Week 4: No Lesson Time

Oratory Contest took place this week. There were some great speeches, however it took up the morning and we were unable to teach our lesson. We will be doubling up on lessons next week!

Students were super attentive during the speeches however which was nice to see peer respect from fellow students. Being in the gym reminded me of elementary school and all the thoughts running through my head at that age about high school, life, girlfriends!

Long one for next week!

Response to Bullying

In your field placement, what do you perceive to be the major issues around bullying and cyberbullying?

In the classroom I am in there aren’t many students who I feel are “bullied” so much as students are left out, or very grouped. However some students step up and make efforts to include others, while others a repulsed at the idea of being a group with “him” or “her”. We have many different types of learners in our classroom thus making grouping of students more difficult. One group of girls refuses to be adapted into our groups of situations in the classroom, our teacher does a great job of monitoring this and putting these girls in different groups and in their place when they act out against the classroom rules.

What steps has the school/teacher taken the prevent these issues? How will you prevent them in your own classroom?

Our teacher in my opinion, does a great job of assuring students understand what is acceptable language in the classroom as well as what is appropriate and what is not. Students in the classroom are held to these rules and our teacher makes sure to act quickly when something not proper is said. 

I think setting up a proactive way of bullying defence is the best way to detour bullying from happening, students need to know what is acceptable and how one should talk to another, regardless of race, gender, religion etc. Students will not be tolerated for those who act against others in a disrespectful way. 

Week 3 — The not so Outdoor Ed

This was our third week in the classroom and Brookylnn and I had planned to take our class outside and do some team building dynamics using some outdoor ed activities. We felt as if our class was very “grouped” and not very open with one another so we felt this would be a good opportunity for us to try and get our class bonded together. Brooklynn being the outdoor ed minor has a great passion for being outside and we both looked forward to this lesson. However the weather was too cold and we were forced to adapt our lesson to fit the constraints of the classroom. Our lesson went super well and our Co-op was impressed with how we handled the class as they like to be loud and rambunctious. We had to use a few different teaching strategies in order to get their attention, but we ended up working with the lights off technique. 

Our lesson had many great ways of teamwork and forced students to get out of their clique and work with one another to accomplish a common goal. Before our lesson started Brooklynn did a great job of introducing outdoor ed and what it was really about. We talked to our students about their Reading Week break and how it went. 

I would change the lesson:

First, by having it outside.

Second, explain the games first and then have the students move and get the proper items.

Third, I would have less instruction and let the students figure things out more for themselves in the games.

Finally, I really like the environment we created with this lesson. The closure with the students was a talking circle where each student had the opportunity to talk. We discussed the importance of completing the activities without cheating. Why people cheat? What was the difference from the start of the lesson to the end (individual to group based activities). The discussion went well and it was an inviting environment where people could add their opinions without feeling oppressed. This week, I learnt that I don’t have to be the loud teacher and I can talk quietly and the students still listen. I was whispering instructions! I became more confident in seeing myself as a teacher and look forward to how I can further adapt my lessons to my students’ needs.

Culturally Responsive Classroom Management Response

Todays classroom features many different opinions, backgrounds, races, ethnic and spiritual practices with the list going much further than those listed. This is something relatively new to schools and teachers thus making it one more thing teachers must integrate into their own classroom. Doing this appears to be much harder than one may think. While using certain teaching strategies may benefit one student, it may hinder anthers ability to learn. 

I believe incorporating a sense of togetherness, teamwork and community is vital in having good classroom management as well as successful learning environment. An integral part of doing this making sure each student has a sense of belonging in that classroom and that the classroom is a open door without judgement. Students will feel more willing to answer questions in an open environment. This will benefit all students and teachers involved due to each student being on the same level of expression regardless of race, or culture. Establishing clear rules up front for all students is important, as both the reading and our cooperating teacher has mentioned to us. After setting these rules each student must be held accountable to those said rules. This way no student is capable of doing less or more than other students in both a positive and a negative way. The class all has to play by the same rules, much like a team would.

