FE3/PS3 SELF ASSESSMENT

Part 1 Fundamental Competencies

Act as a cultural facilitator Act as a cultured professional who is at once an interpreter,
C1
when carrying out duties. facilitator and critic of culture when carrying out duties.
Select and discuss what you have observed during your field placement, and how those observations
pertain to:
Guiding ● What steps will you take to integrate rich and meaningful cultural references into teaching and learning
Question(s)
situations?
● How will you take a cultural approach to instruction?
(Remember to cite clear examples from what you observed during your field placement)

Within in field experience I have observed my CT effectively integrate other cultures into learning
experiences. It’s necessary to start introducing students’ to other cultures from a young age, so I am happy to
have been in a classroom where this was beginning to be discussed. During circle time, my CT would often
introduce a holiday and where it originated from, even if no students in the class were known to celebrate it.
For example, one focus we had was on Diwali. The student s became familiar with Diwali and the
celebrations of life through discussion and a story time.

Response To integrate enriching cultural references into my future teaching practices, I aim to implement similar
strategies while expanding upon them. I hope to integrate cultural elements within the curriculum rather than
isolating them. This integration will involve incorporating diverse perspectives into various subjects like
history, mathematics, sciences, and literature. Additionally, I think a strong integration of diverse
experiences involves guest speakers speaking from a diverse perspective and sharing their experiences with
students. This firsthand and interactive approach will provide students with tangible experiences and foster a
deeper understanding and appreciation for cultural diversity.

Communicate appropriately in the language of instruction, both

Master the language of
C2 orally and in writing, in all contexts associated with the performance
instruction
of duties.
Select and discuss what you have observed during your field placement, and how those observations
pertain to:

Guiding ● How will you effectively present ideas coherently, intelligibly, critically, and respectfully in both oral
Question(s) and written communications?
● How will you use different modes of language expression (visual, spatial, aural, and gestural) to support
the development of the students’ competencies?
Response (Remember to cite clear examples from what you observed during your field placement)

During my field placement, I observed my cooperating teacher (CT) presenting ideas in both oral and written
communications, embodying coherence, intelligibility, critical thinking, and respectfulness in their approach.
Her oral presentations during lessons were clear, well-structured, and engaging. She used language
effectively, ensuring that concepts were articulated in a manner comprehensible to students of varying
abilities. Also, in written communications, such as feedback provided to parents, and emails to school staff,
mu CT maintained coherence by structuring information logically and ensuring clarity of expression. I
learned a lot about how to keep students engaged during a lesson solely with intonation and expression as
well. She was always as excited to learn as the students were, and it made them ready to learn.

I found that during my lessons the way that I kept students engaged was to be animated and use the space
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around me. When teaching a lesson about geese, for example, the students were excited to finish and submit
their work because whenever they would finish we would HONK! like a goose together. Using
communication styles that students are used to makes them more excited to take part in learning activities.

One way I do wish to better my mastery of the language of instruction is by practicing correcting students
within their own language and learning. Sometimes it’s easy to become used to the way our students speak
to us, but it’s necessary to correct students when they have grammatical errors, are unclear or say something
out of hand. Frequent feedback allows for an easier time fixing these issues, and better prepares them for the
future.

Part 2: Competencies central to working with and for students

Design and plan teaching and learning activities and situations that
Plan teaching and learning
C3 are appropriate for the students, the learning content and the
situations
education objectives.
Select and discuss what you have observed during your field placement, and how those observations
pertain to:
● What steps will you take to develop teaching and learning situations that take into account curriculum
Guiding
content and students’ prior knowledge and in order to plan learning?
Question(s)
● How will you take into account student diversity when choosing the materials and preparing the
teaching and learning situations (diversity related to gender, ethnicity, socio-economics, culture,
religion, language or a disability; students’ conceptions, needs and areas of interest)?
(Remember to cite clear examples from what you observed during your field placement)

