Intern Teacher Report

During my PSIII internship I had a very rewarding and learning-filled experience. I was
welcomed by two teacher mentors who were instantly very willing to provide me with the
support I needed. During my PSIII, I was assigned two language arts units. I have taught part of
a math unit, numeracy intervention, and have created and lead activities for students with
complex needs. In my grade six classroom, I have a few students with learning disabilities, and
one student who is nonverbal. My students with various complex needs have a range of speech
abilities, and mainly use a device to communicate. Being able to work in a general grade six
classroom, along with in a classroom for students with complex needs has created a unique
challenge, helping me to communicate, plan, and instruct to those differences.
I taught language arts throughout this practicum. We began language arts lessons with read-
aloud, spelling, then a writing lesson and writing time. Math classes were structured into a
weekly topic with a lesson on Monday, then review lessons and math workshop for the rest of
the week. I enjoy writing conferences and math workshop, as this is a time when I can meet with
each student, answering any questions and checking in with their progress. We start most
language arts classes by practicing a mindful minute with a specific breathing strategy. Mindful
minutes have helped both my students and I to settle and refocus for the afternoon. I try to add
movement into each learning activity, helping students remember information with a movement
pattern or task. In the complex need’s classroom, we go through a routine of singing a song to
get us ready for reading a book, then sing along with a song that has our core word, complete a
Calm Connect movement activity, and do a hands-on activity to practice the word of the week.
Routines have helped immensely with classroom management, as the students understand what
they will be doing next. Showing that I care aide’s classroom management immensely as well.
I have completed long terms plans for Language Arts six, and a long-term plan of fine motor
activities for the students with complex needs. My Language Arts plan contained three units,
including the unit I taught in the PSII portion of this practicum. Fine motor activities for students
with complex needs are designed to connect to the word of the week. Students practice fine
motor skills as they practice saying the word of the week or finding it on their device. Unit plans
include my short story and newspaper language arts unit plans, my three weeks of math
instruction, and my numeracy intervention instruction.
For the delivery of information, I usually use PowerPoints and videos as a visual. I also use
examples I have found online and examples I have written in Language Arts. I find modelling
very important, using my own writing as an example; even revising my own writing in front of
the students has proven to be beneficial. Sometimes I use a student as the ‘teacher’, getting them
to come to the front of the classroom to work through an example with the help of their
classmates. A few Blackfoot values have been a central part of the themes my students have
studied in their short story’s unit. Other themes in this unit connect to social and emotional well-
being. My students have had the option to include any of these themes in their writing, and have
done so. I try to incorporate at least one movement activity into each class period, getting the
students up and moving. Students have the choice of using technology for many writing
activities, and we use the app Seesaw, where students can post their work for their parents to see.
I also send messages to parents through the Seesaw app. I often post assignments to google
classroom, with spaces for students to type their work into, and links for various activities
(virtual scavenger hunt, spelling word website, math prodigy website). I enjoy using google
classroom as a place to give students feedback as they work on an assignment.
My school uses outcomes-based reporting. This reporting is done through rubrics and objectives
directly related to the program of studies, with the objectives put into learner-friendly language. I
mainly use formative assessment, with one to three summative assignments throughout each unit.
I assess based on observation, practice work, group work, attitudes, and effort on formative
assignments. I strive to make sure my activities and assessments align with the curriculum, so
they are meaningful to student learning now and in the future.
As a teacher, I find it very important to be a great role model for my students. I have been
guiding my students through breathing exercises and movement activities to increase
engagement and focus. I enjoy being with my students every step of the way in their learning,
making sure I give them helpful and timely feedback. I also find empathy very important in
relationships with my students, understanding that they have various needs and abilities, and
helping them to make use of their abilities. I try to communicate with parents when there is an
issue, such as a student missing many days of school. I seek out new ideas for instruction and
student wellness through observing other teachers. I use many resources in my units from online
and in teaching guidebooks to find meaningful learning activities. Daily and individual lesson
reflection help me to examine my teaching from a critical view, encouraging myself to improve
my lesson planning, delivery, and assessment. I have high expectations for my students in their
quality of work and strive to portray that expectation through giving them excellent mentor texts
and examples. Planning activities and assessments that strongly align with the program of studies
has become a strong focus for me in this practicum.
In conclusion, I have greatly enjoyed the learning process of this practicum, knowing it has
challenged me to improve my teaching more than I have ever experienced. After teaching in
various classrooms with various students, I feel I have had a very full experience. Each
classroom brings new learning experiences and challenges. Throughout my career, I would like
to continue to search for new experiences, collaboration, and feedback to continue improving my
teaching. Teaching the whole student is the focus I would like to have, teaching the curriculum
with a focus on teaching skills for life beyond school.