Professional Growth Portfolio (PGP) of Carla Mysko

Goal 1: Support broad areas of student growth by providing varied and constructive learning opportunities
Related Program Goal: Recognize Learning as Valuing and Constructing By this we mean: The program strives to prepare educators who appreciate learning as processes of valuing (that is, recognizing that the knowledge we think worthwhile reflects what we value as a society) and constructing (that is, learning involves unique and active knowledge construction processes by learners, supported by teachers.) Goal 1 Outcomes: The Teacher Candidate 1.1 Ensures the participation and success of all students. Evidence / Artifacts Sept. 5/13 - Art 6 Orientation to class rules and expectations. Analysis/ Interpretation Provided orientation for the grade 6 students who are new to the Rosthern High School. This was to set the tone of what is expected in terms of product and participation for the year. Students were numbered off and put into groups to do radio plays. This was to ensure cliques didnt stick together and the group work was encouraged. A student had become a disruption to class by showing up late, talking over instruction and other attention-seeking behaviours. I used the discipline policy in place and had him remove himself from the class. I used spelling, reading and writing to build on students academic strengths. The creation of a timeline of the students life was done to satisfy a spiritual need and the oral speaking was to improve social skills as well as academic. The students had very interesting timelines that reflected their life story. This was especially interesting for the ESL students in class to share. Each student shared a different liking of music and different backgrounds. I used different pieces of music to stimulate different moods as an intro to Radio Theatre.

Oct. 22/13 Art 6 Ensured all students had a group to work in by numbering off.

Nov. 8/13 Art 20/30 Student discipline policy was used in removing a disruptive student.

1.2 Uses a variety of ways to identify and build on student academic, physical, spiritual and social strengths.

Sept. 12/13 ELA 6 Used spelling, timeline creation, reading, writing and oral speaking in the lesson.

Oct. 18/13 Art 6 Used music appreciation as way of providing an understanding of the effects of sound on the way things are interpreted.

Oct. 21/13 ELA 30 Implemented a Canadian poetry unit that uses writing, viewing, listening and creating.

1.3 Uses constructivist principles to guide student learning.

Sept. 12/13 ELA 6 I had students create a timeline of their lives that included dates and doodles.

In the poetry unit that I created for ELA 30, I tried to ensure the success of the students by providing samples of work in many formats for different styles of learners. The assignments had options and varying levels of difficulty so as to accommodate the adaptive dimension. Students were able to express themselves and tell the story of their lives in a way that supported their learning of time and the chronology of events. The relationship between their lives and dates challenged them to think about significant events in their lives and label those things of importance to them. They were given class time and home time to complete this and the creation was linked to a short story that they had been reading in class. This was an attempt to create a link between the story and them personally. Students used music choices that had personal meaning for them and analyzed the lyrics for poetic devices and an understanding of why and how lyrics and poetry connect us with larger topics. In studying a novel about a Chinese girl who moves to America, there were many references to superstitions and differences. I gave a student who required additional challenge the opportunity to research, investigate and report back about these things. Played the game two truths and a lie to discover more about the students. Questioned them about their favourite hobbies and tried to find opportunities to guage interest and ascertain what projects might be of interest. I played a funny video (BBC Horrible Histories Caveman Art) to give them something amusing while also stretching their understanding the beginnings of art and what is possible.

Oct. 22/13 ELA 30 Using students musical choices as a means of examining poetic structure and the intended meaning of the lyrics. Nov. 1/13 ELA 6 Gave an inquisitive student an opportunity to expand his learning.

1.4 Analyzes the classroom environment and makes adjustments to enhance social relationships and student motivation/ engagement.

Sept. 4/13 - Art 20/30 Orientation to the class and incorporation of a game and a funny video to encourage engagement in the subject and to encourage a positive relationship.

Oct. 21/13 Art 20/30 Classroom management of a student whose rude remarks were causing divisiveness in the classroom and disrespect for my teaching.

1.5 Provides opportunities for students to demonstrate their understandings in multiple ways.

Sept. 24/13 ELA 6 The students read aloud, wrote sentences, and answered questions with the class that were meant to affirm their understanding of the story we had read.

Unfortunately I had an incident where I had to remove a student from class in order to achieve peace and send a greater message to the other students; the message that rudeness and disrespect would not be tolerated in my class. It remains to be seen whether this will improve or enhance relationships and engagement. I had each student read a section of the story aloud for the class. They had sentences that they were asked to write based on an embarrassing moment. I asked them questions about things within the story and had them raise their hands to answer.

