Practicum Reflections: H.E.A.R.T Framework

H – School: Workplace Culture, Relationships, and Contribution

Settling into the school, I realized pretty quickly how much relationships matter. I made it a point to chat with my partner teacher every day, whether we were going over lesson plans or just talking about how things went. Those conversations helped me feel like I was part of the team, not just a visitor. Sitting in on parent-teacher conferences was a bit nerve-wracking at first, but it gave me a whole new perspective on how families and teachers work together. I tried to get involved beyond my own lessons, too. Helping out and planning activities like Calendario and Daily 5 made me feel more connected to the class. Leading small reading groups and eventually teaching lessons for other Grade 2 classes pushed me out of my comfort zone, but it was rewarding to see students respond to my ideas. I also spent time noticing the little things—like how calming corners and sensory tools were used—and made sure I understood the routines and expectations by reading through school documents and IPPs.

E – System: Professional Responsibilities and Ethics

The Alberta Program of Studies became my go-to whenever I planned a lesson. Sometimes I worried I’d miss something important, so I double-checked the objectives and made sure my activities lined up. I wanted my lessons to be meaningful, not just “good enough.” Reading through IPPs and parent-teacher conference notes gave me a better sense of what each student needed. It was a lot to take in, but it helped me think about how to include everyone. When I got feedback from my partner teacher or supervisor, I tried to see it as a chance to improve, even if it stung a bit. I always felt a sense of responsibility—not just to the students, but to everyone supporting me during practicum.

A – Individual: Personal Self-Care and Resilience

To be honest, keeping up my own energy was a challenge. I started each day with a few minutes of reading—usually something philosophical, like Stoicism or Buddhism. It helped me stay calm when things got hectic (which was most days). Meditation in the evenings became my way to reset and process everything. Physical activity was a must. My Aikido classes helped me let off steam, and teaching a Bachata lesson to the kids was a fun way to bring movement into the day. Journaling at night helped me sort through what went well and what I wanted to change. Early mornings were tough, but having routines and focusing on progress (not perfection) kept me going.

R – Professional: Accessing Supports and Resources

I leaned a lot on my partner teacher for advice and feedback. She was generous with her time and always willing to talk through challenges. My supervisor’s observations and feedback helped me see things from a different angle—like how to include more UDL strategies or better integrate Indigenous perspectives. Attending the Teacher Conference and joining parent-teacher meetings gave me ideas I wouldn’t have come up with on my own. I also made good use of curriculum guides, student notes, and classroom resources like calming tools and manipulatives. They weren’t just “extras”—they made a real difference in how I taught and how students responded.

T – Educational Worker: Navigating the Role

I underestimated how much time it takes to plan lessons that actually work. Some days, I felt stretched thin trying to meet everyone’s needs, but the moments when students were engaged—like during hands-on activities or sharing their creative work—made it worth it. I felt a real responsibility to make the classroom a safe and welcoming place. That meant paying attention to social-emotional needs, being flexible, and building trust. I also realized how much teaching depends on collaboration—with other teachers, staff, and families. There’s still a lot I want to learn, especially about bringing in Indigenous perspectives and encouraging student-led inquiry. This practicum reminded me that teaching is a constant process of learning, adapting, and taking care of myself so I can show up for my students.