PLANNING FOR LEARNING: PS II
Related
TQS
Inquiry Question: Strategies
To what extent does TQS #1
● Intentionally choose a
teaching
style/language student each day. Make a
point of learning about them
influence the
—their family, their interests,
responses and
respect a teacher their goals—and make them
receives from feel welcomed and important
students? to the classroom community.
Incorporate the Daily Post
activity.
● Formulate lesson plans that
allow for ample interaction
between peers, and between
the teacher and students to
build relationships.
TQS #4 ● Work with the EAs to reach
students who are struggling
academically or
behaviourally. Incorporate
strategies that include them
into the activities that the
rest of the class is
participating in. Take time to
get to know these students
beyond their diagnosis.
● Regularly checking in with
the mental-emotional state
of my students. Respond
quickly and privately to
Resources/Support Evidence of Success Timeline
Required
● The Daily Post ● Students feel that they Mar. 6 - Apr. 20
activity have built a personal
relationship with me and
● Teacher
are compelled to interact
associate
with me outside of class
time
● Students are observably
more engaged in
lessons–either willing to
contribute to class
discussions or eager to
share their work when I
check in during
independent or small
group work
● Educational ● Students who are
Assistants assigned an EA or are
known to have a
● The Daily Post
behavioural or academic
● Teacher deficit are noticeably
Associate integrating with the rest of
the class
● These students are
engaged and eager to
work in my class, and
take the time to carefully
explain their progress
when I check in
● Students who are
 students who appear to be struggling with their
struggling and do so in a mental-emotional health
non-confrontational way come to me for support,
or accept my support if I
notice their struggle. They
open up and are willing to
work with me to find a
solution

Goal: Students who

struggle to interact in
a positive way with
other teachers in the
school find a safe
space with me in my
classroom. Students
actively seek out help
and understanding
from me, or go out of
their way to interact
with me outside of
class time.

REFLECTING ON LEARNING PS II
INQUIRY QUESTION: To what extent does teaching style/language influence the responses and respect a teacher receives from students?

Reflection at Midway Point: I have noticed a significant difference in how students interact with me versus with my teacher associate and I
believe this to be a result of our vastly different teaching styles. I originally anticipated that I may have more classroom management challenges
as I am far less strict and my tolerance for chatter and off-topic discussion is much higher. However, I’m finding that allowing students to break
away from class content occasionally and engaging with their personal thoughts and interests leads them to be more warm and receptive of me. I
have had very few management issues thus far.

Achievements In Progress Future Considerations

● Students with personal or social issues ● How to be strict in a logical and loving ● How to approach this goal with
come to me for help, as they feel I am way when the situation calls for it students who miss a significant amount
a safe person to resolve conflict ● How to handle conflicts with students of school
 ● Students with behaviour challenges who do not want to or can’t ● How to include parents and families in
come to me first with concerns or communicate this process–I want to extend good
questions because they know they will relationships with them as well
be treated unbiased of their history
● Little to no classroom
management/behavioural challenges

Reflection at End of Term: My observations have led me to feel affirmed in my hypothesis–prioritizing personal connection with students leads
to an overall net positive academically and socially. Students who are known challenges with other teachers are willing to work effectively and
contribute in my class, and I observed this alongside a growing interest from all of my students to get to know me and allow me to get to know
them. I often felt restricted by my TA’s rules and expectations surrounding non-curricular discussion or activity, but I found these to be the most
valuable teaching moments during my practicum. I believe students learn best from people they like and respect, and that will continue to be a
focus for me moving forward.