Saying Goodbye

Sometimes I think that I am the worst procrastinator in the world. And then I realize that most of my problems come from the decision to go home for a weekend. And then my Mother spends all of her free time ensuring that I can’t do my homework at my desired time. Not because I have chores to do, or things to help out with around the house, oh no. It’s like “come spend time with me right now, I miss you!” or “it is time for me to bring a dog up to your room and text you over and over and over again so you are distracted. But I have gotten this time to myself, so it is time for me to write up my final reflection on my practicum experience.

Teaching drama has always been my favourite thing in the world. I admit that I got a little emotional after teaching the students at my practicum, missing all of my students I used to teach when I was in High School. I love how much fun we have, and that is a medium for surprise. Students you don’t expect, are loud and confident. So being able to teach drama on my last day in the schools for this year was, yeah, pretty amazing.

I did another basic drama warm-up with the students, and I was blown away by how much the students remembered. It was a review for those who were there last week, and also to catch up those who weren’t. From the knowledge I had of the students previous drama education, I knew that they had very little drama training, and mostly played games, like charades.

Getting the students to show me neutral, and do a roll down, and put their hands on their diaphragm. They accomplished every task I assigned with ease. And it really was apparent that they love drama – when we came into the class in the morning, they were all asking if we would be teaching drama again.

We let the students pick out of a hat the objects that they would be portraying in their scenes – things such as sunglasses, and shortbread, curtsy of the episode of Ghost Adventures that was playing on the T.V. when my practicum partner and I were making the papers. They then had to make both a tableau with the objects and a short scene playing the characters. We marked them based on a rubric that we gave to the students on the board so that they weren’t taken off guard by what we were reviewing.

Watching the scenes, I had so much fun, the students were energetic, they tried their best with an activity that they had never done before and they were awesome audience members.  There was one scene that I feel bad for ruining – one of the students made a joke that I thought was hilarious, and so I laughed so loud that they were thrown. My bad. They didn’t lost marks for that, though, because that was my fault.

When we told the students that we were leaving, there was much sadness, and many high fives. I am sad to be done our practicum, but I think that it was definitely a remarkable experience that I will never forget. 🙂

Sarah Kirschman

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The Basics of Drama

My second last practicum day consisted of one of my favourite things in the world to do: drama. I taught the students a basic lesson on drama that began with a warm up in which  I helped the students get into proper drama stance. They learned about how to breathe from their diaphragm, how to find a dristy point, how to project and how to do a proper roll down. Then, I gave the students the low down on the most important thing for me – neutral. That has always been one of my biggest problems with drama education because neutral is so perfect. It is excellent for gaining focus, it looks professional to have everyone begin and end a scene the same way, and it is a way to indicate to your group members that the scene is over if you are improving. And it is also super easy, the students picked up on it quickly.

The core of my lesson was to teach the students about tableaux and how to make a good tableau. The students caught on to the concept quickly, and I introduced the core concepts I wanted them to understand.
A tableau should:

  1. Be Simple
  2. Have Three Levels (Low, Medium, High)
  3. Be Able to be Held for Long Periods of Time
  4. Have Eyes Focused on a Dristy Point

I gave each group a scenario of conflict, and they had to represent the conflict through their positions. The exercise went really well, especially because each group made a simple mistake that I was able to use as a starting point to teach about other drama techniques. For example, one group had students facing away from the audience, so I was able to introduce blocking.

Next class we move on to absurdism, which I am so excited to teach! I’m also a little sad, because it is our last field placement.

 

 

Drum Circles and Space PowerPoints

We had pretty much I think the best time we’ve ever had at our school last school day because of many factors. Most of which weren’t even involved with our teaching specifically, but with what we observed while at the school.

The first amazing thing that happened was that our co-op teacher came into the room with this giant box of books that he set down for us. While the students were doing their spelling test, we went out into the hallway and picked through the large box and were told that we could take any of the books we wanted. Every single one of the books was about Treaty Education, how to teach it, specific books about history to learn more, individual curriculum guides for grades two to seven, I believe and so much more. We took the whole box because they were going to recycle the books anyway because the teacher that they belonged to no longer was in need of them.

So needless to say, I now have a big box of happiness in my ‘printer room’ which is really just a hallway that leads to nowhere, but don’t tell anyone. I am excited to see what sort of information is available in the books and what will be useful in my future. I’ve always wanted to teach treaty education respectfully and with the emphasis that it deserves, but I’ve always been afraid that I would not know how to accomplish that when the time was right. But now I have so much help in the matter that I’m actually excited to do some research, which is pretty much unheard of for me.

