Professional Semester III
I completed my PSIII semester from Sep-Dec of 2014 at a large high school in Calgary. More information can be found on my blog for the months of Sept, Oct, Nov, and Dec. I'm in the process of reconstructing my D2L shell material in Google sites.
Classroom & School Culture
I taught one ELA 10-1 class of 34 students, of whom there were 5 ESL, 1 international, and 5 gifted students. The students were consistently focused, invested, and diligent. They enjoyed working in pairs or small groups, and sharing their learning and their lives with me and with each other. I enjoyed their eagerness and positivity. I used D2L and email frequently to communicate with them, and they emailed me frequently. Many were passionate about reading, writing, and talking about the life issues presented in the texts. While the majority of students were strong learners and simply needed guidance, a few needed more support, so I made an effort to check in with them regularly and to provide more focused instruction as needed, as well as to group them with stronger students during activities.
I also taught one ELA 20-2 class, of whom there were 9 ESL, 3 international, 2 independent, 3 coded for anxiety, 1 coded for ADHD, and 1 coded for autism; 3 students were repeating the class. I had 27 students on average: two new students arrived in early October, one moved schools in early November, one was placed on home leave in November, and two left in December to return to their home countries. At various times, different students experienced significant life crises, and I accommodated all students through providing a calm environment, allowing time away from classmates to cool down, and chatting with them about life. These students were quieter and tended to like short, structured independent work, and my challenge was to increase their participation in discussion and group activities to extend their learning and build community.
I began the semester by conferencing with each of my students individually to establish rapport and learn names. In taking care of students’ well-being, I was extremely grateful to be able to cooperate with students’ guidance counsellors, assistant principals, and teachers in the Learning Centre. Conversations with parents or guardians during interviews and phone calls were also beneficial. In future teaching, I’d like to do an even better job of keeping communication lines open.
Planning, Instruction, and Assessment
I arranged the units for both classes in order to start with shorter print and visual texts, move into novels, and end with dramas. My plan was to scaffold the learning by practicing interpretive and analysis skills on more accessible texts and then applying and building on these skills as we moved into more complicated and layered texts. Because all English students complete a diagnostic writing assignment within the first month, I also chose texts that would prepare them for this. I also used the texts as models for the students' own autobiographical texts (poems and photos), which were used to explore self-expression and build community (my 10-1 class had a poetry reading session in small groups and then whole class performances, while my 20-2 class showcased their photos in a temporary classroom gallery). For future classes, I would try beginning with a novel, the reading tends to be accessible, it lasts longer and provides a rhythm, and the unit planning is more straightforward.
I used a variety of instructional strategies. I guided brainstorming and class discussion based on key questions. I modeled textual analysis and close reading with the whole class and small groups. I would often provide basic instructions and guiding questions (with or without graphic organizers) and have students engage in problem solving and analysis together. I also used activities that had students represent and reflect on their understanding, such as through acting and games. Students tended to be more engaged when they were up and moving around, or when we changed the layout of the classroom for the activity. I quickly found that my ELA 20-2 class needed more systematic instructions and shorter-term learning activities, whereas my 10-1 class could manage more complex activities that spanned multiple days and accommodated multiple ways of doing things.
I integrated technology mostly through having students complete written work using word processors, but I also used problem- and project-based instruction in my 10-1 class that engaged students in using technology to develop a variety of skills. I found technology very useful in promoting collaboration among students and between students and me, and assisting with reading (audiobooks and ebooks for reference). I used more features of D2L over the course of the semester. I preferred using GAFE for instruction because it better facilitates collaboration, though D2L is useful for monitoring student progress and pushing communications.
I conversed with students frequently about the material and about adjusting pace and order to accommodate their readiness and schedule constraints in other classes. My deadlines were usually flexible, and students received extensions when needed without penalty. While my 10-1s were good about getting assignments in to me, I found I had to hunt many of my 20-2 students down for work, often because of absences. I would use this approach in the future because it relieves student stress and maintains a positive relationship between us; I might, however, do less hunting and put more onus on students to come see me if they want credit for the work. Students were free to rework and resubmit almost any assignment, and motivated students of varying abilities took advantage of this (in a good way).
In both of my classes, I had students do unexpectedly poorly on tests, but accommodated for this by offering a re-write for one class, and by walking through questions with students for my other class. For tests that followed in both classes, I administered tests and then reviewed the answers with students in the same period. I would also allow students to defend their answers and sometimes changed which answers I would accept in response. Students liked this and learned more through the discussion.
