The ATA News , March 31, 2026 ❚ 3
Entering the profession with open eyes—and hope VIEWPOINTS
carefully constructed scenarios. What they could not fully replicate were the layered dynamics of real classrooms. Through my practicums, I learned that complexity is not an exception to teaching; it is the context in which teaching happens. Diverse learning needs, behavioural challenges, socio-emotional realities and systemic pressures all intersect in schools. I’ve now seen how responding to these realities requires constant reflection and adaptability. Teachers are expected to provide inclusive, responsive instruction for all learners while navigating growing class sizes, limited resources and expanding expectations. Much of this work occurs beyond contracted hours and the cumulative pressure can lead to burnout—not from a lack of passion but from sustained pressure. Conversations about teacher wellness have become increasingly common, yet the structures surrounding the profession often make protecting that wellness difficult. As I prepare to enter the profession, I do so with both realism and hope. Teaching rarely unfolds under ideal conditions. It takes place amid competing demands and evolving expectations. Yet I remain motivated by the profound impact teachers can have on students’ lives. The classroom is not only a site of academic learning but also of identity formation, belonging and growth. Parker Palmer writes in The Courage to Teach , “We teach who we are.” This idea has shaped how I think about entering the profession. Teachers’ well- being directly influences the learning environments they create. Students notice the difference between a teacher who is overwhelmed and one who feels supported and grounded. For this reason, teacher
wellness must be treated as essential rather than optional. It is foundational to sustainable teaching practice and positive learning environments. Following my final practicum, I set a personal intention: to remain attentive to my own well- being while continuing to refine my practice. This means building habits of reflection, seeking mentorship and allowing myself the space to grow gradually rather than perfectly. It also means recognizing that adaptability is not a weakness but a professional strength. I am entering the teaching profession at a critical moment, aware of the complexities and challenges in today’s classrooms. Rather than discouraging me, this reality motivates me to contribute thoughtfully, remain curious and approach each classroom with empathy and kindness. As my high school language arts teacher showed me, even within complex systems teachers still have the power to create spaces where students feel seen, supported and capable. Teaching is demanding, but it is also deeply meaningful work. I am ready to enter this profession, committed to learning alongside my students and supporting the passion that led me to teaching in the first place. Sarah Muir is completing her bachelor of education degree at the University of Calgary with a specialization in elementary fine arts. She has dedicated her academic work to exploring teacher well-being and sustaining meaningful relationships with students. As an emerging teacher, Sarah hopes to continue her professional learning in ways that honour student diversity and place relationships at the centre of education.
Sarah Muir Preservice teacher
E ntering university is always exciting, no matter the program. For me, that program was education. As I prepare to graduate with my bachelor of education in spring 2026, I can look back and reflect on my journey, acknowledging the complexities that live in the profession. When I began the program, I was unaware of the challenges that shape today’s classrooms. It did not take long to realize, though, that this profession requires far more than enthusiasm and good intentions. My calling to the profession was shaped by a high school language arts teacher whose influence extended well beyond the curriculum. While she held high academic expectations, she also placed equal importance on building meaningful relationships with her students. Her ability to create a caring and supportive environment, while recognizing the individuality of each learner, showed me the profound difference a dedicated teacher can make. Inspired by her example, I hope to enter the profession through a relational lens—building connections with students that foster inclusive, engaging learning environments much like the one she created for me. While that passion brought me to education, my coursework and practicums quickly revealed the broader realities of the profession. University coursework introduced the theory of education—research, instructional strategies and
YOUR VIEWS With April Fool’s Day landing around publication time, we asked teachers to share the funniest prank of which they were a part.
FOR THE RECORD While progress has been made, we
recognize that eliminating racism requires sustained effort, accountability and shared responsibility. Today, we recommit to fostering a province where inclusion, dignity and respect are reflected in our communities, our institutions and our daily lives. — Associate Minister of Multiculturalism Muhammad Yaseen’s statement on the International Day for Elimination of Racial Discrimination, March 21
Nicole Felicitas One year, every teacher on staff was scheduled to work their lunch hour and first block after lunch at the local soup kitchen as part of our staff service project.When it was your turn, they would call you on the class phone, let you know they were sending the sub to replace you, and then once the sub arrived, you could head down to the soup kitchen.When my turn came and my phone rang, I pretended that I had won the lottery and “quit.” When the sub came, I told my Grade 6 class, “See ya!” and then promptly left for the soup kitchen. My students thought it was all real and started crying after I left. I didn’t know about their reaction until I came back to relieve my sub! Cat Seven-Twenty One year, my students brought red food dye to class, waited until I wasn’t looking, put the dye in the lid of my disposable cup, and laughed hysterically when I had very uneven and bright red “lipstick” after the next sip I took. Sarah J. AF For a few years, April Fools and Easter coincided. I filled the plastic eggs for egg hunts with broccoli and other veggies instead of treats. My own kids (as toddlers) and my elementary students found it hysterical. The adults (who didn’t get to eat their kids’ chocolate), much less so. Stephanie Jean I cut up letter e’s from brown paper, put them in a tin, go to a few classrooms and ask if anyone wants some brownies. Gets them every time.
Jessie Lynn One year my colleague in the phys. ed. department traded with me for the day. He did the music, and I [did] PE and we changed our names to match.The kids said it was the hardest PE class and the most fun in music. Chantal Mair In 2001, my Grade 8s superglued my whiteboard markers to the ledge. I was impressed with their group skills to make it happen! Kristy Williams I spent hours unwrapping tootsie rolls and replacing them with mini carrots. The kids were happy about the carrots, the teachers not so much. Roberta Koelmans I put white glue over the teacher’s chalk that dried clear and it wouldn’t write. Hillaree Dee The school hallways had been painted and there were industrial fans running to keep the airflow moving. We turned off the fans and told the Grade 7s they weren’t working and we needed them to move the air down the hallway.We instructed both classes that they had to run down the length of the hall waving their arms to push the air forward as they ran. Sixty 12 year olds ran down the hall to calls of “Move the air! Move the air!” They actually made quite a wind. What we DIDN’T count on them doing was continuing down the stairs and outside to the playground! So then we had to round them all up from the playground to tell them April Fools!
Opinions expressed on this page represent the views of the individual writers and do not necessarily reflect the position of the Alberta Teachers’ Association.
Made with FlippingBook Digital Proposal Creator