BLOG POSTS
YEAR 1- BLOG 1
Practicum is a time for immersion, inquiry, and immense learning when taking the lead in the classroom. My practicum experience was excellent; my AT and I have both come to the conclusion that we are very similar people in the way we teach and in the way we carry ourselves. My students are just the loveliest, I feel like they are really my children. Taking the initiative to lead and teach the entire three-week block was a very influential, yet tiring experience and I learned to appreciate weekends a lot more. I have gained a lot of growth since the first day of CSL and I was able to transfer my new skills during my time teaching. My AT has provided me with the courage and empowerment to get right into teaching. She has made it clear that she believes in me and that I will be a fantastic teacher which is very motivating to me. The remainder of this blog will consist of descriptions of how my practicum experience unfolded, as well as all that I learned from a teaching perspective in relation to Timperley’s “adaptive expert” model.
My practicum experience has provided endless teaching and learning opportunities that I will take with me as I continue to grow as a teacher. These opportunities are essentially the base of my teaching style and my habits when leading a class. They really add to my personal and professional growth as a teacher candidate. After much observation and circulation during the ten weeks of CSL, I was able to implement teaching strategies inhibited from my AT, as well as my own during practicum. For example, in regards to classroom management strategies, counting down from 10 in French seems to really work with my Grade 4’s and 5’s. With that being said, my goals for practicum are to use what I have learned and apply them during instruction. These goals include: being more confident and coming out of my shell when delivering lessons and blocking out the fact that I will be evaluated; simplifying my language when teaching; using classroom management strategies my AT has implemented, but also my own; providing students with a positive outlook about learning French. What I have to say about learning experiences is that through them, certain principles are identified to provide foundation for adaptive expertise development and to highlight challenges of learning to teach.
Observation, Student Engagement, Self-Reflection
By engaging with students in a dynamic and collaborative way, I learned that it is much easier to get information across. The inquiry process is one that is very relevant to my practicum experiences because within the different communities I have been involved in, I have been exposed to a multitude of discussions in the classroom setting and beyond where I have been granted the power to extend my professional knowledge and growth. Attending staff meetings is a great way to network amongst all teachers. It is a place where quality discussion takes place about how to go about certain
Thus far, the first semester being in the Teacher’s Education program has emphasized the importance of Timperley’s “adaptive expert” model. This model is practical in the sense that everything I experienced can be linked to a specific branch within the model. First, by observing my AT and showing initiative within the classroom and within the school community, I have formed a foundation of my teaching style. By using theoretical knowledge from the readings and course content, I have been able to transfer and apply it while taking the role of the teacher during practicum. For example, I have observed the numerous ways my AT gets the attention of her students.
Second, student engagement is one of the main components of teaching. Throughout CSL and practicum, each day has taught me that teachers must prioritize creating strong bonds between students and parents for successful learning experiences. Half of this only requires common sense and as a teacher candidate, taking over or taking the lead in the classroom should be somewhat natural if teaching is your true career path. Prior to commencing this program, I have heard a mix of what it is like to teach from past teacher’s and current students. Whoever said “teaching is easy” was completely wrong! From my own experience, teaching is difficult and takes a certain individual to deal with the variety of behavioural and personal issues that might come up on top of teaching curriculum. I have learned that an excellent teacher is flexible enough to act like a parent on top of an instructor because we spend so many hours with students. Here, engagement and integration of numerous theories, both formal and everyday knowledge are key to recognizing just how to underpin and assess different assumptions and situations.
Third, self-reflection is principle in this program. It is a requirement in every course and is the basis to continuing education. In all that a teacher does, he or she must use self-assessment strategies to evaluate how a lesson or activity went. Teachers must ask themselves the following questions; If I try this activity again next year, what would I change to improve its execution? What could I do to help my students better understand the instructions of the activity? How could I incorporate physical activity to keep my students engaged in the lesson? How can I encourage my students to self-reflect after activities and lessons? This idea of metacognition emphasizes awareness of one’s own learning. Metacognition and inquiry work together where effectiveness of practice is evaluated and tweaked for diverse learners where appropriate.
