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BLOG 4: FreshGrade

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FreshGrade

Technology is everywhere- it is a critical part of our culture. It can be an effective tool that drives student learning if utilized appropriately in the classroom. Although there is an abundance of amazing classroom technology out there, one in particular that I wanted to share is FreshGrade. I have yet to implement it in my classroom, but while I was in Vancouver, my sister’s teacher was using it as an assessment tool. Here and there, I would log in to the parent account and explore the app and see how it was being used. Even as a first time user, it was so simple, efficient and a great way to share student learning. I was so impressed with the app how the teacher was using it in a timely manner that I had since looked forward to learning more about it. What exactly is FreshGrade you ask?

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FreshGrade is an online portfolio where teachers, students and parents all interact to capture and comment on the student’s school work. The program also allows teachers to create and grade custom assignments, which are then tracked in the tool.

The most powerful use of FreshGrade is the inclusion of teachers, parents, and students. As a collective, these stakeholders are given the opportunity to share, reflect, and enhance learning. They each have their own account but each individual will have their own account and access to different information and data. 

Teachers create a digital class by uploading their class list, or can integrate a class list using Clever. This process creates an individual portfolio pages for each student in the class. The teacher can then use the FreshGrade app to upload materials – documents, pictures, videos, audio or comments – to individual student pages or to the whole class page. Using the browser-based version of FreshGrade, teachers can also create, assign and grade activities. These activities can be aligned to specific standards and include attached documents. They can be assigned to an individual student, a group, or the whole class. 

When students use the FreshGrade student app, they are able to view only their own portfolio page. Students can comment on the work in their portfolio, or upload their own materials using the app. The app sends a notification to teachers when there is new activity in the student’s account, and to students when the teacher uploads a new class-wide document. FreshGrade encourages student reflection and goal setting through the use of comments. Moreover, it allows students to track their progress and self-reflect on their work. 

Parents use FreshGrade to view their child’s portfolio and to comment on the items it contains. Parents also receive notifications when there is new activity in the portfolio. Teachers can use this app as a communication tool to get in touch with parents more efficiently and get quicker responses. Further, parents can track their child’s progress and give them more visibility on how their child is doing at school.

Although I haven’t gotten the opportunity to use FreshGrade for my classroom because the school I was working at had their own preferred school wide website (ClassDojo) , it is definitely a tool I will use in my future practice. What better way to use one tool to empower students, save time, and engage parents. If used appropriately, assessment for, as and of can be collected for all students and then recorded in the grade book provided by the website. I will take full advantage of this wonderful online portfolio, and make sure to use all of its features to get the most out of it. Since there is an app version, I will use my iPhone to quickly take pictures of student work during classroom time, or after school and instantly upload it onto the website so parents can see what their kids are learning at school. This app will motivate me to be up to date with my marking, and assessment because both students and parents will be eagerly waiting. I can also use it for school reminders such as homework, field trips or other important events happening at school.

BLOG THREE:

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“When we invest time up front to build the vision [of what students are to be learning], we gain it back later in increased student motivation and the resulting higher‐quality work.” (Chappuis, 2009)

 

Creating a learning goal that aligns with the curriculum objectives of your grade and co-constructing a success criteria with your students that will portray the necessary steps to achieve the learning goal are crucial in creating strong independent learners. Although it may seem like an arduous task to create a learning goal for every new lesson or unit and a success criteria to meet that goal, it is definitely worth the effort when it results in higher engagement, enthusiasm, and better work habits. For this reason, I have chosen the quote above to link my learning to. From the past three modules, I have learned that there are many crucial measures  that are necessary in order to achieve a clear and concise vision for all learners.

Understanding the three types of assessment (For, As, Of) and differentiating between them as well as realizing how interconnected they are is key. Dr. Lorna Earl mentioned in her video that we are now in an environment where High Quality Education for all is the main purpose. Dr Lorna Earl emphasised on the importance of Assessment As Learning above the other types because she believes it is the means for self-monitoring, thinkers. Further, she adds that doing more assessment is not enough, it’s about doing the right kinds. This statement really stuck with me because if we educators don’t put forth our best efforts to create high quality assessments then we cannot expect high quality work from our learners!

