Carly reflects on her third week of practicum teaching grade 1 students. She felt joy in teaching lessons students resonated with, excitement to create engaging lessons, and growing confidence in her teaching abilities. This week, Carly worked on projecting her voice and changing her tone when needed. She saw improvements in students paying attention. Carly was proud of an art lesson where students painted owl cards and a health lesson where students discussed qualities of friendship after reading related books. Both lessons addressed inclusive learning environments and communicating high expectations.
Carly reflects on her third week of practicum teaching grade 1 students. She felt joy in teaching lessons students resonated with, excitement to create engaging lessons, and growing confidence in her teaching abilities. This week, Carly worked on projecting her voice and changing her tone when needed. She saw improvements in students paying attention. Carly was proud of an art lesson where students painted owl cards and a health lesson where students discussed qualities of friendship after reading related books. Both lessons addressed inclusive learning environments and communicating high expectations.
Carly reflects on her third week of practicum teaching grade 1 students. She felt joy in teaching lessons students resonated with, excitement to create engaging lessons, and growing confidence in her teaching abilities. This week, Carly worked on projecting her voice and changing her tone when needed. She saw improvements in students paying attention. Carly was proud of an art lesson where students painted owl cards and a health lesson where students discussed qualities of friendship after reading related books. Both lessons addressed inclusive learning environments and communicating high expectations.
Carly reflects on her third week of practicum teaching grade 1 students. She felt joy in teaching lessons students resonated with, excitement to create engaging lessons, and growing confidence in her teaching abilities. This week, Carly worked on projecting her voice and changing her tone when needed. She saw improvements in students paying attention. Carly was proud of an art lesson where students painted owl cards and a health lesson where students discussed qualities of friendship after reading related books. Both lessons addressed inclusive learning environments and communicating high expectations.
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Carly Spoulos
Reflection PS1 Week 1
November 29 – December 3, 2021 Grade 1
REFLECTION #3
My third week of practicum has brough emotions of joy, excitement, and confidence. I feel joy when I’ve taught lessons that resonate with my students. I feel excited to create lessons for my students that I know they will enjoy. I am confident to stand up in front of the class to give a lesson and I am starting to become more confident in my ability to become a teacher.
This past week my goal has been to try to change my tone when needed for situations where students are not listening. Additionally, to use my “teacher voice” when teaching. During my health lesson and gym lesson, I reminded myself to project my voice more and found students paying more attention when this occurred. There was one situation when a student was not listening to me, and I remember to change my tone of voice. When this happened, the student listened, and I did not have to ask them again. I still have a lot of work to do, but I am seeing improvements compared to last week. This relates to the TQS, Establishing Inclusive Learning Environments, specifically, “employing classroom management strategies that promote positive, engaging learning environments”.
This week I was extremely proud of the lessons I created for my grade one students. In my art lesson, it began with a story called The Little White Owl by Tracy Corderoy to teach the concept of not judging someone based on how they look and how when we get to know who they are, we can become better friends. We then created cards for their parents with an owl pun message on the inside and a painted owl with a branch on the outside. Students loved painting this card as they had to scrape the paint with forks to make it look fluffy, create big yellow eyes, and have a real-life branch hot glued to the outside. This lesson relates to the TQS, Demonstrating a Professional Body of Knowledge, specifically, “planning and designing learning activities that reflect short range planning and communicate high expectations for all students”.
Due to some issues within the classroom regarding friendships, I wanted to create a lesson on creating a welcoming space within the classroom where we are all kind and friends to each other for my health lesson. The lesson started with the wonderful picture book, A Friend Like You written by Frank Murphy and Charnaie Gordon. We had a great conversation about what it looks like to be a good friend and how to treat others. I tied in the book we had previously read as a class about The Little White Owl, and how we can become better friends to others when we get to know them. I highlighted the importance of how we may have best friends, long-term friends, and short-term friends; however, in the end, we are all friends. Especially in our grade one classroom. Students were then paired and had to colour and write a word on a printed cartoon person for their partner on how they are a good friend. I also wrote one for each student on the classroom saying good characteristics about themselves. This lesson and act of kindness relates to the TQS, Fostering Effective Relationships, specifically, “demonstrating empathy and a genuine caring for others”. This lesson relates to the TQS, Demonstrating a Professional Body of Knowledge, specifically, “consider student variables, Carly Spoulos Reflection PS1 Week 1 November 29 – December 3, 2021 Grade 1
including relationship amongst students. Additionally, this lesson relates to the TQS, Establishing Inclusive Learning Environments as it relates to “a teacher establishes, promotes and sustains inclusive learning environments where diversity is embraced and every student is welcomed, cared for, respected and safe”.
