In this section I have included a Diversity Lesson Plan that I did in my Kindergarten class in my final practicum. There are so many things we can learn from children, they are very accepting of others and want to be included and feel loved.
I want to become a teacher as itâll be a rewarding and challenging career, and I know first-hand the difference a teacher can make in a childâs life. I worked at my local swimming pool, teaching lessons on and off for 11 years (now going back for the 5th time). During that time, I discovered my passion for teaching and working with youth. I found it rewarding to work with a group of children regardless of age and see their progression and triumphs, and make it fun for them and wanting to come back. During this time, I also got to teach children of different abilities. One little girl stood out to me; she had an accident when she was younger, and her leg was amputated. She showed me how resilient children could be and that they all just want to be treated the same as everyone else. The evaluation of skills had to be slightly modified for her, but it made me realize that the same objective can be met in many different ways. Another student had down syndrome, and I learned the value of different types of learners as he was a visual learner. He watched and copied exactly what you were doing versus talking through the steps. Teaching swimming lessons to children and adults helped me develop my interpersonal skills, confidence, patience, and observational and listening skills, all of which will help me in my elementary school teaching career.
Now that I have started this program, my desire to become a teacher has not waned. In fact, my resolve has strengthened this past year to work with children and make a difference in their lives. I had lost two aunts at the beginning of the year, then a couple of cousins that I didn’t know as well, and most recently, I lost my childhood best friend. She left behind her two children, and they now live with their father and grandmother. Seeing our community come together each time and take on more roles and knowledge of our traditions, acting as a role model for the younger generation, and being someone they can turn to gave me a sense of purpose. I want to bring this background knowledge to the classroom. When working with students, especially in lower-income schools, I want to be cautious because not everyone has the typical family circle. So for events like Father’s Day or Mother’s Day, I will modify crafts or activities we talk about to include all types of families. I want to give students a safe place where they can go. When they walk in my classroom doors, I want them to be comfortable being themselves so they can learn. One thing that will be a challenge is setting those boundaries with students who are also family. During my observational practicum at Suwilaaks, I had the chance to practice setting boundaries, and two students wanted to be close to me the entire time. Right away, this little boy ran to me out of nowhere, threw his arms around my neck to hug me, and shouted, “Ms. Seymour, I love you!”. The little boy didn’t want to let me out of his sight and always wanted me to sit on the bench or floor next to him. He also tried to climb into my lap, so I patted the bench and said to sit beside me so we could listen and watch the teacher together. There was a little girl who wanted all of my attention as well. She did not seem to require as much physical contact as the little boy, but she wanted to tell me about her life, and I kept redirecting her attention to Ms. Wilson and the lesson.
I look forward to writing a new reflection when I am done at the end of the program.
List of continuing links and other sources gathered from my school experience that I thought stood out and will use later.
Speech to print: language essentials for teachers
The writing revolution: a guide to advancing thinking through writing in all subjects and grades
Cross, A., & Board, J. (2014). Creative ways to teach primary science. McGraw-Hill Education (UK).Van de Walle, J., Karp, K. S., Bay-Williams, J.
Van de Walle, J., Karp, K. S., Bay-Williams, J. M., & McGarvey, L. M. (2018). Elementary and middle school mathematics: Teaching developmentally (5th Canadian edition). Pearson.
Woods, C. (2020). Daily STEM: How to create a STEM culture in your classrooms & Communities. Code Breaker Inc.
https://ceric.ca/publications/guiding-principles-of- career-development/
https://life-role.com/documents/High%20Five.pdf
https://careersintheory.wordpress.com/2011/10/27/the- high-five-of-career-development/
Bringing words to life: robust vocabulary instruction
Shelly Moore
http://moa.ubc.ca/wp-content/uploads/2014/08/Sourcebooks-Mehodihi-TAHLTAN-PEOPLE.pdf
https://firstpeoplesprinciplesoflearning.wordpress.com/.
http://rubistar.4teachers.org/index.php
Dr. Steven Katz described the Theory of Action as mapping out how things should unfold with as much specificity as possible.