In my field experience I have observed the planning of teaching and learning situations that are designed
perfectly to keep students engaged and address the appropriate content. Within my class there are a variety
of different learning abilities and behavioural challenges, so it’s necessary to plan learning situations that
cater to all students. For example, one of the main topics we began to address this year was letter
recognition. My CT planned multiple scenarios in which students would be introduced to letters, and one of
the ways was through whiteboards. My CT would say a sound and the students would be prompted to write
the letter they associate it with on their whiteboard. Not only does this provide a way for us to formatively
evaluate the students, it also allows for students to practice writing using various writing materials. This was
mainly done so some students in our class with fine motor disabilities could participate in writing, as she is
not typically able with pencil and paper.
Response
These learning experiences that I have had when shadowing my CT have given me the steps to take into
account student diversity and to plan teaching situation appropriately. I have learned to always have
prepared alternative scissors and pencils, to always have extra worksheets in case of mishaps or outbursts,
and to differentiate worksheets and experiences when students have a different understanding of certain
topics. It’s also important to cater to students' interests in a way that still teaches the curriculum content.
When teaching a math lesson, for example, I knew that a particular student would find interest grouping and
sorting, so I decided to focus the lesson on grouping in a way that the entire class could participate, but he
would find interest in. Then, after discussing the lesson and going on to a worksheet I gave him a more
challenging one and provided support to him. This takes into account student diversity, and also allows for
an engaging experience.

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Implement teaching and Implement and supervise teaching and learning situations appropriate to the students and
C4 the educational aims.
learning situations
Select and discuss what you have observed during your field placement, and how those observations
pertain to:

Guiding ● How are students, individually and collectively engaged in the planned learning from the beginning of
Question(s) the learning to its natural conclusion?
● How do teachers implement and supervise demanding teaching and learning situation and mobilize their
ability to adapt to the situation?
(Remember to cite clear examples from what you observed during your field placement)

During my field placement I have experienced many successfully implemented lessons. My CT impressively
engages students and acts accordingly in unexpected situations. For example, in a particular lesson when we
were discussing colors. The lesson began with an introduction to various colors, and my CT encouraged
active participation by asking students to identify colors they knew on the board. This initial engagement
ensured that each student had an opportunity to contribute and feel involved from the start. As the lesson
progressed, my CT integrated multiple learning elements by incorporating letters and phonics associated
with each color. For instance, she would point to a specific color, discuss its name, and then guide the
students through the letters and sounds corresponding to that color's name. This approach allowed for
individual engagement as students focused on their own understanding of phonics and spelling while
collectively participating in discussions about each color.

Response She kept students engaged by speaking enthusiastically and using hand gestures, and when a student got too
fidgety or acted out she swiftly delegated to a CCW in order to continue. My CT's teaching strategy
exemplified adaptability by catering to different learning styles and abilities within the classroom. She used
an approach that incorporated visual aids, verbal explanations, and interactive discussions, which helped in
engaging students with varying preferences in learning.

I have learned that it is very difficult to keep students engaged unless you are also excited about what is
being taught. If you show as much enthusiasm as you’d like them to give to you, they will. It’s also
necessary to give every student a chance to speak if they want to, because it makes them feel like their
opinion and thoughts are treasured, and they build more confidence to participate in the future.

Manage how the class Organize and manage a class in such a way as to maximize student development,
C6 learning and socialization.?
operates
Select and discuss what you have observed during your field placement, and how those observations
pertain to:

Guiding ● How do teachers structure their environment, implement a certain number of rules based on explicit
Question(s) values, anticipate and manage lapses in behaviour, etc.
● How do teachers direct, and guide classroom activities and the appropriate behaviours needed to live in
a community?
Response (Remember to cite clear examples from what you observed during your field placement)

Within my field experience I have witnessed a very well managed class by my CT, and am trying to take
over this well structured environment. Implementing a visual schedule, using timers to warn students about
transitions, being available to help students during learning time, and delegating behavioral issues to a CCW
represents a positive classroom environment that allows for students to be comfortable. One of the things I
have really noticed is the teacher’s willingness to adapt to students by differentiating, and to make this
willingness to adapt so embedded in the way of the class. Students are aware that they can get the aid they
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need in the way the class is set up, but they aren’t grouped into obvious levels of understanding. The format
is quite free-flowing and teachers/aids are able to help individual students. Our focus as teachers is to focus
on learning time and ensure that students are able to focus on the content of the class, and they should be
able to achieve this based on the way the class is managed. In order to achieve a managed class, it’s
necessary to structure the routine as well as the spatial environment. It’s important that the way the class is
physically set up allows for students to regulate their emotions. For example, my classroom has implemented
a calming corner for students to calm down at, and a reading corner for students who need to take a break
from the original content.

