Escolar Documentos
Profissional Documentos
Cultura Documentos
Example:
Other In-Class
Instruction (Small
2.2 proficiency in the
21 Oct 2017 group, one-on-
Language of Instruction;
one, co-
teaching etc.)
1.2 ethical behaviour and
the ability to work in a Professional
01 Nov 2017
collaborative manner for Coversation
the good of all learners;
Other In-Class
2.4 ability to use
Instruction (Small
technologies readily,
11 Nov 2017 group, one-on-
strategically and
one, co-
appropriately
teaching etc.)
1.4 a commitment to
service and the capacity Orientation/Semi
11 Nov 2017
to be reflective, lifelong nar
learners and inquirers.
1.3 a commitment to
social justice and the
capacity to nurture an
15 Nov 2017 inclusive and equitable Formal Lesson
environment for the
empowerment of all
learners; and
2.1 knowledge of Other In-Class
Canadian History, Instruction (Small
15 Nov 2017 especially in reference to group, one-on-
Saskatchewan and one, co-
Western Canada; teaching etc.)
2.5 knowledge of a
number of subjects taught
19 Nov 2017 in Saskatchewan schools Extra-Curricular
(disciplinary/interdisciplina
ry knowledge); and
Other In-Class
1.2 ethical behaviour and
Instruction
the ability to work in a
07 Feb 2018 (Small group,
collaborative manner for
one-on-one, co-
the good of all learners;
teaching etc.)
1.3 a commitment to
social justice and the Other In-Class
capacity to nurture an Instruction (Small
18 Mar 2018 inclusive and equitable group, one-on-
environment for the one, co-
empowerment of all teaching etc.)
learners; and
1.4 a commitment to
service and the capacity Professional
18 Mar 2018
to be reflective, lifelong Coversation
learners and inquirers.
2.1 knowledge of
Canadian History,
especially in reference to Formal Lesson
Saskatchewan and
Western Canada;
In an attempt to create a fullfilling and relevant lesson plan for the students
at Westmount Community school, I asked my teacher mentor to provide
me with a list of books and resources she felt facilitated her teaching of the
students and worked best in that environment. She returned the next day
with the list. She also provided me a guided exploration of the residential
school kit located in the school library allowing me to explore resources
that would not later be available to me.
Precision math and precision reading are two related techniques that
have been taught to me this term. My teacher mentor has allowed me to
conduct these intructional methods with small groups as well as with
individual students. Prior to sending me to work with small groups, she
informed me of what types of questions I can use to guide student thinking
as well as what techniques she uses in order to provide them with
encouraging, supportive learning. With the information she gave me in
regard to prompting and technique, I was able to have more success
teaching the students than I believe I would have had prior to this
During lunch I engaged in a conversation with the educational assistant
that worked with a student with autism in my classroom. I had noticed that
the student's mornings and afternoons had become disconnected
because the 2 EA's were not in collaboration about the student's activities.
Educating myself through this conversation allowed me to keep the
student's afternoon smooth because I was aware of her routine and was
able to help the afternoon EA manage some of the negative behavior we
had been seeing as a result of this disconnect. The outcome was
beneficial to all students in the class because there was less outburst and
aggression in the afternoons.
Technology is unavoidable in today's day and age but my observation
was unexpected in my placement. I was taught how to use/access
educational videos used for science and history classes under "Mystery
Science" and newsela. However, upon observing my classroom using these
resources I learnt a valuable lesson. Videos and technology are only
effective if it is short enough to hold their attention. The students payed
more attention to realistic videos versus cartoon representations. The
vidoes that were too long or seemed "childish" were ignored and caused
the teacher to ask for their attention numerous times.
Discussing with other teacher candidates about lesson plans and different
strategies and chalenges we have faced has benefitted me immensely.
Being able to compare the depth of our lesson plans and who's stratgeies
have worked better inspires me to revise my plans and make them better
based on experience. Going back to my lesson plans reflecting on their
effectiveness and comparing these findings with my classmates was
motivational and is something I will continue to do for the betterment of
my work as a teacher.
Upon entering Westmount Community School I was made immediatey
aware of the inclusive efforts the community made for FNIM students.
Rather than a single lesson or unit being used to inform students of
Canadian hisotries, every aspect of their day was regarded and
connected to the hisotry of Indigenous people in Canada. For example,
the morning announcements were introduced in Cree before English.
Lessons in science and all lessons in hisotry were related to current events
and FNIM history and why it mattes currently in today's society. Thus helped
the students relate the subjects to their own like, increasing their
comprehension and willingness to learn.
During a science lesson, oppression was deterred by playing the movie
Hidden Figures instead of the mainstream Opollo 13 for the depiction of
successful African American women versus the American white man.
Connections were made between African American segregation and
Indigenous segregation in Canada. This showed committment to
incorporate social justice into every lesson and regard inclusivity into the
classroom even when watching films. Exposing students to the successes
and resiliancy of oppression allows them to view possibilites for themselves.
