Learning outcome #1 – reflect on links between theory and practice in Ontario schools.
In my classes at York we’re continually reminded that we have to make sure our classes are inclusive to all students and that it’s a space where students feel face. I can see that this is present in my practicum classes. In my practicum classes, the students feel safe voicing their opinion in the class and that they won’t be judged for it. I can see and understand why this is a must for our classes.
In one of my classes at York we talked about different ways in order to incorporate different holidays, traditions, and celebrations into the classroom as a way to welcome everyone equally. One of the ways involved having one or two students present a different holiday and/or tradition to the class, whether it be their own or something new that they have learned. It is a good way to promote diversity and multiculturalism to make everyone feel equally welcomed in their school community. Relating that to the school that I'm currently placed at, I believe that it is possible to share information and to teach one another about their own cultures, traditions and holidays. There are so many different religions present at my school so I it is important to acknowledge other holidays as well to level the playing field, and make everyone of different backgrounds happy.
In my teachable class and with many of my community class readings we were taught to make sure that what we are teaching our students is relatable and particle to them, so that they take more of an interest in the class and can understand why they’re learning about this. My M.T. has shown me many ways for this to occur; an example of this was a final assignment was to plan a trip to a French speaking country. This allows students to get a sense of final literacy, culture/ experience that they could have in a native French speaking area (all which relates to the curriculum).
Learning outcome #2 – Investigate learning from a micro-level perspective in support of small group and/or individual student learning
Although I didn’t teach any lessons this year, I was able to observe the important of small group activities. When students are put into smaller groups it allows them to ask questions to their group members and teach each other. Sometimes when students are in a large group setting they’re embarrassed to ask their question for fear of being ridiculed, however when in smaller groups it isn’t as nerve-wracking. It also becomes a great opportunity for the group to make sure they understand the lesson and the clarify anything that was confusing. I find that the best thing about small groups is it allows people to learn the material and then teach it to eachother which I find is the best way of seeing if you understand the lesson.
Throughout the year I’ve tried to work with different students one on one during their work periods to make sure they understand the lesson. I can see the importance of one on one because again it allows students to ask questions without being embarrassed of what the class might say/think.
If I could go back and change some of the activities I did with the students, I would try to make more of the small group activities. When I asked the students to give me feedback on my activities many of them wrote that they would have appreciated if I’d explained more of it in English. I think had they done it in small groups they could have figured it out amongst their groups, instead of me having to explain the activity in English, again this would have resulted in a learning opportunity.
Learning outcome #3 – observe and reflect upon the impact of Ontario Ministry of Education policy and/or documentation on learners and the school’s learning environment
In my practicum classroom my M.T. has many posters and charts for the students to look at. There are many posters that inform the students of opportunities that they can sign up for to improve their French. However, being in high school not that long ago, I’ve started questioning how many of these posters and charts the students actually look at? I now understand how important and beneficial they are to the students, but I’m not sure if the students take full advantage of the help it gives to them.
The Ministry has recently put a large emphasis on the importance of student mental health. I think this is such an amazing thing the Ministry is focusing on because although student stress isn’t the same as adult stress, it is still something that many of them deal with and shouldn’t be ashamed or stigmatized for. At my placement school, at the beginning of the day the school takes part in a “mindful moment” where everyone meditated for a couple minutes. I believe this is a great way to set the tone of the day and hopefully the students feel the benefits from it.
Learning outcome #4 – Observe and reflect on the impact of strategies and resources on learners
Over the year I’ve seen my M.T. teach the students many different lessons, for the most part students seem to understand what is being taught. However, when the lesson focus on grammar, the students seem to not be able to grasp the concepts as easily. This has made me realize that teachers need to be very patient with their student because although the concept might seem easy to the teacher it might take the class two or three lessons before they begin to really understand. I think this is really the case when learning a second language because there are so many new tenses and exceptions that need to be taught.
During this semester I have done different activities with the three grade 10 classes that I observe. I decided to do them using different technologies tools because I realize that technology needs to be integrated into the classroom and I thought that the students would enjoy the interaction that it gave them. I had asked the students for feedback on my activities and many of them mentioned that they loved how I had incorporated technology into my activities because it allowed them to participate while being anonymous and free from scrutiny. I really enjoyed reading their feedback because it’s allowed me to reflect on what activities I should continue doing and which ones I should not repeat or find a way to alter so that it better suits the students.
