PLANNING FOR LEARNING -- PSI

Inquiry Related TQS Strategies Resources/Support Evidence of Timeline

Question: Required Success -Throughout
Establishing -Always be -I will be asking my -Personal the entire
How does inclusive attentive, not TA what I should checklist/reflection practicum
classroom learning distracted be looking out for
management environments -I can differentiate
of a teacher -Be mindful of -Ask her what she each student’s
be aware of the learning expects behaviour behaviour
student environment wise of her
behaviours students
impact -Be clear of
student behaviour -Ask TA to monitor
learning? expectations me to make sure I
am aware of
-Address student behaviours
Goal: unwanted and actions
Continuously behaviours right
monitor and when it happens
be aware of
students’
behaviour.

Reflection: Right from the start of my practicum, I began to realize that half the in-class importance goes towards
classroom management. I’ve come up an talked with my TA about different strategies to get students attention (hands
on you head, hello grade 2’s!, show me you’re ready!). There was a gym class in which the class was quite difficult to
manage. The trouble came along with giving each student a volleyball. It was very important to me that students are
paying attention whilst I give instruction and to properly follow them.

My unorganized reflection after the PE class:

I didn’t react immediately. I need to do right away. If it gets that bad, Restart. “If this happens, this is the consequence.”
For students find this activity too easy, there is an opportunity to send a student that is capable to help them. Learn to
scan the gym!

I was very disheartened by how students got distracted with their balls (either bouncing or throwing the ball) as I was
giving instructions. Eventually yes, they did listen, but it definitely could have gone smoother if I approached it in a
different way. The class left me feeling drained and unorganized. Melissa consoled me, and helped me find better
strategies that left me feeling confident and excited to approach an activity like this again.

I’ve talked with my TA, Mrs. Herbst, about my all lessons. Lessons that I felt went less successful went along with
classroom attention and very clear instructions. I’ve come up with much better strategies to approach the class with
when I don’t have their full attention or when students begin fooling around. I am now able to apply these new
strategies and approaches when giving instruction so that each student can do the activity successfully.

I’ve absolutely felt ups and downs in terms of classroom managements as students get more rowdy in some than others,
but overall, I’ve come out with different strategies that have been useful in the lessons I do today. I believe that if a
similar situation were to face me again, I would stay calm, rephrase my instructions, and do a fast reset. Classroom
management in the actual classroom is much better and I see improvement in myself.