My Path to Inspiration and Inquiry

A couple things that I would like to work on for my future Thursday visits and the long practicum:

• I would like to see understand more about some of my student’s learning needs, for example, in terms of a possible selectively mute student. How do I support the student in the journey of becoming more comfortable in class? I have been doing some background research along with my inquiry question.
• I would like to find my balance in the classroom as a developing teacher as allowing my students room to explore in things of interest to them but at the same time have a structure that is maintained by adequate amount of classroom management. I am still working on a framework that best suits my teaching/learning needs as I get to know my students more.
• Teacher Presence: Be more aware on how I vocalize myself, and how I present myself in different situations with varied facial expression and tone accordingly to context (e.g. be more dramatic during finger puppet play/ stories..etc.)
• More positive reinforcement during class management: praise the good behaviours to attract other students follow suit, rather than calling out the negatives all the time. Use more non-verbal cues during classroom management so it does not disturb the flow or pace of instruction or activity time.
• Be more firm and consistent with my expecatations. It’s okay to be firm yet reasonable during instruction time. Scanning the whole class more frequently to ensure I have student’s full attention. And, when I don’t, it’s okay to address it.

Things I have done in the past 2 weeks:

• Morning Routines (Greetings at the door, change shoes, sign-in books (print their name and a word of their choice), providing students feedback on their letter formation in their sign in books, assist special helper to initiate good mornings to all classmates) Assist or guide students in tying shoes laces when they switch between inside and outside shoes.
• Morning Message (Come up with a sentence for the day, count with the kids how many words there are in the sentence. Write down the blanks needed for “kindergarten writing”. Next, come up with the class at least the first and last letter of each word. Lastly, model the correct way of spelling in “book writing” and read it with the class at a normal pace.
• Calendar (Go over the spelling of the month, count the days, what’s today/ yesterday/ tomorrow, what’s the season, what’s the weather, what’s the season, how may days have the students attended kindergarten) It requires singing when doing calendar time.
• Ensure enough transition time is allotted for students to get ready and make it in time for Music classes or Library time. The use of singing and music is crucial during transitions, body movement brain breaks, and before going home. Reminder song for hallway behaviour and marshmallow feet. Nursery rhymes with singing and dramatic movements.
• Talking Tables: I first observed my SA and Paige Whittemore, the Early Literacy teacher leading the activity together. Then, I led literacy activities with the use Talking Tables kindergarten program binder with Paige.
• Centres (allow students to make a choice of where they would like to spend their time during centre time, provide guidance and manage behaviours when needed)
• I introduced the concept of 4 through a song, allowing students to use various manipulative to represent their understanding of the number 4.
• I retold an SEL story “When I feel sad” with focus on identifying the character’s emotions through the use of document camera. The lesson was followed by an activity how to be a good listener when someone is sharing a personal story with you especially when it’s a sad one. I modeled what good listening looked like and also asked the students for ideas
• Non-verbal cues for what listening looks like (one hand to cover mouth and one hand raised)

Inquiry Hub/Suwa’lkh School Principal

• I was blown away by Jay Jang, an Inquiry Hub student who presented his passion with technology. Just by the way he articulated his interest, I wouldn’t have known he was a high school student. I am amazed by his programming skills and knowledge of different inter phases. It was quite magical to see someone dream, and to witness a glimpse of that process through his  presentation. I hope that in my teachings, I can allow students to think outside the box and dare to dream! I want to provide them the safety net that I will be there to guide them as they explore curiosity of the world.
• I really liked how Suwa’lkh School Principal emphasized that we as educator must teach from the heart, especially for the marginalized population, as they need us the most.  The children are quite quick at picking that up, and we want to take every opportunity as educators to allow learning to happen not only academically but also to guide them through their self-discovery if it means in terms of scaffolding career planning. (*This example, was relevant to high school students seeking to work right after graduation, and how they need to have the tool to seek a career in various trades of interest to them)