Competencies Targeted Key How Confident do I How Confident do I

Features feel? feel?

(Pre-practicum) (Post-practicum)

TEACHING
ACT
Competency 3: “To ° Selects and interprets °3 °4
develop subject-specific I see myself planning I feel confident that I
teaching/learning knowledge in terms of and focusing on one will learn the material
situations that are the aims, competencies lesson at a time but I before I teach a class.
appropriate to the and subject content am scared I will be While I am learning the
students concerned specified in the teaching a series of material, I will plan
and the subject programs of study. individual lessons that lessons and units.
content with a view are not connected.
to developing the ° Selects diverse °2 °3
competencies instructional With the short amount To help plan lessons
targeted in the approaches that are of time I have to and help students
programs of study.” suited to the prepare my lessons achieve the mastery of
development of the and get to know my competencies, I want to
competencies targeted students. I think it will start using more Benott
in the programs of be difficult to bring in Monett instructional
study. the outside world into strategies. These
the classroom. For instructional strategies
this reason, I do not will help students stay
think I will achieve the interested in learning. I
competencies to the hope to do so in a way
desired amount or that it becomes a
develop well procedure.
throughout my units.
°3 °3
I suspect I will make a I find it will be difficult to
° Anticipates obstacles lot of mistakes. I hope anticipate the students'
to learning posed by the mistakes I make challenges with the little
the content to be will become teachable amount of experience I
taught. moments and I will have. When I make
learn from them. I am mistakes while
not confident I will be teaching, I still want it
able to do so. to become a teachable
moment.
Competency 4: “To ° Creates conditions in °3 °4
pilot which students can I am not sure the unit I In my next practicum, I
teaching/learning engage in meaningful will prepare for my want to plan units and
situations that are problem situations, students will be lessons that involve
appropriate to the tasks or projects, based interesting and hands on learning and
students concerned on their cognitive, motivating to them inquiry. This should
and to the subject emotional and social because I do not know help the academic work
content with a view characteristics. them. Also, I find that I become more
to developing the need to work on my meaningful and of
competencies communication and interest to the student
targeted in the expression of while helping students
programs of study.” expectations when develop emotionally
students work on the and socially.
task I give them.
° Provides students °3 °5
with the resources they I consider myself new When panning my
need to take part in the to the teaching world. lessons and units, I
learning situations. I am scared I will not would like to have
give my students a lot books, websites, and
of resources because I videos that explain the
am not aware of them. same material in
Also, I am not sure if I different ways. This
can take out books can be used as an
from the library under when students have
Covid and in the extra time to go deeper
smalltown I will be into the subject. This
doing my placement. takes more time to plan
lessons but I think it is
something the students
will enjoy.

Competency 5: “To ° Gather information as °3 °3

evaluate student students are engaged I am worried that the I am still struggling to
progress in learning in a learning situation in assessment I make will make and find
the subject content order to identify their not test what the assessment tools to
and mastering the strengths and students are learning assess my students. I
related weaknesses and to and that I do not adjust will be looking for
competencies” review and adapt his or my teaching the right guidance from my AT.
her teaching way in the limited time
accordingly to help I have with my
them progress. students.
° Takes stock of the °3
learning acquired by °3 I need to remember to
students in order to I am worried I will not write my anecdotal
assess their mastery of document enough or notes and use the
the related document the right observations chart I
competencies. information pertaining make. This would
to the competencies. allow me to keep a
record of students
understanding.
° Designs or uses tools °3
to evaluate student °2 I still need help
progress and mastery The only time of designing and using
of competencies. assessment I have tools to help assess
ever created was a students.
rubric. I am scared I
will not use a variety of
assessments
° Communicates successfully.
expected outcomes to ° 1 °3
students and parents I plan on using the For some students
and provides feedback method my AT uses. I writing a comment is
on student progress am terrified that my not the best way for the
and mastery of assessments are not students who are
competencies using accurate and I will struggling to read. It is
clear, simple language. back peddle if the important to note a
(Not expected to do this parents question me completed assessment
without help from on the students grade tool does not make it
associate teacher). or method of home. I am thinking
assessment. videos on
GoogleClassroom
might be a solution to
give the studnet’s
feedback.
Overall Category of Teaching Act:
How Confident do I feel?
Competencies Targeted Key Features How Confident do I How Confident do I
feel? feel?
(Pre-practicum) (Post-practicum)