The second amazing thing was one of the PowerPoints we watched our students present. The students were joking around with my teaching partner, because her jaw literally dropped when she saw their PowerPoint. There was music, animation, full sentences, and pretty good grammar for Grade Six. The pictures used were all high definition, and the students had added orange accents to the pictures to create a  flow to the presentation. It was so visually impressive – I don’t think I’ve ever done a PowerPoint that good in my life. I don’t think I’ve ever been so impressed, actually.

My teaching that I did was about drum circles. I specifically focused on the way that the drums are used in the dances and how integral the beat is to the music and to the dancers. I also tied the lesson with the gumboot dancing that we learned earlier in the semester by bringing up the religious and spiritual significance of the Cree Chicken Dance and relating it to how African American dancers now use the step dance as a way to honour the historical significance of the dance. The students were actually super involved in the lesson and I had many students volunteering to answer questions, and some students that I have struggled to focus before were incredibly polite and engaged. I was really pleased with the outcome, especially because my target this week was classroom management, and specifically making sure that the students were not being silly or not paying attention, and were instead giving the lesson the respect it deserved because it was about a very significant culture.

All in all, I had so much fun, and next week we are teaching drama! So it should also prove to be, at least, an interesting time!

Sarah

Field Trips

At our fifth practicum visit, we were told that we would be going to see a speaker, so we got to go on a little field trip!

The presentation took pretty much the entire time that we were at our school, but it was still an interesting time, nonetheless. We got to ride on a bus – which is always a fun time, not headache inducing at all with many, many students – and we got to see another school, which was where the presentation took place. The bus ride had one impressive thing, and that was the fact that all of the students thanked the bus driver when they were leaving the bus, and the way they filed out was the front to the back method. It doesn’t seem like much, but when I was in school, we implemented the “get off the bus as fast as possible, and step on anyone you can to get out faster” method, which is slightly less effective.  The school we went to had many murals on the outside of the building, which were drawn by students, and had many tiles in the school painted with cartoon characters and other colourful items that had been designed by the graduating classes of many years. It was cool to see another school, and get to see a presentation that had so many awesome photos to look at.

When we got back to the school, we only had about 15 minutes, so I taught a quick lesson to the five/six class, while my practicum partner moved to the seven/eight class and taught. The lesson was the one I had done last week with the seven/eights, just a condensed version.

The teaching was interesting. The students were all extremely wired from having had a field trip, and they were going to be going home shortly, so attention levels were not the best. My target for this week was to make sure I was calling on students equally, and I did extremely well with that, thanks to the students. Even though they were pretty easily distracted, they stayed focused enough to have all but one of the students volunteer to answer questions, and most answers were serious, although the class was getting a little silly after sitting for so long. I was proud of the lesson, even though I did have one big issue, I thought I handled it well.

The last part of the lesson required the students to take out a piece of paper and write down a story that was inspired by the song I played for the students, just like last week. All but one of the students took out a piece of paper, and when I asked the student if they would please get out paper, they refused, and said they didn’t want to. I didn’t want to run into a conflict, so I just started the music, and let the other students being working. And I went over to the individual and I asked him to tell me his story about the song, instead. He told me a story that was about 50% ridiculous things because he was uninterested, but the other 50% was actual insight. I count it as an accomplishment, because I still got a response, without antagonizing a student when it wouldn’t have accomplished anything anyway.

Next week we get to move on from dance, and try our hand at music, which we decided to mix with some Treaty Ed and give the students some insight into drum circles.

Sound Collage and Pokemon

I’ve always had a thing for themes, so it looks like my current theme is going to be “_____ ______ and ______” for a while now as a title, but hopefully I’ll grow out of it soon, it’s not nearly as interesting looking as I am led to believe.

For my second dance lesson, the students and I did a workshop on sound collage, to gauge the student’s abilities in rhythm and tempo and hopefully teaching the students that, when dealing with rhythm, simple is usually better, because it is easier to play with, and to fit other rhythms into, as well as being way easier to grasp as a beginner.

When I did my sound collage lesson, the class was separated into two groups, and I worked with each group for twenty minutes and then we switched. Overall, the lesson went well, the students were having fun, they were laughing and trying new things and asking questions. And I could see a definite improvement in the abilities of the students. The first sound collage we did, with me just letting the students make up their own rhythms with no real strategy to it, was quite a cacophony of sounds. As we went on to make more and more progress, I gave the students tools and tricks to work with: keeping it simple, repeating a rhythm after only a few beats [only 4 – 6 counts, ideally], starting with basic quarter notes and only adapting slightly. I have always loved rhythm, and doing a sound collage is one of my favourite things in the world to do. Getting to sit back and listen to the beats and music that was being made by the students was so cool, and it was awesome to see the students genuinely curious and excited to learn.

While I was teaching, the students were extremely engaged, asking many questions that related back to the first lesson, like “how is the use of rhythm a way of communication”, and “what sorts of sound are easier to make”. I really enjoyed that the students were asking questions, because it meant that they were curious and that they wanted to learn. They even remembered pieces of our first lesson, which we had two weeks ago.

