As I took on more teaching this week, I began to realize how flexible and adaptable a teacher must be with their day plan. As I have progressed with teaching subtraction and addition, as well as 2-D shapes in math, I have realized that sometimes lesson plans will not always go as expected. During an entry slip activity that was completed one morning, I found that there were quite a few students who were not understanding some of the material I was teaching. As we are working on mental math strategies, I have come realize that it is sometimes difficult for students to show their work (a key component of math in higher grades). After seeing their struggles, I decided that they needed more practice, so I did not proceed with my original lesson, but back-tracked to working with ten-frames. I was not sure if it was the best decision at the time as I had nothing “planned,” but went with the flow and students communicated and showed their work in a group setting. I felt this helped students who were struggling, but I could see those that have a higher level of understanding were starting to get bored. Mrs. S mentioned that I can begin to provide more challenging (alternative) activities for students that are gifted. Mrs. S may also start a math club while I am working with other students during math class.

This week I also focused on providing my students with more open-ended questions, and ensuring that everyone was participating as much as possible. I specifically wanted students to demonstrate their thinking process, so I asked questions like: “What is it about this shape that makes you think it’s a circle?” or “In what way can you show the number story 13 + 9 with a ten frame?” I am working hard to provide students with questions that are not too difficult to understand, but those that will stimulate their minds- rather than yes or no answers. I have also been focusing on including all students within the class discussions, which can be quite difficult to do with this particular class. My main goal for this practicum is to do my best to engage all students, especially those that are lower and experience more challenges in participating. Sometimes when I see my students with behaviors not focusing I will ask them what they might think of the topic I am discussing- this usually helps them re-connect with the group. However, I have to be sensitive to whom I am targeting with this type of approach. There are a few students with anxiety disorders, so I make sure not to put them on the spot with these types of questions. As I get to know the students and their personalities better, I can gauge how they will react to certain circumstances. For the most part, however, most students are very interactive and participate well. I also do my best to scan the room as often as possible, and give everyone a chance to speak.

I am currently reading a book called “CHAMPS” – A Proactive and Positive Approach to Classroom Management, so I hope to gain some further information on behaviour management, as well as ways to set clear and positive classroom expectations. I am looking forward to practicing more next week, as well as working on lesson timing and reinforcing “green zone” behaviour.