Social &
Educational
Context
Competency 6: To ° Develops and °1 °2
plan, organize and implements an efficient I plan on using the I must follow the teacher
supervise a class system for running classroom routines or create new
in such a way as to regular classroom management in routines at the start of
promote students’ activities. place by my my practicum. Routines
learning and social associated- teacher. help ensure a safe
development. I am scared this will running classroom. In
not work for me like some classes, it is
it did in one of my important to have two
previous rules on the board and
practicums. enforce them during the
lesson until they become
natural for all students.

°3
°Communicates clear °2 The first class, I will go
requirements regarding The first class, I over how to behave
appropriate school and plan on going over when I teach because
social behavior and some classroom or for every teacher,
makes sure that students school norms that students behave
meet those requirements. follow the school’s differently. This will help
rules. I am scared I to set classroom
will not be able to behaviour.
enforce the norms
when I am working
with the students.
° Involves students on an °2 °3
individual or a group
basis in setting standards
for the smooth running of
the class.
° Develops strategies for
preventing inappropriate
behavior and dealing
effectively with it when it
occurs.
° Maintains a classroom
climate that is conducive
to learning
° Facilitates the
educational and social
integration of students with ° 3
learning disabilities, social I am not sure what read the IEP”s of the
maladjustments or
I have never I would like to try giving
planned a lesson students more
where students responsibility in the
discuss real life classroom. This can be
problems. I am achieved by making
looking forward to them accountable for
trying that out this their work, turning off the
semester but I am lights, sanitizing all
scared it will not go students' hands,
smoothly. handing out masks after
recess, etc.
°4
°1 When inappropriate
This will be a behaviour arises for one
challenge with my student, I would like to
students due to the talk to that one student
needs of the individually. When many
classroom. I have students behave
no idea how this will inappropriately I will
go but I am up for address all the miss
the challenge. behaving students. To
reinforce positive
behaviour I want to
comment or write notes
to students concerning
the behaviour.
°4
°3 To maintain a positive
I am scared I will not classroom environment,
react, notice and I want to have a chat
adjust my teaching with students in the first
quickly like in the class about how to
same lesson. I behave in a classroom.
suppose this will Also, in the same class,
come with practice, I want to talk about acts
time, and of kindness you can do
experience. in the classroom,
recess, bus, and other
classes (gym, art).
°4
Next practicum, I want to
the disabilities are in students and have a
 handicaps (with my classroom. I conversation with my AT
assistance). hope I can adjust about the students who
my teaching as are being followed.
quickly as possible Also, I want to have a
when I know more chat with my AT about
information. the students who are at
risks or waiting to be
followed.

Competency 7: To ° Proposes learning tasks, °2 °4

adapt his/her/their challenges and roles I am hoping to work Going into my next
teaching to the within the class that help with the team that practicum, I would like to
needs and students to progress. works with the talk more with the team
characteristics of student. I hope to of teachers that work
students with help that student with the group of
learning and not arm them in students.
disabilities, social anyway that will
maladjustments or make his/her life
handicaps. more challenging.

Overall Category of Social & Educational Context:

How Confident do I feel?

Competencies Targeted Key Features How confident do How confident do I

I feel? feel?
(Pre-practicum) (Post-practicum)

