Meet Ben O’Flynn, a WKTEP graduate from the class of 2024/25 whose practicum experience was deeply rooted in community, connection, and relationship-centered teaching. In this Hear From Our Grads feature, he shares the lessons, ideas, and meaningful moments that shaped his journey—highlighting the power of support, collaboration, and lifelong learning in becoming an educator.
Q1. What role did community play in your practicum experience, and what was your big takeaway from practicum?
Community played the role of a continuous ray of sunshine throughout my practicum. Its form was always changing, but it came to light daily. It showed up as: kindergarten students encouraging one another and celebrating their wins, the school-based team making time and appearing out of thin air to collaborate on support plans, classroom teachers leaning on each other during hard times, and sharing stories from the day in a commuting carpool with fellow teacher candidates. In all of its forms, community was the foundation of support that my practicum grew upon.
One of the biggest lessons I learned during my practicum was that in the classroom, relationships come first and the learning will follow. Students need to feel safe, seen, and valued before deeper learning can take place. As the First Peoples Principle of Learning says, “learning involves patience and time.” In a similar way, building trust and genuine relationships with students takes time, and it is within those relationships that true learning can flourish.
Q2. Did you have a favourite educational topic or class that you especially loved, or one that made an impression on you?
I loved all my classes and educational topics! Two key ideas in particular have stayed glued to my brain:
“If not here, then where?”
One of the most important impressions that WKTEP left with me is the question “If not here, then where?” that we explored while reading Jo Chrona’s Wayi Wah! Indigenous Pedagogies: An Act for Reconciliation and Anti-Racist Education. Engaging with this text through thoughtful instruction and meaningful dialogue deepened my understanding of the responsibility educators hold to learn about local Indigenous histories, perspectives, and contemporary contexts.
“How you spend your day is how you spend your life.”
Discussing this idea with my cohort made me even more grateful for the opportunity to pursue a vocation that is intertwined with life-long learning, and reflect on what a privilege it is to be re-entering the world of education as a teacher. To be surrounded by a community of students with their own unique strengths, adults who are committed to helping students find personal success, and a workplace environment that encourages continuous learning and self-growth is a truly wonderful way to spend a day.
Q3. What advice would you give to future teacher candidates in WKTEP?
I would implore future teacher candidates to prioritize their well-being, because no one can pour from an empty cup. Find some joy, even in stressful times. Stay active, get outside, and find the people who help you feel grounded.
One of the greatest strengths of WKTEP is the sense of community within the cohort and instructional team—do your best to embrace it. This is a uniquely intensive program, and leaning on one another not only makes the experience more manageable, but also more meaningful. Everyone wants each other to succeed, and that creates a supportive environment that anyone would be fortunate to be a part of.
Carry this mindset into your career by remaining open, reflective, and willing to collaborate with the educators around you. Seeking support, sharing ideas, and learning from others will strengthen both your practice and your confidence as you grow into your identity as a teacher.
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