home


 * Professional Growth Portfolio (PGP) Goals Tables: **

Related Program Goal: Recognize Learning as Valuing and Constructing // By this we mean: // The program strives to prepare educators who appreciate learning as processes of valuing (i.e., recognizing that the knowledge we think worthwhile reflects what we value as a society) and constructing (i.e., that learning involves unique and active knowledge construction processes by learners, supported by teachers.) Sept. 22 Today in my second lesson of the unit "Technology in our World" I had students begin their construction of their mini essay. Our main focus for the day was the completion of the Introductory paragraph. || I found that by switching the run up that this student wanted to do last time, did wonders for his engagement this second time around. He enjoyed the run, and participated in the entire gym class. P.E. is one of the most difficult times of the day for a student with Aspergers Syndrome, and I was greatly appreciative of his effort the second time around. Good example of incorporating an adaptive strategy given the student's condition. (9/19) TY This is a good example of the adaptations and situations that are a part of teacher's regular day. A good job of adapting to an unexpected situation. (Sept. 27) KR Sept. 22 Even though I was walking the student through how to write a paragraph, and helped them start off by finding a good topic sentance as a class, their are still a couple students that would not be able to grasp the content. To ensure their involvment in the lesson, I made seperate worksheets for them to work on. Instead of them having to write paragraphs, I have them using the same information, but just working on writing a sentence for each detail. Making sure that the first word is capitalized, and there is a period at the end. etc. || Throughout the course of the term, many methods have been used to build on student academic, physical, spiritual, and social strenghts. Students have been involved in group work, debates, presentations, individual writing, role playing, liturgies, athletics, team teaching instruction, taught through visual aids etc., that have allowed students to continue to grow in all aspects of their life. || Nov. 28 I believe that through using a variety of ways to build on student academic, physical, spiritual and social strenghts. It allows you to reach the full potential of the student. It is important to remember that as teachers we don't just want students to grow academically, but physically, spiritually, and socially as well. That is why it is important to have group work, to have interactive class instruction, to allow students to present their ideas to the class, and feel more comfortable in their skin. By providing them more variety of ways to build this, you will notice a better outcome. From the beginning of the year, it is quite noticeable how the self-confidence in students has grown, whether it is academically, physically, spiritually, or socially. || For the students final project in the Technology unit, I had split the students into groups of five. Each student in the group individually answer each essential question through picutres in a collage format. The whole unit was based around these five essential questions. The group then came together and put all their individual collages together into one large poster, giving the summary of everything that was learnt during the course of the unit. I thought it was appropriate to create these individually posters on computers (technology). || Nov. 10 Despite some difficulties with the computers, the finished product of the project turned our great! I feel that this project was a great way to wrap up all the essential points that was covered throught the course of the technology unit. It builds on students learning from all the discussions and acitiviets that students participated in during the last month. || Sept. 14 Today in music the groups of students performed their songs they wrote over the last couples weeks. I know what it can be like getting up in front of a crowd of people, and was aware that students may feel a little uncomfortable doing something that was a little out of their element. I decided to surprise the students today. Once the students all performed, I grabbed a guitar and also performed to the students a song I wrote. || I don't know how well the groups are going to work at the moment, since the activity has just started, but I realized that the three students that were left, would have great difficulty working together. Something that I think I may do differently next time, is to, instead of having the students choose their groups I will just choose the groups for them. Most likely in a random order, so that it is fair for all students. This should hopefully avoid this event from happening in the future, and ensure success for all students. Grouping is a significant adaptive strategy, much like seating plans can be, that maximize learning experiences for all students.It may be fair to randomly group students but it may not be equitable--particularly if the grouping is being done adaptively to balance individual student needs, needs of the class itself (i.e. class norms). Great to see how thinking will develop in this regard over your experience in the next few weeks.(9/19) Grouping students randomly can definitely be tricky. Allowing them to work with their friends on occasion isn't necessarily bad, as long as they are working and demonstating learning is taking place. Once you get to know the students better, assigning them into groups should hopefully become an easier process. Checking in on each group, ensuring each member is contributing will also assist in allowing for success of each group. (Sept. 27) KR I felt that by playing a song to the students a song I wrote, showed them that I was willing to go up and be involved just as much as they are. The reaction from the students were very positive, and I feel that this was a great way to have students warm up to me as a teacher. In that moment I think I was able to get to the students a little bit, which will help to earn their respect as the days go on. This is a significant realization. Particularly so given the subject area and age of students that are trying hard to be themselves and yet be one of the gang. (9/19) || For those that would have had a great amount of struggle writing, I instead allowed them to show me their understanding through a collage, and explaining why they chose the pictures they chose. || Oct. 24 - I felt that allowing certain students to work on the collage rather than attempt the personal essay was a great way for them to show me their understanding of the material. I'd walk around during the process, and ask them why they chose certain pictures to demonstrate that they knew what they were doing. It is important to remember that students learn and demstrate their learning in different ways, and it is important to adapt lessons or assignments to meet their needs. ||
 * Goal 1: Support broad areas of student growth by providing varied and **
 * constructive learning opportunities **
 * **Goal 1 Outcomes:** ** The Teacher Candidate… ** || **Indicators/ Evidence** || **Analysis/ Interpretation** ||
 * 1.1 Ensures the participation and success of all students. || Sept. 1 I have a student with Aspergers Syndrome in our grade 8 class. In the first P.E. class, when I made the students run for a warm-up, the student with AS had a meltdown, because he wanted to run a different route. Once the student has a meltdown, it is extremely hard to get them to participate again. The second time around, I started the P.E. class with the run that this student wanted to do last time.
