What kinds of “evidence” were you able to collect?
Well, because I wasn’t able to narrow down my Inquiry question in time, I wasn’t able to adequately ‘collect’ data. My parameters weren’t yet set. As I inch closer to a refined and practical inquiry, I will continue to work on synthesizing observations into workable evidence, in order to set-up for observations during long practicum.
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The students at Langley Fundamental Middle and Secondary School are generally well-behaved, polite and oddly studious. The classes I observed seemed to be well-managed and the teachers were well-respected. Majority of the students were quite vocal with their “please and thank you’s” as teacher handed out work sheets and other materials during class time. Students responded well to tasks and responded when asked.
My SA’s grade 11’s and grade 12’s were exceptionally well-behaved and respectful. They conducted themselves in a polite and respectful manner when addressed. There seemed to be a reciprocated respect between my SA and her students, and they seemed to listen well. I was inspired by this, and payed very close attention to how my SA seemed to have her students eating out of the palm of her hand.
I noticed that my SA kept her cool, and joked with students in an intelligent way, which students responded to very well. She had a sarcastic undertone in her GESTURES and LOOKS, and never really voiced her sarcasm. Students enjoyed her good-humour and I felt this dynamic had been established over the months of consistency and quality. She comes across as effortlessly authentic, and admits to her mistakes openly and with good humour.
Some strategies my SA used to establish a sense of consistency and quality is that she prepared materials well in advance and made sure materials were always in the place where she intended them to be, she developed specific places where students are to find certain materials e.g., paint sets, paper, extra highlighters etc. and made sure that when she has handouts, to always have the appropriate number and stapled together. Essentially, all the prep-work done in advance shows that the teacher is prompt, and on top of their work. This inspires a sense of trust and confidence in their teacher, ultimately resulting in respect.
Unit-specific Essential Question is written on Grade-specific sections of the board. She also makes a point to write down the daily agenda, so students are constantly aware of what is going on, and they are given that respect of knowing what is to follow.
I see my SA building community in her classroom, as she exercises key relationship principles of communication, trust, honesty and authenticity.
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Evidence to Come…
Visual Documentation – Classroom
Interviews (students) –
Interviews (SA) –