Goal 2: Affirm dignity and respect for individuals (students, families, colleagues)
Related Program Goal: Affirm Dignity and Respect for Individuals By this we mean: The program strives to prepare educators who promote dignity and respect for all. Goal 2 Outcomes: The Teacher Candidate 2.1 Creates and maintains a learning environment that encourages and supports the growth and potential of the whole student. Evidence / Artifacts Sept. 5/13 Art 6 Provided an orientation to rules and expectations. Sept. 13/13 Art 6 Lectured the class on appropriate behavior and use of materials; had them come up with rules. Analysis/ Interpretation Orientation creates a learning environment and the rules and expectations set a baseline from which the students can grow. The students had behaved poorly in the class I had taught previously and had misused materials and abused the trust of the staff. I lectured them on the importance of proper behavior and had them create rules that the class could live with that reflected what we were expecting in class so that all could participate properly in class. In our class we have students who have some traumatic life experiences and who have encountered many life changes. The challenge in having students create a timeline was encouraging students to think about the many positive things that have happened to them and also of the phases that they have gone through as individuals. This included such details as when they were born, sports they played at certain ages, when their siblings were born, when they learned to walk, etc. The novel that we are studying in this class is about a Chinese girl who is new to America and struggling with language and customs. I chose this so that the EAL students would find a connection to the material. In studying chapter one, the EAL students in class had much to share and were able to connect to the main characters culture and what she was feeling.

2.2 Provides learning opportunities that recognizes and fosters each pupils sense of self worth and dignity while demonstrating caring, compassion, trust and empathy.

Sept. 12/13 ELA 6 Having students create timelines of significant life events for them.

Nov. 6/13 ELA 6 Chose a novel that balances out the understanding of EAL students in the classroom.

2.3 Develops knowledge and understanding of students distinct cultural, ethnic and language background and applies it to antioppressive teaching practices.

Sept. 6/13 - ELA 6 Chose novel studies that have characters who are removed from their original place and experiencing a new environment.

I chose Call of the Wild because the main character is a dog and therefore neutral; also there is a Canadian connection to provide some familiarity. I chose another novel that speaks of a new immigrant girl to America and its ways. I felt this scenario would be familiar and comfortable for the ESL students in the class specifically. I wanted to ensure the students saw some variation in the poems that we will be evaluating in class.

Sept. 28/13 ELA30 Chose poetry from both genders that also includes the work of FNMI poets in Canada

Goal 3: Strive to support social justice and ecological responsibility

Related Program Goal: Support Emancipatory Action for Social and Ecological Justice By this we mean: The program will strive to prepare educators to address systemic forms of race, gender, ethnic, sexual, ability, environmental, socio-economic (i.e., colonial), and other forms of oppression to achieve social and ecological justice through emancipatory educational theories and practices. Goal 2 Outcomes: The Teacher Candidate 3.1 Promotes and engages in the improvement of social and environmental conditions. Evidence / Artifacts Sept. 18/13 - ELA 6 Gave a short (15 minute) lecture and Q&A on bullying. Analysis/ Interpretation On Sept. 17th, the class was taken to a performance about being kind to others and it extended into bullying. The grade 6 class had been having some issues with bullying in their classroom, so it provided an opportunity to discuss the performance and what bullying looks like. The students had a chance to brainstorm what a bully is/does and also learn a few things to include in that list. I model kindness and compassion in terms of showing understanding why some students require special admissions based on their circumstances. I do this so that the children in my classes see that I am understanding and able to be fair. I used the biographies of several poets, including two First Nations poets as a means for understanding why and how current issues are presented. In this way, students can gain insight into why poets use specific expressions. Students were given the choice of listening to a radio program and analyzing for sound effects or beginning to work with a script in groups. This showed students that I was willing to keep their interests in mind as we began a task. Students are given options for completing specific tasks listed on an assignment sheet. This gives them the power to make choices that best suit their needs.

3.2 Identifies and ameliorates ways in which socio-economic status affects children, learning and community.

Sept. 23 - ELA 30 Modeling understanding and awareness of the special situations some students experience.

3.3 Demonstrates, shares, and assists students in developing critical insights into current issues.

Oct. 22/13 ELA 30 Provided students with biographical knowledge of poets to provide context of how issues can be presented and why. Oct. 21/13 Art 20/30 Student choice was given regarding use of class time.

3.4 Empowers students by assisting in development of understandings of democratic action.

Oct. 23/13 ELA 30 Options of student tasks were presented for personal decisionmaking.

