There is something about working with teacher candidates that I find completely inspiring. Perhaps it’s because they are fresh and excited about teaching and anxious to do a great job in the classrooms. They seem to be idealistic in a real sort of way and definitely genuine in their belief about changing the world. I feel honoured to be accepted as a part of their pursuit.
The group I’m working with now is from the Institute for Child Studies at OISE, University of Toronto. I am noticing above everything that this group is smart. Along with their intuitive intelligence about teaching, they seem to have acquired knowledge that supports who they already are. Their programme is a Masters programme in Education. Various Bachelor programmes come together in one group to create a solid foundation in education and/or human development.
It is also wonderful working with a group who are already immersed in the stage of inclusion. They know each other, joke together, and despite the fact that there is limited job availability and lots of opportunity for competition, they seem to be so supportive of each other and helpful and together.
It reinforces the idea that establishing a solid foundation of mutual respect and appreciation is critical. I’m wondering if their appreciation of each other further encourages information sharing and, enhances the achievement level and degree of knowledge learned.
Sharing this time with them has reminded me of the difference between assessment and evaluation. When your classroom runs smoothly there is very little need for tests. Students stay on top of the material, get directly to the tasks at hand and ask questions on their own when there is need for clarification or desire to extend their learning. For students who need more….asking for it pushes us just a little it further. As teachers, we can’t expect ourselves to know everything, but we sure want to stay open to learn.
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