I believe I have learned a lot about how to manage the class that I work with. I have given my students
unconditional positive regard, I make an effort to get close with students so they trust me and can confide in
me when issues with peers arise. I also feel like I have been able to contribute to the way the room is set up.
The thing I find I struggle the most with is handling conflict during learning time, in front of other students.
The goal of the competency is to not take away from learning time, but I find it difficult to calm down a
student when others are trying to focus on me teaching. I have learned to delegate behavior to the CCW’s
but need to learn to adapt my techniques and tailor them to each individual student when I don’t have the
opportunity to delegate.

Take into account student Implement, as part of an inclusive teaching approach, strategies for differentiating
C7 teaching practices so as to support the full participation and success of all students.
diversity
Select and discuss what you have observed during your field placement, and how those observations
pertain to:

Guiding ● How do teachers adapt to the different types of students they encounter, keeping in mind the contexts in
Question(s) which they are working?
● How do teachers offer a diversity of content, structures, tasks, and processes adapted to students’ needs
to foster their success and support their development in the best way possible?
Response (Remember to cite clear examples from what you observed during your field placement)

In my field placement, I've had the opportunity to witness firsthand how my CT adapts to the diverse needs
of our students. The classroom is made up of students with varying learning styles, including autistic
students and those with fine motor disabilities. I've observed my CT consistently employing strategies to
ensure inclusivity and support for all students. For instance, she always ensures the availability of adaptive
tools like specialized pencils and implements differentiated instruction tailored to each student's needs.

The implementation of adaptive pencils and smaller markers, for example, stands out as a practical example
of how my CT acknowledges and accommodates the needs of students with fine motor disabilities. These
tools enable students to actively participate in writing and drawing activities, fostering their engagement and
sense of inclusion. My CT's utilization of differentiated instruction also emphasizes the recognition of
diverse learning styles and abilities. By customizing teaching approaches, materials, and tasks, she is able to
address the strengths and challenges of each student.

Being able to witness these approaches highlights the significance of catering to individual student needs and
taking into account student diversity. My CT was able to create an environment where everyone feels valued
and supported. This approach not only aids academic progress but also promotes a positive classroom
culture. When taking into account diversity, it’s necessary to still stick to the curriculum as we don’t have
that much flexibility as teachers, so we must always adapt what we can to help students reach the goals we
set for them. The goals for each student just may be different. This makes taking into account diversity even
more of a challenge because we still have to introduce different concepts and stick to a certain pace.

As a future educator I am thankful to have been placed in a class with needs, as I was able to learn what to
do in any given situation. Taking into account student diversity is difficult if you aren’t given a diverse class,
so it was a wonderful experience.
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Part 3: Cross-Curricular Competencies

Adopt and promote ethical and responsible behaviours
in order to create respectful and trusting relationships
Act in accordance with principles
C 13 with students, members of the school team and
of the profession
the wider education community.

Select and discuss what you have observed during your field placement, and how those observations
pertain to:

Guiding questions: ● How do teachers act and behave in a respectful manner toward the school and what it represents?

● How do teachers avoid all forms of discrimination by adopting equitable, transparent and inclusive
practices and attitudes with regard to students, colleagues and the community?
(Remember to cite clear examples from what you observed during your field placement)

During my field placement, I've observed my CT displaying an amazing level of pride and respect for the
school community. She actively engages in activities that showcase her dedication and pride in the school.
From attending and participating school events and challenges, to participating in professional development
opportunities and council meetings, my CT consistently demonstrates her commitment to the school and its
staff. My CT's respect extends to her interactions with colleagues and students. She creates a supportive
environment among colleagues, always offering assistance, sharing resources, and fostering a collaborative
atmosphere. I've witnessed instances where she goes out of her way to support fellow teachers, whether by
providing guidance on lesson plans or offering a listening ear during challenging times.

Response: In her interactions with students, she is always equitable and inclusive, and is sensitive to the diverse
backgrounds and needs of the students. Whether it's adapting teaching methods to accommodate different
learning styles or encouraging open discussions that embrace diverse perspectives, she actively promotes an
safe space.

My CT’s pride in the school and community was really inspiring to see and sometimes be a part of. I
realized that in order to be respectful to the school you work for, you have to have a lot of love and pride
invested in it. It’s also necessary to interact with staff and the community respectfully, and this is done by
being transparent in decision-making and expectations, embracing inclusive attitudes, and taking part in
professional collaboration.

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