3.5 Develops in self and others understanding of exceptionality and inclusive education.

Sept. 6/13 - ELA 6 Skills Testing by separating ESL and EAL students into small groups to better acquaint to student ability levels.

By working with a group of students who are EAL, ESL and challenged with literacy I am learning about ways to communicate and including others in the classroom. I am more aware of the difficulties and special learning needs of these students. Students experienced the First Nations traditional art of making a dreamcatcher and the purpose and story behind the icon. The room was smudged and traditional music was played to encourage authenticity and thoughtful creation. The Canadian poetry unit I created uses mean, women, First Nations, Mtis, transgender, other colour and many generations of poets. I wanted to give the students an understanding that these unique differences provide perspective to a poets writing.

3.6 Develops in self and others understanding of anti-racist and anti-oppressive approaches to education.

Oct. 3/13 Art 20/30 Creating a Dreamcatcher in an authentic way.

Oct. 21/13-Nov. 7/13 ELA 30 Used samples of many different poets in class to demonstrate diversity.

Goal 4: Develop as a critical reflective practitioner who connects practical and theoretical knowledge
Related Program Goal: Philosophize Educational Possibilities By this we mean: The program will strive to prepare educators to imagine and propose educational theory and practice within visions of the highest aspirations for humankind and the world. Goal 4 Outcomes: The Teacher Candidate 4.1 Identifies and understands how education is affected by present day and historical global, local, political and cultural issues (i.e. war, peace, poverty, racism). Evidence / Artifacts Oct. 21/13 ELA 30 Introduced controversial music and lyrics by Wab Kinew and Buffy Sainte Marie. Analysis/ Interpretation The songs Heroes and Universal Soldier were looked at and listened to as a way of understanding that the place a person comes from (their personal landscape) affects how they view the world and current issues. Students were shown some impassioned speakers throughout the poetry unit and in the poetry slam lesson in particular. They looked at how issues affect the poet and how this in turn affects the message the poet gives. I have reflected on a lesson on creating rubbings that failed for many reasons: lack of examples, disrespect of materials due to unclear rules, goofing around due to lack of instructor respect. To resolve this I would have led the class in doing individual tasks and shown them an example to keep the structure very clear. I would have outlined class rules for behavior and materials in advance. Ultimately many in the class were testing me as due to their newness to the school and a sense of freedom they had not experienced previously in an elementary classroom. I attended the conference because I am going to be teaching Life Transitions 20 as an intern, and also will be doing some work in career guidance. This conference has assisted me in finding resources for teaching this and other courses and also for finding resources for students looking towards post-secondary careers.

Nov. 7/13 ELA 30 Introduced poetry slams and where the poets message comes from and their influences.

4.2 Is a reflective practitioner who continually assesses the effects of instructional choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Sept. 9/13 Art 6 Had a bit of a lesson failure on texture in nature.

Sept. 25/13 Attended a Career Counselling Conference with my cooperating teacher.

Sept. 27/13 PD Day Attended PD in Warman.

Attended a ! day PD on assessment, lead by Rick Gormeli, and held at the Warman High School gymnasium. I am attending this conference because I am working as an English teacher and because this is one of my subject areas. Any helpful information in this area is good for me as I am starting out. In an attempt to create diverse groups for performing radio plays, I numbered students off. It became really clear that grade 6 students dont listen attentively to this and that numbering off is not an effective technique for this purpose. The only positive note was that once groups were established they were good combinations of strong and weak students and lacked some of the typical cliques that existed. I am teaching students that paint and colour can be created using very natural products that can be found anywhere. Students will learn to connect what was done in the past (cave/rock paintings) to what is possible when we dont have a store-bought set of paints. They will get to experience experimentation and investigation of what products create certain colours and how a chemical like vinegar can alter the combination. In teaching these things, I used personal experience and scenarios to enhance student understanding of their rights and expectations as an employee. Students learned that although some things are expected of you and there is a power imbalance, there are expectations of an employer to provide a safe and fair work environment.

Oct. 5/13 Attended a Literacy PD with my cooperating teacher.

Oct. 22/13 Art 6 Introduced radio play to the students and chose groups.

4.3 Combines practical and theoretical knowledge with broader life learning to refine a philosophy of education.

Sept. 30/13 Art 6 Creating natural paint in a unit called Nature and Art in Saskatchewan.

Nov. 1/13 Life Transitions 20 Discussed Labour Standards and OH&S policies.