The first thing I would start with my Theory of Action would be to make it hands-on. For math and science, you want to make it fun and exciting for students. Using just worksheets is the least imaginable way to teach. Use visuals and images to make learning fun and engaging. You also hit more learning types this way rather than just lecturing. Then, to make it fun, find opportunities to differentiate learning by providing multiple texts and learning materials for students, such as reading or watching video clips or field trips. Make sure to customize your teaching methods to suit various forms of intelligence. Build confidence through participation. Creating a safe classroom environment where everyone feels safe answering questions creates a learning opportunity, even if they are wrong. Ask students to explain their ideas. This creates more class engagement and hopefully will help foster interest and open thinking, and allows you to follow students’ train of thought and evaluate where you need to go next in the lessons. Incorporate storytelling to make connections to real-world scenarios. This allows students to understand the reasoning behind the âwhyâ of learning. So many students do not want to do things if they do not see a point. Show and tell new concepts. Continue to build on what students know and have learned. Especially if students show an interest, you can give them ideas of things to do outside of school if they are able. Let your students regularly know how they are doing. This allows students to gauge their own progress and give them a boost if they are catching on right away, and it will enable you to catch if someone is struggling.
During our class with Charity, we had to form groups and pick a topic to do a unit plan on and present at the end of the semester. Our group chose cedar weaving, it involves History, Science, Art, and Math. My portion was History and lesson planning has gotten much easier and more intentional since the beginning of the school year.
DRAFT LESSON PLAN (REVISED 2021)
Candidateâs name:
| Grade/Class/Subject: | 3 â Social Studies – History | School: | N/A |
| Date: | N/A | Allotted Time: | 60 mins |
| Topic/Title: | Cedar Weaving |
- LESSON ORIENTATION
Key resources: Instructional Design Map
| Briefly, describe purpose of lesson, and anything else to note about the context of lesson, students, or class, e.g. emergent learning needs being met at this time, elements of focus or emphasis, special occasions or school events. |
| Introduction of cedar weaving, history and culture of the Tsimshian peoples, supplemented by a guest speaker from Kitselas/Kitsumkalum. Tsimshian fashioned most of their goods out of western red cedar, especially its bark. It could be fashioned into tools, clothing, roofing, armor, building materials, and canoe skins. Students will also get an introduction to SmâalgyÄx Tsimshian language. |
- CORE COMPETENCIES
Key resources: https://curriculum.gov.bc.ca/competencies
| Core /Sub-Core Competencies (check all that apply): | Describe briefly how you intend to embed Core Competencies in your lesson, or the role that they have in your lesson. |
| COMMUNICATION â Communicating COMMUNICATION â Collaborating THINKING â Creative Thinking THINKING â Critical Thinking THINKING â Reflective Thinking PERSONAL AND SOCIAL â Personal Awareness and Responsibility PERSONAL AND SOCIAL â Positive Personal and Cultural Identity PERSONAL AND SOCIAL â Social Awareness and Responsibility | Critical and reflective thinking â able to understand the how and why of Indigenous history in our area and how it all connectsSocial awareness and responsibility â understand we all play a part Explain why people, events, or places are significant to various individuals and groups (significance).Explain why peopleâs beliefs, values, worldviews, experiences, and roles give them different perspectives on people, places, issues, or events.Make value judgements about events, decisions, or actions, and suggest lessons that can be learned (ethical judgement). |
- INDIGENOUS WORLDVIEWS AND PERSPECTIVES
Key resources: First Peoples Principles of Learning (FPPL); Aboriginal Worldviews and Perspectives in the Classroom
| FPPL to be included in this lesson (check all that apply): | How will you embed Indigenous worldviews, perspectives, or FPPL in the lesson? |
| Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors. Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place). Learning involves recognizing the consequences of one’s actions. Learning involves generational roles and responsibilities. Learning recognizes the role of Indigenous knowledge. Learning is embedded in memory, history, and story. Learning involves patience and time. Learning requires exploration of one’s identity. Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations. | Students will gain understanding through experiential learningStudents will be learning about the history of the Indigenous culture of the area we live inStudents will be exposed to Tsimshian language. |
- BIG IDEAS
Key resources: https://curriculum.gov.bc.ca/ (choose course under Curriculum, match lesson to one or more Big Ideas)
| What are students expected to understand? How is this lesson connected to Big Idea/s or an essential question? |
| Cedar weaving is spiritual, there is a process of harvesting the bark so it does not harm the trees. Both harvesting cedarand the weaving process allow students to become increasingly self-aware and better understand the concept ofreciprocity when working with cedar. It also requires a great deal of self-control and patience throughout. Learning aboutIndigenous peoples nurture multicultural awareness and respect for diversity. Indigenous knowledge is passed downthrough oral history, traditions, and collective memory. Indigenous societies throughout the world value the well-being ofthe self, the land, spirits, and ancestors |
