Goals for a Successful Internship (given to us by our placement supervisor):
A. Personal Attributes: Interns will develop personal qualities that demonstrate an interest in and commitment to teaching, learning, and the teaching profession. B. Relationships and Management: Interns will develop their abilities for creating and maintaining positive relationships and an environment that is conducive to student-centered learning. C. Curriculum, Instruction, and Assessment: Interns will develop their abilities for planning, presenting, and assessing lessons that meet the needs of all students. D. Social Justice and Community: Interns will develop an interest in and commitment to addressing issues of social justice as they relate to education and to the larger community. Professional Growth Plan Goals:
I will ask my partner to observe my facial expressions when she can, as I want to ensure that I am maintaining an encouraging demeanor at all times; even when students say or do things that catch me off-guard. I will begin recording the opportunities that I have to listen to students and keep track of whether or not I have taken those opportunities. I will then use this data to increase the time that I devote to this practice. I will have my partner review my adaptation plan with me prior to each lesson, in order to gain feedback on my success in considering every student’s needs. Every day, I will take the time to read about or listen to information on a current event or social issue.
Goals for a Successful Internship (given to us by our placement supervisor):
A. Personal Attributes: Interns will develop personal qualities that demonstrate an interest in and commitment to teaching, learning, and the teaching profession.
B. Relationships and Management: Interns will develop their abilities for creating and maintaining positive relationships and an environment that is conducive to student-centered learning.
C. Curriculum, Instruction, and Assessment: Interns will develop their abilities for planning, presenting, and assessing lessons that meet the needs of all students.
D. Social Justice and Community: Interns will develop an interest in and commitment to addressing issues of social justice as they relate to education and to the larger community.
Professional Growth Plan Goals:
I will focus on maintaining a positive attitude and a gentle tone, even when unexpected challenges occur. I will engage with students as much as possible, and concentrate on listening to them and their ideas as much as I can. During lesson planning, I will make every effort to include adaptations that allow for every student’s ability to participate. I will maintain a habit of checking news articles and researching current events, in order to incorporate them into my lessons.
I have been assigned to a grade 8/9 class for my field placement this year. The class has two different classrooms that they use fairly equally. I have drawn a map of each room to demonstrate the set-up. I have also taken a few pictures in one classroom, of some of the aspects that I believe to be great additions to the students’ learning.
Pencil Borrow Station
“Things to Work On”
Both of these rooms have given me ideas for my ideal future classroom set-up! I look forward to spending more time in each of them throughout the school year.
Yesterday, October 10th, was the third day in our field placement for my partner and I. We decided to co-teach a lesson in Phys. Ed. as an extra lesson aside from our required teaching time. My partner has a great deal of expertise in the area of yoga and body management, so we decided to do the following lesson with our students:
Physical Education Lesson Plan (Co-Teach) October 10th, 2019 Grade 8/9 Theme: Body Management
Grade 8: PE8.10 Create and implement an individual or small group plan to engage and support at least one other person in repeated participation in movement activity at school, at home, or in the community.
a) Describe the characteristics of individuals who may need encouragement to increase their level of participation in movement activity (e.g., lack personal motivation, overweight, work long hours, spend a lot of time on the computer, watch a lot of television, elderly).
b) Identify potential barriers (physical, emotional, mental, spiritual) that individuals might encounter that limit their level of participation in movement activities (e.g., disabled, alone much of the time, lack an understanding of what they could be doing, lack social support).
Grade 9: PE9.8: Express insights on the experience of participating in body management activities, including dance and gymnastics, as well as others (e.g., pilates, yoga, aquatics, karate, cross country running, aerobics, weight training, tai chi) as a means to support participation in recreational and leisure time activities for physical, emotional, mental, and spiritual well-being.
b) Willingly participate in body management activities (e.g., yoga, aerobics, swimming, karate, weight training, resistance training, tai chi) alone and with others. c) Assess the physical, emotional, mental, and spiritual well-being benefits of participation in body management activities. d) Determine own preference for participation in body management activities and the pros and cons of this preference related to personal well-being.
Materials: Gym mats/yoga mats, music, dim lights
Begin class by having students sit in a circle in the gym and discuss what they know about yoga practice. (i.e. How many of you have practiced yoga before? What are the benefits of practicing yoga and who can benefit from it? How can it be used for physical activity?). This will give an idea of what they know.
Explain the practice of yoga by indicating the various ways that it can enhance fitness. For example, flexibility, core strength, balance, rehabilitation, and mind-body connection.
