From student to beginning teacher: Learning strengths and teaching challenges

Figures & data

Table 1. Early learning and teaching

Participant	Early literacy experiences at home and in the community	Literacy experiences during elementary school	Grades taught in first three years of practice	Understanding of role as a literacy teacher and goals for students	Literacy teaching approach
Kelly	Parents are classroom teachersLots of reading and writing by adults and childrenDramatic play with sistersIncluded in dinner time conversationRegular library visits	No challenges academically or sociallyConfidently reading and writing by Grade 1Entered a Gifted program in Grade 4Won a creative writing award	Grades 6, 7, and 8 Physical Education and HealthGrades 6 and 8 Math and Language	Offers exciting and engaging literacy experiencesHelps students to feel safe and secure academicallyWants students to be confident communicators, particularly orally	Integrates literacy throughout the curriculumOften does not have a separate literacy timeReads to studentsGroup discussion of higher level thinking questions and “big ideas”Little focus on basic skills, formal assignments or testsInformal assessment
Mike	Mother is a school librarianLots of reading and writing by adults and children Grandfather wrote stories with grandchildren as charactersIncluded in dinner time conversationRegular library visitsInvolved in community theater	No challenges academically or sociallyConfidently reading and writing by Grade 1Switched to an Arts focused school in Grade 4	Combined Grade 2 and 3 classCombined Junior and Senior Kindergarten	Creates an inviting and encouraging classroom atmosphereFosters a positive attitude toward reading and writingWants students to value reading and writing	Play-based program with many “hands-on” learning opportunitiesMost of the time spent in active learning centersReads to studentsDevelopmental approach—children will learn when they are readyLittle focus on basic skills, Paper and pencil tasks, or testsInformal assessment through photographs
Darren	Both grandmothers were teachersLots of reading and writing by adults and children“one room schoolhouse”Included in dinner time conversationIncluded in mother’s weekly discussion groupInvolved in church and community music	No challenges academically or sociallyConfidently reading and writing by Grade 1	All grades from Kindergarten to Grade 8 as a long-term occasional or daily supply teacher	Engages students through a nurturing, positive environmentCreate passion and excitement for readingWant students to feel confident to take risks with reading and writing	Integrate literacy throughout the curriculumReads to students, particularly picture booksCollaborative drama-based literacy activitiesBasic skills will develop when students feel comfortable expressing ideasInformal assessment
Kendra	Little reading or writing by adults or childrenNo dinner time conversationsDid not attend community programsParents believed that school would take care of literacy learningSpoke some English before school	Difficulty adjusting to school routines and co-operating with other studentsEnglish language learning a challengeHigher level thinking skills more challenging than basic skills	Grade 4, all subjects other than French and MusicGrades 7 and 8 English, Math, and Science	Offers a relaxed, positive learning atmosphereHelps students “find their voice”Wants students to contribute and share their knowledge and experiences	Specific focus on literacy learning and teachingLarge block of time for literacy activities such as literature circles and readers’ theaterReads to studentsOne-on-one reading and writing conferences to monitor and assess student learning
Gail	Father read to himself, mother not a reader, little reading to childrenParents rarely wrote, but grandmother was a regular letter writerLittle dinner time conversationActive in sports and arts activities in the communityParents expected her to do well in school	Strong lower level skills such as spelling and decodingDisliked readingDifficulties with reading comprehensionDifficulties with oral presentations	Junior and Senior Kindergarten	Offers a positive literacy environmentOffers a variety of literacy resources and teaching strategiesWants students to enjoy reading and to have a deep understanding of what they read	Specific focus on literacy learning and teachingLarge block of time for literacy activities that her students enjoy and can successfully accomplishReads to studentsRegularly tracks student progress to ensure that they are learning
Rachel	Grandfather and uncle were teachers in Hong KongParents read to themselves and to the children in English and ChineseParents attempted to teach her to read in English and ChineseLittle dinner time conversationRegular library visitsStudied piano	Difficulty learning to read in French, English, and Chinese (at Chinese school)Frustrated by learning to read and “gave up”Difficulties with spelling and organization in written workDifficulties with reading comprehension	Grade 4 and Grade 5 Extended French program (half-day in English, half day in French)	Offers a caring and welcoming learning environmentFocuses on oral-language development in French and writing in EnglishWants her students to have a positive experience with literacy	Integrates literacy throughout the curriculumMore focus on French literacy than English literacyReads to studentsObserves her students to determine the types of assistance they need to improve