TEACHER CANDIDATE: Jasmin Meere
SCHOOL: Knoxdale Public School
ASSOCIATE TEACHER: Julie Trudel
PED 3151 PROFESSOR: Louise Hall
OFESSIONAL COMMITMENT COMPETENCY COMMENTS
veloping teacher, the Teacher Candidate:
ssional Interactions:
strates professionalism in interactions. Demonstrates a
rapport with students.
ssional Relationships:
s respectfully with members of school community.
strates an understanding of the Associate Teacher/
Candidate mentoring relationship.
ssional Responsibility:
esponsibilities identified by the Associate Teacher and
versity Practicum Handbook. Meets required deadlines.
ive:
strates that he/she is a ‘self-starter’ and acts on
tions and guidance from Associate Teacher.
GRADE: 1
As a teacher candidate at Knoxdale Public School, I made sure to conduct myself
professionally with my associate teacher, other teachers, and school staff members
always on time, courteous and respectful to staff members at Knoxdale and to their
spaces. I participated in meet-the-teacher nights, parent-teacher meetings, staff me
the end of my practicum I was invited to sit down with the principal and talk and ask
about my future as a teacher. I answered parent emails (via my AT) with respect and
that we are all in this together and that we all want to best for their child.
With my students, I was kind, positive, enthusiastic, warm, and encouraging. I listen
they had to say and guided them to their own solutions in terms of obstacles and co
In terms of initiative, I would let my Associate Teacher know which unit and lessons
to teach. I would come up with corresponding anchor charts, worksheets, and activi
valued my AT’s feedback and implemented her suggestions in the following lessons
activities. Throughout the year, I co-planned and individually planned units with my
timely with submitting lesson plans and assessments. With my AT, I participated in f
Knoxdale’s Glee Club, Chortling Eagles
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 B. COMMUNICATION COMPETENCY COMMENTS
As a developing teacher, the Teacher Candidate:

Verbal Communication:
Speaks clearly and understandably. Uses correct oral
conventions.
Non-Verbal Communication:
Uses effective and appropriate non-verbal communication.
Reads nonverbal communication and responds appropriately.
Written Communication:
Uses correct written conventions. Writes clearly and
understandably.
Listening and Responding:
Uses appropriate wait time. Uses probing and prompting
techniques. Models effective listening skills.
When teaching lessons, I made sure to speak clearly and lo
students could hear me. I’m going to keep working on rem
using more gestures when speaking in French to FSL learne
are just starting on their FSL learning journey.
Transitions can be hard, especially for grade 1 classes. I ma
attention of the class as well as countdowns and transition
in the future, especially with younger students, is « Si vous
incorporating the body parts in French.
Being in a grade 1 class, it was very important that any wri
legible. When making anchor charts, I made sure to make m
child could see it from wherever they sitting. I also made su
like the letters in their calligraphy books so that there wou

During class discussions, I would often have to remind stud

In the future, before group discussions, I would briefly go o
like to be a respectful listener.

OWLEDGE COMPETENCY COMMENTS

veloping teacher, the Teacher Candidate:

ct Knowledge:
strates fundamental knowledge of subject matter for
g the assigned grade level. Provides clear explanations
monstrates appropriate subject knowledge and related
opmental Nature of Learners:
ds to questions regarding lesson content in a
dgeable and appropriate manner. Builds upon student
es to expand and extend the discussion and learning.
culum:
strates an understanding of the context in which the
g takes place. Demonstrates growth in understanding the
curriculum expectations specific to grade and subjects
Even though I was teaching grade 1 this year, I still made sure to review the mater
hand and have a comprehensive knowledge of the subjects.
This practicum, I had to be extra aware that what made be clear and simple to me
not be clear and simple to little minds. It was a good reminder that you can never
obvious with your explanations and instructions.
Lessons started with lots of front loading material (vocabulary, concepts) before se
students off to do independent seat work or group chart work. As the unit progres
were able to add and build on our knowledge.
Throughout my time in this placement, I became familiar with the overall and spec
curriculum expectations for the subjects I was teaching. My lessons were designed
the end, students would have a grasp of the big ideas of the concepts.