- LEARNING STANDARDS/INTENTIONS
Key resources: https://curriculum.gov.bc.ca/ (choose course under Curriculum)
| Curricular Competencies:What are students expected to do? | Content:What are students expected to learn? |
| Explain why cedar bark is chosenExplain the uses of cedar weaving/what was madeExplain some of the history of the people/land | Indigenous history/skills/language and how it has been passed down from one generation to the nextCultural characteristics and ways of life of local First Peoples and global indigenous peoples.Oral history, traditional stories, and artifacts as evidence about past First Peoples cultures.Relationship between humans and their environment. |
- ASSESSMENT PLAN
Key resources: Instructional Design Map and https://curriculum.gov.bc.ca/classroom-assessment
| How will students demonstrate their learning or achieve the learning intentions? How will the evidence be documented and shared? Mention any opportunities for feedback, self-assessment, peer assessment and teacher assessment. What tools, structures, or rubrics will you use to assess student learning (e.g. Performance Standard Quick Scale)? Will the assessments be formative, summative, or both? |
| FormativeVerbal exit ticket, name an item made from cedar weaving, a word in SmâalgyÄx, etc.SummativeFill in the blank story worksheet |
- DESIGN CONSIDERATIONS
Key resources: Instructional Design Map
| Make brief notes to indicate how the lesson will meet needs of your students for: differentiation, especially for known exceptionalities, learning differences or barriers, and language abilities; inclusion of diverse needs, interests, cultural safety and relevance; higher order thinking; motivations and specific adaptations or modifications for identified students or behavioural challenges. Mention any other design notes of importance, e.g. cross-curricular connections, organization or management strategies you plan to use, extensions for students that need or want a challenge. |
| Students will have the history introduction told by an elder or knowledge holder in a traditional story telling way. They will sit and listen gathered around the speaker. |
| Required preparation: Mention briefly the resources, material, or technology you need to have ready, or special tasks to do before the lesson starts, e.g. rearrange desks, book a room or equipment. |
| Books on cedar trees, cedar weaving, oral history/language will be borrowed from the First Nations Resource room. Carpet area will be clean and a spot for the speaker will be readied (chair brought, spot for artifacts/tools, etc.) |
- LESSON OUTLINE
| Instructional Steps | Student Does/Teacher Does (learning activities to target learning intentions) | Pacing |
| OPENING:e.g. greeting students, sharing intentions, look back at what was learned, look ahead to what will be learning, use of a hook, motivator, or other introduction to engage students and activate thinking and prior knowledge | Greeting students and explaining to them the topic we are starting (cedar weaving). Tell them that we are having a special guest come and share with us today, and go over the expectations of how to act when someone else is speaking and have them give examples. | 5 mins. |
| BODY:· Best order of activities to maximize learning — each task moves students towards learning intentions· Students are interacting with new ideas, actively constructing knowledge and understanding, and given opportunities to practice, apply, or share learning, ask questions and get feedback· Teacher uses learning resources and strategic opportunities for guided practice, direct instruction, and/or modelling· Can include: transitions, sample questions, student choices, assessment notes (formative or otherwise), and other applications of design considerations | Students sit on area rug facing speaker, demonstrating good listening ears, not bringing anything that can distract them. Bring speaker in and they can tell the story of cedar weaving, hopefully incorporated with SmâalgyÄx language for words like red cedar â amgÄn. If not then I will go over the words for the materials in Tsimshian. Have time for the students to ask questions afterwards and for them to look at examples of finished woven cedar projects. | 30 mins. |
| CLOSING:· Closure tasks or plans to gather, solidify, deepen or reflect on the learning· review or summary if applicable· anticipate whatâs next in learning· âhousekeepingâ items (e.g. due dates, next day requirements | Students can fill out basic worksheet about cedar weaving and Tsimshian peoples, can work in small groups, pairs or on their own. Can play a video in the back ground on cedar weavingAsk students exit ticket question | 10-15 mins |
- REFLECTION (anticipate if possible)
| · Did any reflection in learning occur, e.g. that shifted the lesson in progress?· What went well in the lesson (reflection on learning)?· What would you revise if you taught the lesson again?· How do the lesson and learners inform you about necessary next steps? · Comment on any ways you modelled and acted within the Professional Standards of BC Educators and BCTF Code of Ethics?· If this lesson is being observed, do you have a specific observation focus in mind? |
| Reflect on the time spent during each activity. Were students able to sit and actively listen for that long? Should more or less time be given for writing? |
Journal Entry Week 7
Lisa Seymour
Assessment and Motivation EDUC â 421
Concerns and Queries of Assessment
            Entering into our first teaching practicum I am feeling nervous about creating lesson plans and teaching lessons by myself. I was hoping for a primary grade, however, I am in a grade 6 class at Uplands with Heidi Siebring. I had Ms. Siebring as a teacher when I was in junior high and my mother and she knows each other well, so I feel like expectations are high.