When creating assessments for our students, we need to know who they are and how best to assess them according to their needs. This is especially imperative for special needs and ELL students. As stated in the Growing Success Document, before instruction begins, we educators must delve into the student’s history and create a diagnostic assessment based on report cards, IEP’s, previous teachers, parents, and other professionals that have worked with the student. These assessments will help us make vital accommodations or modifications in our classroom and teaching practice. Furthermore, assessing students interests and funds of knowledge, and behavioural patterns using classroom observations and pretests, are also critical and ultimately leads to more effective goal planning and lesson planning. Above I have mentioned the Diagnostic Assessment portion of Assessment for Learning but equally as important is the Formative Assessment portion. Formative Assessment occurs frequently and on going during the year, to “monitor progress, provide feedback and differentiate instruction and assessment” (Learning for All, pg. 29). This type of assessment allows teachers to adjust their instruction and for students to modify their learning strategies and setting different goals while still learning the required content.

Just like we need to teach with a purpose, students need a purpose for learning. If there is a reason, a meaning for learning, the connections that students make and the level of retention of that information grows. If we don’t share the purpose for why they need to learn the skills and concepts we are teaching, then their own reasoning, motivation and interest drop. This is when learning goals and success criteria come in to play.

It is important to explicitly tell the students WHAT they will be learning (Where am I Going?) and HOW they will be successful in mastering that skill (How am I Going?). These combined not only help ensure success in each student’s learning, they help students to take ownership over their learning.

Learning Goals tells students exactly what skills and concepts they will be learning in each and every lesson. By providing your students with learning goals, you are giving them the first step in knowing their purpose for the many activities you will be completing during the lesson. It gives them a chance to process what they will be learning before the learning even begins. Students can start to take ownership over their learning when they:

  • Put the learning goal in their own words
  • Self-assess where they are in relation to meeting the goal
  • Come up with next steps that they could take to meet the goal (if they are not already meeting it)

Success criteria summarize the key steps or ingredients the student needs in order to fulfill the learning goal – the main things to do, include or focus on. They can help your students take ownership over their learning as they can:

  • Use it as a reference when they are working independently if they get stuck
  • Come up with the success criteria themselves
  • Track their progress in using the success criteria to meet their learning targets

 

Watching the 3 segments on success criteria on the edugains website has helped me realize the significance of co-constructing the success criteria with my students. This is definitely on my priority list when it comes to updating my current assessment practice. I will be using the 4 step model: Brainstorm, organize, write down, and revise, edit and refine. First, I will write our learning goal on the board or on chart paper. Next, I will use a different chart paper with the heading success criteria. Then, I will hand out the assignment, and ask students what are some things we can look for that will show that we did the assignment successfully. Alternatively, I may give them a well done piece versus a poorly done piece and ask what made things helped make it successful. Together, we will brainstorm the criteria, and I will organize it and make it more concise. Next, I will rewrite it on a chart paper and we can take a look at it again to see if we want to change anything or add anything to it.

Moreover, I will make sure to provide more consistent and timely feedback. Although I do provide feedback for my students, I intend to make a weekly schedule where I meet students in groups or one-to-one to discuss their progress, or provide feedback for specific assignments. This way I listen actively to their responses and concerns and give them my full attention. At the same time, students can truly benefit from our conversations and feedback. Creating a feedback log to keep track of my feedback and student responses is also a new tool I would like to implement in my future practice. Sometimes you lose track of which students responded to your feedback and which didn’t, therefore, having a feedback log can really save time and keep things more organized for myself and my students.

Blog 2:

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                                                       “Who are my students?” -Kristen

THIS is the central question that we strive to build our assessment around to improve student learning. Not only should teachers know about their students as learners but also as people! What are their interests in school but also out of school? What is their ethnic background, their first language, their SES status, their hobbies, their favourite song and movie, their favourite subject and so on? Although we have been provided with an ample number of strategies we can carry out, I will provide three prime practices that I strive to achieve in my classroom.

1) Creating a Socially and Emotionally Safe Environment.

            As Maslow proposed in his hierarchy of human needs, basic wants must be met before students can turn their attention to learning. After securing food, water, shelter, and safety from harm, people seek as their next most important needs affection, belonging, and esteem. In the process of coming to know students, a caring and interested teacher can develop rapport and trust not just between teacher and student but among students. This trust and acceptance creates a psychologically safe atmosphere in the classroom, which provides the security students need to adjust their minds to new experiences, and deep learning. A sense of belonging and being valued maximizes the chances that students will take such risks. Simple gestures such as learning proper pronunciation of each students’ names, greeting students in the morning, noticing small changes in their hair or outfit, conducting morning meetings as well as making an effort to celebrate the diversity that exists in your students, supporting all language learners, and accommodating to meet students learning, social and emotional needs are great ways to foster a safe place. Another crucial step as an educator in adopting a safe space for students is becoming culturally competent.

