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  • Reference Letter 1

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    Kelly Thiessen completed a long-term student teaching practicum in Krista Futscmann's second grade classroom from September to November. He developed strong rapport with the students through hands-on learning opportunities and keeping arts integrated into lessons. Parents commented that their children looked forward to Mr. Thiessen's lessons and were disappointed when missing school. Thiessen supported all student needs, including two with special needs, anxiety issues, and those needing self-regulation and social skills help. He attended IEP meetings and targeted learning goals, incorporated movement breaks, and built close student and parent relationships to manage behavior positively. Thiessen used various informal and formal assessments and ensured each student could demonstrate learning in their preferred way. He

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    Kelly Thiessen completed a long-term student teaching practicum in Krista Futscmann's second grade classroom from September to November. He developed strong rapport with the students through hands-on learning opportunities and keeping arts integrated into lessons. Parents commented that their children looked forward to Mr. Thiessen's lessons and were disappointed when missing school. Thiessen supported all student needs, including two with special needs, anxiety issues, and those needing self-regulation and social skills help. He attended IEP meetings and targeted learning goals, incorporated movement breaks, and built close student and parent relationships to manage behavior positively. Thiessen used various informal and formal assessments and ensured each student could demonstrate learning in their preferred way. He

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    11 views1 page

    Reference Letter 1

    Uploaded by

    api-325606861
    Kelly Thiessen completed a long-term student teaching practicum in Krista Futscmann's second grade classroom from September to November. He developed strong rapport with the students through hands-on learning opportunities and keeping arts integrated into lessons. Parents commented that their children looked forward to Mr. Thiessen's lessons and were disappointed when missing school. Thiessen supported all student needs, including two with special needs, anxiety issues, and those needing self-regulation and social skills help. He attended IEP meetings and targeted learning goals, incorporated movement breaks, and built close student and parent relationships to manage behavior positively. Thiessen used various informal and formal assessments and ensured each student could demonstrate learning in their preferred way. He

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    of 1

    Noverrrber 21,2076

    Re: Re'ference for Kr:llv Thiessen


    To whom it ma1, concern,

    Kelly Thiesserr has been a student teacher completing his long-tenn practicum in my
    second grade classroom since September. He immediatelv dev,eloped a rappor: w.ith the
    students, and they were drawn to his enthusiasm and positive energy. He der.eJoped manr
    hands-on learning opportunities fbr the students, and kept in rnind the arts integration mandate
    of the school. Many t,arents have commented that their children are excited to come to school
    to see i,vhat the1, are doing rvith Mr. Thiessen that day, and are disappointed w.hen thel' are sick
    and have to stay home.
    There are a number of challenges in the classroom make up including trvo special needs
    students, many with anxiety, and many who need support with rself-regulation eLnd social
    development. Kelly tackled all of the needs in the room. He attended IEP meetings and then
    targeted the learning goals addressed in those meetings. he made time for movement breaks.
    and dee p breathing aclivities, and spent a iot of time forging clc,se relationships with srudents
    and parents. He maintained classroom management tlrrough these relationships, and made his
    expectations for behavior cleal. I u,atched him use many differ,:nt ic'rms of assessment during
    his time in my classroom: from informal class discussions, to Vlath journals, to games. to
    snowbail fights rvith p'aper, to verbal questions. Kelly made sure that each student got a
    chance to demonstrate their iearning in the rvay that they were rnost comfortable in.
    He was always open to feedback and applied suggestions aptl1'. The other teachers in
    our Pod appreciated his help rvith the technological aspect of thr: repofi cards, and he lr'as
    alu'ays u'illing to be an extra pair of hands in afls rotations; plaf ing piano or talJng a student
    for a br,:ak.

    Kelly will be arr asset to any schooi he works


    {iee to cail or email me with anv cruestions.
    Sincere

    r,v.

    Krista F.utschmann
    ASIA - North Poplar
    (604) 8:;9-3 1 01

    Krista_rutschmann@sd3 4.bc. ca

    in.

    Our class r.vill miss hirn. Please feel

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