Teaching Practice!

Hi! Here you will find everything you need to know about my traineeship at the Methodeschool Van Veldeke during my Erasmus Exchange.

Context

As mentioned, I am doing my traineeship at the Methodeschool Van Veldeke. It is a high school located in the center of Hasselt. One of the things that impressed me the most was that each lesson block lasts 80 minutes, and the school day starts from 8:30 a.m. to 4:10 p.m. However, the students can make use of the first 30 minutes of the day to have a coaching session.

ABOUT THE HIGH SCHOOL

WHAT IS MY TEACHING PRACTICE ABOUT?

In the first week, I had to observe different lessons from subjects such as chemistry, biology, and English. As it is a method school, the methodology applied in the high school is completely different from my home country, so I had this week to learn how this "method education" was applied.

Then, in the second and third weeks, I had to teach and perform all the roles of a teacher (planning the lessons, elaborating extra materials, etc.). Therefore, I have been teaching English to three different classes in the 3rd year of high school.

Cultural Identity

As the Methodeschool Van Veldeke is located in Hasselt, Belgium, the majority of the students and teachers population are Belgian. However, a diverse and inclusive educational environment can be observed within the classrooms. In addition, its cultural identity can also be illustrated by the importance of peer teaching and independence in the student's learning process.

PEER TEACHING

During my observation, I noticed that peer teaching (an approach in which students strengthen their knowledge through the support of other students) is an important part of this high school. For instance, the classroom layout was mainly based on double desks, so each student had her/his "co" ( a co-worker), so they supported each other. Additionally, the coworkers change seats every 2 weeks, giving the students an opportunity to talk and work with other people.

Methodeschool Van Veldeke classroom

INDEPENDENCE

Furthermore, enhancing students' independence is also essential at Van Veldekel. During the lessons, the teacher should introduce the topic in no more than 20 minutes; afterward, the students should work on their own. Additionally, pupils decide if they want to work inside the classroom, or in the common area (maximum 2 people per table). Of course, the teacher must check the progress of the students and provide balanced guidance to students who need it.

Common Area

Moreover, students have a "flex hour" in the last period of classes. During this hour the teachers will be in specific classrooms to help students who need extra support, so students are free to decide which class they want to attend to work independently on assignments, or study for a test with the guidance of the teacher (if needed).

Finally, students can decide if they want to take their main subject in Dutch or English. This is a method of teaching known as the CLIL (Content and Language Integrated Learning), in which students are exposed to the target language while learning about a particular topic or subject. Therefore, the subjects that students can study in English are biology, chemistry, behavioral and social sciences, and economics.

Cultural Differences

During my traineeship, besides the educational approaches and methodologies, I also noticed some cultural differences that might interest you.

The handwriting. It was surprising to observe that most students' handwriting was cursive. In Ecuador, print handwriting is taught to Ecuadorian children since they are in the second year of primary education, so the majority of the population has print handwriting.

The use of a pen instead of a pencil to answer textbook activities. I wouldn't affirm that all the students from Belgium prefer to use pens over pencils, but most of the pupils do. On the contrary, I consider that in Ecuadorian high schools, students tend to use pencils to answer textbook activities. We just use pens to answer exams or to write in our notebooks.
The use of double desks. Based on my own experience teaching in Ecuadorian public high schools, I would say that students tend to sit alone. We do apply cooperative learning strategies, but the class is usually organized with single desks.

The availability of technology. For me, it was impressive how all the students had their own laptops with the digital version of their English textbook; the pupils used the e-book to play listening exercises or videos on their own. Unfortunately, high schools in Ecuador don't have this resource. Therefore, if students need to watch a video, teachers have to project it, so students are not able to re-watch it as much as they want.

Classrooms in Belgium

Neither pupils nor teachers wear uniforms. In Ecuador, wearing uniforms is really important, if you are not wearing the school uniform you can not attend classes. Besides, in some schools, teachers also have to wear uniforms.
Finally, I would say that the English proficiency level of students was surprisingly higher. I worked with three different classes of 15-year-old students, in which most of the students were able to communicate and read books in English without problems.

Classrooms in Ecuador

Learning Achievemnts

This teaching traineeship has been one of the most significant, exciting, and enriching experiences I have ever had as a future English teacher. I experimented with various teaching approaches and methods based on real-time feedback from experienced mentors, providing me with the opportunity to not only hone my ability to convey information effectively but also to promote my innovative thinking and adaptability. Therefore, participating in this traineeship has given me several positive outcomes.

First of all, it developed and enhanced my teaching skills. As mentioned above, during these weeks I observed and applied different classroom management strategies, lesson planning, and techniques for effective communication with students. Since Belgium is a diverse country I learned how to adapt to multiple learning environments, work with different student populations, and handle various challenges that may arise in the classroom regarding cultural backgrounds or language barriers.

Moreover, it helped me to identify my strengths and areas for improvement as an educator. After each lesson, I received constructive feedback from a mentor teacher. First, I was asked to reflect on the things that were difficult for me, and then, the teacher shared the positive aspects of my lesson and some tips to improve it. Now, after each lesson, I take notes about what I should change in my lesson and possible solutions. This experience made me build a habit of reflective practice after each lesson that I consider crucial for my ongoing professional development.

In conclusion, this teaching traineeship has been a transformative journey, shaping me into a more skilled and reflective future English teacher. Teaching in Belgium allowed me to build my confidence as an educator, increase my cultural competence, and create a robust foundation for my future within the diverse educational landscape that we also experience in Ecuador. This enriching experience has provided me with invaluable outcomes that will undoubtedly influence my future as an educator.