Classroom management requires a shift from all smiles to a firm tone of voice when instructions are not being followed. I'm not a fan but it appears to work. Sometimes just looking at a student and waiting, they understand to stop doing what they are doing. Two thirds of my placement class is boys. Three quarters of the class have learning or behavioural challenges, much like I have.
I've discovered the hardest part of teacher's college is balancing my associate teacher's expectation for passing my practicum versus how much I still need to learn with lesson planning and how I would like to teach given my chosen cohort of imagination, creativity, and innovation. Let the juggling begin.
I do not think any first year teacher's college student should be placed in a classroom like my placement, due to the steep learning curve. Both the associate teacher and respective students would benefit from additional assistance, but with specific expert experience to address those challenges.
I do my best and I have gotten positive feedback from my associate teacher and students, but it has been overwhelming. I have not heard of anyone else doing 1-2 lesson plans each day. Though, I am learning a lot and I do like being challenged.
The structure of the program is unfortunately not conducive to successful integration in our placements. That being said, my classroom is a very specific environment which could be reinforcing this disconnect.
Placement is every Wednesday for three months. There was no continuity for the lesson I would do each week. However, I was not supposed to be teaching that soon theoretically so if I had just been observing as expected, perhaps the structure would have worked well.
I do not think the practicum should be every day, all week. We are just learning to be teachers at this point so at least one day off for reflection, record of lessons, and upcoming lesson preparation is essential. That being said, again, perhaps it is my classroom's specific needs, coupled with having done many lessons already, that the practicum five days a week may be detrimental to teaching. Reflecting on my experience, I think their schedule makes more sense for student teacher learning continuity.
Additionally, this December, going from once a week to every day for two weeks felt more overwhelming, and emotionally and physically draining, than anything I have ever done (and I worked as a corporate legal assistant for six years). However, I was so busy I was not taking breaks or eating during the day. No wonder I was run down.
This also happened at the same time as not having the additional Algonquin student child youth worker in my placement class. Their schedule is Wednesday to Friday every week. Going from once per week with three adults in the classroom to two, and every day placement for two weeks was exhausting.
In terms of the placement school class structure, I feel that there is not enough time per subject each day. Most of the students need extra time and we never seem to have enough time for them. I always feel rushed; never mind students hurrying to get their work done.
I think to use your imagination, be creative, and innovate it takes time to play with new information in your mind. Wilson (2012) says, "Our uniqueness is intellectually defined by our imaginations" (p. 29). Play is vital to developing individuality and by extension unique thought.
Perhaps I am trudging down a lesser explored path. Without trying new things there can be no space for development. Space to innovate is key to motivate independent thought. In that space, we can use our imaginations to think creatively, and challenge rigid thought. That is the space I want to create for my students, in my classroom as a teacher.
Reference
Wilson, M. (2012). In a grain of sand: A new vision for arts education. Stratford, ON: Drama. Focus Arts Consulting Group.
I've discovered the hardest part of teacher's college is balancing my associate teacher's expectation for passing my practicum versus how much I still need to learn with lesson planning and how I would like to teach given my chosen cohort of imagination, creativity, and innovation. Let the juggling begin.
I do not think any first year teacher's college student should be placed in a classroom like my placement, due to the steep learning curve. Both the associate teacher and respective students would benefit from additional assistance, but with specific expert experience to address those challenges.
I do my best and I have gotten positive feedback from my associate teacher and students, but it has been overwhelming. I have not heard of anyone else doing 1-2 lesson plans each day. Though, I am learning a lot and I do like being challenged.
The structure of the program is unfortunately not conducive to successful integration in our placements. That being said, my classroom is a very specific environment which could be reinforcing this disconnect.
Placement is every Wednesday for three months. There was no continuity for the lesson I would do each week. However, I was not supposed to be teaching that soon theoretically so if I had just been observing as expected, perhaps the structure would have worked well.
I do not think the practicum should be every day, all week. We are just learning to be teachers at this point so at least one day off for reflection, record of lessons, and upcoming lesson preparation is essential. That being said, again, perhaps it is my classroom's specific needs, coupled with having done many lessons already, that the practicum five days a week may be detrimental to teaching. Reflecting on my experience, I think their schedule makes more sense for student teacher learning continuity.
Additionally, this December, going from once a week to every day for two weeks felt more overwhelming, and emotionally and physically draining, than anything I have ever done (and I worked as a corporate legal assistant for six years). However, I was so busy I was not taking breaks or eating during the day. No wonder I was run down.
This also happened at the same time as not having the additional Algonquin student child youth worker in my placement class. Their schedule is Wednesday to Friday every week. Going from once per week with three adults in the classroom to two, and every day placement for two weeks was exhausting.
In terms of the placement school class structure, I feel that there is not enough time per subject each day. Most of the students need extra time and we never seem to have enough time for them. I always feel rushed; never mind students hurrying to get their work done.
I think to use your imagination, be creative, and innovate it takes time to play with new information in your mind. Wilson (2012) says, "Our uniqueness is intellectually defined by our imaginations" (p. 29). Play is vital to developing individuality and by extension unique thought.
Perhaps I am trudging down a lesser explored path. Without trying new things there can be no space for development. Space to innovate is key to motivate independent thought. In that space, we can use our imaginations to think creatively, and challenge rigid thought. That is the space I want to create for my students, in my classroom as a teacher.
Reference
Wilson, M. (2012). In a grain of sand: A new vision for arts education. Stratford, ON: Drama. Focus Arts Consulting Group.