EDUC3505 PGP Template St Georges

Developed from Professional Learning Tool – University of Lethbridge Faculty of Education

Planning for Learning – PSI

Inquiry Question 1 Related TQS Strategies Resources/ Evidence of Success Timeline (Specific)
How can I develop Required Supports
classroom
management in
behavioural and
academic
expectations, while
establishing and
maintaining
procedures and
routines?
EDUC3505 PGP Template St Georges
Developed from Professional Learning Tool – University of Lethbridge Faculty of Education

Goal 1: I will make sure my C&I, Learning Logbook and lesson Existing classroom
2C: Building class expectations Environments & plan reflections expectations will
Develop classroom capacity to are clear, as well as Classroom be identified,
management in support uphold and respect Management TA evaluations adopted, and
behavioural and student the expectations supported
academic success in that my TA has set. Effective Teaching and Using personal through
expectations while inclusive, Clearly setting Learning (2012), reflections and TA conversation with
maintaining welcoming, expectations and Roscoe. evaluations, I will be my TA at the
routines. caring, remaining able to see how I have beginning of PS I
respectful, consistent with Education Psychology effectively used (Nov. 15).
and safe these expectations (2020), Woolfolk, classroom
learning will support Winnie, and Perry. management to I will build
environment student success by contribute to a safe professional,
s creating a Discussion with TA and respectful learning
respectful, and
respectful and regarding classroom environment that is caring
inclusive expectations that are inclusive and relationships with
environment that already in place. supportive. each student to
fosters learning in effectively support
each individual. them from
beginning to end
of PS I (Nov. 15-
Dec. 17).
Using what I have C&I, Learning I will know I have I hope to establish
learned throughout Environments & employed proper effective
4F: PS I, I can apply my Classroom classroom management in
Employing knowledge to the Management management strategies the classroom as
classroom classroom when my students can soon as possible in
management environment. It is Education Psychology engage and ask/answer order to create a
strategies important to have (2020), Woolfolk, questions in the learning
that promote clear and Winnie, and Perry. manner proposed environment that
positive, consistent (monitoring student promotes positive
EDUC3505 PGP Template St Georges
Developed from Professional Learning Tool – University of Lethbridge Faculty of Education

engaging expectations that Effective Teaching and attitude and engagement

learning are communicated Learning (2012), behaviour). Further, through the
environment to the learners (ex: Roscoe. the condition of my entirety of my
s raise your hand if learning environment practicum
you know the Discussion with UC will reflect whether I experience. This
answer). I will about teaching have successfully would include
adopt strategies students what is promoted a positive multiple, ongoing
and techniques expected of them and engaging conversations
that are employed environment through with my TA and
by my TA. Discussion with TA classroom US starting in
about what techniques management. In November and
work for the students addition, the continuing until
evaluation provided by the end of
my TA will inform my practicum in
development of this December.
goal.
EDUC3505 PGP Template St Georges
Developed from Professional Learning Tool – University of Lethbridge Faculty of Education

REFLECTING ON LEARNING – PSI

Inquiry Question 1: How can I develop classroom management in behavioural and academic expectations, while establishing
and maintaining procedures and routines?
Reflection at Midway Point
I have found that classroom management stems from clear and consistent instruction/expectations. Thus far, I have been working
on embedding the mode of response in my questions to the class, that is, telling students how I would like them to engage with my
questions (i.e., raise your hand, discuss with your elbow partner, talk amongst your row, etc.). Creating clear expectations teaches
the students how to appropriately engage in class discussions and activities, while mitigating confusion/ambiguity in responses.

Reflection End of Term

Over the past five weeks, I have learned that relationship building is perhaps the most important feature of classroom
management. I believe that getting to know your students on an individual level creates an environment wherein kids can trust and
their teacher. In my opinion, students that trust and respect their teacher are more likely to listen. Fostering positive relationships
enables the teacher to set clear expectations for the learning environment, and to be firm when it comes to boundaries, without
seeming intimidating. During this practicum, I experienced a steep learning curve with classroom management. In early weeks of
my practicum, I struggled with remaining consistent in the mode of response that I accepted from my students. Sometimes I
responded to blurt outs, and other times I would correct students and remind them to put their hands up. In order to address my
inconsistencies, I employed the Teacher vs. Students strategy, which either awards students a tally point for good behaviours
(raising their hands, working quietly, staying on task) or awards the teacher a tally point for bad behaviour (blurting out, being too
loud, being off task). If students receive more points than the teacher, they are met with a reward, but if not, they are met with a
consequence. Not only did this improve my consistency with the mode of responses, but it also improved classroom management
by showing the students what is expected of them.