 * 1.2 Uses a variety of ways to identify and build on student academic, physical, spiritual and social strengths. || Nov. 28
 * 1.3 Uses constructivist principles to guide student learning. || Nov. 10
 * 1.4 Analyzes the classroom environment and makes adjustments to enhance social relationships and student motivation/engagement. || Aug. 31 We had a lesson on what the basic components of a song are, and began an activity where students are to break up into groups, and begin going through the steps to create a song. I noticed that when the students broke off into groups, there were three considerably weaker students, with learning disabilities, left. To ensure success, for all I took it upon myself to put each of them in a group that was already made, which the students acted positively towards.
 * 1.5 Provides opportunities for students to demonstrate their understandings in multiple ways. || Oct. 24 I just handed back the personal essay that I had students write, about whether they agree it is important to preserve culture's heritage.

Related Program Goal: Affirm Dignity and Respect for Individuals // By this we mean: // The program strives to prepare educators who promote dignity and respect for all. Both of these days, I worked with new students in the school, by benchmarking, where they are at with their reading level. I made sure to make the students feel welcomed and comfortable. I explained what I was doing, and that there is no need for them to worry. || I greatly enjoyed working with the students, and benchmarking where the students are at with their instructional reading level. I felt like the program works extremely well to find the students reading level, so that we as educators know where to start to help these students improve their reading skills. All the students reacted amazing to the benchmarking reading test. I am glad you were able to see first hand the benefits that this program will offer to the student. As our LAT teacher commented, a great job of taking the initiative to learn about the program, as well as how well you worked with each student that you tested. (Sept. 26) KR || Today in the art/music lesson, it was performance day for the students. Over the last couple weeks I had them work on creating a song to perform to the class. The performances were going good, until it came to one group, that had a new girl that recently just came to the school. She refused to go up and participate, which in turn put the rest of the group in a vulnerable position. I decided to jump in and take her spot in the song, so that that the song they worked on could still be performed. I respected that she was scared and unwilling to go up, but I made sure I talked to her after about expectations and participation. This is an excellent example of what prep needs to be done when new students come into an already dynamic situation of a class. (9/19) TY Another learning experience of having to adapt on the spot. I was impressed with how you were willing to go up with the group and assist them in performing their song. Modelling to the students that you are also willing to take risks allows them to see you in a different perspective. Good job! (Sept. 26) KR Sharing your own interests and personal abilities allows students to see you in a new manner, and gain a greater understanding of you as a person, as opposed to always being you, the teacher. (Sept. 27) KR || I felt that by jumping in and participating in the students activity, I showed to the students that I am willing to do everything and anything I throw at them. The response from the students after I got up and performed for them, first with the group then solo, was amazing. I felt like I showed them that I care about their success and what they do. I think this will help me along the road, as they may now view me with more respect, than they may have previously. What do you think was the impact on the new student? (9/19) || - I had students complete an assignment that was a personal essay on whether or not they agree that it is important to preserve a culture's heritage. I allowed students to think of their own culture or heritage, and if they wished they could write it from their view of their culture. I have a very mixed class, and it was a great way for them to share with me some of their cultural traditions and background. || Oct. 17 Not all students chose to share their background information in the paper, but some shared a great amount of detail on what their background is, and what they think about their heritage. I took pleasure on finding out and understanding better where students came from, and what their views are. One student even included some Philipino language within her essay, as she discussed some common sayings and traditions within her Philipino family. ||
 * Goal 2: Affirm dignity and respect for individuals (students, families, colleagues) **
 * **Goal 2 Outcomes:** ** The Teacher Candidate… ** || **Indicators/ Evidence** || **Analysis/ Interpretation** ||
 * 2.1 Creates and maintains a learning environment that encourages and supports the growth and potential of the whole student. |||| Sept. 1&2
 * 2.2 Provides learning opportunities that recognizes and fosters each pupil’s sense of self worth and dignity while demonstrating caring, compassion, trust and empathy. |||| Sept. 14
 * I also performed a song I wrote for the students at the end.
