Goal Reflection

Goal # 1: By the end of my practicum I will be able to identify ways students learn and their
different learning styles and be able to respond to these differences. I will do this by creating
multiple paths of learning for individual students and groups.
Grade one is a year in which students accelerate rapidly in their reading ability. However, they
accelerate at different paces. Even though I only had fourteen students in my classroom, they read at
varied levels. Their writing and reading comprehension was also varied. Because of this, it was important
to adjust my lessons to accommodate for the differing abilities. For example, one of the projects I
assigned my students was to fill in the blanks of a paragraph titled My Teeth. This sheet was
structured as following I brush my _______ for _____________. This concept was simple for one
particular student in my class. She finished the assignment in a matter of minutes. However, for three
other students in my class this was particularly challenging. Because of this, I adjusted the assignment
for those particular students, allowing them to just complete the first half of the assignment. For the
student who finished early, I provided extra challenges for her to complete as she thrives on challenges.

Another aspect in which the varying learning abilities and styles were taken into consideration were
when I taught the students spelling. Some students in the class are very kinesthetic and need to be
moving. For these students, it was necessary for me to add some kinesthetic aspects to the lessons
throughout the week. For example, I had them practice their spelling words by throwing a ball in the air
for each letter. For auditory learners I used verbal instruction and spelling of the words. For visual
learners I wrote the word on the whiteboard and had them do worksheets. These methods allowed me
to respond to their differences in learning effectively.

Goal #2: By the end of my practicum I want to be able to know how to engage students in
creating effective classroom routines. I will know how and when to apply a variety of
management strategies in order to provide for minimal disruptions to learning.

The classroom I arrived in already had many classroom routines that were firmly established. However,
it took some time for them to view me as their teacher as well. When this occurred, it was much easier
for me to gain control over the classroom. Also, I did have a new student join my classroom. I was able
to remind and help the new student learn about these routines.
In order to get my students to focus on me when teaching and following these routines I used a variety
of strategies such as asking for Listening Ears or for Everyone show me [their] best smiles! These
strategies were mainly used to redirect their attention to me, but needed to be used in moderation for
them to effective. I also would ask my students to put their hands on their heads, put their pencils in the
air, or to stand behind their desk. These strategies allowed me to get their attention and for them to
stop what they were doing. They also enjoyed the movement that these allowed and their attention was
refocused.

I had one student in my class who had some behavioural issues. He tended to be quite disruptive. I really
had to learn to balance addressing his behaviour and ignoring it. In some cases it was best to ignore his
behaviour in order to not disrupt the lesson. At other times, for example when he was disturbing other
students and their ability to listen and learn, I took time to address it. Overall, I think I gained a lot of
knowledge and experience managing routines, behaviour, and disruptions that will be useful in the
future.

Goal #3: By the end of my practicum I will be able to manage my time effectively. I will
decrease the amount of time transitions and various activities take. I will do this by using a
count-down strategy as well as by giving time frames to both myself and the students.
One of the things I really needed to focus on throughout my practicum experience was my timing. I was
unsure of the amount of time it would take a group of six year-olds to complete an activity. They also
tended to take a fair amount of time to put their papers, pencils, and erasers away. I started to use a
count-down strategy. I would count down from five and tell them that I expected their desks to be
cleared and for them to be sitting in their desks when I reached zero. The students seemed to enjoy this
and view it as a race or a challenge. It really decreased the amount of time it took for me to transition
from one activity to the next. In order to improve timing during the lesson, I began to first of all, put
time frames on my lesson plan. Once I had gained a better idea of how long it took the class to complete
an activity, I wrote how much time I should spend on each activity. I then did my best to hold the
students to these time frames, being flexible as needed. In order to keep the students on track I would,
at certain intervals, inform them that I expected them to have five words written, or at least one
sentence. I would also tell them they needed to have at least five words written before they could leave
for recess in order to give them motivation to work. Overall I think these strategies were effective in
helping me manage my time more effectively.