Working with a small group that struggles with reading comprehension to
explore the history of Louis Riel and his relation to Canada and the Metis
people to produce a written paragraph about what they’ve learnt went
extrememly well. The students being removed from the classroom
removed distractions and allowed me to focus on the things they struggled
with and build on their strengths. The hisotry of Louis Riel is a large topic that
would have been difficult to conquer as a whole-class lesson.
The co-created rubric was a new concept to the students I was teaching,
therefore, the process did not go as smooth as I would have liked. The
students were hesitant to give ideas and as I result I was challenged to ask
them guiding questions in order to help the process. My co-op teacher was
very supportive in this activity and gave lots of feedback while helping me
construct the final rubric from the checklist created by the students.
Co-teaching a lesson was successful for my first lesson at VCA, the lesson
was supported with my co-op teachers ideas and loose plan. I was able to
clarify what the expecatations of the classroom was and become familiar
with the students without being thrown in headfirst. The feedback from my
co-op teacher was extrememly helpful because it expanded on why she
did what she did during the lesson and provided me with a better idea of
what was expected from her class in my future lessons.
The teacher feedback from this lesson was very positive. I was proud of this
lesson because of the feedback I received. Feedback touched on how
well rounded the lesson was and how well-catered it was to every leanrer
in the classroom. In the creation of this lesson I gauged the class dynamic
in the content but also tried to find ways to make the educational content
relevant to real life/student life using discussion, individual work,
technology and group work.
Every day this term I went to the staff room to eat my lunch and spent time
talking with numerous teachers. I made connections this way and ensured
that I learnt as much as I could form their experiences and expertise. In this
way, I created an opportunity for myself to have a professional relationship
with not only my co-op teachers but their collegues as well. This made me
feel more a part of the community I worked in and I felt it helped create
respect betweent he other teachers/staff and myself.
Following every lesson I was able to sit down with my cooperating teacher
and discuss the events of the day, what went well, and what could be
improved upon. The feedback attained from these meetings was
invaluable. I was made awazre of both small and large things that have
and will continue to help my teaching pedagogies. Being able to reflect
and critically think about my teaching in a collaborative manor and with
the expertise of my cooperating teacher, I was able to gain much more
insight as to what alternative approaches could have been, along with
being assured that stratgies I used worked.
During a lesson I taught analyzing a short story regarding the British invasion
of the Greek Cypriots, I asked the class as a discussion question, "what
event in Canadian history can we relate this event to?" The reaction to this
question was disheartening to say the least. The class saw this question as
controversial and evoked lots of opinion sharing that was not necessarily
healthy to the classroom environement. Inappropriate terminology was
used as well as uneducated comments regardng residential schools and
the genrational effects we experience today.
I was able to instruct a lesson that relied entirely on technology and was
successful in its use. The technologies used were approproate for the
content and contributed greatly to the understanding gained by the
students. Co-operating teacher's feedback was positive and I was able to
expose her to the program 'Kahoot'. This lesson contained a YouTube
video for motivational set, followed by an interactive PowerPoint that
allowed the students to complete tasks. This was followed by Kahoot to
ensure understanding and allow students to learn in a fun and interactive
way alongside their classmates.
we suggested this activity to our co-op teacher on March 20th and she
believed this was a great activity to help students understand the structural
nature of oppression through racism. This activity gives a colour (pink,
purple, green, blue) to small group of students. These colours represent
different races. The groups of students made decisions with a certain
outcome to their decision; however, certain groups will have better
opportunities and outcomes than other groups. My co-op teacher thought
the acctivity emphasized privilege and power that some racial groups
have in comparison to others. My co-op treated thought this was a great
activity and she commented on the students' high level of engagement
and interest during the activity. She believed this was a great activity to
introduce and explain the idea of oppression through racism.
Analysis/Next Steps/Plan for Growth (1000 Plan for Growth
Character Max.) Revisited
26 Sep 2017
18 Oct 2017
10 Oct 2017
24 Oct 2017
27 Sep 2017
10 Nov 2017
18 Oct 2017
03 Oct 2017
07 Nov 2017
06 Oct 2017
07 Feb 2018
27 Feb 2018
18 Mar 2018
28 Feb 2018
27 Mar 2018
10 Jan 2018
13 Mar 2018
14 Mar 2018
27 Mar 2018
1.1 - the ability to maintain respectful, mutually supportive
and equitable professional relationships with learners,
colleagues, families and communities; Formal Lesson
Other In-Class
Instruction
(Small group,
one-on-one,
1.2 ethical behaviour and the ability to work in a co-teaching
collaborative manner for the good of all learners; etc.)
1.3 a commitment to social justice and the capacity to
nurture an inclusive and equitable environment for the Extra-
empowerment of all learners; and Curricular
1.4 a commitment to service and the capacity to be Professional
reflective, lifelong learners and inquirers. Coversation
Still in progress
Not achieved