 * 2.3 Develops knowledge and understanding of students’ distinct cultural, ethnic and language background and applies it to anti-oppressive teaching practices. |||| Oct. 17

Related Program Goal: Support Emancipatory Action for Social and Ecological Justice // By this we mean: // The program will strive to prepare educators to address systemic forms of race, gender, ethnic, sexual, ability, environmental, socio-economic (i.e., colonial), and other forms of oppression to achieve social and ecological justice through emancipatory educational theories and practices. -In the last few lessons in my Technology unit, we were focusing on how technology effects the environment in both positive and negative ways. The students participated and learned about it in many ways through watching a dvd, reading articles, and making T-charts. While learning about ways technology effects the environment, we also focus on ways that we can personally help the envionment, such as picking up garbage, riding your bike rather than driving. etc. || Nov. 1 I found that students were quite interested in how technology can effect the envionment in both positive and negative ways. By showing students all the negative ways technology effects the envionment, such as the pollution from our cars, or wasting water when brushing our teeth, shows that things they experience in their daily lives effects the environment. By letting students know that they have a choice, they don't always have to get a ride, they can ride a bike. It is healthier for both yourself, and the environment. It is my hope that students have become more aware of their surroundings. || -At Pope John Paul II I have had the opportunity to experience students from a variety of socio-economic statuses. I have students that are fairly well off, to students that may sometimes come to school hungry. It has been a great opportunity to know the students, and their back ground, so that I can better handle and grasp situations that happen at school. || Nov. 7 By getting to know the students better, as well as what their home life may be like, I begin to get a better understanding on why certain students behave in certain ways. I can usually tell whether it is going to be a good or bad day for students as soon as I see them arrive at school. It may be their body language, or the look in their eyes that let you know that things may not have been the best at home. It is up to me as an educator to recognize and best support the student in any way possible. || Today's lesson in E.L.A. in my Technology Unit, was about cell phones. Before I got into the article, I discussed with students what some of the positives and negatives of cell phones were. My main focus on the negative aspects of cell phones was around the subject of texting and driving, and how it is becoming a current issue in the public today. The article we just read then focused on how radiation from cellphones may potentially cause cancer. A very relevant topic that assists in dealing with current issues in today's society. Allowing students the opportunity to share their ideas, as well as hear some that they hadn't thought of in terms of the pros and cons of modern technology, will only broaden their thought processes (in this case -- cell phones and facebook).Good discussion took place! (Oct. 18) KR Sept. 29 In today's E.L.A. lesson we discussed an article "Instant Messaging", with the focus particularily on facebook. I had students write down five pros and cons about facebook. We ended up focusing on the con cyber bullying which has been a major issue with teens in the last few years. || I felt that students were very interested and eager to hear the current issues that are relateable to them, because today most students have a cellphone. Students seemed interested in discussion, and were full of questions. When the class ended, one student actually came up to me, and wanted to spend some of his recess showing me more articles that he new about prior to today's lesson about cell phones and how they potentially cause the risk of cancer through overuse. A good example as to how we can learn from our students, as well, especially at this grade level! (Oct. 18) KR Sept. 29 I felt that the students really enjoyed today's lesson, discussing the positives and negatives facebook, a popular social network site. I feel that the seriousness of the topic of cyber bullying really helped to grab their attention. To add to the impact, I showed a video about a girl who committed suicide because of cyberbullying. While students seemed to have trouble feeling the emotional side of the video, I do believe it has helped them to understand the seriousness of cyberbullying, and how to prevent it. || Today in class we had a class debate. First my co-operating teacher and I modeled the steps of a debate and what it looks like. We then had split the students into two teams. One side debated that they believe books will still be a big part of our learning and entertainment in 20 yearts, while the other side is debating that books won't be a part of our society in twenty years. We then held a ballot where students voted for the side they believed deserved to win. Modeling a debate, as opposed to just telling or explaining what it should look like, really helps the students get a clear picture as to what the process should look like. Good job! (Oct. 18) KR || Oct. 5 I felt the debate activity worked out really well. They worked multiple skills such as speach, teamwork, respect, thinking skills, and of course the obvious debate. The vote poll also worked very well. I thought for the most part that the ballots were really fair. The team that won, did so by a ratio of about 3:1, which we as the teachers also thought the outcome should be like. As we discussed, and you weren't even aware of all that you