After rejoining university in 2021, I studied for three semesters, consolidating my foundation on pedagogies (i.e., ENG3261 and ENG3262) and drilling deeper into the professional knowledge in English language (i.e., ENG3340, ENG2403 and LIT3047). Additionally, I finished the immersion program in York University on Zoom during COVID-19 before conducting my teaching practice, gaining insights on different educational styles and culture from the Canadian virtual classroom. 

My first 8-week long block practice in October 2022 marked my formal reentry into the teaching profession. Assigned to a primary school, T.W.G.Hs. Tang Shiu Kin Primary School, I was assigned to teach a class of Primary 3 students characterized by diverse needs. The challenges of low English proficiency, wide learner gaps, and special educational needs (SEN) issues tested my ability to create inclusive and engaging lesson plans. This experience was both daunting and rewarding. 

The first challenge I encountered was providing SEN support in my classroom with nearly half of whom had SEN, including Attention-Deficit-Hyperactivity Disorder (ADHD), mild and high-functioning autism, mood disorders, dyslexia, and intellectual disability (ID). One characteristic is that SEN students respond differently to sensory stimulation, and their emotions are relatively unstable. For example, some students are particularly sensitive to sounds. Therefore, targeting this issue, when reading the texts or playing English songs, students need to be guided to read with moderate volume and emotion to avoid “yelling", Hence, it will not cause uneasiness to SEN students. I have also amended my lesson plans to narrow learners’ differences, such as designing questions of different levels (i.e., scaffolding with more guiding questions before asking higher-thinking questions), so that students with different abilities can gain a sense of success in the process of answering. In addition, students who sit next to the SEN students will be invited, sometimes even volunteer, to become "little teachers" to help their classmates during class and in homework remedial sessions to facilitate smoother learning. 

Additionally, in terms of learning motivation of P3 students, most of them are active in classroom activities, like interacting with teachers and peers, and like playing games on the digital blackboard and at-home e-learning. Students are always eager to answer verbal questions. Especially, SEN pupils tend to volunteer often to answer questions or play games that do not involve spelling. Therefore, when designing teaching activities, interactive activities such as role-playing and situational dialogue will be adopted. Also, students will be invited to use tablets to complete Wordwall, Nearpod, and Padlet game teaching activities to add flavors to learning.  

A particularly impactful moment occurred when a student attempted self-harm in the classroom due to bullying over his learning disability. Confronting this crisis required not only immediate problem-solving but also ethical decision-making and collaboration with school counselors and teachers. The incident underscored the importance of safeguarding students’ well-being and reminded me of the weight of responsibility educators carry.

Despite the challenges, I found teaching deeply fulfilling. Witnessing students’ progress, whether through improved engagement in game-based learning activities or better performance in dictation, reinforced my belief in the transformative power of education. The feedback from my supervisor and students boosted my confidence, affirming that I had the potential to make a positive impact as a teacher. This experience solidified my passion for teaching while helping me appreciate the nuances of working with diverse learners.