ACTION PLAN

To contribute to the goal of preparing reflective practitioners, student teachers will write an Action Plan at the end of first, second, and third field
experience with input from their cooperating teacher and/or the University supervisor. The Action Plan synthesizes each field experiences
evaluation, links each field experience to the next, establishes goals for improvement, and forms an agenda for discussion between the student
teacher, the cooperating teacher and University supervisor at the beginning of the subsequent field experience. For First Field Experience only
(excluding Physical Education students), the Action Plan will be completed during the co-requisite Professional Seminar course.

Name

Megan Tan

B.Ed. Program: Secondary English

Student Number 260570373

Field Experience: 2nd

I have shown thorough to advanced development in the following Professional Competencies developed
during this field experience:
Professional Competency #1
I try to look at my lesson plans and analyze if I have met certain subject-specific and program specific
competencies in them. I try to relate it as much as I can to the students (including pop culture references and high
school experiences as examples) in my literary devices review, so as to help them create meaningful connections
in the material. While talking about The Merchant of Venice and Maya Angelous Still I Rise, I discussed topics of
racism and sexism. When a student unknowingly said something racist, I was very quick to tell him that it was
inappropriate and perhaps even offensive to some students in the classroom. However, I also agreed that the
analysis could be potentially right, depending on the interpretation of the reader. I tried to make the student aware
of the limitations of his analysis so as to promote a safe environment for the other students of that culture that he
was being racist to.
Professional Competency #4
I tried my lesson with the special needs class as the first try, and when I realized that I did not include any
modifications or accomodations for special needs students, I added it in later to my other lesson with them so as to
help them reach their potential as much as possible in the lesson. I adapted and provided clearer explanations and
instructions in the lesson. I also encouraged team work as much as possible in the classes and tried to get them to
participate by accounting it with marks. It worked out fine.
Professional Competency #9 & 10
I worked very well with my cooperating teacher, whether it be team-teaching or discussing what should be on the
next assignment. We establish a system where we would sit down and agree on the distribution of marks for the
rubric and then proceed to correct the assignments. I also helped suggest other classroom activities or providing
resources to help the students better understand the material. I gave a lot of advice and helped a lot on the C.V.
assignment that the teacher wanted students to make. I gave student examples of what I would put on my C.V. to
help them out in their future job applications. I interacted a lot with other teachers as well when I was on
supervision duty with other teachers.
Professional Competency #11
After every lesson, I would sit with my cooperating teacher and asked her feedback. I always reflected on how I
can make my lesson better and would take down small notes on how I can improve the activity later in another
class. I also often listened to other teachers and their stories during lunch in the staff room and occasionally asked
for advice on how to manage classrooms or how to respond to students who ask certain questions, and how I
would respond and react to certain problems. I also keep a regular journal to reflect and to update my teaching
philosophy.
Professional Competency #12
I felt that I have shown thorough development in this competency in the way I addressed students, such as when a
student asked me about my personal life (about whether I had a boyfriend), I politely declined to share the
information and told him that he shouldnt be asking such questions. I was always punctual and prepared for every
class, so that I would not disrupt the class with my tardiness and so that I would set a role model for the students to

not be tardy as well. I asked questions to my cooperating teacher and other teachers about their classroom policies
and their teaching styles, and followed and respected them. By doing so, I demonstrated responsible professional
behaviour. Furthermore, I also demonstrated ethical behaviour by being actively conscious of my surroundings
when talking about the host schools students or teachers to other student teachers. I refused to talk about them
when we were walking in the main corridors until we reached our little student teachers staff room.
I would like to improve my skills in the following Professional Competencies developed during this field
experience:
Professional Competency #2
As a Secondary English teacher, I hold myself by high standards in the way I speak to the students. I am aware of
the way I speak, and I try very hard not to make grammar mistakes. I speak slower and louder to project my voice
when speaking to the students, so as not to confuse them when discussing with them. For example, when helping a
student out, I corrected his grammar (its versus. its) and spoke and explained clearly the differences between the
two. However, I also realized that I can be very unclear in my instructions and often confuse the students, such as
when I roll off too many instructions at once without really explaining them.
Professional Competency #6
A huge part of the feedback from my cooperating teacher and my supervisor was that I needed to be more
assertive and confident in my instructions. Indeed, I found that generally, I was very much at lost when I was
dealing with a very rowdy or loud class. I did not know how to calm the students down without yelling over them.
Furthermore, because of the schools cell-phone policy, I was unsure on handling students taking out the phones
and texting or not paying attention to the lesson. I think this is a huge consideration in how I would structure my
class rules in field experience three.
I will make use of the following strategies for improvement:

Im going to try to take more initiative and build more confidence in my speaking abilities and
instructions. I would either try and find a tutoring job to practice these skills (PC #2)

In the next school, I want to do more lessons that cross over to other subject-areas and perhaps incorporate
more topics that other teachers are concurrently teaching. This way, I can create more meaningful links
and help students and work with cooperate with other teachers. (PC #1, 9, 10)
Participate more in the school culture by volunteering or starting more extra-curricular activities in my
third field experience (PC #9)
Work with other teachers more and ask them for feedback regarding assignments or resources. (PC #9, 10,
11)
Observe more, be less judgmental of the students, and be very patient with the students (PC #1)

May 29, 2015

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Student teachers signature

Date

This completed Action Plan is to be discussed with your cooperating teacher and McGill supervisor at the start of your subsequent
field experience.