Have students spread out and claim their personal space in the gym. Begin by demonstrating the vinyasa sequence that they will learn, explaining each pose and have them follow along (i.e. mountain pose, forward fold, halfway lift, vinyasa, upward facing dog, downward-facing dog). Explain that the breath (inhale/exhale) is the beginning of each movement.
After repeating the vinyasa sequence 3-4 times, introduce more difficult poses. For example, tree pose, dancer’s pose, and eagle pose. Consistently reminding the students to utilize their minds and breath to help them successfully improve.
Closure/Assessment: Have students sit in their personal space and share one way that they prefer to engage in physical activity and well-being (i.e. going for a walk/run, dancing, yoga, playing a sport).
Personal Goals (Professional Growth Plan): Demonstrate movements using modifications in a safe and effective way, in order to guide students who may need to do the same.
Three things that went well: 1) The students participated with us, despite being unfamiliar with this unique form of strength training.
2) By focusing on the physical benefits of yoga, rather than taking a spiritual approach that some may not feel comfortable with, and the potential for modified movement, we were able to engage the whole group in the activity.
3) The students were very focused during discussion times and provided insight that helped all of us learn from one another.
Three things to improve: 1) We did not have yoga mats, so the students had to use large gym mats. However, there were not enough for each student to have their own and some had to share. This made it difficult for the students to focus and increased the potential for injury (thankfully there weren’t any though). It would be much better to have a mat for each student.
2) We allowed the students to place their mats around the gym, and most of the class chose spaces very close to one another. To improve the lesson, we would place the mats strategically around the gym in order to give each student plenty of space to themselves.
3) As the students suggested forms of physical activity that they enjoy, it would have been beneficial to write their answers down for future use in Phys. Ed. This would help them to take control of their own learning and would increase participation from those who do not enjoy the activities that are commonly done within Phys. Ed.
Overall Comments: Yoga is something that I am very unfamiliar with and have never taught or participated in before. However, my partner explained to me that there are many approaches to yoga and that it can be used as a strength training method of exercise. I had always associated yoga with a certain spirituality and had some reservations about bringing that into the classroom, but we focused on the physical benefits of exercise in general and used the lesson to teach students about balance and core strength. I was comfortable with the approach that we took.
Because I am pregnant right now, I was also very nervous about my ability to demonstrate any of the movements. However, she assured me that demonstrating modified movements would simply help the students to feel more comfortable, should they not be able to follow her motions. She was right! I was able to demonstrate some modifications and I believe that several students felt more confident in the lesson because they could follow these modifications.
Our discussion times went well and every student was able to share a form of physical activity that they enjoy. Our hope is that they took away a motivation to stay active and confidence to choose forms of exercise that they really enjoy.
Largely because of my wonderful partner, who took the lead in this lesson, I feel that it was very successful in encouraging the students to explore various ways of staying active! I was a little bit nervous about learning to co-teach this year, but I have been blessed with a partner whose positive attitude is contagious and whose ability to connect with students is inspiring! I am so thankful for this experience and for the opportunity to learn with such an awesome group of student teachers!
Yesterday was my second field experience day in my coop school, and it was awesome!
My partner and I were able to observe a variety of activities within the school and were able to interact with many of the students in grade 2/3 and grade 8/9. We witnessed plenty of wonderful teaching strategies in action and I learned a great deal from the teachers leading yesterday’s activities.
Here are some of the insights that I came to:
using stations similar to “Daily 5” in Math class works really well and is something that I would like to explore incorporating at the middle years’ level
starting a French class by having general conversation with the students is a great pre-assessment strategy and allows the teacher to test the students’ ability to respond to questions appropriately (I do not know that I will ever teach French, but similar strategies could be used in any class that incorporates language learning)
using a large variety of activities within a lesson is crucial, especially in earlier years, in keeping the students interested
It was also our first experience teaching a lesson in the school. We decided to co-teach a grade 2/3 Health lesson. Here is the lesson plan we created and followed:
Field Experience #3 Co-Teaching Lesson Plan (Health)
Management Implications: We can ask students to raise their hands before sharing answers, in order to give all students, who wish to participate, equal opportunity and manage noise level.
Adaptations for Student Needs: We can make adaptations as needed throughout the activity. Pairing the students up for the poster creation portion will allow for students who may struggle with penmanship to distribute the work with their partner (ex. One student illustrates while the other student writes).
Setting the Stage for Learning: As the class begins, we can have a copy of the Canadian Food Guide posted at the front of the room, as well as a basket of healthy fruits and vegetables and a basket of unhealthy snacks sitting at the front of the room.