            We have gone into the class for 3 Tuesdays now and I feel very lucky with my practicum placement. The students in this class are amazing and I am grateful to have Heidi as my coaching teacher. We have talked about the lessons I will be teaching, I asked if I could focus on math as that is a weak subject for me and I hope by learning to teach it well it would make up for my lack of skill. I am interested in learning how to create a rubric for math, I havenât created one yet as math is right or wrong and no medium ground really. Iâm also interested in formative and summative assessments for math. Would formative be verbal review during the lesson? There wouldnât be time for every child to answer. Would a different form of formative be an âinformal quizâ? Students would get a sheet of a few questions, answer, then after a set time mark as a class.
            To me math is a very straightforward subject that isnât up to interpretation, creating a rubric seems a difficult task to elaborate on. I am also going to be teaching writing, which Iâm not too worried about regarding assessment because I feel like Iâve had more practice during class.
                               DRAFT LESSON PLAN (REVISED 2021)
Candidateâs name: Lisa Seymour
| Grade/Class/Subject: | 5&6/Math | School: | Uplands |
| Date: | March 7th. | Allotted Time: | 50 mins. |
| Topic/Title: | Fractions/Mixed Numbers and Improper Fractions |
- LESSON ORIENTATION
Key resources: Instructional Design Map
| Briefly, describe purpose of lesson, and anything else to note about the context of lesson, students, or class, e.g. emergent learning needs being met at this time, elements of focus or emphasis, special occasions or school events. |
| Students will continue to learn about fractions and changing an improper fraction to a mixed number and vice versa. |
- CORE COMPETENCIES
Key resources: https://curriculum.gov.bc.ca/competencies
| Core /Sub-Core Competencies (check all that apply): | Describe briefly how you intend to embed Core Competencies in your lesson, or the role that they have in your lesson. |
| COMMUNICATION â Communicating COMMUNICATION â Collaborating THINKING â Creative Thinking THINKING â Critical Thinking THINKING â Reflective Thinking PERSONAL AND SOCIAL â Personal Awareness and Responsibility PERSONAL AND SOCIAL â Positive Personal and Cultural Identity PERSONAL AND SOCIAL â Social Awareness and Responsibility | Students will use critical thinking to look at each problem in front of them and read directions carefully.Students will use creative thinking for problem solving and drawing examples.Students will reflect on terminology review and use the language in their work. |
- INDIGENOUS WORLDVIEWS AND PERSPECTIVES
Key resources: First Peoples Principles of Learning (FPPL); Aboriginal Worldviews and Perspectives in the Classroom
| FPPL to be included in this lesson (check all that apply): | How will you embed Indigenous worldviews, perspectives, or FPPL in the lesson? |
| Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors. Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place). Learning involves recognizing the consequences of one’s actions. Learning involves generational roles and responsibilities. Learning recognizes the role of Indigenous knowledge. Learning is embedded in memory, history, and story. Learning involves patience and time. Learning requires exploration of one’s identity. Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations. | Patience and allowing time when teaching, not all students work at the same pace or grasp concepts at the same time. |
- BIG IDEAS
Key resources: https://curriculum.gov.bc.ca/ (choose course under Curriculum, match lesson to one or more Big Ideas)
| What are students expected to understand? How is this lesson connected to Big Idea/s or an essential question? |
| Mixed numbers and decimal numbers represent quantities that can be decomposed into parts and wholes.Computational fluency and flexibility with numbers extend to operations with whole numbers and decimals. |
- LEARNING STANDARDS/INTENTIONS
Key resources: https://curriculum.gov.bc.ca/ (choose course under Curriculum)
| Curricular Competencies:What are students expected to do? | Content:What are students expected to learn? |
| Read fractions and understand if they are looking at an improper fraction, mixed number or proper fraction. | How to convert an improper fraction to a mixed number.How to convert a mixed number to an improper fraction.Students will learn the math terminology for fractions. |
- ASSESSMENT PLAN
Key resources: Instructional Design Map and https://curriculum.gov.bc.ca/classroom-assessment
| How will students demonstrate their learning or achieve the learning intentions? How will the evidence be documented and shared? Mention any opportunities for feedback, self-assessment, peer assessment and teacher assessment. What tools, structures, or rubrics will you use to assess student learning (e.g. Performance Standard Quick Scale)? Will the assessments be formative, summative, or both? |