Next, the ability to determine boundaries with your students is an important aspect to remember as a teacher. Our students are not our friends but at the same time we need to maintain a certain rapport with them that makes them eager to learn. As a teacher, I must be aware of the strengths ad weaknesses of each and every one of my students. One method is by keeping anecdotal notes of each student in my observations. If parents are ever needing certain information, these notes could be helpful to refer to. This is a method I began using throughout my CSL. I take notes about my students’ behaviours, things I have observed like repeated actions and questions.
Finally, practicum has presented me with numerous opportunities for learning and personal growth. It has been through these opportunities that I have been able to recognize my strengths as a teacher, what I can improve on, and what I need to consider to implement during my instruction. I have been able to use the tools my AT has provided me along the way, whether it is about how to communicate to parents, how to manage poor classroom behaviour, or how to be organized when planning units and lessons, as well as daily schedules. Since September I grew with students who joined my Creative Arts Club in the way I have established relationships with student outside of my class. During practicum, everyday until the Christmas play/ concert, we met at lunch recess to work on background paintings. On top of facilitating these meet-ups, the principal of my host school asked me to be a Backstage Manager for the concert/ play which was a great leadership experience. Overall, this model demonstrates each area of concentration a teacher encounters and must take into consideration, in order to teach students what the curriculum suggests according to the grade level and student needs.
Classroom Management
According to the observations I made each day of practicum, I learned a lot of classroom management strategies like how effective counting down from five or ten in French is with my students. I am aware that this method might not be useful for all grades, but it is definitely worth trying it. My AT sometimes uses the silent treatment by putting one finger on her lips and a hand in the air until all students realize the “signal.” Sometimes, positive reinforcement strategies are necessary in order to control students within the classroom. For example, my AT uses smiley faces. There is a board in our classroom where students receive smiley faces when they speak French, help clean the classroom, are polite to others, and are silent when they should be. This is effective and motivating for students. However, this strategy can be beneficial when managing poor behaviour because we will take smiley’s away if they are not respecting the classroom rules. As a teacher, learning should be rewarding for students and stickers at the P/J level are a way to motivate students. My AT buys stickers depending on the holiday which the students love. Next, my AT has given me tools that I agree with and I would use within my own classroom. Some of these instructional notes I have reflected on and considered deeply about if they are a good fit with my teaching style. Especially being that I teach French Immersion, it important to encourage students to constantly use a dictionary to look words up. I have told my students that when I was in their grade I had to lookup every single word in the dictionary of sentences I was looking to write!!!! They did not believe me. Nowadays, majority of schools have Chromebooks, and the luxury to use the internet to translate English to French. One issue I observed and ran into during practicum was when students were working in partners on a project that required a written description in French. As I circulated the classroom, I asked how a group was finding the project. They were writing everything out in English to later translate it to French. When I was their age and all throughout my schooling, this method was never recommended or allowed. I shared with them my experiences and encouraged them to try to think in French and use what they have already learned to write simple sentences. I also encouraged them to use the dictionary more often while emphasizing that guessing is not enough. Transitions between subjects and from recess to class are difficult periods. I learned the importance of explaining in detail but with great simplicity the instructions before starting each class so that students are aware of the expectations. Simplicity is key to students at this grade level, as well as using concrete objects and gestures to present instructions. An example of this is when my AT shared with me that I should try using a students’ duo-tang to show what page we were on so that all students could follow, being that there is usually bound to be at least a few students who are not on the same page.
When our students come in each morning, they enter the classroom in silence and are welcomed by darkness and calming music to set the tone. This learning environment promotes focus which leads to success which is visible in our very own classroom. Learning environments can mean a lot to some students. Some students really enjoy working outside of the classroom or in a different space in the class. With this being said, trust in your students that they are being productive is sometimes necessary. If a student who does not normally respect rules or is disruptive, allowing them to work outside might not be a great idea. However, some higher-level students might find this more beneficial. In my opinion and according to my personal teaching habits, I would be flexible in allowing this to be an option depending on the circumstances. Along the lines of students completing work, I have observed that the teachers at my host school love keeping students in for recess and students are very accountable and responsible for staying in when they need to as well. Sometimes, particular students stay in every single recess which I do not necessarily agree with because students need a break and a breath of fresh air. At the same time, teaching has opened my eyes that there are never enough hours in a day and enough days in a school year to complete everything in the curriculum without rushing anything.
