baylor. The activities for today's lesson were lead by my practicum partner and myself. The students would listen to part of the story and then were instructed to do a variety of activities. These activities included making predictions, drawing pictures, writing words, and then the students were encouraged to share their work in front of their classmates. The students did an incredible job of using their imaginations to draw pictures of what they believed was happening in the story and what would happen next. Another positive that was derived from this lesson was how proud each student was of the work that they had completed. Almost every student volunteered to share their work in front of the class and we actually went over the intended time limit of this lesson due to the student presentations. On day three of this unit, students began the writing process of their personalized stories on celebrations & traditions. The students were instructed to write about one or two of their favourite holidays, celebrations or traditions. These stories were personalized to their own lives so each student had a great deal to write about. My practicum partner and I would move around the class so that we could meet quickly with each student to see what they were working on if they needed any assistance - I feel that having the two of us and our sponsor teacher moving around through the class really helped motivate student participation and success. Later on in the day, our class met with our Grade 5 buddies. Our students paired up with their buddies and created a Venn Diagram on the topic of celebrations & traditions. This process enabled our students to compare similar and different ways of celebrating with their older buddies. The purpose of this exercise was so that our students might hopefully gain more ideas for the final copy of their stories that they would be completing next lesson. On the fourth day of our unit, students started and completed the final copies of their stories. Students were encouraged to look at all of the previous work they had done in this unit including drawings, their rough drafts, and Venn Diagrams. One add-on goal for this lesson was for the students to write their stories neatly so that they could be easily read by others. We were very impressed to see that the students put a lot of hard work and writing into these final stories. My practicum partner and I believe that the added writing in these final copies was derived from all of the conversations and ideas gained from talking with their families, meeting with their big buddies, brainstorming in class and comparing work with their class partners. Some students even had two to three pages of written work! The day after the students completed their final copies of the stories, each student then filled out a self-assessment form. Students were encouraged to answer honestly on whether or not they met the criteria for this form of assessment. It was wonderful to see how honest the students were while assessing their work and making note on areas that they could improve on. It was also heart-warming to see each student take great pride in the work that they completed for this unit!
We celebrated our learning and hard work by hanging the students' work outside of the classroom for the entire school to see. Before even watching this video, I knew where I stand on integrating technology into the classroom. My belief is that technology should be used in the classroom! When we, as teachers, have this incredible resource just a few clicks away, then why not utilize it? "Technology - it's a tool. It's what you do with that tool, what you can make, what you allow the students to make - that's really what technology is about." - Adam Bellow. Adam says this in the 'An Introduction to Technology Integration' video within the first minute. This is the part that stuck out to me the most during my viewing of this video. "It's a tool" was an "a-ha" moment for me. Like I said previously, I already do believe that technology should be used in the classroom for both the teacher and the student's benefit. When Adam said the word, "tool", I imagined technology as a tool for a teacher just as a hammer is a tool for a carpenter. I believe that the hammer and technology are easily comparable when it comes to their importance for both professions (teacher & carpenter). If we're going to ask a carpenter to build us something such as a deck, the hammer will allow him/her to do their job more effectively and build a more superior deck. This is the EXACT same for technology with the teacher. If we're going to ask a teacher to teach our students, then technology should be used to allow the teacher to perform their job better as well. It's a resource that should be used, but not taken advantage of. Now, just because technology is there for us to use, I don't think that we should be abusing this resource. I still believe that having the teacher/student connection is very important. The video goes on to talk about how the teacher can act more like a facilitator for the students. I really like this concept because it agrees with my credo of teaching. Allowing our students to be more independent while we are there to assist them and help lead them when it is necessary is a big part of my teaching philosophy. We should be using face-to-face time along with technology integration in the classroom. This gives our students the best of both worlds - the teacher/student relationship and the resource of technology to facilitate their learning. This quote from the video, 'An Introduction to Technology Integration', demonstrates what I hope to get out of my future classroom and students: "Integrating technology with face-to-face teacher time generally produces better academic outcomes than employing either technique alone". In my experience as a student and student teacher, I have seen many variations of classroom management; some that worked very well, others that weren’t overly effective. First off, I have seen some excellent examples of classroom management as a student. I have had teachers that knew how to handle their classroom like a pro right off the get go. These teachers were always firm and they made that clear from the beginning. They would start the year by being a tough disciplinarian which made it very clear to us students that there was no messing around with this teacher. As the year progressed, the teacher might lighten up a bit and start becoming more of a friend to the students. I found that this provided a mutual respect between us students and the teacher. We were still aware that the teacher was in charge, but we weren’t afraid to have some fun in the classroom as well. In my opinion, this is when optimal learning can take place. I found that these teachers had a real knack for making the lessons engaging. I believe this is because they would let the students do a lot of the work. There weren’t many occurrences of us just sitting in our desks listening to our teacher talk for an endless period of time. Instead, they would describe the lesson quickly and efficiently, then allow us to take part in the activity. These teachers used the 80/20 approach (students doing 80% of the work while the teacher did 20%). In cases of witnessing classroom management strategies that don’t work so well include the opposite types of teachers. These teachers are the ones that really liked to talk at the front of the classroom. It feels like they stand there for hours while we just listen and try our best to take in the information like a sponge. However, that never worked for me and it still doesn’t to this day. I can only sit there for so long before I start to feel myself drifting off. I’ve talked