accomplished, but you allowed the opportunity for students to utilize many different skills during this one lesson. Some of it included the hidden curriculum, while also incorporating the actual curriculum itself. Great lesson! (Oct. 18) KR || Throughout the school year it has been important to include the entire class in activities whenever possible to stress the importance of having an inclusive class, and inclusive eductaion. For students that lack the cognitive ability to complete some of the assignments, the activity would have to be adapted to meet their needs. For example, when the class assignment was to write a 5 paragraph essay, I had some of the students who would be unable to complete the assignment to make a collage on the same topic, and describe why they chose the pictures. || Nov. 7 I find that despite the multiple levels of cognitive ability in the classroom, it is still important for students to feel apart of the classroom, contribute to classroom discussions, and conduct an inclusive atmosphere. By adapting the assignments it allows success for all students, as well as a feeling that we are still working and moving together as a whole unit. || As I stated earlier on in the year, I wanted to conduct a classroom environment that has a "family" type feel to it. A place where students have the opportunitiy to feel equal to all other peers despite their race, religion, sex etc. I believe it is critical as an educator to lead by example, and the students will follow in your footsteps. Everyone is equal in my eyes, and I do my best to have the class work together as a whole unit. || Nov. 8 I am finding that in general I still really like the concept, but their has to be some leeway in terms of misbehaviour. I found it useful to learn from our mistakes as a whole the first couple times, but when its the same student that keeps making a mistake, you don't want to always lecture to the class, but now work with it on an individual basis. ||
 * Goal 3: Strive to support social justice and ecological responsibility **
 * **Goal 3 Outcomes:** ** The Teacher Candidate… ** || **Indicators/ Evidence** || **Analysis/ Interpretation** ||
 * 3.1 Promotes and engages in the improvement of social and environmental conditions. || Nov.1
 * 3.2 Identifies and ameliorates ways in which socio-economic status affects children, learning and community. || (Nov. 7 Throughout teaching experience)
 * 3.3 Demonstrates, shares, and assists students in developing critical insights into current issues. || Sept. 27
 * 3.4 Empowers students by assisting in development of understandings of democratic action. || Oct. 5
 * 3.5 Develops in self and others understanding of exceptionality and inclusive education. || Nov. 7 (throughout school year)
 * 3.6 Develops in self and others understanding of anti-racist and anti-oppressive approaches to education. || Nov. 8

** Goal 4: Develop as a critical reflective practitioner who connects practical and theoretical knowledge ** Related Program Goal: Philosophize Educational Possibilities // By this we mean: // The program will strive to prepare educators to imagine and propose educational theory and practice within visions of the highest aspirations for humankind and the world. In religion class today, we read an article that focused on solidarity. The story was about an African woman, who lived in a poor commuinity. She was able to get an education, but instead of goin to university, she went back to the community to help others acheive an education by acting as the communities teacher and doctor. She was able to act as both, using the knowledge and skills she learned in school. When discussing the article, the discussion focused on education, and what it is like here present day, compared to Africa present day. || Oct. 5 - When discussing about how education is like in African as compared to here, they were amazed that children their loved to be given the chance to attend school. Here a lot of us take education for granted, we don't realize how lucky we are, to have free education available to us. || After every school day, my cooperating teacher and I meet up to discuss how my lessons went today. He'll ask me questions such as, "What went well?" or "What could be improved?" This then allows me to reflect on my day's work on what went good and what didn't go so good, so that I can improve for my next lesson. || Sept 29 The past few days, my cooperating teacher mentioned to me that while I am doing a good job, their are strategies that I should use to help garner the attention of every student. He gave me the advice to always be a step ahead and know what I'll do in a situation such as, a student losing their paper, or a student repeatedly not paying attention. I know this is a weaker area of mine, and I feel that I am gradually improving in having more control over the students to ensure that they are getting the most out of the lesson. You are doing a very good job! This will be an ongoing aspect throughout your teaching career, as every student is different with their own skill level, their own home life, etc, and each brings something different to the table. You will also experience different classrooms in terms of how much leeway you can give them. Some classrooms need a shorter leash, while other classrooms you will find can manage themselves more effectively and can be given more leeway. (Oct. 3) KR || - Today in music I had the students come to the front of the class and attempt to play their beat on an African drum. The last couple music lessons, students were writing different notes in each measure to a time signature of their choice. They knew how many counts each note was, and how many counts each measure should have. Today students took their theoretical work and allowed them to share their work with fellow peers by playing it on the drum. || Oct. 