Creating an inclusive learning environment for respect, rapport, and critical thought

The student-teacher will display a capacity to utilize appropriate, effective communication and interpersonal skills with learners, structure and implement experiential learning activities in which students can learn about social justice and social responsibility, establish a classroom community based on respect, exemplifying democratic principles that ensure the valuing of diversity, defense of human rights, and promotion of social justice and create a classroom environment that supports and encourages critical thought while developing a sense of pride and accomplishment.(College of Teachers Standards 1, 2, 4, 5, 6, 7, 9, 10, 11, 12, 13)

Artefact one: Student book

This artefact was from my first practicum with grade seven students. I designed a lesson where the students were to create their own books about Groundhog’s Day; the book was to have a story line and illustrations that were hand drawn. These books were to be written for younger aged students who were their little buddies in the school. Due to her placement on an IEP she was not required to do the assignment however she had the opportunity to do it if she wanted to and at whatever level she wanted to. She went above and beyond for the assignment. I believe this artefact demonstrates my ability to create an environment where the learners feel comfortable in challenging themselves and being successful.

Artefact two: Social Studies Lesson Plan

This lesson plan was created as an assignment for an instructor at Malaspina. This demonstrates my ability to incorporate social studies with the student’s life, in this case, littering on the school playground. Identifying the issues that surround litter and then linking that to their immediate life. This lesson incorporates all of the components of this outcome because of the nature of the issue being discussed, thinking about the reasons that one should not litter, followed by having students go to the playground to check on any litter and then clean what they find.

Managing classroom procedures, behaviour, and physical space

The student-teacher will display a capacity to establish and maintain expectations for behaviour and relationships within the classroom and to orchestrate events and the physical environment in the classroom in ways that support a respectful, effective learning environment. (College of Teachers Standards 1, 2, 3, 6, 7, 8, 9, 11, 12, 13)

Artefact one: Reference Letter

This artefact represents my ability to maintain classroom management strategies and to be consistent in my directions and rules for the class. I incorporated strategies that my sponsor teacher used as well as incorporating my own during my classroom visits and during my three week teaching time. I ensured that when I was teaching or when my sponsor teacher was teaching, we maintained a consistent way of managing the collection of materials, assessment strategies and classroom rules. This letter of reference demonstrates this ability.  

Artefact two: Picture from grade two

When teaching the grade twos measurement and dinosaurs, we went onto the playground to measure our dinosaurs from a ruler-length ed dinosaur to a bus sized dinosaur as our culminating activity. There were many management activities that needed to be carried out to achieve this result. First, we had to achieve measuring the dinosaurs using string and yard sticks. The students also had to label the strings with their dinosaurs name and measurement. Then we went out to the grassy area on the playground and order the lengths from smallest to largest. This activity took a few days to complete however the final result of the students being able to see what the difference was in such a visual way and realistic way was well worth it.

Communicating clearly, accurately, expressively, and appropriately to engage students in learning

The student-teacher will display a capacity and disposition to maintain accurate records required for the effective operation of the classroom and school, to consistently demonstrate effective written and oral communication skills, and to employ strategies to facilitate learning. (College of Teachers Standards 1, 2, 3, 6, 7, 8, 9, 10, 11, 12, 13)

Artefact one: Reflection on problem solving lesson

This reflection showed my ability to take a lesson that I taught and break it down into it the parts that I thought worked well and parts that I thought did not work well to better my understanding of how I am teaching. I think this artefact also shows how I am able to actively engage the learners. I will take this way of reflection to when I am teaching to better design my lesson ideas; my pod leaders response on the reflection showed that he acknowledges my teacher behaviour and language.

Artefact two: Pod leader observation

This artefact is about a lesson observed by my pod leader in first year. The students were doing presentations and were asked by me to be a polite, patient audience when not presenting. To reinforce this act, between presenters I would commend the students for doing so. This reminder that I used as well as the way in which I stated this to the class is an example of how I can employ strategies to facilitate learning. From this lesson I learned to use simple, efficient method of classroom management.

Assessing, evaluating, and reporting student learning

The student-teacher will display a capacity to interpret data related to student learning and achievement, to make appropriate professional and ethical judgments with respect to student assessment, to make judgments about student learning, to provide accurate, substantive, constructive, formative and summative feedback on student learning. (College of Teachers Standards 1, 2, 3, 5, 6, 7, 8, 9, 11, 12, 13)

Artefact one: Report on students

This artefact represents my ongoing professional development. When teaching in middle school I practiced writing observations of the students. I thought about each student and made a personal connection to them in an effort to provide feedback on their performance for their report cards. This write up shows my ability to provide the student, my sponsor teacher and the student’s family with feedback about the students progress during my three week practicum. I learned about how to find connection between the outcomes I had planned for and how to report if they had achieved success in the outcomes. In addition I learned how to use different phrases for reporting that I can continue to learn as I go.

Demonstrating flexibility, responsiveness, and support for students

The student-teacher will display a capacity to use a variety of teaching methods based on defensible reasons, making adjustments where required, to meet all students’ developmental needs, work effectively in a variety of different educational settings, and to be persistent in supporting all students’ learning needs. (College of Teachers Standards 1, 2, 5, 6, 7, 8, 9, 10, 11, 12, 13)

Artefact one: Giant's Ladder

This picture shows my dedication to my students; as well as my attempt to be flexible. This particular student had no partner to go up the Giant’s ladder with when camping at Hornby therefore I participated in the activity with her. I did not make it far up the ladder with her however we did work together to make it up a couple rungs. I think my participation in this activity shows my dedication to the students. I learned many things from this trip with my students, the main one being never to underestimate their ability; they will always surprise you.

Artefact two: Card from student

This artefact represents my ability to support students as well as meeting the learning needs of students. Her card illustrates things about my teaching and personality that had an impact on her.