Entering my final week of practicum, I realize how much I have grown as a teacher in such a short time. My final practicum was a whirlwind of intensity, challenge, and deeply rewarding moments. I was privileged to teach two VERY different but equally inspiring courses: a non-traditional band class, School of Rock, and English First Peoples 10. Each offered unique opportunities to grow as an educator and connect with students through innovative approaches to learning.
Rocking Inquiry-Based Learning
The School of Rock class broke away from the traditional "follow the conductor" band model, embracing a teacher-facilitated, inquiry-based approach. Students explored their roles within a rock band, collaborating to craft performances that showcased their creativity and unique skills. This performative model shifted the focus from teacher-directed instruction to student-driven learning, fostering teamwork, confidence, and process ownership. Watching them evolve into cohesive, stage-ready bands was an unforgettable highlight of my practicum.
Of course, this approach came with its challenges. Managing rehearsal space and logistics for four rock bands practising simultaneously was a constant balancing act. Transitioning from a structured concert band format to one where students had creative control required patience and adaptability. Students had to collaborate, make decisions about roles, and agree on repertoire—often a complex process! Adding to the dynamic, the class included students from grades 9 to 12 with vastly different technical skill levels and experience playing instruments.
Despite the hurdles, the journey was incredibly rewarding. The students rose to the challenge, developing as musicians and collaborative problem-solvers. It was a powerful reminder of the value of stepping outside traditional models to create space for creativity and shared learning.
Exploring Stories and Sound
Teaching English First Peoples 10 for the first time was another highlight. I led a unit on Indigenous Music and Narrative, which explored cultural instrumentation, traditional and contemporary music forms, and themes of identity and resilience. The unit culminated in a powerful project: students wrote their own songs inspired by themes important to their lives. It was incredible to witness their creativity and vulnerability as they used music to tell their stories, weaving together elements of their personal and cultural identities.
Lessons Learned
The practicum process was as demanding as it was rewarding, and I emerged with several key insights:
Trust Takes Time: Building trust is foundational to teaching. It requires more than simply noticing students—you must note them. It is essential to learn their strengths, challenges, motivations, and what drives them even when the task isn’t their favourite. "Meeting students where they are at" fosters a connection that helps them grow.
Classroom Management Starts on Day One: From the moment you step into the classroom, you set the tone. Clear expectations, communicated respectfully and assertively, establish a foundation of mutual respect. Classroom management isn’t about being harsh—it’s about creating a safe and inclusive space where everyone feels valued and disrespect has appropriate consequences.
Reflecting on the Journey
The practicum process was exhausting at times, but it affirmed my passion for teaching and helped me develop practical skills to create meaningful learning experiences. Whether through music or stories, I learned the importance of creativity, connection, and fostering a respectful classroom culture. I’m grateful for the opportunity to learn and grow alongside my students, and I can’t wait to carry these lessons into my future classrooms.
For those currently navigating their own practicums, remember: trust the process, embrace the challenges, and celebrate the victories—big and small. They’ll shape you into the teacher you’re meant to be.
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