PROJECT QUESTION:

How can teachers in a public school setting accommodate for student athletes?
PROJECT REFLECTION:
The initial planning for this project was quickly revised as student needs changed. One of my
initial 30-1 students made a decision to leave hockey and thus withdrew from Chinook High
School in order to return home. Out of my other 3 ELA 30-1 students, two made the decision to
change to ELA 30-2 but because of the lack of flexibility in their schedule meant that they had
to remain in the 30-1 classroom. In addition to the 30-level students I have also been working
with 3 additional 20-level students. 1 of which is in ELA 20-1 while the other two are in 20-2.
Therefore a project that began with the intention to provide support for an ELA 30-1 course
quickly morphed into trying to accommodate for four different courses.
As a result of the additional courses and the discovery of what my students really needed, my
approach changed dramatically. My work with the boys consisted of providing additional
instruction for missed topics, assisting with assignments, preparing students for writing, and
managing their schedules. At the start of the semester I mapped out all of the days that the
Hurricanes had away games in order to prepare for their absences. What proved to be a
challenge however was accommodating for all of the travel days and PR commitments as most
of these dates were not specified in advance.
With all of the students having 2 courses, English being one of the two, I had to ensure that I
was not overstepping my bounds and monopolizing all of the time they had to work. In order to
assure this did not happen I was often in communication with the other teachers. I also made
weekly calendars for the students on some of our high-pressure times. These outlined meeting
times, topical information, and work to be completed while on the road. I also made monthly
calendars for the students in order to outline major assignments and tests (such as the
diplomas). I also remained in constant contact with the Education Supervisor for the team. We
worked together to keep the team on track as I provided him with information on their progress
based on my work with them and conversations with their other teachers.
Although my role consistently shifted based on the needs of the students, I feel grateful to
have had the opportunity to engage with course content from 4 courses and to work with some
amazing students. The lives of student athlete are extremely hectic but also extremely
rewarding and I am happy to have been a part of their journey if only for one semester.
PROJECT COMPONENTS:
Resources provided for students:

A Guide to Shakespeare

Film techniques glossary

A glossary of commonly used poetic devices

A rubric to assist with the active reading process

A note and notice signpost bookmark to be used when engaging with long texts.

Guide to diploma (30-1 & 30-2)

Weekly calendars

Monthly calendars

Unit specific resource booklets

WHAT WOULD I CHANGE FOR THE FUTURE:
At the beginning of the semester I would take an inventory of student needs, strengths, and
weaknesses. Although all of this information became apparent to me over the course of the
semester I feel like I would have been more quickly able to target the needs of the students if I
had been given more information in these categories.
I would stress time-management as a main area of focus for the semester. Although I believe
that the content of the courses is extremely important, it becomes irrelevant if the students
are incapable of managing their time effectively.