Another point that was really cool was that I got to get to know the students better. Having a smaller group meant we got a chance to do some talking, I asked the kids to tell me something interesting about themselves, I told them it was my birthday, they all clapped, it was all very beautiful. They made me feel better about being “halfway to 40”. The students told me about sports they were involved in – some ski-doo, some play hockey, one boy plays Pokemon, and was pretty much over the moon when I told him that I also played Pokemon cause it was my jam.

I think the reason I was so pleased with the lesson was because I started to feel the respect of the students. Usually when I begin teaching, there is a period where the students test me, and don’t take me seriously, because I like to have fun, and I like to laugh and talk to my students, but today was the first day where they started to try and get too silly, or stop paying attention. And as soon as they knew that I would not tolerate disrespect and too much silliness with a reminder to pay attention, they listened and were well-behaved. I am blessed to be working with such kind and fun students. I enjoy being at the school, and I cannot wait to see what happens in my next lesson.

In my ECS 300 seminar, our teacher mentioned that trying to teach more than one subject is always preferred, and so I have been trying to incorporate other subjects into my teaching. Last week I added a bit of history, this week I did music theory. Next week I hope to add in some English and Creative Writing as I try to explain to students about story in dance, and how music changes and develops to tell a story through no words, and is subject to interpretation.

Teaching Children the Inspiring Ways of Step Dancing

For my practicum this Wednesday, I taught my first lesson to introduce the students to Gumboot/Step dancing (in the time between posts, I have learned that there is indeed an alternate version of gumboot dancing that is much easier to Google videos of).

The lesson went pretty well, overall, even though the amount of time I had was not quite as long as I had hoped for. It ended up that the students had so much to do that day, that we had to share the amount of time we had instead of each getting our own section, but it is kind of useful, because now I can use the second half of my lesson for my next class, and I got to practice teaching the next section yesterday during our seminar, so I could smooth out any parts that would not work with the class.

What I was surprised worked as well as it did was the implementation I experimented with of my own version of the Socratic Method. The way in which I used the method was just guiding the students through their learning by asking questions instead of giving them the information straight. I began by telling the students the definitions of “Apartheid” and “segregation” and slowly, the students helped my form our own notes through a discussion on the different jobs allowed by the white people to the African people.

The reason I found it worked so well was that it was extremely apparent that the students were making connections and gaining understanding. There were many students who commented with “Oh, I understand now!” Or would tell me about videos or books they had read that had connections to the material. I had an excellent class for the lesson, so I can’t take all the credit – they were extremely willing to talk in class, and give suggestions for answers. If I didn’t have as much participation as I did, it would not have been as simple.

I am excited for our next class, because the lesson I have planned is one of my favourite things to teach – sound collage – and it is so much fun and cool to learn about. So far, the dance unit has been positive, so let us hope to continue the positive learning throughout!

Sarah

First Practicum Day

For the first day at my field placement, I was unsure of how I should feel. I was incredibly nervous, but also excited to be back working with students.

The first experience with the students was awesome – the students are awesome, and so respectful and friendly. We didn’t get to do any teaching our first day, because there wasn’t any time for us to use, so the children are writing us short biographies that we will be given on the next Wednesday we go. I have already learned about half the students’ names through sheer determination, and it won’t be hard to learn the rest. I am pretty good at memorizing names, so that’s not my challenge. My challenge is to teach dance to the class in an efficient way that is both enjoyable and informative to the students I work with.

I have decided to teach the students how to Gumboot Dance:

The dance looks complicated, but it is easy to simplify the movements, and it is rhythm based. I used to teach music and rhythm workshops in Yorkton, so I have a bit of a background with that. I think I am feeling better about the experience because I will be both bringing in previous knowledge, and utilizing my strengths, as well as learning new things, and teaching a subject I am not the strongest in.

The final thing I have to mention is the classroom we are working in. I really like the school we are in, because it is quite small, so there are a lot of examples of the teachers and the students “making it work”. The chairs the students sit on are all extremely varied, some sit on standard student chairs, some sit on wheeling chairs, some sit on chairs that bounce, and about two-three students in every classroom I saw sat on medicine balls. They also have a few students per class that have noise-cancelling headphones, so the students who like to work in a quiet environment can do so without having to go elsewhere. There are also five students in our classroom who use laptops to write and do work on. The amount of adaptation and adjustment is really awesome, and I am pleased to see that the students have so much available to them even though they are a small school. Everyone is trying to make it work, and I appreciate the effort.

I am excited to continue working at our placement, and I can’t wait to see how everything progresses. There will be many challenges and difficulties, but I also think that there will be many instances of growth and understanding.

Sarah