Symbolic World

 

Local Matters

 Local matters is a heavy article to read. Promising Girls/Unpromising Boys struck me while reading, which reminds me that we have similar situations everywhere. Talking about the STEM field, many people think it is for men and not for women. That is one reason why there are not many women in the STEM field. I was in an electronics engineering program when I was in my home country. We had only eight female students in the whole cohort. I watched the video about gender stereotypes; I cannot believe gender education could affect students’ thinking so much.

When my daughter was young, we sent her to learn Kungfu, she loved it, and she likes to practice and was proud of it. Suddenly, one day, one of our relatives said to her, Kungfu is for boys, girls should not learn it. That saying reminded her she was unnormal when she stood in the group of boys.  Since then, she never wants to go back again no matter how much we explained to her Kungfu can benefit her.

I can extend this topic a little bit further. Labelling is also hurtful to students.  During my practicum, I was teaching adapted math 9. In the beginning, I am not so sure and clear about what adapted means. When I started to teach, I can feel students were labelled by their peers and even by themselves as “not good at math,” “not smart,” “promising students.” Those labels have been eating their confidence, and they feel stressed and anxious when they try to solve math problems or take exams because they are afraid of making mistakes that prove the labels are right for them. For that class, the first thing we need to do was to build confidence and took off those labels. We start from easy and simple, working step by step and eventually, out of 16 students, we had 5 students got extending and almost two-third of them will be back to regular 10 in the fall.  Without negative labels, people can live and learn free and confidently. 

Mathematics for Human Flourishing

 This article is fascinating to read. At the beginning of the article, the extraordinary Christopher Jackson's story and the point of "every being cries out silently to be read differently" make me think about the real purpose of learning mathematics on a deeper level. To be honest, I haven't thought about it too much before. I wanted to be a teacher because I am qualified and like to solve math problems, and I want to share my knowledge with students and help students who struggle in math. Now, primarily through my practicum,  I realize that we should do way more than that to be a good math teacher.  I start to think about how I can engage my student to learn math not only for getting a good grade in school but beyond that to see and appreciate the beauty of mathematics and know the relationship between mathematics and the world around us.  I begin to think about how I can positively change the fixed mindset of anyone who claims to not be a math person, and never will be good at math. 

Another place I stopped is where Dr. Su stated, "mathematics is for human flourishing, and the proper practice of mathematics cultivates virtues that help people flourish." I want to reflect on how you achieve human flourishing and what it means to live a well-lived life. I recently watched a video about a Chinese teacher named Gui Mei Zhang who spent 12 years building a truly free girl high school for the poor in a rural area in China. She wants to help girls because she believes the mother's education level is essential for their children's education. During these 12 years,  she devoted herself to this school. She spent every penny and every minute on school.  She fostered about 1280 dropout girls due to poverty to get accepted by universities. After graduation, many of these girls are able to achieve fulfilling careers that contribute positively to society and the country.  I think she achieved human flourishing and had a well-lived life even though she lived a non-wealthy life. She is the most beautiful and flourishing woman even though she never has money to spend on her appearance and doesn't have the energy to maintain her health.

To me, "every being cries out silently to be read differently" means that everyone is unique. As a teacher, I need to value each student as equally important. This phrase reminded me of my adapted grade 9 class during my practicum where more than half of the students have individual education plans. They are equally important to me, and I care for each of them even though some students may need more attention than others.

Entrance Slip-Walking the steps

Walking Through BED Program

 

This is totally personal reflection. It is a bit negative, hopefully, it will get more positive afterwards!

Before this BED program

 

Here we go!

 

 

Start the program

Busy schedule on Zoom

 

During the First term

 

 

 

 

Start Practicum

 

 

Q4 system of teaching and learning

                                 

 

 

 

 

Online teaching

Social distance in class teaching

Wearing mask teaching group discussion

 

 

Ups and Downs classroom management

 

 

Observations debriefs

 

 

 

Working hard

 

Pass the practicum

 

 

 

Looking for TTOC

 

You are not done yet, back to online courses

 

Never give up!

 

 

 

 

Reflections on Your Practicum and Thoughts on Next Steps

 

Blog Post: Reflections on Your Practicum and Thoughts on Next Steps

1. Name: Megan Fan
2. Teaching specialty/specialties: _Mathematics______________________
3. Highlights of your teaching practicum experience: 
a. Experiences that you remember with a smile (learning, growth, “I love this job!” sorts of things)

The highlight of my teaching practicum is the class of grade 11 pre-calculus I taught. Comparing to grade 8 and grade 9s, they are so motivated to learn. Every student in that class is so prepared for the class, finishing homework, taking notes in class, eager to ask questions and learn. They show their appreciation after the class. There isn’t a classroom management issue at all. The overall class test results are good; more than half of the students in that class got extending  

b. Challenges: Things that were a struggle, perhaps in the “We learn and grow through challenges and hardships” category of “learning experience.

I had a student in grade 9, who is an IEP student, and he seems immature compared to his peers and had behavioural problems during class: sleep in the class, interrupting other students, can’t sit still… I had to discuss with my SA, his case manager, other teachers chat with him a few times after classes. Eventually, he is getting better when I try to accommodate him by giving him easier questions and in the format he is interested in. 
c. Ongoing learning: Things that, at the end of your practicum, had you thinking, “I want to learn more about, or work on developing my skills in .…” (?)
Formative assessments
Classroom management 
Student engagement

4. Reflecting on how the video, “Message from the future II”, plays with the notion of messages across time: What is the most important thing that would write in a letter to your future teacher self (e.g. five years from now)?
              
      The most important thing I would write in a letter to my future self is that you must have so many opportunities to celebrate with the classes like the grade 11 pre-calculus class in your practicum. However, I wonder whether you still be passionate about teaching after encountering many unpleasant situations and challenges from students, parents, and schools.  I hope I will still be motivated with education by then.            
5. Post-BEd plans: e.g., if you have already secured a teaching job, what/where? Or, some other sort of job? Or, further studies? Or, if you don’t have solid plans, what are your hoped-for post-BEd options?): Note: The purpose of this question is to provide us (Amanda and Mati) some context to get a sense of your interests and potential needs as you move into your career

I haven’t secured a teaching job yet; the reason could be that I started to apply a bit late, and I am still seeking one. I don’t have a solid plan yet. Hopefully, I can get something related to teaching by September.

6. Anything else? If there is anything else you would like to share, please do! Amanda and Mati would love to learn more about you - 

  Not Yet! I would like to share with all of you if I have some. Thanks.