Vous êtes sur la page 1sur 4
April 30, 2014 Univer of Lethbridge Field ra EDUCATION 2500 Experience 5% Student Teacher Report B77 r) Focaty Penal re Ta ela ic Student Teacher: Brayden Gill Fall Teacher Associate: _| Bobbie Mackinnon a Semester: Spring University Consultant: | Pamela Adams X | Summer Grade Level Taught: Grade Three Year: | 2015 School: Dr. Gerald Probe Elementary School sHigistnast f Instructions: ‘* For each fleld experience outcome below indicate the student teacher's level of performance: either Not Meeting Expectations, Meeting Expectations, or Exceeding Expectations. Most students fall within the Meeting Expectations ‘category unless there is clear evidence for Not Meeting Expectations or Exceeding Expectations. For students within the Meeting Expectations category, please indicate level of performance. + Attho ond of each soction, please provide comments regarding the practicum outcome. 1, Professional Growth and Reflection ‘Tho ED 2500 student toaeher will be able to: of 2 2 ‘communicate verbally, nan-verbaily, and in writing. #3 23 + raflect ceitically and analytically an own teaching and learning experiences, | 8H ei 38 '* idontify teachers’ professional responsibilities. ee Be $3) ‘+ understand the richness and complexity of teachers’ working realities. 2a) 2a a) ') document observations, experiences, and interactions throughout the practicum, x ~by analyze and interpret observations, experiences, and ineracions throughout he - racticum, Eseries ae ) reflect on own role in dlassroom vents and practicum experiences, x d) selF-assess and evaluate progress accurately x 8) engage in thoughtful d {9) respond to feedback by listening to, evaluating, and responding to suggestions. Comments: Brayden settled into the routines of our grade 3 classroom easily. From the minute he arrived it was obvious that he was there to learn as much as he could. He was eager to assist and to become involved in the classroom. Immediately he took ‘on many different roles. Brayden's journals and the refection's of his observations, roles and experiences in the classroom have been thoughtful and reflective. He has interpreted and analyzed the daily inleractions he has been directly involved in ‘or has observed. Brayden has made tremendous growth in many areas since his arival. He sought out feedback and listened to and considered this advice. He always made changes if necessary and implemented suggestions to improve and ‘grow as a future teacher. Brayden willingly took on any role and opportunity that was offered to him in the classroom, He \was always eager to work with students and attempted many new situations that were unfamiliar to him. itis very apparent to me that Brayden is committed to becoming the best teacher he can be. ea 2 ql 2, Relationshios 23 2 ie The ED 2500 student teachor witb abe to: Hoek og + establish a positive rapport with members ofthe learning community. alee a = e $5,250 [oo 2a) establish and maintain postive and respec relationships wth learners. x 1) establish and mainiain postive and respectulelaionships with Teachor Assocate. x }esabish and maintain postive and ospedtl eaonships wih other members of he : School community. ‘ - <@) support al learner inthe assroom. x ‘Comments: Brayden wae successful at daveloping a professional and respectful rotationship with the grade three students, with myself ‘and with my colleague. His skils in the classroom have grown tremendously. Every day he appears to become more ‘comfortable with the routines and expectations of the classroom. Brayden took on many of the dally routines. He also became more confident working with students individually, In small groups and in large groups. He was able to successfully identity some of the different needs of students, As a result of boing able to recognize these needs, he was able to assist ‘and supported thom in an affective and positive way. Brayden was eager to work with the entire class and eagerly took on the opportunity to plan, develop and teach a series of social studies lessons. Together we brainstormed ideas on possible topics. This was a huge leaming opportunity for Brayden. He revised and reflective on his experiences and worked hard at {growing and improving every time he was in front ofthe children. Brayden became very much a part of the grade three team ‘whan he shared his series of lessons with my colleague's class. This process confirms that Brayden understands the value ‘of working as a team. It showed he is willing to take risks and that he Is very committed to growing and improving. 3 Directs Learning € g “The ED 2600 student teacher will be abe to: Zs 2s ‘+ direct learning activities for individual students and smalf groups. $a 3 ‘© communicate verbally, non-verbally, and in writing. 