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2) Culturally Responsive Pedagogy

Culturally competent teachers assure that the curriculum will be taught, that the curriculum will be delivered in a way that is responsive to the collective norms and experiences of the student population which in turn will enhance the class environment through the diversity and uniqueness that each student exhibits. Culturally responsive learning goes beyond a student’s culture and language but considers their self-esteem, sense of efficacy, cultural norms, social status within the class or group, life experiences, dispositions and attitudes, habits of mind, and their families. As educators, it is our duty to appreciate and celebrate all our learners including Indigenous Peoples, the minority class, the majority class, the ELL students, and the low SES students. When we know our students deeply, we are able to determine individual readiness for learning with greater accuracy and then pitch instruction more precisely. It can become overwhelming to keep track of all your students information collectively or individually. Therefore, my final practice is a solution to gathering all that data and information and monitoring and adjusting it throughout the year.

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3) Developing Student and Class Profiles

This was a significant takeaway from Module 5 because I have yet to implement a class profile in my teaching practice. To help meet the challenge of coming to know your students, Chapter 4 of Learning for All-A Guide to Effective Assessment and Instruction for All students, Kindergarten to Grade 12 recommends developing class and student learning profiles to capture five important dimensions of learning identity: biological traits, cultural and societal factors, emotional and social influences, academic performance, and learning preferences. You won’t acquire all of this information at one time, but as you continue to collect and compile student data, a meaningful and useful learning profile should emerge.

Malcolm X once said “We cannot teach what we do not know and we cannot lead where we will not go.”

             Going forward, not only will I be altering aspects of my teaching but also aspects of myself on a professional and personal level. Continuous professional development workshops and taking advantage of other opportunities to deepen my knowledge will be a small step I can take to enrich my teaching practice and stay up to date with the curriculum. In addition, I will strive to improve my understanding of all cultures in my class especially Indigenous culture and ELL students. Some ways I can incorporate culturally practices are using the talking stick (used in Indigenous culture) in my morning meetings after students understand the significance of it, rotating between different languages to greet students in the morning, displaying and reading aloud dual language books, using technology as a resource to skype elders of certain cultures whom we can all benefit from and celebrating cultural practices/events as they present themselves throughout the year. I will provide more differentiated learning opportunities for my students to allow them to expand their creativity when expressing their learning. For example, in the past I would assess students based on one type of project such as having them create poster boards. Presently, I would offer, expose and encourage them to utilize various techniques and methods to share their learning such as using technology (PowerPoint, brochures, Video clips, Show your learning apps, make a movie) oral presentation, booklets, sketch notes, and the list goes on (or methods the students come up with themselves). Most importantly, I will create digital class and individual profiles to deeply understand and collect important data on all characteristics of my students and fully appreciate them and meet their social, emotional, psychological and academic needs to the best of my ability.

 

http://www.edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2013.pdf

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_ResponsivePedagogy.pdf

 

 

 

Blog 1: Assessment and Evaluation

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A quote that stuck with me from one of my Professor’s was: The purpose of assessment is not to measure but to enrich and enhance learning.

A guiding question that I will be connecting back to throughout this course is how can students play a role in the development of assessment or the assessment process? If students help create the assessment and have a deeper understanding of what is expected of them, will they take appropriate measures to ensure better achievement? In my professional opinion, students will have a better understanding of what teachers expect them to know, understand or be able to do which will consequently allow them to take greater accountability for their learning.

Coming August will be the third year that I have moved to Ontario and I have yet to grasp all of which the curriculum has to offer as well as recognized assessment tools, frameworks and strategies that are being utilized. I would like to delve more deeply into the implementation of technology as an effective assessment tool in the classroom. How can technology assist in understanding the minds of the children? We are currently living in a society where students know what technology is before they even begin school, therefore, can technology provide another way to assess what students are learning and understanding? My goal is to deepen my knowledge of assessment and proficiently incorporate it into my teaching to meet the needs of all learners.