On a more personal level, students love and appreciate when teacher’s remember their birthdays so like something my AT and I worked on and laminated during my practicum, we have each student’s birthday up on the wall. Furthermore, if a student takes trip, it is important to create a small package for them to complete during their vacation time so that they are somewhat caught up when they return. My AT showed me some excellent sites where I could find French resources and practice dependent on grade and level. Being that my AT was sick once and away at a workshop another time, I took the full lead when a supply teacher accompanied me and it was one of the most empowering and confidence boosting experiences because the students learn to appreciate you even more. When a student said to me “I can’t wait to go home to tell my mom you taught me today,” it is the most rewarding feeling. It was an opportunity where I was gifted to fully engage myself with the students. I found it easy to share my own personal strategies for memorizing verb conjugations for example which my students claimed were very helpful. All in all, I love my host school and all staff members and practicum is one of the most insightful experiences I have ever had.
In conclusion, I will forever remember my practicum experiences and all that my AT has taught me. I will be sure to keep in mind my goals for next practicum so that I may channel into the best teacher I can be. I will embrace the position I have been granted and not let my fears get in the way of this teaching dream I have been so cultivated by for as long as I can remember. Practicum was truly a time for experimentation and initiative and a time where mistakes were made but only to be learned from. I will continue to be open minded to what my AT and staff members have to offer as tools to add to my teaching toolkit. I will also follow the Standards of Practice for the Teaching Profession because these values promote and articulate teaching objectives and aspirations. During practicum, ensuring my commitment to my students and their learning is constant and equitable. Engaging in leadership roles is something I have always thrived for in school communities so being a collaborative member in my host school community and searching for further involvement opportunities like coaching a soccer team is an additional goal of mine. Lastly, but not least, as a professional, maintaining my professional knowledge and learning through practice will add to my experience and expertise. My goals along with keeping these standards in mind and Timperley’s Adaptive Expert Model will prepare me for ultimate teaching success!
YEAR 1- BLOG 2
I write this blog during a global pandemic. The Coronavirus (COVID-19) is a disease that originated in Wuhan, China and quickly spread to Italy. Currently, the entire world is suffering from the spread of this virus. With symptoms like a dry cough, fever, and difficulty breathing, several new cases are being announced daily. This pandemic has recently been affecting the lives of all people. Jobs have been lost, stores are closed, and everyone is required to frequently wash hands, stay home, and be socially distant from one another in order to fight this virus. Moreover, COVID-19 is seriously affecting education. It is currently March Break and I have gone home to be with my family after the announcement that all publically-funded schools are closed for at least two weeks after the break. Fast forward about a week and practicum has been cancelled. This had to have been one of the most devastating news. I miss my students and my AT and I am praying that this virus stops spreading and things go back to normal. On top of how my own education is affected, all students are now required to complete courses online and the government has been at work to provide Ontario K-12 students with online programs to help continue education at home until the return to school. The role of teachers and professors at all levels must take this time as an opportunity for adaptability. I, too, am taking this time to adapt to how my AT is deciding to go about providing lessons and worksheets for families to work on with their children at home. This world crisis is serious and unique, and despite the hardships people are experiencing, it it important to stay informed and abide by the precautions. The remainder of this blog will consist of descriptions of how my Year 1 practicum experience ended, as well as everything that I learned from a teaching perspective in relation to Timperley’s “adaptive expert” model, the strike, what my thoughts are about online learning, how relevant the connectivist theory is to teaching, and my goals going into Year 2.