3 - I knew students would have difficulty following a beat and time signature, especially with little to no background, but I still wanted to allow them the opportunity to share their work. For a majority of them, I played their beats after they attempted, so that they themselves can hear their work rather than just having it on paper. I felt students in general, enjoyed coming up and sharing their beats they created, some of which were really great! I remember back when I was their age, I always enjoyed sharing my work with others. It was always very satisfying. || -During my prep class I had my second PPP meeting of the year. I met up with my co-operating teacher, an LAT teacher, and the parents of a particular students, to discuss how things are going, and what they would like to see with their student. We discussed that while her reading level is at a grade 1 level, she is able to comprehend things orally. Showing us that she is an auditory learner. |||| Oct. 3 This is good information to know as you teach lessons in the future. Although, I knew she struggled with reading, I did not realize at first that she had a strength with understanding things orally. To meet her needs I'll often read the article or whatever needs to be read out loud, having students take turns, or just I reading to the students. This way the student will be able to comprehend the information, and better understand what is being talked about and discussed in class. || There have been many times when I had to take students to the side to talk to them one on one. Whether it was because the students were being disruptive in class, or because of some inappropriate behaviour. I would often have them go out to the hall, where I would chat to them personally about what went on. |||| This was advice my co-operating teacher gave me near the beginning of the year. I feel that by taking students who are causing problems, out of the room, is a great way to solve the problem. This then allows me to talk to the student privately, rather than single them out in front of the rest the class. I'll often ask them,"Why are you out here?", and they almost always know why. I explain to them that this is not the behaviour I expect out of them, that they are a good student, and I care about them, but at the same time expect more. Students generally respond positively. Talking to the student one on one in a private manner assists towards respecting/saving their dignity, and allows you to hear their side of the story while also sharing yours. Remember in these conversations, the goal to eliminate these off task behaviors, and to have the student in the classroom as an active and contributing member. What other strategies could we use to assist them towards staying on task and ensuring success, helping to eliminate the same discussion repeatedly taking place? Just something to think about, and perhaps try a couple of different strategies to see how they work out. (Oct. 18) KR Oct. 24 In Phys. Ed. class, I was beginning to notice that students wasted alot of time during class because of visiting and fooling around. I began using a strategy that I would just stand their and not say a word. Eventually students notice, and begin to tell their peers to be quiet because they don't want to waste time. I feel this is beginning to work very well, and prevents yelling over the students voices. ||
 * **Goal 4 Outcomes:** ** The Teacher Candidate… ** |||| **Indicators/ Evidence** || **Analysis/ Interpretation** ||
 * 4.1 Identifies and understands how education is affected by present day and historical global, local, political and cultural issues (i.e. war, peace, poverty, racism). |||| Oct. 5
 * 4.2 Is a reflective practitioner who continually assesses the effects of instructional choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. |||| Sept. (everyday)
 * 4.3 Combines practical and theoretical knowledge with broader life learning to refine a philosophy of education. |||| Oct. 3
 * 4.4 Is sensitive to and engages the unique strengths and learning styles of all students. || Oct. 3
 * 4.5 Identifies, defines, and attempts to conduct all dealings and to resolve problems cooperatively with those involved. || up to Oct. 7

// By this we mean: // The program will strive to prepare educator-leaders who engage in relationships that build learning communities and community through learning With Advant season beginning, we have been discussing with the students about the spirit of giving. As a class we have decided to get involved with the Home Instead program. My co-op teacher and the EA went to the mall to pick up a couple of gift ideas off of the tree and brought it to class. We encourage each student to bring three dollars to help pay for the gifts that our class is going to give to those who have no one to celebrate Christmas with.
 * Goal 5: Create a positive community in the classroom and school **
 * Related Program Goal: Build **** Communities **
 * **Goal5 Outcomes:** ** The Teacher Candidate… ** || **Indicators/ Evidence** || **Analysis/ Interpretation** ||
 * 5.1 Builds classroom connections with local, national, and global communities || Nov. 28

Dec. 5 I have organized a field trip for the Grade 8 class to visit with seniors at Columbian Manor here in Saskatoon. Students were to visit with the seniors, and particpate in a few different activities with them. These activities were shuffleboard, wi bowling, and hallway bowling. || Nov. 28 Through this we are allowing students to build connections with their local city, and helping brighten a few elder's days during Christmas. As of now, I am finding that students tend to be quite interested, and understand the concept of the cause. Even though only $3 was asked from each student, one student donated $10! It is things such as this that makes this season so special.