At the end of the day, we are striving to build hearts not just minds in our students so that they can function and work collectively to create a better society. My understanding is that every student is unique and special in their own way. Every child learns differently, communicates differently and portrays their understanding differently therefore it’s important to adapt your assessments to fit the needs of all your students. This may seem impossible at first, but it gets easier once positive relationships are built and we know more about each student. I have high expectations from my students but that’s only because I have high expectations for myself. As an advocate for executing Social and Emotional Learning in my classroom, I strongly believe that students cannot flourish academically if they are not supported socially and emotionally.

 

 

 

 

Annotated Bibliography:

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  1. Ostrosky, M. M., Mouzourou, C., Dorsey, E. A., Favazza, P. C., & Leboeuf, L. M. (2015). Pick a book, any book: Using children’s books to support positive attitudes toward peers with disabilities.Young Exceptional Children, 18(1), 30.

This article discusses the impact of reading on child development, the use of books featuring characters with special needs, children’s understandings about and interactions with peers with special needs, including books about special needs in early childhood classrooms, and using guided discussions to support young children’s positive attitudes about individuals with special needs. It concludes that the careful selection of children’s books and thoughtfully structured discussions provide a direct path for supporting acceptance of children with special needs, which is consistent with the attitude construct. At the very time when young children are forming early perceptions about peers and adults in the community, children are provided “indirect experiences” to special needs through the use of high-quality books and guided discussions, with an emphasis on similarities. It also provides a page length list of books that could be used in the classroom as a teacher resource.

  1. Yanoff, J. C., & Ebrary Academic Complete (Canada) Subscription Collection. (2006). The classroom teacher’s inclusion handbook: Practical methods for integrating students with special needs(2nd;2; ed.). Chicago: Arthur Coyle Press.

This handbook discusses fourteen types of special-needs students on meeting the needs of a diverse student population within a mainstream classroom. Ranging from students with behavior disorders, ADHD, and intellectual disabilities, to the blind, terminally ill, and gifted and talented. Each profile includes a clear definition, characteristic behaviors, and suggestions for working with that student’s specific strengths and weaknesses. A section devoted to inclusion strategies helps educators set goals for special needs students, define the roles of other students in the classroom, and work with the administration if mainstream placement is unsuccessful. This is very handy for teachers who are looking for strategies to support all types of students with special needs.

  1. Ferguson, D. L., Desjarlais, A., Meyer, G., & Education Development Center, Newton, MA. National Inst. for Urban School Improvement. (2000). Improving education: The promise of inclusive schooling.

The mission of the National Institute for Urban School Improvement is to partner with RRCS to develop powerful networks of urban LEAS and schools that embrace and implement a data-based, continuous improvement approach for inclusive practices. Embedded within this approach is a commitment to evidence-based practice in early intervention, universal design, literacy and positive behavior supports. This paper is an excellent resource for educators looking to improve and expand inclusive educational practices in their schools.  It was developed by the National Institute for Urban School Improvement and it includes examples of inclusive educational environments, assessment and observation tools, and guidelines for supporting inclusive practices.

  1. Dictionary of Disruption:A practical guide to behaviour management (2007).

This is a very useful informational text that provides suggestions on how to deal with specific behaviours that are commonly found in the classroom. It talks about physical aggression, self-esteem, group behaviour and much more, all laid out in alphabetical order. I find that this book will be very useful because I can look up almost any behavioural issue and find ways to deal with it.

  1. Cassady, M. J. (2011). Teachers’ attitudes toward the inclusion of students with Autism and Emotional Behavioral Disorder. Electronic Journal for Inclusive Education, 2(7), 1-23.

General education teachers have differing views about the inclusion of students with special needs in mainstream classrooms. However, the type and severity of the children’s disorder affect teachers’ willingness to accommodate certain students and their confidence that they will effectively manage their classroom. It has been reported that teachers have expressed concerns about having students with autism and emotional behavioral disorder in the general education setting because of the children’s lack of social skills, behavioral outbursts, modifications made to the curriculum, and lack of training and supports. Many instructors do not believe they are able to teach these populations effectively while simultaneously teaching a large group of typically developing students. Using a snowball sampling method, 25 general education teachers were surveyed regarding their willingness to include a child with autism and a student with EBD in their classroom to determine if there was a significant difference in their attitudes toward the disorder. Results suggest that the presence of typical characteristics of the two disorders influence teachers’ willingness to have the populations in their classrooms. Results also show that the participants were more accepting of having a student with autism in their general education classrooms than a student who has EBD.