4.4 Is sensitive to and engages the unique strengths and learning styles of all students.

Sept. 24/13 Art 20/30 Discussion and lecture regarding using values and shading in artwork and how this is done using scratchboards; integrated video, practice of technique.

To engage the students of this class I try and bring in video examples of how to perform a technique. In this class I gave a recap of how to create shading and values using lines (hatching) and introduced scratchboards and how to work them. I had the students watch a video on usage, took photos of the back of the students heads and had them prepare a scratchboard of their head and shoulders. The personal subject matter engaged the students more than random objects would have and the visual demonstration (video) gave them a clear description of the project. I also used exemplars so that they knew what was expected from their work. I used a series of YouTube videos on the Daily Monster to intrigue students and tease them with the project before it began. On the day of the lesson, students knew what was expected in possible outcome and required very little instruction. For those that still required instruction, I wrote the steps to create our art project on the board and also modeled what was expected. In this way students could identify with the expectations of the lesson in several different ways. With several other teachers and the parents of the two students, a meeting was held to identify problems associated with behavior and learning. The purpose was come up with strategies and goals that will hopefully help each student succeed in the duration of their schooling if not further. A student in my class was overheard muttering death threats in regards to another student and then a group of students from his desk where he was visibly upset. I pulled him aside and had him explain what was going on and to give him some time to cool off. I

Oct. 16/13 Art 6 Used video to stimulate ideas to create Daily Monsters.

4.5 Identifies, defines, and attempts to conduct all dealings and to resolve problems cooperatively with those involved.

Sept. 16/13 IEP meeting for two students.

Nov. 1/13 Art 6

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could tell that the situation was going downhill, so I let him cool off and gave the class a brief lesson on the assignment and had them start with the assistance of the EA present. Another teacher was required to be pulled in to get to the bottom of the situation and find out about the bullying and miscommunication issue that was happening between this student and another.

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Goal 5: Create a positive community in the classroom and school

Related Program Goal: Build Communities By this we mean: The program will strive to prepare educator-leaders who engage in relationships that build learning communities and community through learning Goal 5 Outcomes: The Teacher Candidate 5.1 Builds classroom connections with local, national, and global communities. Evidence / Artifacts Aug. 28/13 - Art 20/30 Organizing a field trip to Blaine Lake. (Date: Nov. 19) Analysis/ Interpretation I have organized a fieldtrip to visit a blacksmith and explore a traditional art that has existed for a millennia. The artist is within a local art community one hour away. I have arranged for a guest lecturer from Rosthern to help teach the students about the textile art of felting. I had a discussion with grade 6 class on bullying, what bullying looks like and who gets bullied. I was encouraging students to see past their differences and think of the feelings of others. We brainstormed about what a bully is/does. The video samples of poetry slam work that I used in the class included the work of a person who is transgendered, a person of cultural difference and a person whose physical appearance is different from the normal. I prefaced the class with acknowledging that our differences give us voice and that we need to be respectful of those who are different from us. I ensured the students behaved in a respectful manner and viewed the work, not the person. I offered assistance with the Drama Club at the school and asked questions so as to deepen my understanding of what happens at the school. Attended a conference for teaching Life Transitions 20. This PD provided good academic and personal resources.

5.2. Builds inclusive communities across lines of difference (e.g., ethnicity, ability, class, race, gender and family structure) and promotes open communication.

Aug. 29/13 Art 6 & Art 20/30 Organized a guest artist to come in and work with the classes on felting. Sept. 18/13 - ELA 6 Gave a short (15 minute) lecture and Q&A on bullying.

Nov. 7/13 ELA 30 Used samples of video work that included people of differences.

5.3 Works with colleagues in mutually supportive ways and develops effective professional relationships with members of the educational community.

Aug. 27/13 Staff Meeting I attended a staff meeting and supported the conversation and planning where possible. Sept. 25/13 Career Couns. PD Attended a Career Counselling Conference with my cooperating teacher.

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Sept. 27/13 PD Day Attended PD in Warman.

This conference focused on assessment, but was essential for making connections with other teachers. Myself and a group of other teachers that are on Literacy committees, met to discuss strategies for boosting student literacy. It was a good opportunity to network. This conference was a check-in for all of the good and bad that interns were experiencing and for creating a network of support. In my schedule there was some Career Guidance time that wasnt being used, so I agreed to cover a Workplace Math 30 class for another teacher.

Oct. 5/13 Literacy PD Attended a Literacy PD with my cooperating teacher.

Oct. 9/13 Intern Conference Attended a conference for interns.