Dec. 5 Students behaved exremely well on the field trip, and all enjoyed their time at Columbian Manor. I was impressed to see some of them to take the initiative and introduce themselves to the seniors. Fun was had by all, both the seniors and the students. It was a great way for the students to interact with seniors in our community, and develop classroom connections with those around us locally. || -In our classroom we have a very wide vareity of cultures and backgrounds. It has been a goal of mine to make us all feel equal and welcome. I want students to feel comfortable enough to openly communicate to me and other classmates about anything that is on their mind. I do this by having frequent dialogue and opportunity for students to share answers and work with fellow peers. I myself have also from time to time, participated in students activities. || - I feel that so far, despite having a very multi-cultural class, we are a very close unit that works well together in class. In general, fellow students are respectable towards other peers, and are willing to openly communicate and share ideas with the rest of the class. It is my goal to continue allowing students to feel more and more comfortable in the classroom, and have a "family" like feel. You have done a good job of creating a safe and positive atmosphere for students to learn and ask questions. Are there any activities that could perhaps allow students to become more aware and appreciative of the different cultures being represented in the classroom? As we talked about, as unfortunate as it is, for some students, their safe place or comfort zone is at school and this "family" atmoshere is imperative to them. Seeing the students come and share some of the happenings in their personal lives is a true sign of the comfort level they have towards you. (Oct. 18) KR || In my English Language Arts class, I have an LAT teacher come in on certain days to help me out. Their are numerous students that are below the grade level reading comprehension, so the extra help is very much appreciated. Today was our first day that we team teached together in front of the class. || It was a very interestning/unique experience team teaching with another teacher. Their were many things I liked about it, first being that theire is now twice the knowledge in front of the room. She said things that were important and tied in to the lesson, that I would have never even thought of to say. It is also nice to have a little 'break' when the other teacher is sharing points, because it allows you to quickly collect your thought on what you want to say/discuss next. One thing that I found a little hard was that sometimes when I felt I was heading somewhere in a positive direction making headway, it could sometimes be stopped by the other teaching planting new thoughts into the students minds. How do you think the students responded to the team teaching? (Sept. 25) KR I feel the students reacted well to the team teaching. The extra teacher in the room is nice for the students because it is an extra person they can ask for help, which the students could use. ||
 * 5.2. Builds inclusive communities across lines of difference (e.g., ethnicity, ability, class, race, gender and family structure) and promotes open communication. || (Everyday) Oct. 17
 * 5.3 Works with colleagues in mutually supportive ways and develops effective professional relationships with members of the educational community. || Sept. 21

Related Program Goal: Engage in Education as Transformative Praxis // By this we mean: // The program will strive to prepare educational leaders who recognize their practice as transformative praxis. For Math class today, I taught lesson 1.2 from the grade 8 Math Makes Sense. Before I taught the lesson, I read through the teacher guide, and then put my ideas of all that I wanted to discuss and show the students onto paper for a lesson plan to help guide me along. || I felt that by making a detailed lesson plan, and reading up on the material that I was to teach helped the lesson to run much smoother than it would have otherwise. I felt more confident in front of the classroom because I knew I had a good grasp on the material. Good reflection of the impact of your content confidence, how about the process piece in order to deliver that content? (9/19) As we discussed, Grade 8 students are very quick to pick up on the subject knowlege a teacher has. If they sense that you are not that confident or comfortable in the material being covered, it becomes much more difficult to keep them engaged in the lesson. (Sept. 25) KR Sept. 22 My reflection on the process piece in order to deliver that content is a positive one. I felt that the teacher guide booklet, was greatly detailed and explained to me the key concepts and ideas that should be included in the lesson. When you got the resources right in front of you, it makes the planning process much smoother. || In Health we have been doing a unit that is focused on "Body Image". I have been using multiple resources from the STF resource library. While following the resoruces as a guide, I am attempting to use different instructional strategies and methods. I have been allowing the students to reflect and answer a lot of questions about their own personal life. Using role-play to demonstrate different ideas or scenarios, as well as will use technology through an instructive dvd. || Oct. 28 I am enjoying how this unit has been shaping out. Body image is a topic that many students of this age can relate to, and you can tell it interests them. The students find it enjoyable for the most part to reflect on their own life, and gain better insight on how they feel about themselves in a variety of ways (body image, habits, self-concept etc.). I myself really enjoy hearing the students personal answers when