  1. Idol, L. (2006). Toward inclusion of special education students in general education: A program evaluation of eight schools.Remedial and Special Education, 27(2), 77-94. doi:10.1177/07419325060270020601

The primary intent of this program evaluation was to determine the degree of inclusion of students with special needs in general education classes in four elementary and four secondary schools; the similarities and differences in how special education services were offered; and the ways in which students with special needs were supported in the least restrictive environment. Staff perceptions of special education services were examined by conducting personal interviews with a large majority of the classroom teachers, special education teachers, instructional assistants, and principals in each school. The findings include descriptions of how far along each school was with inclusion, the amount of time students spent in general education, the roles of the special education teachers, the rates of student referrals for special

Together We Learn Better:

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In order for a classroom to create an inclusive environment for all students especially those with special needs, it is important to have a school that supports and encourages inclusive practices.  The journey to becoming an Inclusive School may be long and challenging, but ultimately this journey can strengthen a school community and benefit ALL children. It would support and encourage inclusion for all classrooms as well. 
Here are some ways in which inclusive educational practices build a school’s capacity to educate all learners effectively.

One of the most important principles of inclusive education is that no two learners are alike, and so inclusive schools place great importance on creating opportunities for students to learn and be assessed in a variety of ways. Certainly this enhances the way in which educators provide supports and accommodations for students with disabilities, but it also diversifies the educational experience of all students (Ferguson,  Desjarlais, Meyer, & Education Development Center., 2000).

Another important factor in effective inclusive education is the implementation of consistent behavioral supports throughout the learning environment.  This consistency is essential for the success of students with emotional or behavioral needs in the general education environment, but school-wide behavioral supports also help to establish high expectations throughout the school community as a whole (Ferguson et al., 2000).

In the past, special education often involved the segregation of students with special needs for the purpose of specialized instruction (Ferguson et al., 2000).  Not only does that model of special education in a separate setting deprive students with special needs of interaction with their peers and full access to the curriculum, it can also involve duplicate systems and resources that are costly for schools to maintain.  Inclusive education can make more efficient use of a school’s resources by maximizing the availability of staff and materials for all students (Ferguson et al., 2000).

To read more about benefits of inclusive education for all students, check out ‘Improving Education: The Promise of Inclusive Schooling.’  This paper is an excellent resource for educators looking to improve and expand inclusive educational practices in their schools.  It was developed by the National Institute for Urban School Improvement and it includes examples of inclusive educational environments, assessment and observation tools, and guidelines for supporting inclusive practices.

Ferguson, D. L., Desjarlais, A., Meyer, G., & Education Development Center, Newton, MA. National Inst. for Urban School Improvement. (2000). Improving education: The promise of inclusive schooling

Weekly School Visits..

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It was so great to come back to my practicum school after almost a month. I began the morning with my H.A.C.E lesson that approached the concept of how feelings are associated with the brain and body. After completing my lesson, my SA decided that I continue with introducing their next lesson with journal writing. While students were cleaning up, my SA gave me a quick overview of the journal writing and I had them clean up and begin a new activity. In the midst of trying to transition the students to journal writing, it had completely slipped my mind that the students had been sitting for a long time, and a brain break would have been appropriate before beginning journals. I was upset that I had forgotten to do a brain break, but my SA had assured me that the rest of the morning had gone very well. This was very comforting because I have been very nervous for my ten week practicum unsure of how I would be able to teach more than one lesson, let alone an entire day! It was a big step for me to transition from one lesson to another with very little preparation and I am very glad that I was able to accomplish it.

The rest of the day went as usual except my afternoon SA had been away, so the morning SA filled in for her. This meant that there was no library in the afternoon, and science had replaced it. I think the day was very heavy for a grade 3 class. The day schedule was as follows: H.A.C.E, Journal Writing, Recess, Math (review test), Lunch, Science, Arts and Music (which there was no time for). Even just looking at the schedule written on the chalk board made me feel overwhelmed so I can’t imagine how the students were feeling. This was evidenced when the teacher was trying to sing a song with them about the solar system before beginning the science lesson, and the students could not concentrate and just giggled their way through the first line of the song. It was becoming so chaotic that the SA decided to cut it short and continue with the lesson. My SA was aware of the energy level of the students and she had planned to take a quick break to go outside, but the weather just did not cooperate. Moreover, music was going to the enjoyable part of the day for the students, but there was not enough time for it.