 

Having students all being accountable is important to the classroom yes, however differentiation is vital to the classroom as well. Each student needs to have some sort of relationship formed with the teacher, however those relationships don’t have to, and shouldn’t all be the same with each student. Learning about students and being able to interact on a personal level with them in my opinion only helps learning for that student and makes teaching easier for the teacher. Students who like and respect their teachers often times learn better from them and I believe this to be true. Differentiation in the classroom allows the accommodation of many cultures, and that begins with the teacher integrating students as much as possible. 

 

Teachers must value all students as equals, however understand that they do not come from equal opportunities. The classroom is and should be a open opportunity for all students to be successful as well enjoy themselves without worry of what others will think, as well as what their culture and other differentiating features are!

Week Number 2: Teaching My First Lesson

As we entered the school for the second time we knew that we would be teaching. Both my partner and I had some slight nerves however these were overcome very quickly due to how awesome the kids were and are. We taught a social lesson based around Identity that linked into the Indian Act. Our lesson went well and followed the time line. I think our lessons was engaging but what made it more engaging was my partner and I’s personality This lesson was definitely something we could back on and further teach, the majority of our learners had very little to no idea about the Indian Act and what it really meant. Almost every student shared something during our discussion so that was good to have the full class engaged!

Our lesson for the most part stayed on track super well. At first it was a little tough to have students speak up but a few led the discussion and others began to chime in as well. Students shared opinions over what they thought they knew about the Indian Act as well as what they didn’t know. This went better than expected as students began to try and answer other students questions! We had to skip a few questions near the end or the lesson in order to get our exit slip done. 

Our lesson could be changed in that we would cut down a few of the questions so that we could fit everything in. We could go back and look at which questions were the most important and go with those. 

I feel I learned that I am further cemented in making relationships with students in order to better dive into instructing them. Students definitely learn better from someone they like and respect so I feel this is a big part to why we teach. Building relationships with students to better impact their learning. I also learned that my lesson plan has to be in better order or have a better organizational aspect to it, I was fumbling around through papers..

 

Looking forward to this coming week!

The Intern before Pre Interning: Episode 1

A recap of the first day out on the job!

After meeting our cooperating teacher for the first time (she is a very nice and very down to earth woman) we were able to discuss our values and philosophies as up and coming teachers and compare them to how she saw the classroom and school setting. We are fortunate to have such a wonderful cooperating teacher who also shares a very humanistic approach to teaching and looks at relationships and social skills as very important teacher focuses, as well as curriculum of course. The classroom is one of many different types of learners and different personalities, all making for a great teacher environment as well as a great teaching practice. 

Our cooperating teacher isn’t afraid of making mistakes and being honest with her students, this I found very appealing and refreshing as I find sometimes find teachers are afraid to be wrong in front of their students. Our teacher also used some great strategies to tie her lessons together and technology to keep the class interested in what she was teaching. Next week my partner and I are teaching a lesson on Citizenship in Canada, looking forward to seeing what the classroom is like being at the front of it instead of the back of it. 

What we did:

For the first day we mostly observed and tried to get a feeler what the class was like. We had Math, French, and Career in the morning.

Goals for ECS300 Placement

  1. My first goal in this new encounter in the school is to take as much away from my cooperating teacher as possible. It would be great to walk away from this experience with 10 times the knowledge I walked in with as well as more resources to help myself in my teaching.
  • Steps

– Ask the Coop regularly for what she is able to give my partner and I for the week leading up. Ask if its possible to have her lesson plans.

– allow our Coop to view our lesson plans in hope she will give us feedback to help to our growth

Data collection

-Make organized folders and notes of what our Coop and partner give us and tell us during our field experience.  

 2. My second goal is to facilitate the direction of my classroom and not to dictate it. Allow students to have freedom and to make sure they are able to voice their opinion without fear of their ideas and opinions being shut down. Setting up social skills as well as diving into curriculum. 

Steps

– Allow for discussion periods on social issues

– Give kids Idea sheets or Lightbulb sheets — write the first thing that comes to mind when the Teacher says a word or phrase.

Data collection

– Blind survey students to see how they are feeling about being more open.

 

 

  1. My third goal is to not mumble when I speak and speak clearly so that my learners are able to grasp the instructions I am giving.

Steps:

-Ask students if they have understood everything correctly

-Have students use exit slips with questions like : on a scale of 1-5 how clear was todays lesson

 

Data collection:

Have my partner listen closely to determine if in fact I was clear and concise.