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integrity of the education we were offering. We continued to grade through this time, so I constantly weighed how much I could hold students accountable for their learning. I learned quickly in a “trial by fire” attempt to continuously adjust my practices to be more effective in reaching more students and families. Q: What surprised/challenged you the most? A: Teaching during the pandemic last spring, my biggest challenge was creating the routine and structures when our district used asynchronous instruction. Ultimately it reinforced how much we all thrive when we follow a routine — from my 4-year-old son, all the way up to the top administrators in our district.

we had more opportunities to work on how to teach and manage student behavior, because those are valuable lessons that I had to pick up over the years. Q: What advice would you offer to a teacher candidate who is student teaching now? A: Approach each lesson as an experiment. At the end, you can look at the “data” and adjust accordingly without taking it personally. You will fail. Lessons will flop. Kids will challenge you. View these experiences as “data” to inform your next experiment (lesson). This is the hardest thing to do but allowing yourself grace is what will allow you to bring your best self to the classroom each day.

Q: What made the partnership between you and the student teacher successful? A: I am really grateful to have the opportunity to work with new teachers, and when I am in the mentorship role, I try to get to know what strengths we can utilize right from day one in our partnership. Then we build into practicing areas that are not as comfortable or familiar. Every teacher that I’ve worked with has been different, and they have all taught me incredible things.

Cathy Burge

Cathy Burge, third grade, Coulee Region Virtual Academy, CRVA (formerly fifth grade at Viking Elementary in Holmen)

Q: What, if anything, would you have done differently? A: I wish that we had more time with all students in the classroom together. There is a different energy when we have small classes or have an online lesson that we’re going through together. Specifically, I wish

Q: What has the delivery modality been for you this semester (virtual, hybrid, in-person)?

Academy (a full-time, online experience for K-12 students in La Crosse County). I figured as long as everything was going to be so different, I would take a leap with CRVA. Q: How did you feel on day one of virtual teaching during the pandemic? A: Virtual learning was so foreign to me. I had so much to learn with the technology. It was nice to have the CRVA curriculum in place. Q: What surprised/challenged you the most? A: I thought it would be difficult to develop professional relationships with the students and a classroom community. However, we have accomplished both of these goals. I have not changed my belief that teaching is all about the learning and helping each student build upon their strengths. I really like the fact that I get so much one-to-one time with my students. I am able to meet them where they are at and help them learn individually. Q: What made the partnership between you and the student teacher successful? A: The relationship I had with my student teacher, Haley Mead, and field student, Greta Dokken, provided us the opportunity to collaborate and share ideas. The three of us were

A: I have taught face to face for 34 years. I was offered a third grade position in the Coulee Region Virtual CONTINUED ON NEXT PAGE

SCHOOL OF EDUCATION

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Profile for University of Wisconsin-La Crosse

University of Wisconsin-La Crosse School of Education Eagle Edge Newsletter Spring 2021  

School of Education Eagle Edge newsletter is published biannually for UW-La Crosse School of Education alumni and friends.

University of Wisconsin-La Crosse School of Education Eagle Edge Newsletter Spring 2021  

School of Education Eagle Edge newsletter is published biannually for UW-La Crosse School of Education alumni and friends.

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