It was a long day, but definitely a learning experience as are all the other days I have spent in that classroom.  I look forward to the upcoming weeks as I continue my teaching journey.

Weekly Visit Post Practicum

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Going back to my little students after a week since my two week practicum was very exciting. I had really missed the students and was really looking forward to seeing them again. I was welcomed back with open arms and it was a very heart-warming feeling. When I came in the morning, the teacher was not there and the students were starting to flow in. I looked on the board and usually there are morning instructions written such as “Read quietly” or “Doodle in your doodle booklets” but there was no instructions written today. It seemed like the board hadn’t been touched since the previous day considering the date was not changed. I thought about all the chaos that was potentially going to occur if I did not somehow get the students to have something to work on. Since it seemed like the teacher was still not coming and half of the students were hanging their bags and coats, I quickly responded to my gut feeling and wrote on the board “Read or draw on your doodle books.” As soon as the students began sitting down they looked on the board and started taking out their books or doodle booklets from their desks. Some students were questioning why their teacher wasn’t there but after looking at the board for the instructions, which is what they are used to, they settled down and went on following the instructions. I was relieved when the teacher walked in but I am sure I could have played a brain builder with them had she not showed up. It was definitely a teacher’s moment and I am glad I got the opportunity to be in that situation where I had to think on the spot.

The students had gymnastics and we went with them because sometimes the instructor has a difficult time managing some students so extra help is always welcome. The students were doing an obstacle course and I chose to help the group in which I thought needed the most help. Physical Education has always been a passion of mine, and I am always tempted to join the kids in their activities. I even asked the gym teacher once if she is allowed to join the grade sevens when they are having volleyball games and as I suspected she said no. The closest thing I was able to do was help them run the course which is what I did. I held some students hands if they were afraid of walking on the bench, and repeated the instructions for them. I wanted all the kids to be able to enjoy the game, especially those students who needed the extra reminder. Physical Education or DPA is super important for all students and I strongly believe it can make a tremendous difference in their health, well-being, and academic success. I always enjoy having an opportunity to watch the students running around and using up all their energy.

The rest of the day went on as any other day, and I enjoyed building crafts with the students, helping them with creating sentences and thinking of ideas, observing them and most importantly, learning more about each and every one of them.  I am looking forward to the next time I see them where I will be teaching a lesson. I hope it goes as well as it did during my practicum and I hope I can implement all the new strategies I had learned during those two weeks. As I continue on my teaching journey, I am excited for what’s to come as this is only the beginning.

Practicum Week One:

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This week was the week that I presented my very first Social and Emotional Learning lesson where my faculty adviser came and observed my teaching. I was very nervous as anyone would be but it was exciting that I could finally apply my knowledge and learning into practical use. When I observed how the students were with their teacher, I was somewhat hopeful that they would be the same towards me when I teach my lesson. Although many students have various behavioral and social issues, they were very well behaved and respectful towards their teacher. However, as soon as their teacher would leave, they acted out and were not the same students whom I thought I knew. The teacher on call was also having a difficult time with these students and although I tried to help the TOC as much as I can, negative reinforcement had to be enforced in order get their attention. There was a TOC for the first three days of my practicum.  Spending time with a recent graduate from UBC was a refreshing experience. It was nice to have someone understand where I am coming from and help me feel a little less nervous. She provided great advice and tips on class management and really made me feel comfortable. She also let me initiate some activities and brain breaks for the students in order to help me practice and prepare for the real lessons that I will instruct next week.

