Reflections on the water

Although they can be troublesome, I always see colds as important times for reflection, meditation, and deeper learning. The lingering cold I've had since coming back from Gold River has given me time to begin thinking about my tremendous experience with rural education over the past three weeks. Although I could probably write a book, I want to instead include my complete responses to a UBC form:

How did you apply your classroom learning during this field experience?

Although the actual teaching I was able to do while in Gold River was limited, I was able to apply numerous ideas from my English methodology class in the fall to my four class Storytelling unit in Nuu-chah-nulth 8/9. In particular, I thought back to Carl Leggo’s ideas about the importance of finding joy and leisure in stories while also making the learning relevant to your students. Although I don’t know if any of the students at GRSS are designated English as a Second Dialect (ESD), I also found myself thinking back to an article I read for English Methodology about teaching ESD students.

If anything, I found myself referring to independent reading I have undertaken about Aboriginal Education or learning that took place during my long practicum.

Did you achieve your learning objectives?

Yes! Besides having a new and interesting experience, my learning objectives were as follows:

- What are the differences between rural and urban education?

Small class sizes, better student-teacher relationships, stronger school community, more flexibility.

- What are some specific challenges that rural teachers face?

Higher rates of IEP’s, fewer opportunities for extra-curriculars impacts the classroom.

- How do teachers in rural school districts engage is place-based or project-based learning?

Beyond Nuu-chah-nulth (NCN) and Nootka Sound Outdoor Program (NSOP), I didn’t see any examples of place-based or project-based learning. Perhaps this happens in younger grades or just simply wasn’t taking place during my visit. I also wasn’t able to visit as many classes as I would have liked.

- What does extra-curricular learning look like for rural students?

Students participated in school athletics and some music lessons were available in the town, but other than that it seems that students had to travel to Campbell River for anything else. Several students were in a play in Campbell River during my stay. I spoke with their parents about the reality of driving an hour and a bit to support their children’s extra-curricular interests.

What was reinforced for you?

The community that is built when an entire school is only 90 students. Unlike in other schools, it was clear that GRSS was a place where these students felt at home. A high school is a high school regardless of it’s location.

What surprised you?

The students were unabashedly sweet, polite, and friendly. There was no entitlement or attitude. However, I was surprised at the division between the Aboriginal and settler students. I expected some division, but not the division that met me at the school. During culture days there would be drumming and dance performances in the lobby at lunch. Hardly any of the settler students came to watch. I understand that these are songs and dances that they have seen and heard many times, but I still expected to come and enjoy them, or at least support their fellow students that were performing.

What skills or tools might you bring with you to the classroom?

Teaching NCN taught me the skill of radically adjusting your unit goals to support what is needed by your students. I wrote a First Nations storytelling unit for NCN that I was very proud of. I taught the first class and realized that despite my extensive research and location of myself as settler, a unit on traditional storytelling was neither needed nor desired by my students. I learned that instead of an outsider coming in to teach them about their own culture, I should instead take a more expansive view and draw connections between my own life, our larger contemporary society, and First Nations storytelling. After the second lesson, I altered the unit to discuss First Nations oral history in modern treaty development as well as contemporary forms of oral or personal storytelling including stand-up comedy, spoken word, “Humans of New York”, and the importance of personal narrative in political movements: “the personal is political”.

What went well?

There were so many things happening at GRSS! From culture week, to the Drama visit from St. George’s, to the track and field meet in Powell River, to the visiting students from Shanghai, I was able to experience a wide variety of activities that I wouldn’t normally be able to experience as a secondary classroom teacher. It was particularly interesting to join the NSOP trip to Esperanza and get a taste of intercultural outdoor ed! Such a rich experience that I will be detangling for a long time.

What might be improved?

I wasn’t able to observe or teach as much as I would have liked. When we arrived Ken (the VP) sent out an email asking which teachers would be able to welcome us into their classes. Two teachers replied. While I taught a few drama games in PE and eventually became good friends with the NCN teacher which led to my teaching a unit, it would have been nice to be set up with a School Advisor that would be willing to let us have a more thorough experience actually teaching in a rural school.

I will not forget my experience in Gold River. I am so thankful to UBC for offering the CFE program, I am so thankful for SD 84 for taking part in the CFE program, I am so thankful for all the staff at GRSS for welcoming me, I am so thankful my amazing homestay Pierrette, I am so thankful for my new Gold River friends and colleagues.

As I reflect on the experience, I remember coming upon the Gold River on the first day, not having realized that Gold River Secondary actually sits on it's bank. I love rivers for their dichotomy: constantly flowing. I think about stepping into the icy Gold River that first day and seeing my disrupted reflection look back up at me. As teachers, I think that rivers are excellent role models: nurturing, dangerous, always changing, reflective, and capable of leaving indelible marks upon the landscape.

How wonderful that this little high school on a rugged river bank is now amongst my most beloved places.

A highschool is a highschool:

metal lockers

echo laughter,

boredom;

Re/verb a love of one subject,

hate tears over another.

Pull open the heavy doors

and everyday

do your best to help them,

staggering and stumbling

over

the responsibilities of being

alive.