{"id":253750,"date":"2018-06-26T16:59:08","date_gmt":"2018-06-26T20:59:08","guid":{"rendered":"https:\/\/yfiledev.uit.yorku.ca\/?p=253750"},"modified":"2025-04-03T13:21:46","modified_gmt":"2025-04-03T17:21:46","slug":"first-cohort-of-students-in-concurrent-york-ryerson-education-program-graduate","status":"publish","type":"post","link":"https:\/\/www.yorku.ca\/yfile\/2018\/06\/26\/first-cohort-of-students-in-concurrent-york-ryerson-education-program-graduate\/","title":{"rendered":"First cohort of students in concurrent York-Ryerson education program graduate"},"content":{"rendered":"

After six years of early childhood studies (ECS) and education practice, the first cohort of students from York-Ryerson's concurrent BA\/BEd program have graduated, receiving a bachelor of education from York U's Faculty of Education and a bachelor of arts in ECS from Ryerson\u2019s School of Early Childhood Studies.<\/p>\n

\"Anna-Maria

Anna-Maria Shular<\/p><\/div>\n

\u201cStudents in the ECS program develop deep expertise in early childhood, through both their coursework and placements in early-childhood settings,\u201d said Chlo\u00eb Brushwood Rose, associate dean Academic Programs with York U\u2019s Faculty of Education. \u201cThey come to our bachelor of education program with a comprehensive foundation in child development upon which to build their pedagogical knowledge and practice.\u201d<\/p>\n

One program aspect graduates said initially appealed to them was the opportunity to be considered in York's Faculty of Education early on as undergraduate, and have the BEd course offering taught at Ryerson.<\/p>\n

\u201cI know a lot of colleagues who \u2013 if they only did the undergrad program and waited for further schooling \u2013 stressed about it in their third and fourth year,\u201d said 2018 graduate Anna-Maria Shular. \u201cFor us, I feel like we got [applications] over with initially and didn\u2019t have to worry about it in the future.\u201d<\/p>\n

\u201cEven if I didn\u2019t get in, there was also this comfort of knowing I could try again at the end of my fourth year,\u201d added fellow 2018 graduate Stephanie Galea.<\/p>\n

Students completed approximately 40 courses with Ryerson, 10 with York U and participated in six teaching placements. Ryerson\u2019s first-year practicum trained students to teach in daycare settings; in a community resources centre for newcomers in second year; with children with disabilities in third; and students could pursue their preferred teaching setting in fourth.<\/p>\n

York U\u2019s respective two placements facilitated students\u2019 transition into full-time teaching.<\/p>\n

\u201cSome people in fourth year even went abroad to teach English in places across the world,\u201d said 2018 graduate Jimmy Yu. \u201cPeople get very impressive resumes. They end up working for SickKids.\u201d<\/p>\n

Yu notes learning about classroom management, working with different populations, age groups and tailoring lesson plans for the 2018 classroom were, for him, some of the most significant lessons.<\/p>\n

\u201cThis generation has technology all over them,\u201d he said. \u201cThe old-school projector and chalkboard are not going to cut it for them. These kids are interactive; they want to look at videos on YouTube. They want to use smartboards.\u201d<\/p>\n

\"Stephanie

Stephanie Galea<\/p><\/div>\n

In Galea\u2019s experience, learning about education and practicing education first-hand were notably different. Every class panned out differently \u201cdepending on the kids in it and a host of factors you don\u2019t experience in the classroom like: age group, behavior, and different types of schools and school boards,\" she said.<\/p>\n

\u201cI really liked that I had the opportunity to complete a placement in a Grade 1 classroom in public school with York U, and my second one at a Catholic school,\u201d Galea said. \u201cI was exposed to working in two different school boards, and also with Grade 4 students.\u201d<\/p>\n

Shular noticed her personal program goals eventually became most focused around creating the most reliable lesson plans.<\/p>\n

\u201cUsually, when you\u2019re creating lesson plans, you have so many ideas for them to become a reality,\u201d she said. \u201cI wanted to make sure I knew how to accommodate all students, make classrooms more inclusive, time the lessons well and have a good success criterion.\u201d<\/p>\n

Yu mentions Ryerson\u2019s program electives and exams, for him, offered a sound technical foundation of childcare. But, \u201cwhat I like about York\u2019s Teacher Education program is there\u2019s no testing,\u201d he said. \u201cYou write memoirs and lessons. It\u2019s based on how well you structure a lesson, versus how well you memorize something.<\/p>\n

\u201cThe York courses, in particular, are more character development and about becoming a teacher.\u201d<\/p>\n

Shular said she too appreciated this aspect of the program, as it showed her what she could improve on.<\/p>\n

\u201cFor me, sometimes it\u2019s hard to raise my voice. I don\u2019t like being serious with students. I'm more of a flexible person,\" she said. \"But [the program] showed me how to be serious and flexible at the same time. I feel like York allowed us to build upon our pedagogy.\u201d<\/p>\n

In their York placements from January to April, students taught alongside their mentor teachers twice a week, then followed the 20-day May block, where students taught full-time for four consecutive weeks.<\/p>\n

\"Jimmy

Jimmy Yu<\/p><\/div>\n

Yu believes it was leveraging this May block that proved most advantageous for his development.<\/p>\n

\u201cA word of advice I\u2019d give students is: it\u2019s better to plan more than to plan less,\u201d he said. \u201cI spent four or five days on my plan; however, we only got through about 75 per cent of it because of assemblies and events here and there. Really take advantage of that week between your exams and that May block.<\/p>\n

\u201cThat month of your teaching is basically reflective of how you\u2019re going to be down the road.\u201d<\/p>\n

Galea said at the end of her two degrees she feels comfortable walking into a classroom and being the lead teacher. Shular said she feels the program shows what works for elementary students and teachers, and what doesn\u2019t.<\/p>\n

\u201cIt shows how the system is not just for the teacher; it\u2019s also for the student, the community and the child\u2019s family as well,\u201d said Shular. \u201cIt shows us how there are multiple roles in the Ontario education system.\u201d<\/p>\n

Brushwood Rose said the new graduates will provide an important bridge for children in primary education, between the worlds of early childhood and schooling.<\/p>\n

\u201cTheir unique perspective and experience positions them to be leaders in the school system, which has recently introduced not only full-day kindergarten, but a new kindergarten program that emphasizes an innovative pedagogy centred on the child, informed by evidence on learning from early childhood research,\u201d said Brushwood Rose.<\/p>\n

Edited from the original story published on the Faculty of Education website<\/a>.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

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