33 i 1 respond to the diverse needs of learners. & Bi 8) respond appropriately to and assist learners. |b} interact affective with learnors, x ©) provide clear direction and instruction. x <) respond appropriately to leamers' questions. | x ®@) provide leamers with focused and appropriate feedback x 1 1) promote flexible thinking and consideration of multisle perspectives. x {9} show sensitivity to individual differences among leamers. | x 1h) maintain positive expectations for all learners. x 1) organize and plan adequately for simple instructional tasks. x | })_communicate verbally 0.9. tone, volume, expressiveness, grammar, language), x Ky communicate non-verbally 2.9. gestures, expressions, eye contact, congruence x between verbal and non-verbal communication Ty communicate in wring (e.g. handwriting, speling, punctuation, rammar, syntax and " word chaice) ag ‘Comments: Brayden has shown a lot of growth in all ofthe above areas, He has leaned and acquired many skils that he has used to assist him when he is directing students’ learning, providing instructions, modeling and giving cues to students. When Brayden works with students individually he s sensitive to and addresses thoir individual loaming needs. 1 ike how ho ‘encourages all leamers to become independant thinkers and problem solvers. He recognizes when he needs to rephrase or reword his droctions so students undorstand and are able to complete actives accurately. His verbal and non-verbal skills have developed and continue to grow. He continues to work at using his voice and proximity as an effective teaching tool. Braydon has shown so much grows in this area. Education 2500: Student Teacher Report Page 2 0f4 4, Classroom Management and Leadership “The ED 2600 student teacher will be able to: ‘+ maintain established academic and behavioral expectations, procedures, and routines. Exceeding Expectations: Not Meeting Expectations ‘Meeting Expectations 2) reinforce and maintain estabished behavioral expectations. x ») reinforce and maintain established classroom procedures and routines: 2) monitor and respond appropriately to student behavior. «d) ensure a safe and orderly learning environment when working with students. : x @) reinforce and maintain established academic expectations, x 1) demonstrate a dynamic presence (2.g. alertness, ‘wthitiness’, enthusiasm, passion), x '@) motivate and engage learners through organization and creativity, x Comment Brayden has worked at creating a classroom environment that fosters student learning. He has collected and used many diferent tools/skils that allow him to work at creating this environment. Brayden has become more aware of his students, of their behaviours, of thelr attentiveness and whether or not they are engaged in an activity. More and more he was able to respond appropriately to the many dvorse academic neods and the diferent social situations he encountered in order to create a working environment that facitated leaming. Throughout Brayden's experience he has become very aware of the ‘many different roles 2 teacher has in the classroom and in the school 5. Professional Conduct and Ethics. ‘The ED 2500 student teacher will be able to: '« make appropriate personal and professional decisions. | ‘+ demonstrate personal and professional conduct and attributes as defined by the Faculty of Education Standards of Professional Conduct. ‘) actin @ manner that rospects the dignity and righis of all persons without prejudice as to race, religious baliefe, color, gender, sexual orientation, physical characteristics, age, ancestry or place of origin ') teat pupils, peers, school personnel, and facully with dignity and respect and is considerate oftheir circumstances, Expectations Meeting Expectations: Not Meeting ble manner, which Indudes being punctual, dependable, wustworthy, consistent, and T}tecognize hal afondance in praciaum courses and profestenal semosler a provooconal responsibilty. : ) show matuny ena udgment 7] demonstrate a commento Teaching trough inaretn Teaming about Teaching, consulng, quostoning, reading and Siscussion. @) ite (verbal orn wing) the professional carmpelonce ox professional reputation of alors oly confidence fo proper officals and only after the other person has been informed af the clclem. Ty respec he conieraly of nfrnation about pups pers, school personnal, or facuty recewvedin Sonidence orn the course of professional dues cut 1)_act na manner tht maintain the honor and cig ofthe profession nd the University of Lethe. J) does not make representations on behalf of the Faculty of Education, the University of Lethbridge, the choo, orth profession. Comments: x |x|] x] x |x x |x| x Braydon was extremely punctual, dependable and conducted himsetf in a responsible manner a all imes. His comfort level in the classroom graw dally. He was eager to leam all that he could. Brayden was extremely positive and very willing to assist in any capacity whenever he was asked. Education 2500: Student Teacher Report Page Sof 4

Vous aimerez peut-être aussi