Chandni Meharu is currently enrolled in the concurrent program in Sociology and Elementary English Education at the University of Calgary. She chose to participate in the BCCC program to supplement her learning with meaningful, hands-on opportunities. She is excited to engage in real classrooms at the start of the school year, supporting teachers, connecting with students, and observing how positive classroom communities are built.
Chandni shares, “This program allows me to apply theory to practice, develop professional skills, and reflect on how these opportunities will shape my future work in education.”
School Context & Goals
The cohort was partnered with Annie Foote School, a K–6 school in Temple NE, Calgary, serving nearly 500 students from richly diverse backgrounds. With over 40 languages spoken at home, the school community reflects a wide range of cultures and emphasizes inclusivity, literacy, and student wellness. As part of the placement, the students worked alongside teachers to prepare the school for the first day of classes. This included setting up classrooms, organizing resources, and participating in staff meetings, which provided valuable insight into collaborative planning and decision-making. The cohort also created a welcoming staff bulletin board to contribute to the sense of community within the school. These experiences helped the students connect theory to practice, deepen their understanding of classroom environments, and develop essential professional skills in collaboration, classroom management, and community building that will shape their growth as future educators.
Personal Highlights & Artifacts
Chandni and the other two participants had not realized how much time and energy go into creating something as simple as a bulletin board. Still, it became one of the most meaningful parts of the entire experience.
Chandni expresses, “Through this task, I came to truly appreciate what it takes to create a welcoming and engaging space for both staff and students. It reminded me of my own educational experiences and how magical classrooms felt when I was younger, and I now understand the effort behind creating that magic.”
While the bulletin board was not overly intricate, she gained perspective on just how much work is required to prepare for a new school year. Without the cohort’s help, this task would have fallen to another teacher or administrator already managing countless responsibilities. It took approximately three days, working two to three hours per session, in addition to meetings and classroom setup, to complete.
Collective Reflection
The cohort gained valuable insight into the effort and collaboration required to prepare a school community for the start of a new year. By working together, the students learned how small tasks, such as setting up classrooms or creating bulletin boards, contribute meaningfully to building welcoming spaces for students and staff. A shared challenge involved managing time
between meetings, preparation, and hands-on tasks, but the cohort supported each other and divided responsibilities effectively. This partnership benefited Annie Foote School by easing the start-up workload while providing Werklund students with authentic professional experience.
Closing & Advice
Chandni reflected, “Be ready to roll up your sleeves and embrace every task, no matter how small, because each moment teaches you something valuable about teaching and community.” Her reflection highlights her belief that meaningful learning often happens in the everyday moments of practice, collaboration, and service. For future cohorts, Chandni shares, “This program is an incredible opportunity to connect theory with practice, develop professional skills, and experience the meaningful impact educators can have on students from day one.”
Biography
Chandni Meharu is a final-year student in the Concurrent Education program at the Werklund School of Education. Holding a Bachelor of Sociology and a Bachelor of Education, she is passionate about and committed to advancing and honouring diversity, equity, and inclusion in her future classrooms through an intersectional lens that prioritizes students, their lived experiences, and their cultures. Chandni ensures her pedagogy remains responsive to contemporary teaching needs and has demonstrated this commitment through her involvement in the BCCC program, where she further advanced her practice in culturally responsive teaching.
Co-created by Chandni Meharu and Tracy Dinh.