they choose to share. It provides us with an opportunity to share personal stories, get to know our class better, and make us a tighter unit as a whole. || Today I taught the beginning of the Religion class. I was reviewing with students the Apostle's Creed, which they learnt about the last Religion lesson. I asked questions such as "What does the word creed mean? and What is the purpose of the Apostle's Creed?" For the last question one of the answers is to keep our belief and faith the same over generations to generations. To help them understand I told the students to think about the First Nations, and how the elders would tell their stories to the younger generations to keep their beliefs and traditions alive. Oct. 17 The last couple lessons in E.L.A. have focused on First Nations way of life, in connection to technology. Students have write a couple of different texts (an article and poem), as well as watched the video "Arctic Wisdom" from YouTube. A lot of the discussion focused around on how the first nations lived before their was technology, and how do they live now. How is technology affecting the way they live now, from the way they lived in the past? I then had students write a personal essay on whether they agree it is important to preserve a culture's heritage. || While I saw this as a good time to bring in some First Nation perspectives into the mix, I felt that students didn't catch on as well as I would have hoped. I was hoping the relationship between the two would light a lighbulb above theire heads, but it seemed to do so for only a few. Perhaps I could have explained the relationship between the two better. Great reflective question--what can you do to turn this into action in order to test your conclusion? How you come to that adaptation(s) is a fundamental skill for teachers. (9/19) Sept. 22 To make this hit home more for students. I could have possibly brought this to action by telling the students a story involving beliefs. After I tell the students the story I have students repeat details back to me of what they just heard. I would then just explain, that through telling this story, and you repeating it back to me, I have just passed on that knowledge to you. Much like the first nations did to keep their beliefs the same after generations, as well as much like the Apostles Creed today. Oct. 17 I was gone for the first lesson, when they watched the video "Arctic Wisdom", and then discussed what they just saw. My co-operating teacher took my place, and told me that the lesson went well, and gave me a list of all the topics that he and the students had discussed. I then reviewed with the students next day. In general, students seemed interested and engaged in the topic matter, when I talked about hunting, and some of the traditions of the First Nation way of life. After discussion on heritage and culture, I then laid out the instructions for students, so that they could begin their personal essay. It was tough for some to get started, but through using the "Frame Routine" students were quite succesful. || Music has been a passion of mine, and is something I greatly enjoy. In today's lesson I taught students basic notes, rest, and time signatures. I connected music to math, and constructed different measures of beats, and had students connect the measure to a certain time signature. for the remaing lesson I will then have students listen to different genres of music and figure out what the time signature for that song is. Once students have a grasp of this, next lesson I'll have students construct ten measures of their own beats, and have them perform for the class on a drum. || I greatly enjoyed my time at the front of the classroom, sharing my passion with the students. I felt that by having the students engage and clap different beats was a great way to harness their attention, and engage them in the class. For today, I had time to show them one song. I chose to play a Waltz for the students (famous for is 3/4 time). It was such a great feeling, when a student who normally is fooling around and off topic, was the first to know the time signature of the song! Great! These are the great rewards that some times elude us over the course of a teaching day.(9/19) || Today I began my first lesson in the unit "Technology in our World". To start the lesson off, I figured what better way to start the lesson, than to use technology itself, such as the SmartBoard. In today's lesson I showed three short video clips from Youtube to the students. All videos related to technology and the Industrial Revolution. || I felt that my first lesson ever with a SmartBoard was a success. I could see the faces light up when I turned on the SmartBoard, as if it were a clue to students that they were going to get to watch a clip. In today's world technology is used more and more to harness the attention of the students. I felt that by using the smartboard, rather than just the whiteboard, students were more engaged and attentive when the class began. After using the SmartBoard, I couldn't imagine a classroom without one. Definitely a sign of the times! Rightfully or wrongfully, students are used to having a screen in front of them (computer, tv, or video game) and undoubtedly gain more focus when the SmartBoard is being used to assist in instruction. Good job in taking the initiative to wanting to learn more about the SmartBoard! (Oct. 1) KR || Is is a goal of mine to have a classroom environment that supports learning of all students. We have students seated in spots that suit their needs. Once you get to know the students, you began to understand that certain students may need to be placed close to the front, while others, may need to sit somewhere where they are less distracted, so that everyone can get the most out of their learning. || Oct. 24 -Seating