{"id":1101,"date":"2023-12-05T23:34:34","date_gmt":"2023-12-06T07:34:34","guid":{"rendered":"https:\/\/create.twu.ca\/rileyrae\/?p=1101"},"modified":"2023-12-05T23:34:34","modified_gmt":"2023-12-06T07:34:34","slug":"reflection-1-saved-by-the-bell","status":"publish","type":"post","link":"https:\/\/create.twu.ca\/rileyrae\/2023\/12\/05\/reflection-1-saved-by-the-bell\/","title":{"rendered":"Reflection 1: Saved by the Bell"},"content":{"rendered":"\n
Observations<\/strong><\/td>Reflections<\/strong><\/td><\/tr>
One student has PDA (pathological demand avoidance) like another student I work with. My mentor teacher said to let her EA work with her and I can just interact with the student if she approaches me. It was interesting to observe some techniques though. In PE, she is allowed to join the class if she wants to, but she also has the freedom to wander around and occupy herself.<\/td>It is helpful for me to observe her EA’s style of working with her so I can use some of their techniques to work with my students–like the one I currently have.

I noticed that she hardly engages in PE. I know this is okay, but I feel like she is missing out. I think if I were in this position, I would present her with a few options of things she could do that excite her. I would relate them to her interests. This way, she would not have to choose between playing with the whole class or doing nothing. There is a higher possibility of her engaging and gaining from the class. I also might put some books about health and exercise in the area where she sits so she might happen to start reading them if they pique her attention. What I have learned from working with these students is you have to lead their emotions toward an idea and make the learning content connect with the direction their minds already want to go.<\/td><\/tr>
I noticed that the class was very loud and the teacher (not my mentor teacher) raised her voice a lot to gain their attention. Her throat sounded strained. PE class is a lot louder than other classes because of the echoey gym, so teachers must be conscientious about gaining the class’s attention.<\/td><\/td><\/tr>
Before playing a game, the PE teacher said students had to learn the techniques like passing the ball so the game-play could go smoothly.<\/td>This reminds me of the scaffolding I learned about in my Psychology of Education class. Teachers should work to build up several skills in students before having a full game or major project where they present these skills.<\/td><\/tr>
Later in my mentor teacher’s class, I observed a second teaching style in a very different environment. One thing I liked was the option of bonus homework for students who are engaged or finish early.<\/td>I like this concept because this is a grade 4 and 5 class with several students behind in reading and writing and a few who are ahead. Providing bonus homework prevents the students who are ahead from becoming bored and feeling that the class is too easy. I remember my sister complaining about this in middle school when a significant percentage of her class had learning disabilities or behavioural problems. Opportunities for extension and accommodations for struggling students make a teacher’s lessons accessible and more enjoyable for the whole class.<\/td><\/tr>
She uses a bell to get students’ attention. She rings it and then starts speaking once the class is quiet and looking at her.<\/td>This is a good idea. It saves her voice from calling over the class, but it is not obnoxious like a whistle that is used in PE. I am going to try this. I remember my previous mentor teacher said that teachers often lose their voices. I think it is important to learn as many of these strategies as possible to save my voice.<\/td><\/tr>
In Social Studies, my mentor teacher begins by asking questions to see what is remembered from the previous week. She told me they only meet once a week, so it is important to solidify memory of the content.<\/td>I like this idea because it helps students remember and it also engages their minds. When forced to recall, they have to think about the content and summarize it in their own words. This helps them process and remember for the future. Also, asking questions regularly brings students to realize that they might be asked in the future. I think this could make them listen better in class because they realize they might have to tell the teacher what they heard later on in the lesson.<\/td><\/tr>
She uses a combination of teaching styles. She plays videos for a lot of the main content and then goes over what the video says and asks questions about it afterwards. She also gave a virtual tour of the parliament buildings where students could choose where to walk for a bit and would read signs. Students read aloud in some parts.<\/td>I noticed that kids paid a lot better attention when the teaching style changed frequently. They were better engaged and found it more interesting. I was impressed by how she used many learning styles like visual, tactile, and auditory. This is an empathetic style that is accessible to students of varying learning levels. I definitely want to think about this as I prepare my lesson plans.<\/td><\/tr>
They had a “two-minute movement break.”<\/td>I like this idea. I want to try to do this when I can tell students are getting fidgety. It allows them to talk, do jumping jacks, and get out their energy before returning to listen to the remainder of the lesson.<\/td><\/tr>
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Observations Reflections One student has PDA (pathological demand avoidance) like another student I work with. My mentor teacher said to let her EA work with her and I…<\/p>\n","protected":false},"author":1490,"featured_media":1102,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[70],"tags":[],"class_list":["post-1101","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-educ-402"],"_links":{"self":[{"href":"https:\/\/create.twu.ca\/rileyrae\/wp-json\/wp\/v2\/posts\/1101","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/create.twu.ca\/rileyrae\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/create.twu.ca\/rileyrae\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/create.twu.ca\/rileyrae\/wp-json\/wp\/v2\/users\/1490"}],"replies":[{"embeddable":true,"href":"https:\/\/create.twu.ca\/rileyrae\/wp-json\/wp\/v2\/comments?post=1101"}],"version-history":[{"count":1,"href":"https:\/\/create.twu.ca\/rileyrae\/wp-json\/wp\/v2\/posts\/1101\/revisions"}],"predecessor-version":[{"id":1103,"href":"https:\/\/create.twu.ca\/rileyrae\/wp-json\/wp\/v2\/posts\/1101\/revisions\/1103"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/create.twu.ca\/rileyrae\/wp-json\/wp\/v2\/media\/1102"}],"wp:attachment":[{"href":"https:\/\/create.twu.ca\/rileyrae\/wp-json\/wp\/v2\/media?parent=1101"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/create.twu.ca\/rileyrae\/wp-json\/wp\/v2\/categories?post=1101"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/create.twu.ca\/rileyrae\/wp-json\/wp\/v2\/tags?post=1101"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}