What I Learned this Week as an Elementary Education Major

Rachel O'Malley

McKay Student Ambassador

Elementary Education

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Another week down in the Elementary Education Program, and I already feel like my brain is running a marathon (in the best way). I’m diving into the TESOL (Teaching English to Speakers of Other Languages) minor by tackling all three additional classes at once—410, 440, and 450. Along with MTHED 306 and CPSE 300, my days are filled with exploring how to best help my students as a future educator. Not only am I learning theories such as Vygotsky’s sociocultural theory, but I’m also beginning to see how everything connects to real-life classrooms. Here’s what I’ve learned this week that challenged my thinking, inspired me, and made me even more excited to become a teacher.

Unquestionably, my TESOL classes have already transformed my thinking and shown me new perspectives and ideas to apply in the classroom. The TESOL minor is designed to give the foundational knowledge and skills needed to teach English to non-native speakers. In TELL 410, we are learning effective teaching strategies for English learners, such as incorporating creativity through art to engage students. In TELL 440, we are taught to value every student as an individual by not criticizing their “errors” but by seeking to understand their background and how it affects their learning. Reading assignments in TELL 450 provide firsthand accounts of immigrant mothers who desperately want their children to retain their home language, but need support from teachers to do so. I can apply all of these ideas in my future classroom by implementing "get-to-know-you" assignments to learn about students’ backgrounds, celebrating multilingualism, and including art to help students express themselves.

The unique thing about MTHED 306 class is how we learn by stepping into the shoes of our students and seeing math the way they see it. This approach allows us to become better teachers because we can empathize with our students by first understanding their thinking. This helps us unlock their potential and teach to their needs. Currently, we are reviewing how to set the stage for fractions by partitioning and integrating to get the correct answer. When I become a teacher, I won’t assume every child thinks the same way. Instead, I’ll observe their mistakes and ask probing questions to uncover the reasoning behind their math.

CPSE 300 has also been an enlightening experience, teaching me the importance of believing in every student and avoiding damaging labels. So far, we’ve learned about the shocking history of Special Education and gained a deeper understanding of the Individuals with Disabilities Education Act (IDEA) and Individualized Education Programs (IEP). These teachings have been valuable to me because I don’t have much experience with special education, and I want to be a teacher who is prepared to help every student and provide a welcoming classroom. CPSE 300 has reinforced that believing in each student’s potential is crucial, regardless of their challenges.

Although it’s just the beginning, I’ve gained a deeper understanding of what it truly means to be a teacher, someone who not only imparts knowledge but also recognizes, supports, and empowers every unique learning journey. Even though classwork can be as tiring as running a marathon, I’m incredibly grateful for these lessons, as they have made me more eager to step into the classroom and apply the strategies, perspectives, and practices that will help every child thrive.

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