Classroom & School Culture
I taught one ELA 10-1 class of 34 students, of whom there were 5 ESL, 1 international, and 5 gifted students. The students were consistently focused, invested, and diligent. They enjoyed working in pairs or small groups, and sharing their learning and their lives with me and with each other. I enjoyed their eagerness and positivity. I used D2L and email frequently to communicate with them, and they emailed me frequently. Many were passionate about reading, writing, and talking about the life issues presented in the texts. While the majority of students were strong learners and simply needed guidance, a few needed more support, so I made an effort to check in with them regularly and to provide more focused instruction as needed, as well as to group them with stronger students during activities.
I also taught one ELA 20-2 class, of whom there were 9 ESL, 3 international, 2 independent, 3 coded for anxiety, 1 coded for ADHD, and 1 coded for autism; 3 students were repeating the class. I had 27 students on average: two new students arrived in early October, one moved schools in early November, one was placed on home leave in November, and two left in December to return to their home countries. At various times, different students experienced significant life crises, and I accommodated all students through providing a calm environment, allowing time away from classmates to cool down, and chatting with them about life. These students were quieter and tended to like short, structured independent work, and my challenge was to increase their participation in discussion and group activities to extend their learning and build community.
I began the semester by conferencing with each of my students individually to establish rapport and learn names. In taking care of students’ well-being, I was extremely grateful to be able to cooperate with students’ guidance counsellors, assistant principals, and teachers in the Learning Centre. Conversations with parents or guardians during interviews and phone calls were also beneficial. In future teaching, I’d like to do an even better job of keeping communication lines open.
Planning, Instruction, and Assessment
I arranged the units for both classes in order to start with shorter print and visual texts, move into novels, and end with dramas. My plan was to scaffold the learning by practicing interpretive and analysis skills on more accessible texts and then applying and building on these skills as we moved into more complicated and layered texts. Because all English students complete a diagnostic writing assignment within the first month, I also chose texts that would prepare them for this. I also used the texts as models for the students' own autobiographical texts (poems and photos), which were used to explore self-expression and build community (my 10-1 class had a poetry reading session in small groups and then whole class performances, while my 20-2 class showcased their photos in a temporary classroom gallery). For future classes, I would try beginning with a novel, the reading tends to be accessible, it lasts longer and provides a rhythm, and the unit planning is more straightforward.
I used a variety of instructional strategies. I guided brainstorming and class discussion based on key questions. I modeled textual analysis and close reading with the whole class and small groups. I would often provide basic instructions and guiding questions (with or without graphic organizers) and have students engage in problem solving and analysis together. I also used activities that had students represent and reflect on their understanding, such as through acting and games. Students tended to be more engaged when they were up and moving around, or when we changed the layout of the classroom for the activity. I quickly found that my ELA 20-2 class needed more systematic instructions and shorter-term learning activities, whereas my 10-1 class could manage more complex activities that spanned multiple days and accommodated multiple ways of doing things.
I integrated technology mostly through having students complete written work using word processors, but I also used problem- and project-based instruction in my 10-1 class that engaged students in using technology to develop a variety of skills. I found technology very useful in promoting collaboration among students and between students and me, and assisting with reading (audiobooks and ebooks for reference). I used more features of D2L over the course of the semester. I preferred using GAFE for instruction because it better facilitates collaboration, though D2L is useful for monitoring student progress and pushing communications.
I conversed with students frequently about the material and about adjusting pace and order to accommodate their readiness and schedule constraints in other classes. My deadlines were usually flexible, and students received extensions when needed without penalty. While my 10-1s were good about getting assignments in to me, I found I had to hunt many of my 20-2 students down for work, often because of absences. I would use this approach in the future because it relieves student stress and maintains a positive relationship between us; I might, however, do less hunting and put more onus on students to come see me if they want credit for the work. Students were free to rework and resubmit almost any assignment, and motivated students of varying abilities took advantage of this (in a good way).
In both of my classes, I had students do unexpectedly poorly on tests, but accommodated for this by offering a re-write for one class, and by walking through questions with students for my other class. For tests that followed in both classes, I administered tests and then reviewed the answers with students in the same period. I would also allow students to defend their answers and sometimes changed which answers I would accept in response. Students liked this and learned more through the discussion.
Extracurricular Involvement
I assisted with conducting supervision normally assigned to my teacher mentor (library twice per week, other areas based on pre-set schedule). Beginning in September, I volunteered to supervise the student-run operation of the school store once per week under the direction of a colleague, providing her with some relief to focus on other extracurricular commitments. During September and October, I supervised and marshalled three cross-country meets and made an effort to build relationships with a few students, including the trainer and some injured runners. Beginning in mid-November, I began assistant coaching the junior girls’ basketball team with the head coach. The head coach has given me insight on what it means to coach students in excellence and to provide leadership for a close and functional team. Certainly, I will continue to learn and transfer this knowledge into my teaching and classroom management.