| Students will be shown flash cards with fraction questions in small groups and verbally answer for formative.Worksheets will be given as summative learning.Practice sheets and questions during lecture portion as formative. |
- DESIGN CONSIDERATIONS
Key resources: Instructional Design Map
| Make brief notes to indicate how the lesson will meet needs of your students for: differentiation, especially for known exceptionalities, learning differences or barriers, and language abilities; inclusion of diverse needs, interests, cultural safety and relevance; higher order thinking; motivations and specific adaptations or modifications for identified students or behavioural challenges. Mention any other design notes of importance, e.g. cross-curricular connections, organization or management strategies you plan to use, extensions for students that need or want a challenge. |
| Lesson will be delivered visually and verbally with questions welcomed. IEP student has his own workbook that he has inhis desk. |
| Required preparation: Mention briefly the resources, material, or technology you need to have ready, or special tasks to do before the lesson starts, e.g. rearrange desks, book a room or equipment. |
| Smart TV to play short clip on how to change fractions. Flash cards with various questions. Worksheets for individual work. |
- LESSON OUTLINE
| Instructional Steps | Student Does/Teacher Does (learning activities to target learning intentions) | Pacing |
| OPENING:e.g. greeting students, sharing intentions, look back at what was learned, look ahead to what will be learning, use of a hook, motivator, or other introduction to engage students and activate thinking and prior knowledge | · Review topic â Fractions, mixed numbers, improper fractions· Review what they know about fractions· Show students yellow sheet showing list of what is to be done for math and how far theyâve come.· Let them know they can have their snack and I will be putting on a Khan Academy clip to show different ways to change mixed number to improper fraction and vice versa. | 5 mins. |
| BODY:· Best order of activities to maximize learning — each task moves students towards learning intentions· Students are interacting with new ideas, actively constructing knowledge and understanding, and given opportunities to practice, apply, or share learning, ask questions and get feedback· Teacher uses learning resources and strategic opportunities for guided practice, direct instruction, and/or modelling· Can include: transitions, sample questions, student choices, assessment notes (formative or otherwise), and other applications of design considerations | · Go over definitions â Numerator: the number above the line in a common fraction showing how many of the parts indicated by the denominator are taken, for example, 2 in 2/3. Denominator – the number below the line in a common fraction; a divisor, etc. as a group in a circle away from desks.· Let students know I am breaking them into groups to work on flash cards with a teacher. (Pre made group list) 10 minutes given.· Students will return to their desks for a work sheet and be given 20 minutes (shown on timer). Any questions can be referred to myself. P.56/58, 55/57. | 30 mins. |
| CLOSING:· Closure tasks or plans to gather, solidify, deepen or reflect on the learning· review or summary if applicable· anticipate whatâs next in learning· âhousekeepingâ items (e.g. due dates, next day requirements | · Let students know they have 5 mins left and we will be continuing tomorrow.· Summarize what we did today | 5 mins. |
- REFLECTION (anticipate if possible)
| · Did any reflection in learning occur, e.g. that shifted the lesson in progress?· What went well in the lesson (reflection on learning)?· What would you revise if you taught the lesson again?· How do the lesson and learners inform you about necessary next steps? · Comment on any ways you modelled and acted within the Professional Standards of BC Educators and BCTF Code of Ethics?· If this lesson is being observed, do you have a specific observation focus in mind? |
| · Reflection on time allotted and if there is enough work for the high achieving students and enough attention given to students who need extra help.· See who is really grasping the concept and who is not. |
Growing up I always loved swimming. My parents have always wanted us to excel and do well in life, so as soon as I expressed interest in becoming a lifeguard I was registered for all of the courses. I was so nervous on my first day and did not want to go in, my mother made me go and at least try it out. That was one of the best things to happen to me. Working as a lifeguard at the Terrace Aquatic Centre you also had to be a swimming instructor and janitor since we are such a small facility. I was also trained as a receptionist and would fill in as needed as I gained more seniority.