This semester, each and every Wednesday was a time for growth and positive linear progression. After being evaluated after the three-week practicum block in December, I have taken all constructive criticism to meet those expectations. CSL/ practicum have truly been opportunities for growth as an individual. I have grown as a teacher and student thanks to the wonderfully insightful and intelligent professors who teach within our program and to my AT, but also to my students who have put me to the test. Fortunately, being enrolled in placement in a Catholic school board, I did not miss one day of CSL/ practicum due to the labour negotiations and strikes that went along with them this year. I was constantly informed with new action plans and phases of the strike thanks to the Faculty of Education, social media, and my AT. Thankfully, I did not have to first hand experience something so tragic, but I am grateful to have been able to see the reality of teaching. My AT shared so many picketing stories and roles she has had to take on due to the strike. It was also great to see how informed my students were, which just shows how great of a teacher my AT is! She knows exactly how to deliver complicated information to a younger audience who might not understand why the strike was occurring. The closest I got to experiencing the pain and pressure of being jolted into a world where pay is not where you want it, was right outside of my door. I live close to Glebe Collegiate Institute, so while I wait for my bus to head to class, a few times, I have witnessed pickets and heard the crazy honking of horns as cars drove by supporting the movement. Overall, I am grateful to have experienced what a strike is like and how it affects educators so that I am well prepared for it, if it occurs again. The education program has truly prepared us for the worst and these experiences add on to our expertise in the education sector.
The Importance of Reflecting
Reflections have been a major theme throughout this program. Reflecting on everything we say and do as teachers and students is important because it is a time for critically thinking about how effective we were in delivery and how impactful our lessons and messages were understood. Reflecting also involves future thinking and how we might improve teaching a certain concept for example. It is something all people should do, no matter what job they have or what circumstances they are in. Reflecting is a way to distress and to plan for high success in life. It is something to make a habit out of. It can be used to record connections and it can really make positive impacts in life. The Teacher’s Education program has emphasized the importance of Timperley’s “adaptive expert” model; a practical model where teaching experiences are grouped into specific groups. After a Year 1 and being involved at my placement school, I have showcased endless initiative within the classroom and within the school community which commemorates my foundation of of teaching including my teaching style and personal growth. Through the use of theoretical knowledge from the readings and course content during lectures, I have been able to transfer and apply it while instructing. For example, I have observed the numerous ways my AT gets the attention of her students. I have suggested teaching about Black History Month, and I have tried incorporating more body breaks to my students when necessary.
As I reflect on my childhood, one memory that I will have while in the classroom when I was a child, is making connections. I remember so vividly how important it was to find text-to-text connections, text-to-self connections, and text-to-media connections. This concept of making connections reflects the theory of connectivism which is a recently developed theoretical framework where learning occurs in the digital age we currently live in, implements technology and the exposure to new online-based learning methods. Connectivism is then a form of personalized learning that can be characterized by the location learning takes place. Namely, outside the learner where learning is found to be more distributed now. In fact, it is recommended that students in the 21st century are encouraged to be responsible for their own learning. Connectivism tends to be driven by understandings that choices made are based on the constant altering of information being acquired where the brain’s cognitive capacity decides whether or not information will be kept in long-term memory. I believe connectivism is essential within classrooms because without making connections, it is difficult for students to enjoy what is being taught which could lead to poor grades and emotional temperatures or burnouts from teachers. Some principles of connectivism include: learning and knowledge has a lot to do with one’s opinions; learning as a process of connecting informative sources to others; the capacity to know more tends to be more foundational than what is already known. Nurturing and maintaining connections is essential for facilitating continual learning.
Connectivism and Virtual Learning
Connectivism addresses challenges in regards to knowledge. The root of connectivism is at the core of an individual’s current knowledge. Personal development occurs when an individual makes connections which adds to their personal repertoire of knowledge and wisdom. This model of learning concentrates on cognitive development and the way one connects personal interests to new or current ideas and information. It promotes higher level thinking and it is this notion of ‘deep thinking’ that allows students to make these connections. According to the articles required to be read in PED 3142 Inclusive Classrooms, this type of technological learning through digital media is usually more informal. This informality allows for great learning opportunities and less pressure and anxiety on students. Technology alters how our brains function and the specific tools used for means of learning is what shapes our thinking.
