Reflections:

Learning outcome #1:

The classroom is set up very organized. The classroom encourages the kids
to complete group work that they can later hang up on the walls of the classroom
and always refer back to it when needed. When they walk into the classroom the
students have numbers on where they hang up their bags and jackets, which creates
number sense and their desks are organized in rows so every child has a better view
of the board. There are multiple charts that are posted on the wall. Some stating the
rules of the classroom as a reminder and others referring to what they have done so
far in each subject. The classroom also has a section posted up on a board where
they rotate leader roles. Around the students are some shelves that have books that
they can read on spare time or there are extra homework activities that they can
begin if they feel like doing so. Another portion of the class that the students enjoy
is the projector. Every time the class uses it, the kids are encouraged to read from
the screen and contribute to the questions that are asked. Regarding further
technology used, the students have access to computers when they need it
otherwise, mostly the IEP students have special plans where they have laptops that
are used to guide them through the lesson. The laptops are fairly used though.

The implemented strategies that my MT uses in order to get to know their

students is by completing personal reflections about themselves, icebreakers that
expose their personalities and work that expresses what they believe in. For
example a chart was created on what they thought their job was in a classroom
along with rules of the classroom. Other strategies that are used was to incorporate
the kids into getting into group work, which would make them meet other students
in the class. Furthermore my MT encourages extra-curricular activities to the kids
as he coaches some of the teams at the school. We both know, through activity is
where you connect most with the children as you build on common interests.

Learning Outcome #2:

In the classroom my mentor teacher makes sure that his students come in,
put their bags and jackets away and then they are to take out their homework and
be ready at their desks. When they all have their homework out on the desks this is
when my MT goes around to take attendance and if the child does not have the
homework completed a mark goes beside their name which indicates how many
times they have not completed their homework. After this my MT gets one student
to apply the leader role and get class ready for the announcements and then prayer.
Another routine that my MT established in the classroom is to allow the children to
develop order as a class. He has them line up in any situation in alphabetical order.
This sanctions him to be conscious about how many students are in the class and
who is there for attendance.
 As a class begins my MT starts off by asking any questions the students had
about any homework from the night before. As they get through the lesson, before
he switches over to the next subject he talks about what they have done previously
in the subject and tries to connect it to what they have just learned and then begins
the new subject. One transition that I took notice to was how my MT and I were
able to complete lunch duty outside and then as the children would come in since
there is a lunch program, we would have the alphabetical order line and then
provide them with their lunch one at a time. This made the process of counting the
children and providing their lunch much easier.

Learning outcome #3:

All the students and teachers in the school maintain professional relationships with each other.
Any sort of conversation is always carefully worded when directed to a child. Communication
that can promote a respectful and appropriate learning environment can occur through a lesson.
Co-teaching Math
Went over the lesson with my MT (Rounding to the nearest 1000, 500, 100)
Talked about how we can incorporate the lesson plan without using the text book
Decided to have the class complete individual work first (answering a single question)
Then had then class go over the question as a group with my MT and myself. (Explained
how to get the answer in different ways to those that didnt understand)
Afterwards we had prepared questions on chart paper and had spilt the class into multiple
groups to solve the question.
Many of the students discussed together what the right answer was and explained by
using the proper columns to round. Some had leader roles meanwhile others listened.
(some had trouble with the rounding to nearest 500 as they were getting confused to
round up or down). Others had trouble remembering to add the 1000 column to the
answer when rounding to the nearest 500 or 100.

Learning Outcome #4:

The students on IEP and ELL would be included in any of the learning activities by being
paired with the stronger students in the class that excel in the subject so they can learn from
them. Another way they are included is through having a teacher work with them to help guide
them in the activity.
Both Special Education and EA support the children that need special attention. As the
lesson is being taught they help the children understand what is being taught and correct them on
any areas that they are completing wrong. They also help read certain texts that the child is not
processing. Otherwise the Special education teacher takes those students to a separate classroom
where there is less distractions and the lesson can be taught in a different format suitable to their
learning.
 With the different types of disability in the classroom, my mentor teacher has
accommodated these students by organizing, arranging and structuring the class where they can
excel. For example the students with an IEP were grouped in twos and arranged where the EA
has room to help them and where they can be close to my mentor teacher or other students that
can help them. I believe another strategy can be implemented in this case as, each individual
student on a IEP should receive their own EA or if two are grouped together and say there are
two groups then there should be two EAs in the class at that time. This would better help the
students to feel included and on task like the other students in the class.

Learning Outcome #5:

All the parents, students, teachers and staff create an inclusive environment
because they are all taught to show respect, include others, help others when
needed and create an environment that is accepting. They all understand that this is
what makes the classroom space inclusive. Examples of this is shown from some of
the students in my placement classroom as some parents have gathered together to
car pool. For the students that played on the volleyball team created a great
relationship and continue to discuss lessons before or after practice. Some students
while in the class also tend to help others when they need a pen or if they missed
anything. For example if one student is away the child that sits beside them will
write a note of what they have missed that day and what they have due later in the
week. Inclusion is shown through a lot of group work during lessons, recess play
(as they play together), share utensils in class, etc. Furthermore, there is no race,
gender, sex, and language barriers displayed. Some forms of exclusion in the space
can be when the IEP students fall behind in a class lesson and there is no EA to
help them, so they are basically doing their own thing. Otherwise exclusion is not
seen in my classroom place or outside in the schoolyard.