Nov. 6/13 Covered a class for a fellow teacher at the school during We Day events.

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Goal 6: Build instructional competence and strong teacher identity

Related Program Goal: Engage in Education as Transformative Praxis By this we mean: The program will strive to prepare educational leaders who recognize their practice as transformative praxis. Goal 6 Outcomes: The Teacher Candidate 6.1 Demonstrates knowledge and confidence in subject matter and knowledge of Saskatchewan curriculum documents and applies these understanding to plan lessons, units of study and year plans using the Broad Areas of Learning and Cross-curricular Competencies. 6.2 Plans instruction using the Adaptive Dimension and resourcebased learning to address individual student needs and cultural diversity using a wide repertoire of instructional strategies and methods. Evidence / Artifacts Aug. 28/03 - Art 6 In cooperation with Mrs. Foster, we developed a unit plan that incorporates FNMI content and takes advantage of multiple BALs and CCCs. Analysis/ Interpretation The unit that we have planned uses the Design by Learning format and incorporates elements of FNMI content and understanding and uses the BALs and CCCs as listed by the curriculum guide for the subject area and grade. I am confident in the subject matter because I have researched different ideas and incorporated them into the lessons and activities. I planned a lesson that builds on the foundations needed for students to achieve and grow in their literacy given their needs as EAL, ESL and challenged students. This lesson uses resources found through superteacherworksheets.com as well as reading fluency testing sheets. Using the website www.quia.com, I created several activities and tasks that students could perform to increase their comprehension of a story that we had read together in class. The activities ranged from a multiple choice game to matching, word find, spelling and reinforcement of difficult words and concepts using flashcards. Assignments vary from challenging and more difficult, to minimally challenging and less difficult but more reflective. I have planned lessons with multiple intelligences in mind for maximum engagement. In this unit we begin looking at the world around us as a place that offers much and that we can use to create things for ourselves or others and to tell a story.

Sept. 6/13 - ELA 6 Skills building for literacy worksheets and testing.

Sept. 20/13 - ELA 6 Created online activities for students to practice their comprehension, spelling and reading skills.

6.3 Incorporates First Nations, Inuit and Mtis content and perspectives across all teaching areas.

Oct. 21/13 ELA 30 Implemented an individually created unit on Canadian Poetry that has assignments of varying difficulty and uses sound, video and the written word for all types of learners. Sept. 30/13 Art 6 Incorporating natural colour and understanding of how the first people would have created art.

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Oct. 3/13 Art 20/30 Creating Dreamcatchers in an authentic First Nations way (or as close as I can make it). Oct. 7/13 Art 6 Creating Dreamcatchers. Oct. 21/13 ELA 30 Begin implementing poetry unit that includes First Nation poets.

These lessons will be as authentic as possible and will incorporate one of the traditional creation theories of the First Nations people. It will use sound and video to intensify the mood and smudging to purify the room. I have included the lyrical work of Wab Kinew and Buffy Sainte Marie who will be representative of FNMI poets and poetry. I want students to experience male and female poets as well as those native ancestry. During this first week, the cooperating teacher and myself planned out a rough schedule for the term for the Art classes specifically. Planned a unit that builds knowledge of where colour comes from and how it is used, the colour wheel, watercolour painting and also has the students creating an authentic dreamcatcher. Planned each art class until the end of November including the timing of a field trip and when a guest artist can come. The art classes all have assignments that build into larger projects and encompass the different strains of art and involve different styles and skills. Planning a poetry unit of Canadian works that uses videos of the poets and their works and also the written word. Students will have a chance to write different styles of poetry, analyze poetic language and create a poetry slam that incorporates performance and creation. Used a humourous YouTube video from the BBC called Horrible Histories Caveman Art Show to show the beginnings of art and that its possible for anyone to create, regardless of education or skill.

6.4 Plans and develops engaging and authentic lessons that demonstrate knowledge and confidence in subject matter.

Aug. 28/13 Planning week with coop teacher.

Sept. 2/13 Art 6 Planning and development of cogenerated unit on Nature and Art in Saskatchewan.

Sept. 14/13 Art 20/30 Planning and development of classes and assignments for the term.

Sept. 28/13 ELA 30 Planning and development of individual unit on Canadian Poetry.

6.5 Incorporates available technology in pedagogically appropriate ways.

Sept. 4/13 - Art 20/30 Used YouTube to create interest.