In my classes at York we’re continually reminded that we have to make sure our classes are inclusive to all students and that it’s a space where students feel face. I can see that this is present in my practicum classes. In my practicum classes, the students feel safe voicing their opinion in the class and that they won’t be judged for it. I can see and understand why this is a must for our classes.
In one of my classes at York we talked about different ways in order to incorporate different holidays, traditions, and celebrations into the classroom as a way to welcome everyone equally. One of the ways involved having one or two students present a different holiday and/or tradition to the class, whether it be their own or something new that they have learned. It is a good way to promote diversity and multiculturalism to make everyone feel equally welcomed in their school community. Relating that to the school that I'm currently placed at, I believe that it is possible to share information and to teach one another about their own cultures, traditions and holidays. There are so many different religions present at my school so I it is important to acknowledge other holidays as well to level the playing field, and make everyone of different backgrounds happy.
In my teachable class and with many of my community class readings we were taught to make sure that what we are teaching our students is relatable and particle to them, so that they take more of an interest in the class and can understand why they’re learning about this. My M.T. has shown me many ways for this to occur; an example of this was a final assignment was to plan a trip to a French speaking country. This allows students to get a sense of final literacy, culture/ experience that they could have in a native French speaking area (all which relates to the curriculum).
Learning outcome #2 – Investigate learning from a micro-level perspective in support of small group and/or individual student learning
Although I didn’t teach any lessons this year, I was able to observe the important of small group activities. When students are put into smaller groups it allows them to ask questions to their group members and teach each other. Sometimes when students are in a large group setting they’re embarrassed to ask their question for fear of being ridiculed, however when in smaller groups it isn’t as nerve-wracking. It also becomes a great opportunity for the group to make sure they understand the lesson and the clarify anything that was confusing. I find that the best thing about small groups is it allows people to learn the material and then teach it to eachother which I find is the best way of seeing if you understand the lesson.
Throughout the year I’ve tried to work with different students one on one during their work periods to make sure they understand the lesson. I can see the importance of one on one because again it allows students to ask questions without being embarrassed of what the class might say/think.
If I could go back and change some of the activities I did with the students, I would try to make more of the small group activities. When I asked the students to give me feedback on my activities many of them wrote that they would have appreciated if I’d explained more of it in English. I think had they done it in small groups they could have figured it out amongst their groups, instead of me having to explain the activity in English, again this would have resulted in a learning opportunity.
Learning outcome #3 – observe and reflect upon the impact of Ontario Ministry of Education policy and/or documentation on learners and the school’s learning environment
In my practicum classroom my M.T. has many posters and charts for the students to look at. There are many posters that inform the students of opportunities that they can sign up for to improve their French. However, being in high school not that long ago, I’ve started questioning how many of these posters and charts the students actually look at? I now understand how important and beneficial they are to the students, but I’m not sure if the students take full advantage of the help it gives to them.
The Ministry has recently put a large emphasis on the importance of student mental health. I think this is such an amazing thing the Ministry is focusing on because although student stress isn’t the same as adult stress, it is still something that many of them deal with and shouldn’t be ashamed or stigmatized for. At my placement school, at the beginning of the day the school takes part in a “mindful moment” where everyone meditated for a couple minutes. I believe this is a great way to set the tone of the day and hopefully the students feel the benefits from it.
Learning outcome #4 – Observe and reflect on the impact of strategies and resources on learners
Over the year I’ve seen my M.T. teach the students many different lessons, for the most part students seem to understand what is being taught. However, when the lesson focus on grammar, the students seem to not be able to grasp the concepts as easily. This has made me realize that teachers need to be very patient with their student because although the concept might seem easy to the teacher it might take the class two or three lessons before they begin to really understand. I think this is really the case when learning a second language because there are so many new tenses and exceptions that need to be taught.
During this semester I have done different activities with the three grade 10 classes that I observe. I decided to do them using different technologies tools because I realize that technology needs to be integrated into the classroom and I thought that the students would enjoy the interaction that it gave them. I had asked the students for feedback on my activities and many of them mentioned that they loved how I had incorporated technology into my activities because it allowed them to participate while being anonymous and free from scrutiny. I really enjoyed reading their feedback because it’s allowed me to reflect on what activities I should continue doing and which ones I should not repeat or find a way to alter so that it better suits the students.