Today was a very exciting day in Mrs. S’s class! It was our Science unit wrap-up for “Matter”- and we had many activities planned for the students. The first part of the day was spent on “Morning Meeting” and a math worksheet. Mrs. S wanted to check to see where they were at on their adding and subtracting skills- this was not for marks, but just to check-in and see how they were doing. Mrs. S will be holding a “Math Club” group during our “Morning Meeting” sessions with some students that might require extra assistance- this will take place while on my long practicum, so she can provide an extra hand to those in need. After recess, we began our “States of Matter” experiments. The first experiment we started things off with was changing a solid into another solid- popcorn! We began popping whole kernels with a popcorn machine. Students watched as the heat changed the corn into popcorn (solid to solid). It was amazing to see how excited they were! We then made some observations about the changing states, and then ate it! We then changed a solid into a liquid by eating popsicles. This was very exciting for the students- a total treat day! It was a very neat way of inquiring into how matter changes it’s state.

After lunch, we continued our experimenting with different types of matter. I took over the “Root Beer float-making”- yes, at this point the students could hardly sit still, but it was amazing to watch and the observations that they made was key. We changed a solid into a liquid by putting frozen ice cream into cold Root Beer. Even though they were so tempted to start drinking the Root Beer before the ice cream was added! 🙂 This was a lot of fun for the teachers too! Mrs. S took over the pancake-making station (turning a liquid into a solid). After students ate up all their treats, they had to draw a photo of their observations and write a paragraph on what happened to the different states of matter. This was definitely a day to remember, and something that I believe will last in their memories. I also learned from this exercise, and have decided that if and when I implement this into my own classroom in the future, I will designate specific days for each activity. I think by the end of the day they were all sugared-out! We then transitioned into “Centres” for the last portion of the day, and handed out report cards. I felt sorry for handing the students over to their parents at the door 🙂 Definitely a great way to end Term 2, and I am so excited to begin my 10 week practicum journey!

 

The day started off really well with “Morning Meeting,” and excitement was in the air with Spring Break quickly approaching. The students were particularly attentive this morning, and I feel that my teacher presence is starting to take a firm hold. It was also one of our student’s birthday, so everyone was looking forward to cupcakes in the afternoon! Little did I know that 2 pm + sugar would equal mayhem! However, during the morning hours, Mrs. S moved on to her math lesson after I taught Morning Meeting. She had just completed her report cards, so she asked me if I would help her by proof-reading them. This was a great experience, as it enabled me to observe the process of writing (teacher observations and positive feedback/recommendations for parents/teacher support, with comments to follow on student achievement in the class). It was interesting to note that there is no longer an option for “not meeting expectations” and is now considered “approaching.” Mrs. S explained that quite a few students have moved from “meeting expectations” to “approaching” this term, particularly in their writing skills. She is trying to re-focus their development in writing- providing more opportunities to reflect on read-aloud’s and observations made through other language arts activities (much of this is integrated cross-curriculum). This is definitely something that I will be taking into consideration moving forward into my 10-week practicum.

During the student’s PE block, Mrs. S and I had prep time to mark some writing journals, as well as review my first unit plan for Science. I am really excited to start teaching consistently, and give students the opportunity to inquire about the environment in different ways. I am looking forward to sharing my passion for geography and sustainability with my students! After PE, students worked on their spelling vocabulary worksheets, and Mrs. S and I walked around the classroom helping students who required extra assistance. We also made anecdotal observations on some of the students behaviors during this time. Mrs. S explained that the most efficient means of assessment for students at this age is through anecdotal record as well as formative assessments throughout the unit (collecting lots of student work to make an appropriate evaluation). Projects are also a great way to evaluate students abilities (like our “Passion Projects” that Mrs. S is doing with the students right now)- in addition to peer assessment. I have heard great things about peer assessment/reflection, so I am going to implement this into the units that I teach in the next few months.

During the afternoon, the students seemed to have some difficulties paying attention. After silent reading, Mrs. S moved in to a read-aloud which spoke about community gardens, and posed the question to the class about the types of vegetables or fruits they have growing in their own gardens at home. She could tell they were having some problems focusing, so we took a small community walk down to the Cougar Canyon garden to observe some of the plants and flowers. The kids were having a hard time regulating their behaviors, and were stepping in the soil (which Mrs. S explained was disrespectful to the environment and to the keeper of the garden). We then moved back to the class, where everyone celebrated our student’s birthday with cupcakes. After the celebrations, I was to finish off my 3D Umbrella art which was taught last class. However, when I attempted to get their attention, it took me close to 5 minutes for them to focus. Mrs. S was a great help- she couldn’t believe how unruly they were, and that it had been a long time since she saw them act this way. I first attempted to use a sound pattern strategy, but only a few students paid attention. I then moved into “If you can hear me, touch your head, etc.” Again, this did not work. I waited, and kept waiting, until finally Mrs. S mentioned to put 3 minutes owed on the board. It took them another 2 minutes to finally get their attention! The students owed me 5 minutes in total, and were not allowed to participate in “centers” activities until they completed their time. Mrs. S and I were both in total shock, and it was the first time I felt hopeless trying to manage a class. Although it was a tough experience, I was thankful that it happened. Mrs. S explained that this is something that happens frequently to teachers, and it’s the best test of your ability to keep composure. It was definitely a day to remember, and I learned a great deal from my students.