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Sept. 10/13 Art 20/30 Used Prezi.com to create a presentation for understanding the importance of the skull in artwork and anatomy study in art. Also used digital cameras, iPods and cell phones for photography. Sept. 20/13 ELA 6 Used www.quia.com for reading comprehension and vocabulary work. Sept. 26/13 ELA 6 Used Quia for comprehension activities that I had created for the students.

I used the available technology to show explanatory slides and embedded video for the purpose of explaining the who, why and how of using skulls in an art activity called Self-Discovery Triptych. Digital camera technology was also used in this activity. I found or created activities that were appropriate and helped measure the students retention of information from the short stories The Marble Champ and Once Bitten. The students used computers and the internet to find the site that I had set up for the class. The activities worked with vocabulary, spelling, sorting, word search, and reading comprehension. I used available images to show what was expected and video to help explain the story of the Dreamcatcher. The video provided a narrative of the First Nations creation story and the purpose of the iconic object. Several videos of the Daily Monster were shown to students over a period of time to stimulate their creativity in the making of their own monsters on paper. Students used a drop of diluted paint and a straw to blow paint around and then found the hidden monster within. It was lots of fun! I lectured the students on the importance of proper behavior and had them create rules that the class could live with that reflected what we were expecting in class so that all could participate properly in class. I worked with the students on how to use their agendas, with their recorded spelling words, to achieve the best results on future spelling tests. I taught strategies for testing themselves on words in practice for these tests.

Oct. 3/13 Art 20/30 Used a YouTube video to provide explanation and authenticity to creating a Dreamcatcher.

Oct. 16/13 Art 6 Used several YouTube videos to stimulate understanding and creativity.

6.6 Establishes a classroom environment that supports learning and develops responsible learners.

Sept. 13/13 Art 6 Lecture on behavior.

Sept. 26/13 ELA 6 Taught how to properly use the agenda for studying spelling words.

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6.7 Carries out professional responsibilities for student assessment and evaluation.

Sept. 12/13 ELA 6 Initiated peer assessment.

I had students mark each others keeper word lists and hand them back to the owner before we moved on to having the owner correct the word, find meaning and create a sentence. I have been recording marking for ELA 6 assignments in an ongoing manner. This means creating a scale for what the assignment is out of, and if the assignment will be marked or used formatively only. This day was spent doing student marking and assessment and working within Gradebook to create assignment and projects to insert marks into. Marks were generated from assigned work and the rubrics made for this assessment. Different assignments were entered into the Gradebooks system and the marks entered. I generated comments that were based on performance and behaviour, with an eye for possible areas of improvement. Report cards were printed and distributed Friday, November 8th. For the grade six students this is their first year at the high school in Rosthern. In an effort to show them that there is now some freedom in their expected work, I took them outside to create rubbings of various things and draw a picture of the school that uses these rubbings. They were given materials, such as charcoal and chalk pastels, that they had previously had no contact with. Unfortunately, they were unprepared for the level of responsibility with materials and time management and I would not do this lesson the same way again.

Sept. 26/13 ELA 6 Recorded marks for assignments.

Oct. 11/13 PD/Prep Day An unscheduled day for completing work.

Nov. 7/13 Generated marks, comments and behaviour marks in Gradebooks for assigned subject areas.

6.8 Demonstrates capacity to take risks and make mistakes as part of professional growth and accepts constructive criticism in cooperative manner.

Sept. 9/13 Art 6 Had students do rubbings and create a drawing of the school.

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6.9 Reflects upon the goals and experience of professional practice, adapts teaching accordingly and demonstrates professionalism at all times.

Sept. 10/13 ELA 6 Deconstructing poetry.

I worked with a couple of poems with the students and had a very difficult time getting the points and messages of the poems across to the students. From these struggles I discovered that many ESL students struggle with metaphor and figurative language. This is also a challenge for other students and so a poem needs to be deconstructed for understanding. I did this and found that many of the students could understand the messages and languages better. It has been brought to my attention that while the lessons the students are getting in ELA 6 have been good so far, that some of the students arent really achieving long-term mastery. Every student needs to practice reading comprehension, writing, vocabulary and spelling. However, some of the students would achieve more if they were pulled out for individual work or small group work with students that have like abilities. Although I had a lesson planned for this day, after going through my marks sheet I noticed that most of the students had work that they had not completed or that needed to be re-done. I made a spur of the moment decision to not teach, but rather to give the students a class to work and finish up outstanding assignments.

Sept. 26/13 ELA 6 Cooperating teacher provided insight into activities for the ELA 6 classroom to better achieve outcomes.

Oct. 25/13 ELA 6 Gave students a well-needed work day.

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