arrangements can be a tricky thing at the beginning of the year. Students were allowed to choose their spot at the beginning, and once we got to know the students better, we were able to better place them. You want to find a spot for each student that would benefit them the most. It is almost like putting together a tricky jig saw puzzle. || Today I began the pre assessment of my first unit "Technology in our World". To start off the unit, I had each student individually write a paragrpah that has 5 specific forms of technology that affect their lives. I will be taking these paragraphs in next lesson tomorrow to assess where each student with their writing ability, to help guide me with future activities. || Sept. 21 It was a great idea for me to do this pre assessment. After collecting and looking at their work, I now have a better idea of where each student is at with their writing. The next activity the students will do is more paragraph writing, and this pre assessment will be useful for guiding me, on what I need to show and explain to the students for them to have success. It is very useful, especially at the beginning of the school year, to get a feel as to where your students are in terms of their academic ability, in this case their writing level. As you mentioned, this will only help to assist you towards future lessoguide you towards specific areas that need to be addressed. (Oct. 3) KR || Today I did my first art lesson with class. We made a city skyline, but cutting out shapes from colorful constructions paper, and then glueing it on paper to make buildings in creative ways. Instead of having the whole class coming up to grab their colorful construction paper, I decided to hand it out individually. After one row, I began to question if this was the smartest idea, since it was going quite slow. || At the end of the day, when me and my Co-operating teacher were having a conversation, he asked me how I though my art lesson went. I told him that when I was handing out the paper, I realized I could have maybe went at it in a more efficent manner. He agreed with me, and we tried to think of what would have maybe been a better idea for distributing the paper, that would avoid the slow individual handouts, as well as the frantic everyone at the same time trying to get at the paper. We came up with an idea that instead have each row come up at a time to grab paper. I understand my mistake, and will remember this constructive critisism down the road. As I say repeatedly--mistakes are expected and inevitable and the heart of what will be understood by most interns is upon reflection, what changes will be made that have greater success the next time. I saw an experienced teacher today use the class norm where helpers are assigned for each day to do exactly the kind of task you just described. (9/19) || Am interested to see if you find any other benefits to this strategy, other than safety and less confusion. Might there be fewer discipline issues, seeing as everyone has greater awareness as to what they are supposed to be doing? (Sept. 26) KR Sept. 29 Great point! I couldn't agree more that this also helps with the students' behaviour during class. By having them hear the directions the first time, you prevent confusion for the students, which allows them to be more likely on task. ||
 * Goal 6: **** Build instructional competence and strong teacher identity **
 * **Goal 6 Outcomes:** ** The Teacher Candidate… ** || **Indicators/ Evidence** || **Analysis/ Interpretation** ||
 * 6.1 Demonstrates knowledge and confidence in subject matter and knowledge of Saskatchewan curriculum documents and applies these understanding to plan lessons, units of study and year plans using the Broad Areas of Learning and Cross-curricular Competencies. || Sept. 12
 * 6.2 Plans instruction using the Adaptive Dimension and resource-based learning to address individual student needs and cultural diversity using a wide repertoire of instructional strategies and methods. || Oct.28
 * 6.3 Incorporates First Nations, Inuit and Métis content and perspectives across all teaching areas. || Sept. 14
 * 6.4 Plans and develops engaging and authentic lessons that demonstrate knowledge and confidence in subject matter. || Sept. 19
 * 6.5 Incorporates available technology in pedagogically appropriate ways. || Sept. 21
 * 6.6 Establishes a classroom environment that supports learning and develops responsible learners. || Oct. 24
 * 6.7 Carries out professional responsibilities for student assessment and evaluation. || Sept. 20
 * 6.8 Demonstrates capacity to take risks and make mistakes as part of professional growth and accepts constructive criticism in cooperative manner. || Sept. 16
 * 6.9 Reflects upon the goals and experience of professional practice, adapts teaching accordingly and demonstrates professionalism at all times. || Sept. 6 I was teaching a P.E. class in the gym. It was a fitness day, and I split the students into two groups, and got each group at separate times to do an assortment of runs, skips and hops. When I noticed students start slow the pace, or show a lack of encourage I would encourage them to continue, and give them positive uplifting comments. One thing I didn't do so well was the use of my voice, the gym echoes and students often had a hard time hearing my directions which caused confusion. || My cooperating teacher actually pointed out, that I didn't use my voice as well as I could have. He gave me a new idea to work on next time, which was to explain directions to one line, than while they ran, walk across the gym and explain to the others, in order to avoid confusion, and potentially students running into each other which is a safety issue in P.E. Next class, i'll have to adapt the way I ran the class, and be aware of my voice and directions. Great strategy! (9/19)