Materials: whiteboard, whiteboard markers, Canadian food guides, poster paper, markers, drawings of several food items and actual food items (see pictures inserted below)
Procedures: 1) Welcome the class with a fun video about healthy eating. Hand out copies of the food guide to each student while the video plays.
2) Game: we can hold up items, one at a time, from the baskets and have students determine whether they are healthy or unhealthy.
3) Brainstorm: have students provide other examples of healthy snack options, as we write them on the whiteboard.
4) Posters: pair or group the students and have them create posters that represent healthy snacking and its benefits.
Closure (summary/assignment): Collect the students’ posters at the end of the class and thank them for participating.
Student Assessment: (connected to Learning Outcomes) Observations during the brainstorming session, as well as analysis of the posters, will provide an understanding of the students’ success in comprehending healthy snacking.
Personal Goals: Time Management (I want to keep my speaking to a minimum, in order to allow the students adequate time to share and to complete activities)
The students had a lot of fun with the activity and were all actively participating in the discussion times, listening carefully to the video, and respectfully working in the groups that I assigned them for the poster creation portion.
My partner and I were enthusiastic with the class and worked well as a team throughout the whole lesson.
The students really seemed to understand that it is important to eat healthy snacks and were able to come up with examples of such foods on their own.
Three things to improve:
This lesson would work well over a longer period of time, as the students did not want to stop making their posters at the end of the class.
A cross-curricular component could be added to this lesson to enhance the students’ learning.
It would be fun to allow the students to choose their own food example during the healthy vs. non-healthy introduction game.
Overall Comments: I was nervous about teaching this lesson, as it was our first one. However, I kept reminding myself that it was a learning experience and that I needed to be positive, courageous, and have fun with it. This strategy worked and I truly enjoyed every second of the teaching. This experience reinforced in me that teaching is one of my biggest passions and that this year is going to help me grow so much! I am extremely happy with the way that this lesson unfolded. It seemed to me that the students thoroughly enjoyed it as well!
My first day in the school was this past Thursday, September 26th, and it exceeded my expectations by far! I have been assigned to a grade 8/9 split class with two wonderful co-op teachers to learn from, as well as a fantastic staff willing to provide us with opportunities above and beyond the requirements.
My partner and I will be co-teaching several lessons in the next few weeks and individually teaching others. We will cover a range of subject areas and grade levels throughout our experience, which is more than I could have asked for!
For this experience, we were instructed to plan an introductory activity to get to know the class. Here is my lesson plan for the activity that I chose:
Ice Breaker (Introduction Activity) – Field Placement 2019
September 26th, 2019
“Two Truths and a Lie”
I will begin by introducing myself to the students. I will then ask them if they have played “Two Truths and a Lie” before. If not, I will explain how it works and ask that the student to raise their hand if they have a guess. The person whose turn it is can call on them to answer. I will also ask that each student starts with their name. I will remind students to keep it school appropriate at all times.
Each person in the room will take their turn. I will then thank the class and the activity will conclude.
Management: If a student is struggling to come up with an answer, or does not feel comfortable participating, I will simply move on to the next student and come back to them if they later feel ready to take their turn.
Reflection: Overall, I am happy with the way that this activity turned out. The students seemed to enjoy guessing each other’s answers and I thoroughly enjoyed learning a little bit about each of them. The activity flowed well and it did not take long to get through the whole class. One thing that I could have done better is sticking to my rule about raising hands. The students were speaking before raising their hands but, since it did not get chaotic or difficult to hear, I allowed them to continue without reminding them of that rule. I did have to use my management technique a couple of times, and it was adequate in keeping the activity flowing smoothly. It was a fun activity and I am content with its success.
Aside from the success of my introductory activity, I feel happy with every other aspect of my first day in the school.
One of the classrooms that the grade 8/9 students use primarily has given me great inspiration for my future classroom. Many instructional strategies are evident in the physical set up of the classroom. Here are some images that demonstrate such evidence:
Pencil Borrow Station
“Things to Work On”
I am leaving my first field placement experience feeling inspired and excited for the future.
Thanks for reading! I will post a reflection after each placement experience.
This week marks the beginning of my first ever field placement in my Bachelor of Education journey. Many emotions are overtaking my being as I dream about the experience at hand. I am excited to learn new skills, anxious to put learned teaching methods into practice, confident in my ability to make the most of the experience, unsure of what to expect, and eager to try new things and grow as a professional.
Although there are many uncertainties that lie within the upcoming months, I feel overjoyed to be entering this stage of my education journey and optimistic about the potential that it holds.
One thing is for sure… this experience will be a learning curve and I will be better for it!