with other classmates in my Cohort and a lot of them feel the same way. We discuss and compare past teachers and how their teaching styles were. From most of the conversations that I’ve had, we have come to a mutual decision that the 80/20 approach is much more effective. Students cannot just sit there and listen while being expected to have an optimal learning experience. In my experience, I have seen opposite sides of classroom management in the classroom. I have witnessed one type of teacher be very laid back and calm. This teacher tends to stand at the front of the classroom a little too long which causes the students to become restless and unwilling to listen anymore. The students in this teacher’s classroom tend to run the show and this does not always provide for a great learning environment. I have had classmates in the past become so frustrated when the teacher will drag on the instructions until a student will pipe up and say, “Can we just do something already!” I’m not pretending to be an experienced teacher or anything, but to me, this is a huge red flag. On the flip side, I have seen teachers with the opposite approach. This type of teacher is the authority figure in the classroom and that is very clear. The teacher is very demanding of the students and expects the upmost respect at all times. Sometimes this is effective and the students behave very well; other times, some of the students just want to get a rise out of their teacher so they will try to egg the teacher on until they cannot take it anymore and ultimately creates a poor reaction. Finding the happy medium between those two classroom management styles that I just talked about would be ideal for myself. I feel that the students do need an authority figure that they know is the leader of the classroom. On the other side, they need a friend and to know that I will always care for them no matter what the circumstance. One classroom management strategy that I plan to bring with me into the classroom is the 80/20 approach. I don’t want my students to get so bored of my voice that they literally call out, “Can we just do something already!” I want them to believe that when I speak to the class, it is always of importance because of the 80/20 concept. My goal is to have independent students that use most of the school day to do their work, while I provide instructions and help when necessary. There are a number of ways to assess literacy skills for students in the classroom. One form of assessment could be using the ‘Daily Five’. The Daily Five includes the following: reading to self, reading to a partner, listening to someone else reading, word work, and working on writing. As a teacher, I would observe the student as they went through the steps of the Daily Five in order to have an understanding of where their literacy skills are at. I would observe the student as they read to him/herself and depending on how they were doing with this reading, we may need to change the student’s book to make it easier or more challenging for them. The same tactic would be used for when the student reads to a partner. After the student listens to someone else read to them, I could provide an activity which will tell me what the student was able to retain from the reading. A type of listening comprehension activity could be having a fill in the blank sheet that contains a paragraph from the book with blank spaces within the paragraph where words should be placed; the missing words will be listed on the page. The student’s job will be to listen to the story and fill in the blanks as the story reading goes on. Examples of word work for the student could be using matching exercises. We could have cut outs of long ‘a’ words and short ‘a’ words, and the student’s job is to put these words under the correct headings: long ‘a’ or short ‘a’. Some writing exercises that I could do with the students could be guiding writing exercises. In our journals, I will come up with the opening statement (ex. On the weekend I…) and the students will finish the sentence and try do as many sentences as they can while using proper grammar, spelling, and sentence structure. Another form of assessment could be using ‘Formal Assessment’. This could be me taking a student aside individually and having them read a story to me. This would be one on one work which will tell me which reading level the student is at (and if we need to return to more basic readings or move forward and challenge the student more with other books/readings). Other examples of Formal Assessment could be exercises where the student sound out words so that I know that they understand the sounds which make up certain words. This could be me asking them to sound out the word ‘cat’, and which sound the first letter makes, which sound the second letter makes, etc. In order to engage the students and have them excited about reading, I could make reading games or little quests for them to complete with their reading. These games or quests could focus on the cueing systems of reading (phonological, semantic, syntactic and pragmatic). For an example, a semantic activity could be having flashcards of an image from a story (ex. A ball) and the spelling of the word on the other flashcard (ex. ‘ball’). There would be multiple flashcards and they would be mixed up. The student’s job would be to match the image with the correct word. This activity focuses on the word’s meaning. The student could then re-tell the part of the story which included the image – this will tell me, the teacher, that the student is understanding what is being read to or by the student. These different forms of assessment will help me know where my students are at with their literacy skills and which future lesson plans I will need to utilize in order to continue to build upon these skills. Mr. RentonTom Renton was the best teacher that I have ever had. He was my grade 6 teacher and he is still today, one of my greatest role models. Mr. Renton was tough but fair, serious yet silly, and his presence in the classroom was unforgettable. He motivated each one of his students to pursue their goals and filled us with confidence throughout each day. Mr. Renton was fearless in the classroom. He had that perfect combination of striking fear into his students while also making us very aware that we were all cared for. His classroom management was impeccable – I still remember the stare that he would use to let us know that we were getting off task or goofing around in the class too much. He didn’t even have to use words, the stare did it all. One thing that he did during our grade 6 year that I will forever admire was shaving his head for a cancer fundraiser. He was the only teacher to do it in the whole school. After he did that, I remember telling myself that I too want to do that fundraiser one day. Years went by and I did grow my hair out for a year and shaved it as a fundraiser. I owe thanks to Mr. Renton for the motivation. He is a natural born leader. I found that he leads by example instead of words, and that is how I too try to lead. I still see Mr. Renton from time to time as he just lives up the hill from me. We will usually stop for a quick chat or at least a wave. I hope that I can bring Mr. Renton’s teaching style into my own classroom some day, and have my students think fondly of me just as I do for him. Male Teacher Image: CCO Public Domain from https://pixabay.com/en/businessman-cartoons-training-607831/
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AuthorHi there, my name is Tyler Armstrong. I am a Child & Youth Care Worker and I am studying at VIU to become an Elementary Teacher. Archives
September 2018
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