Professional Development
During my practicum, I also completed a Professional Inquiry Project, and set and accomplished my Professional Growth Plan goals.
Closing Remarks
Through this practicum, I've come to realize four things about myself as a person and as a teacher:
1. I value hearing other people's stories and seeing them represented in texts. I'd like to gain more experience in understanding what it means to learn English and Canadian Anglo-culture as a second language/culture, and how I might go about instructing students and bridging that gap while honouring their first language and culture. I'd like to get formal ESL/ELL training at some point in the next few years.
2. I value information and communications technology as having potential to shape and inform better pedagogy. There is a lot of unexplored potential with ICT to enable my students to construct their knowledge and develop their skills together. I want to continue to use more features of Brightspace/D2L, but I'd also like to get a GAFE Certification in the near future.
3. I value my local community and want to better the lives of people in my city. I also believe that people - including young people - want to be part of something bigger than themselves. While studying texts helps to develop empathy (by connecting with characters and their quasi-universal human experiences), this practice should be supplemented by authentic connection with real people in the students' communities. This might involve field trips (physical or virtual), hosting classroom guests (either physically or virtually), writing/presenting to real audiences (and seeking their feedback), or service-based learning. I want to continue to design assessments and instruction to keep this connection alive. At the same time, I want to grow in my ability to develop authentic community among my students and their classmates as well as others in the school.
4. I value collaborating. My colleagues were gracious enough to ask my opinions on various matters, and I shared knowledge and insight from my years in the pipeline industry as well as my recent education courses. Additionally, my colleagues (and especially my mentor teacher) eagerly and generously shared with me their strategies and resources for teaching; their insights about the profession (the good, the bad, and the ugly); and their passion for kids, literature, and culture. I am a better teacher and a richer person because of them. I would like to be part of a strong and supportive team, and to continue to provide my colleagues with encouragement and care.
I assisted with conducting supervision normally assigned to my teacher mentor (library twice per week, other areas based on pre-set schedule). Beginning in September, I volunteered to supervise the student-run operation of the school store once per week under the direction of a colleague, providing her with some relief to focus on other extracurricular commitments. During September and October, I supervised and marshalled three cross-country meets and made an effort to build relationships with a few students, including the trainer and some injured runners. Beginning in mid-November, I began assistant coaching the junior girls’ basketball team with the head coach. The head coach has given me insight on what it means to coach students in excellence and to provide leadership for a close and functional team. Certainly, I will continue to learn and transfer this knowledge into my teaching and classroom management.
Professional Development
During my practicum, I also completed a Professional Inquiry Project, and set and accomplished my Professional Growth Plan goals.
Closing Remarks
Through this practicum, I've come to realize four things about myself as a person and as a teacher:
1. I value hearing other people's stories and seeing them represented in texts. I'd like to gain more experience in understanding what it means to learn English and Canadian Anglo-culture as a second language/culture, and how I might go about instructing students and bridging that gap while honouring their first language and culture. I'd like to get formal ESL/ELL training at some point in the next few years.
2. I value information and communications technology as having potential to shape and inform better pedagogy. There is a lot of unexplored potential with ICT to enable my students to construct their knowledge and develop their skills together. I want to continue to use more features of Brightspace/D2L, but I'd also like to get a GAFE Certification in the near future.
3. I value my local community and want to better the lives of people in my city. I also believe that people - including young people - want to be part of something bigger than themselves. While studying texts helps to develop empathy (by connecting with characters and their quasi-universal human experiences), this practice should be supplemented by authentic connection with real people in the students' communities. This might involve field trips (physical or virtual), hosting classroom guests (either physically or virtually), writing/presenting to real audiences (and seeking their feedback), or service-based learning. I want to continue to design assessments and instruction to keep this connection alive. At the same time, I want to grow in my ability to develop authentic community among my students and their classmates as well as others in the school.
4. I value collaborating. My colleagues were gracious enough to ask my opinions on various matters, and I shared knowledge and insight from my years in the pipeline industry as well as my recent education courses. Additionally, my colleagues (and especially my mentor teacher) eagerly and generously shared with me their strategies and resources for teaching; their insights about the profession (the good, the bad, and the ugly); and their passion for kids, literature, and culture. I am a better teacher and a richer person because of them. I would like to be part of a strong and supportive team, and to continue to provide my colleagues with encouragement and care.