Halfway through placement
22nd November, 2015
Alex talks about his placement experiences at a rural school
Given some pre-service teachers may never get the chance to complete a rural placement I thought it would be interesting to share my experiences. I’ve just finished my first two weeks of teaching and I can assure you the school and learning environment is like nothing I’ve ever experienced before.
The school is based in an extremely small town, about two and a half hours west of Melbourne. The current student enrollment is 38 and there are only two classes; foundation to year 2, and year 3 to 6. While I knew some of these details going in, the true reality of the size only hit home when I was standing at the whole school assembly on the Monday morning with 30 children. Needless to say, after my introduction to the school, everyone knows my name and who I am. In fact, I spent more time talking with the principal in one week, than I did with all the other principals of my previous placements combined!
The school is one of a few who are trialing a new integrated software platform that basically uses an online platform to create and store work. Every student has a computer and the school is well resourced; they even have a Polycon (a high quality camera system with monitor that allows them to video conference with other schools!).
But what does the school feel like?
From my first day I have become immersed in what can only be described as a truly community focused atmosphere. The teachers are genuine and the students are incredibly well behaved – it all feels like one big family. The outdoor area is huge and well utilised; they have a campfire area, sprawling veggie garden, chickens, basketball court and football oval. The other day in a garden lesson my associate teacher got the students to harvest some broad beans and leeks. The next day, during lunchtime, he cooked them up with some rice and the whole school had a communal feast.
Another interesting element is the kindergarten – it’s attached to the school! There are little ones running around during lunchtime and the transition to school is seamless. Perhaps all of these things add to the feeling of community and sense of belonging. While there was initially a sense of isolation (especially for me, being a city slicker) it becomes apparent that the internet and technology has connected people and communities to the essential resources they need. This school has an extremely strong and rigorous strategic plan for information technology, and makes excellent use of the online resources that are available.
My classroom itself is one of the most positive learning spaces I’ve ever encountered – largely due to my incredible associate teacher. He has made a point of not only encouraging a community of learners, but expecting students to support each other and regulate themselves. The students are incredibly proactive in seeking knowledge and managing themselves. And the kids are fantastic. I thought teaching such a large composite class would be difficult, but my associate teacher has created an environment where students can progress through the curriculum at their own rate and focuses on 1:1 conferences with students about their learning.
All in all I’m in love with this school and the community it has created; I think there is a lot to be learned from their style of teaching. In my next post I will look more closely at what I’ve been teaching, how to work with a composite class, and how to create a positive learning environment.
Until then, all the best!
-Alex
Love live it Alex! Mum teaches at a school a bit smaller than this in South Gippsland and so much is very similar. It's almost a sense of family throughout the school
ReplyDeleteHi Alanna, thanks for your comment! Yes it's a wonderful sense of community - I am definitely putting it in my life plan to teach at a rural school some day.
Delete