PROFESSIO
NAL
IDENTITY
Competency 11: To ° Takes stock of their °4 °4
engage in competencies and takes I feel pretty Going into my next
professional steps to develop them confident about practicum, I plan on
development using available resources. this key feature using the ressources my
individually and with because it is all AT and professor has
others. about looking for shown me. This should
resources that are help me be current with
up to date, talking the new and evolving
about what I found, teaching world.
knowing the
 opinion of various
people, and asking
for help. These
are all things I do
quite often when
planning my
lessons and units.
Also, I will be
speaking with my
AT and my
professor will be
grading some of
° Discusses the relevance my units. °4
of their pedagogical °4 Going into my next
choices with their When I am practicum, I plan on
colleagues. discussing with my eating lunch in the staff
education friends, room and talking to
AT, and professor other teachers about
about my lessons, I their teaching
am explaining my experience. Also, I plan
choices and on applying any
receiving feedback. feedback given to be
I find I need to pat or present.
maintain this habit
going into my
° Reflects on their practicum.
practice (reflective °4 °4
analysis) and makes the At the end of a At the end of the day, I
appropriate adjustments. lesson plan, I will plan on continuing to
write what went talk to my colleagues in
well and what did. a confidential manner.
This will allow me Every day, I plan on
to reflect. Also, having conversations
during the day, I with my AT about the
will have classroom. I plan on
conversations on continuing to write
my teaching with reflections to my
my AT. At the end supervisor every week
of the day of about what is happening
practicum, I will call in the classroom. All of
a friend to talk the above are ways I
about my day. This plan on continuing to
is the best way to reflect.
 reflect for me.
While I am talking,
I often take notes
of realizations that
I made. Also, my
notes in my journal
must include my
teaching,
behaviour of the
students,
classroom
management,
strengths and
weakness of my
students and my
teaching, etc. This
will help me to
adjust my teaching.

Competency 12: To ° Understands the °3 °4

demonstrate ethical values underlying his or I want all students One of the values I have
and responsible her teaching. to feel comfortable,and I find is very
professional respected, and important to me is
behavior in the equal in my having hobbies and
performance of his classroom. I have many interests. If
or her duties. no idea how I will students are not feeling
pull this one off well a day, I would like
because all them to take time and
students have do something they
different needs. enjoy. When they are
able to work on
academics, I would like
them to hand in work
that they are proud of.
These values are ones I
would like to bring into
the classroom in my
° Manages his or her °3 next practicum.
class in a democratic I am hoping my AT ° 4
way. has a system in In my next classroom, I
place where the would like to have
class votes and everyone feeling
talks about issues. comfortable to share
 I plan on ideas and actively
continuing this listening. This helps to
system. If not I will make class decisions
need to create one and resolve conflicts.
which I do not feel
confident I can
even though I
consider it
important.
° Provides students with ° 5
appropriate attention and When I am with my °5
support. students, I will be In my next practicum, I
focused on them at plan on giving my
all times. I will be students my full
teaching them, attention while I am with
listening to them, them. This is done by
helping them, and leaving my phone in the
getting to know back of the room and
them. assisting my AT when
° Justifies his or her °5 possible.
decisions concerning the The two main
learning and education subjects I will be °5
of students to the parties teaching are Math I plan on using
concerned. and English textbooks suggested by
Language Arts. my previous AT,
My professors professors, and current
have suggested AT. Also, I want to read
great textbooks pictures and novels
and teaching found on Quebec
practices that are Reading Connections
resource based. I (books suggested by
will try elements the ministry).
from the textbook Furthemore, I plan on
and the suggested teaching units and using
teaching practices tools on the website
in my teaching. Learn.
° Respects the °5
confidential nature of When I am talking
certain aspects of his or about my
her work. practicum, I will not
mention names °5
(first and last) of When I am talking with
teachers, principal, friends, family, and
 students, and members of the
parents. Also, I will community, I plan on
not speak of any eliminating the usage of
disability or names or teachers,
problems with parents, and students. I
specific parents or want to work on not
students to anyone mentioning the school
other than my AT. and grade level I am
°5 teaching.
° Avoids any form of In my classroom I
discrimination toward want everyone to
students, parents or feel welcomed,
colleagues. accepted, and
respected. This °5
can be achieved by In my next practicum, I
listing, respecting, want everyone to feel
and having an welcome, accepted, and
open mindset respected. This would
when interacting ensure I am treating
with people and everyone equally.
talking to my
colleagues and
friends.
° Situates the moral °5
conflicts arising in class I will keep an eye
with reference to the out for problems in
major schools of the classroom and
thought. in the school. If I °5
find any problems, I plan on keeping an
I will bring them to eye on conflicts
my AT attention. I happening in and
will then ask my AT outside the classroom,
what is the best look at the procedures
way to resolve this and follow the school’s
problem and why. I procedures.
think this is a good
first step in
becoming a fair
and responsible
teacher.