Hello!! I can't stop writing without sharing with you my great impressions about this experience at L'Alzinar School. Thanks a lot for being a key part of it!
Ultimately, I would like to stand out that
this second practical period has been as positive as the previous one. Even so,
it is true that this one has an added ingredient which is my educational
intervention titled Walking through
Campins!. I put into practice with students from third and fourth grades of
Primary Education. From this
perspective, I would like to highlight different impressions and ideas in relation to both this school experience and my practical classes with
a handy group of pupils.
In reference to this school stage at
L’Alzinar, a rural centre from Montseny’s area, I would like to say that during
that time, I have reaffirmed that I really want to become a teacher in a close
future. Therefore, there is no matter about the type of school because I think
each one has its magic essence for how it works and you, as the teaching
professional, have to be the one who makes it possible and discover what is the
best of it all.
What’s more, I both prefer the two stages:
Elementary and/or Primary Education. As previously thought, L’Alzinar permitted
that I was able to interact a lot with children of an extended range of ages from P3
to 6th grade. In addition, I stayed with an interlevel group from 2nd
to 4th grades, a totally different classroom as any other seen
before. This group has enriched me a lot: not only because of the way of
organizing the grades in terms of tasks, but also for how each one was
different and special from the rest at the same time.
The possibility of knowing how a rural school
works has been one of the most standing issues to learn about it. L’Alzinar
belongs to the ZER Baix Montseny with two other centres (Puig Drau and Pont
Trencat) and I could also know these schools thanks to the meetings I attended
with my staff. I would like to show my grattitute to let me meet with them in a
weekly way because I felt myself as a real teacher with an active listening
attitude and passion for new educational aims.
Generally, it does signify that I was bound
to live an experience that was very different and positive from the one I got from my
previous years as a child and a Primary School Student. This is a total balance of enrichment
because I compared, checked, understood multiple ways of doing, rethinking and
becoming a teacher in a school.
In reference to my tutor, I can express that
I have excellent memories from her and the way of working as a teaching professional. This is not only perceived in front of a real class atmosphere, but also behind the room for
planning and making new and real aims possible with effort and capacities such as cooperation or enthusiasm.
Another relevant group has been focused
on families. They were fundamental in my day-to-day routine as a result of high
levels of interaction (at the beginning of the morning, before and after lunch
time, in the afternoon…). I started to know them and I consider that it has
been possible thanks to the close relation it exists among the school community.
Finally, I
would add the environment of this school around Montseny’s Natural Park. I
remember me driving my car till the parking or having memories at School with
great levels of illusion to go over the landscapes (diferent textures, shapes
and, surely, colours and mixtures of them...). This was represented in a scene that is difficult to find in a urban area and not as easy as it is
in a rural zone like the one I have been staying for two months.
Regarding my educational
intervention, I can verify lots and lots of aspects to point out right now. To
make a summary of the main relevant themes, I am going to comment some of them
and my related impressions. One of the most satisfied elements is the time I had
because I could check that it is always an indisputable value for a real school
experience. Greatly, I occupied the time I had planned at the beginning for
almost every session of my teaching plan.
I took into account special needs
and, at the same time, the motivations of my group of pupils to make them participate
in each session according to their capacities and abilities. Similarly, I found
important to find initial information about the topic (in my case, Campins) to
design suitable activities that were able to connect with my curricular and personal
aims of the centre of interest.
In this direction, I do think it was
essential to plan an evaluative process that could be meaningful for me as a
future teacher. Therefore, I organized an initial, formative and final process
to check the evolution of either every pupil and the class group in a more
individual and cooperative dimension with different indicators and grills
especially designed for my intervention.
To sum up, I have to recognize that
I was aware of the material, resources and space distribution that the school
had and by which I also planned my sequence of activities to adapt them to the
real essence of it. All in all, I believe that what counted more here was my
daily tendency to start each session with a smile from ear to ear to guarantee a
first and positive connection with my students based on willingness and
illusion.
Best wishes to everyone!! If you want to get in contact with me, don't hesitate and write me an email to: raquelpa1@blanquerna.url.edu
It will be such a nice pleasure to have news of you all! :-)