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D. CLASSROOM MANAGEMENT COMPETENCY
As a developing teacher, the Teacher Candidate:
Positive Learning Environment:
Demonstrates a friendly, positive, and professional manner.
Promotes class safety and wellness.
Demonstrates a professional presence in the classroom that
helps to ensure students’ attention and respect.
Managing Classroom Environment:
Demonstrates consistency in maintaining classroom routines and
expectations.
Utilizes appropriate verbal and non-verbal classroom
management techniques (e.g., circulates throughout the class,
makes eye-contact, uses pauses and proximity).
Managing Behaviours:
Uses strategies for managing student behaviours in an
appropriate manner. Takes proactive and preventive measures
as needed (e.g., considers potential problem areas).
Demonstrates self-control (e.g., avoids power struggles, belittling
statements and sarcasm; uses appropriate voice volume).
Collaborative Problem-Solving and Planning:
Demonstrates an understanding of the need for collaborative
planning and additional resources to assist and manage students
experiencing behavioural difficulties. (e.g. working with the
Associate Teacher, school staff)
COMMENTS
Every day I came to school happy, encouraging, and enthusia
students and listened attentively to the things they had to te
To help with transition periods, I made use of the same tran
order to maintain consistency). I also
During work periods I would circulate through the class and
assistance. For the future, I want to make a greater effort to
instead of them coming
Before carpet time, I would remind students to chose a spot
tempted to talk with a friend. If they did chat while I was tea
ideas, I would give them a warning and remind them to be r
still being disruptive I would ask them to switch spots. And fi
their desk for a minute. Another strategy that was used was
the model student chart.
Whenever disciplining students I would be firm, but making
them and that it wasn’t them I was upset with, but the beha
Through my placement, I have worked really well with my A
ideas for lessons. Throughout the year, we would take turns
or with small groups.
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E. PLANNING AND IMPLEMENTATION
COMPETENCY
As a developing teacher, the Teacher Candidate:
Development of Lesson Plans
Utilises a lesson plan template including appropriate reference
to Ontario curriculum.
Provides in lesson plan sufficient detail and timing for each part
of the lesson. Uses appropriate resources to enhance lesson.
Incorporates a variety of appropriate instructional strategies
into lesson plan.
Incorporates techniques for student engagement into plan.
Incorporates opportunities for consolidation and application.
Plans to gather evidence of student learning and next steps.
Incorporates strategies to address student needs.
Development of Unit Plans (Practicum 2 Only)
Demonstrates a continuity of plan and progression of learning.
Demonstrates backwards design and differentiation.
Implementation of Lesson Plan:
Ensures all materials are organized and ready for use prior to
instruction.
Uses clear and effective instructional and questioning
techniques that incorporate a range of thinking skills. Promotes
relevant purposeful talk and student dialogue.
Demonstrates appropriate pacing and timing. Makes effective
transitions prior to and throughout the lesson.
Employs instructional strategies that engage all learners.
Adjusts lessons to circumstances. Ensures consolidation of
student learning and closure of lesson.
COMMENTS
For my lesson plans, I made use of the lesson plan templates
lesson plans, I made sure to reference the curriculum strand
I made sure to reference the curriculum strand of the subjec
expectations that the lesson touched on. My lesson plans we
laid out, but for the future I’m going to keep tailoring my tim
consolidation strategies. My lessons were enhanced with a v
charts, power points, videos), hands-on opportunities (robot
variety of small group and seat work activities.
For this year’s practicum, I created a science unit plan for M
The unit plan listed the overall and specific learning expecta
assessments strategies. For future unit plans, I will work on t
implement more learning check-ins.
In order to not waste any teaching time, I made sure to have
out before the start of the teaching black. At the beginning,
settle took some time, so that threw off the timing of the les
would take longer and sometimes they would go a lot quicke
For my lessons, I had elements that benefited different kinds
appeal to auditory learners. I made use of lots of images and
learners, as well as the benefit for everyone as they were all
French. I had videos for my auditory-visual learners and prov
opportunities for my kinaesthetic learners. I allowed student
independently or in pairs, depending on whether they had a
learning style. For the future, I’m going to work on having st
to each other or call and repeat.
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 E. PLANNING AND IMPLEMENTATION COMMENTS
COMPETENCY
As a developing teacher, the Teacher Candidate:

Assessment - Student Learning:
Assesses student work fairly, accurately and in a timely
manner.
Encourages students to seek ways to improve responses when
giving answers in class, and/or in assignments/tests.
Throughout the year, I used a variety of assessment strategi
readiness, such as group work posters, co created anchor ch
group projects, checklists, and rubrics. My final assignments
students were done their work, I would go over their answe
mistakes. For primary students I would give them stickers or
for more encouraging accomplishment.
I introduced students to peer-assessments using primary frie
visuals).
For the future, I’m going to keep trying to incorporate more
they themselves understand and can identify what they are
improvement.

GOALS FOR NEXT STEPS:

1) Foster independence so that students seek out classroom resources first

before coming to you when they need help.

2) With burgeoning FSL learners, to have them practice speaking as much

as possible, I will have them repeat simple statements/sentences about the
idea that was taught. For example, if we had just learned about animals
who adapt or hiberne in the winter, I would have them say out loud, «  Le
lapin adapte en hiver  .  »

3) Continue developing behaviour management strategies and systems.

TEACHER CANDIDATE: Jasmin Meere