This leads me into my thoughts about online learning or e-learning. Online learning is a convenient alternative to sitting in class amongst some students who might not want to be there. It can then be taken upon them to concentrate and participate more than they usually do. A disadvantage to an online class is that answers cannot be answered immediately and therefore; information might not always be readily available. A more disadvantageous factor is social media. Online learning may not be very effective due to the fact that the majority of people are logged into social media, therefore, distractions are present. Social media is a distraction and prevents both e-learning and in-class learning, making it is difficult to separate the two. Furthermore, from a teacher’s perspective, it is easier to teach using electronic means because the educator does not have to be physically present to deliver lessons. As long as the teacher is organized and prepared for what to deliver, there is less stress involved. From a students’ perspective, e-learning might not best-suit their learning style. More specifically, a student might be more of a kinaesthetic learner and learning from audiovisual means is not a sufficient learning method. Students must learn how to self-regulate and this requires adapting to changes in regards to how teaching is being facilitated. E-learning is advantageous is many ways: it is not costly; it is easily accessible; it allows for flexible learning; self-paced learning. In my opinion, online learning can be very advantageous to many students because reading, writing, studying, and evaluating can all be done with technology that everyone can get access to today. Although looking at a screen is detrimental to our optical health of course, but online learning can be done in increments so stress to our eyes is lessened. The major issue with online learning is that notion that the mind becomes so easily distracted with access to unlimited sites. The student cannot separate studies from social media distractions driving the students from accomplishing academic success.
My Goals
In regards to my own personal and academic success in this program, I will dive into precisely what my goals are for my next practicum in Year 2. Each and every one of my practicum experiences has given me dynamic ways to get involved with my school community and the students and teachers I work with. These teaching and learning opportunities will forever be cherished to help grow as an educator. They are the foundation of my teaching philosophy. My attitude and understanding of what it means to become a teacher has not really changed, however, I do understand that it is an occupation that requires more that I had initially thought There is so much more to it than just delivering lessons. On top of teaching is a combination of disciplining, babysitting, entertaining, and communicating with parents and guardians. Teachers must be very responsible, organized, and professional. After having taught multiple lessons and facilitated several stations, reading evaluations, and other classroom activities, I have come up with three major goals I would like to attain at the start of the next school year in my first Year 2 practicum. First, and one of the most important, as it is something I have worked on this semester because my AT recommended on my evaluation last term I come up with strategies that works with our students; use nonverbal strategies for classroom management. I learned that as a teacher I am not one to raise my voice too much, unless necessary, therefore my AT suggested I present strategies to her to use with our students; hand clapping methods, lights off method, holding up an object to grab the class’ attention. These strategies are especially important for larger class, like for my grade 4’s as I have 31 of them and they are a very hyperactive class. I began to implement these during practicum this semester and to my surprise they were quite effective. At times, my voice was needed, but it could have been due to a number of factors having an assembly, day after a long weekend, etc. Another goal of mine is to continue seeking confidence within myself to deliver new information in my second language with simplified explanations using simple and familiar vocabulary. My last goal will be to incorporate room for feedback from my students as it is something I did not really do this time around but it is something I believe can be very helpful, especially as a new teacher. Through my learning experiences teaching, I have recognized the importance of committing to my goals and challenging myself to become an exceptional teacher and take advantage of all that I can from staff and peers. These lessons are truly a base for adaptive expertise development which will only help me further grow.
In conclusion, my practicum experiences and all that my AT has taught me will forever resonate with me. I have learned so many valuable lessons so that one day I will be able to facilitate my own class. I have grown so very much as a teacher and a student and through all of my experiences, I know that my maturation will make me the best educator I can be no matter what grade I teach or what students I might have in my class. I will continue to take the advice given to me throughout my practicum so that I can be prepared for Year 2. The practicum experience has been life-changing; a time for initiative, hard work, compassion, organization, and responsibility. I will also continue to be open minded with future education endeavours. I will keep the Standards of Practice for the Teaching Profession in mind with every choice I make since because these practices and values accentuate teaching aspirations and professionalism in the teaching sector. It is essential to always be fully committed to my students so that their learning is constant and equitable. I will always show my initiative to engage in leadership roles and extracurricular activities wherever I am placed next. Collaboration is something that practicum has taught me, especially when working with colleagues because teacher do not always have to re-create everything. Instead, teachers can work together to build on what has already been created to meet curriculum requirements. Finally, maintaining professional knowledge and learning throughout the summer, as well as staying informed on education decisions especially during COVID-19 times, is important for future teaching experiences. With my goals for Year 2, as well as keeping these standards in mind, and Timperley’s Adaptive Expert Model, I know that I will be able to successfully become the teacher I have dreamt about being since I was a little girl.
YEAR 2- BLOG 2
LETTERS OF REFERENCE