Out of all the different tasks I had, teaching swimming lessons was my favorite. I taught classes for babies who were 5 months old, to classes for adults whose ages ranged from 20-70 years old, and everything in between. I felt like I got a taste of what it is like to be a teacher working at the pool, not every day will be perfect and fun but it is so rewarding. During lessons, we did attendance every day, if a child missed 2-3 classes in a row without being notified of a reason we would have to call home and see what was going on. We also had to do long-term lesson plans for each swimming level as well as daily lesson plans for the classes we were currently teaching. For the daily lesson plans, we had to include the criteria that we had to watch out for (to make it easier to note down on the record sheet) along with a rough time estimate for each game and activity. Halfway through each lesson set, we would end classes early to have parent/guardian lesson updates on each child we taught. We had to tell the parents what exactly the student needed to work on and how, skills or behaviors, and something that they were doing well at in class. As a swimming teacher we would also have to write report cards, not all parents would take the news well if their child didn’t pass and I learned to stand my ground and be confident with my assessment and decision and back up what I was saying.
Teaching people how to swim required a trusting relationship between teacher and student. So many children and adults are trying to get over their fear of water and drowning when they come to you for help and guidance. It was during my training that I learned everyone learns in a different way, some can listen you give directions and be able to try it, others need to watch you first and some need to physically do it themselves to really understand. In each lesson, we had to incorporate all 3 learning methods in a fun and safe way. I enjoyed seeing students overcome their fears or master a skill they have been trying for so long and see how happy they were. This was the part of the job that kept bringing me back to the pool. I love working with people, especially children, and making a difference in someone else’s life. I wanted to turn that into my career so I began looking into the requirements for becoming a teacher.
The topic I am writing about is school culture, general feelings, and climate. Rebecca and I are visiting Hazelton Senior Secondary for the first round of our observational practicum. On our first day after the bell, when the students finished homeroom, the principal, Mr. Boisvert, gave us a tour of the school. You could tell that he was very excited that the school had two former Olympians graduate from the school, and they still had the wrestling training mats that the gold medal winner used to train. He also loved carpentry, metalwork, and art, not the “standard” academic classes. The school’s primary demographic is First Nations students, yet, there is a lack of their culture represented on the walls or from what I could see.
Tuesdays at the high school are only two blocks due to the changes from Covid. In the morning, we were in grade 9 Science with Ms. Bob. While we were waiting in the staff room, Ms. Bob gave us a brief overview of her class and that half of the students were identified, but she had no help. She also explained that it is hard since up until grade 10, students get passed through each grade no matter if they pass or not, which makes it hard for classes that need a solid foundation before you can learn the next topic. Walking into the class, the atmosphere was somewhat stark, the first class in the morning students tend to be tired, but this felt like more than that. We asked her what she thought was the school’s culture, and she responded by saying that there is a lack of culture throughout the school. Not just a lack of Gitxsan culture but the “typical high school culture”. Ms. Bob has been at the school for many, many years, and she noticed that the school spirit has diminished, where before students would run from class to class trying to recruit for the yearbook or student council, now that is gone. She noticed a significant decline in these activities, especially since Covid. Current students could not watch former students run these activities since everyone had to attend school from home.
After lunch, we observed in Mrs. West’s grade 8 Humanities class for the second block. The atmosphere was different, not sure if it was because it was the afternoon and after lunch, but these students were energetic and animated. The class was learning about culture, what it is, and what it means to each individual. Mrs. West emphasized Gitxsan culture since that was the land they were learning on and the nation that most students belong to. When teaching the lesson, she would often refer back to Gitxsan culture as examples and emphasize the point she was trying to make, which I liked. That was something I never had when I went to school. She utilized movement a lot in her class. If the students were getting restless or struggling with their assignments, she would recognize this and take a small break. In the school, they were only allowed to give the students a 10-minute break, but I noticed most teachers did not follow this as 3 hours is a long time for students to be sitting in one course. When we asked Mrs. West what she thought the school’s culture was, she gave us a very similar answer to Ms. Bob. The culture and feelings of the school have declined most notably since covid, and the supports are not there to help the students, either with staff numbers or from home.
Overall, the general feel of Hazelton Sr. Secondary was that most were struggling, that even though they are mostly First Nations, there was not much culture infused in the school as a whole. On our second day of observation, we were in different classes with different teachers, and the vibe we got from them about the school’s culture, perceptions, and beliefs were similar to Mrs. West and Ms. Bob’s. They all love what they do and find it fulfilling, but they find it a challenging school.