– The practice has been an upturn!

Bolette Sødal from Kristiansand originally had completely different plans. But after a year of pandemic with odd jobs as a substitute teacher at a folk high school and among the disadvantaged in the USA, several people around her thought that she could become a really good teacher. And suddenly it dawned on her as well. "Shit, I'm going to be a teacher," Bolette remembers saying to herself. Just before the application deadline, she therefore rearranged the application list for Samordna opptak, and the primary school teacher education at NLA ended up at the top.
– I am so happy about that, and absolutely feel that I am in the right place, says Bolette.

Positive environment

During her studies, she has become acquainted with Sarah Helland. Sarah had a different path into teacher education. After a trade certificate as a child and youth worker, she followed up with further education and a year at Bildøy Bible School. Then the trip went to NLA. She already knew from when she was little that she wanted to work with children, but after the apprenticeship period in high school, she became aware of the teaching profession. Now the two girls are in their second year of primary school teacher education together. And they are thriving.
– In our class, we experience that there is a culture of helping each other to succeed. Everyone is engaged and wants to learn. And we experience that the teachers are very encouraging and skilled, and that they go to great lengths to ensure that we have a good time throughout our studies, they say.

Teacher practice

The compulsory practice out in the school has been an upturn. Sarah says that she was a little apprehensive about standing in front of a class for the first time.
– But when we first got out to the school, it actually felt very safe. With fellow students and skilled practice teachers who back us up and provide feedback, it was just a good experience, she says. And now they are looking forward to new weeks in practice. In the second year of teacher education, they are in a class for three weeks in the autumn, and then they return to the same class again for three weeks after the winter holidays.

The dream teacher

Even though they are early in their studies, the girls already know what they want to say characterizes a good teacher.
– A good teacher sees each individual student as they are, and manages to encourage them to be who they are. The teacher must be able to master their subject, but it is just as important that the teacher manages to create a sense of security in the classroom so that the students can feel secure in themselves. Also, the teacher must be a little funny, fair and dare to address big and small problems that arise during a school day. It is an ideal that Sarah and Bolette hope they can live up to.