As the day to my first lesson was approaching, I was feeling more and more nervous. I went through my lesson with both my School Advisers, and the TOC and they all approved. Subsequently, I was content with the lesson content. Little did I know that my lesson was incomplete without proper class management. No matter how prepared and well planned the lesson content is, it will not follow through without the students being attentive and motivated. It had not gone nearly as well as I expected. Right from the beginning, the Education Assistant had gone to her break and I was left alone with the students which was instantly a bad sign. Soon after, the Education Assistant practicum student came and joined me.  Therefore, two practicum students were trying to manage an already difficult class together. It was chaotic, stressful, and tremendously overwhelming. There was one student with severe behavioral problems who was provoking the rest of the class. I knew that I had to somehow take care of him in order to manage the entire class. I was a little afraid to get him to leave the classroom but I am well aware that it is definitely a step I have to learn to take in order to move forward. Sometimes, severe steps have to be taken in severe circumstances such as during my lesson. To be honest, I wasn’t quite sure how to handle him or how to ask him to leave. I was so overwhelmed that I couldn’t get myself to think strategically. I was feeling warm and I could feel my face turning red. As soon as the Education Assistance walked in, thankfully, she took care of certain students and was a big help. I managed to get through my lesson and all the activities I had planned. I was quite shocked that every single student was able to finish the assessment portion of the lesson which I thought would be the most difficult. Lunch was approaching as the students were working on their coloring, and I was relieved that their teacher would be coming soon to take control. I was more than happy to give her that position again and be over with my lesson.

Although this was a good experience for me as I move forward into the last week of my practicum with four lessons left to teach, I am still working on finding useful strategies for class management. I hope the upcoming week goes much smoother than this week. I look forward to what I lay ahead as I continue my teaching journey.

Shakiba

 

Observation Week Three:

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Today I spent the entire day at a grade three class which will also be the class that I will be teaching for my practicum. Although they are difficult to manage, I really enjoyed observing that class and I look forward to getting to know the students and learning more about the classroom community. We went to the computer lab in the morning and the students were playing a game to help them learn currency for math. The students really enjoyed the game and I felt useful going around and helping the students with their work instead of just observing. I think the students are starting to realize that I am going to be with them for a while as a teacher and are beginning to see me as an authority figure. A few students asked me if they could be given permission to use the washroom or drink water instead of asking their regular teacher. To be honest, that was the highlight of my day because I was afraid that the students wouldn’t see me as a teacher and would not treat me like one so I felt a sense of relief after being treated in that manner.

We went down to the library after recess. Before students were allowed to look for library books, I was very impressed at how the librarian/educator was able to teach the students about appropriate behavior in the library through inquiry. At first she mentioned that she was really proud of how the class had behaved during their last visit in the library but however, some important behaviors were still missing. Then she asked if the students could tell her what those behaviors were and they responded with “being more quieter” or “not running around” or “sitting down in a line after borrowing a book as to not disrupt other people who are still searching for books” which were all true and honest responses. The educator was able to make the students think about their own behaviors rather than telling them herself so that they could understand it, internalize it and perhaps change it on their own. After she discussed this, she asked if the students think they could use those behaviors during this visit. She asked them to raise their thumbs if they are going to do that this time so that they could all be well prepared for lunch. To my amazement, all the students raised one or two thumbs in order to portray their approval of the behaviors that were discussed.

I think classroom management is crucial for any primary grades. It will be very difficult I witnessed to help students learn if they are not able to pay attention due to distraction and other factors. It’s very important to make sure they are attentive and listening respectfully while a lesson is being taught if an educator intends for them to obtain information. While the students were participating in show and tell, the educator thought it would be a good idea to allow the students to pass around the object that their classmate just presented so that everyone got a chance to look at it up close. However, soon after the first object was being passed around, all of us realized that it was a very bad idea. They were so intrigued by that one item, and would not stop talking about it with their classmate next to them that it was impossible to get them to listen to the next presenter or pay attention at all. One student had to restart his presentation three times before anyone actually payed attention. The teacher decided to get all the presenters to put their objects away as soon as they were done so that the class could respectfully listen to the next presenter. Although we did not know what to expect the first time, it was nice to see how the educator was able to handle and transform that chaotic situation into a calmer one by being flexible and changing up the rules. Many of the signals, words, and gestures that we had learned in our inquiry and practicum class were used to get the students attention. It was amazing to see it in practice and witness its magic. The educator used the clapping hand gesture, where she would clap a rhythm and the students would clap the same rhythm back while simultaneously settling down. The “pregnant pause” was also implemented quite a few times when it was nearly impossible to get the students’ attention. This was usually done when the educator was standing in front of the class and waiting patiently for the students to notice her and settle down. This was most common while the educator was trying to transition from one lesson to another which is sometimes difficult for primary students. Using “ssshhh” and “quiet down everybody” were also other ways to grab their attention.