Goal+5

// By this we mean: // The program will strive to prepare educator-leaders who engage in relationships that build learning communities and community through learning Field trip to Flying Dust where the students in Science 10 went on a nature walk and had a discussion with a local first nations lady. She went on to tell them about the community garden and number of people they have working, to where they are selling the food, what it means to have the community garden. Than also a discussion of the nucleur waste that may be stored in northern saskatchewan. This allowed them to think about the fact that this could play a large impact for Meadow Lake's community. As there are different jobs that could be found as well as the environmental impacts that may occur if there are leaks or spills. Sept.29/11 Concept Map-Allowing the students to make connections whereever they see it. Whether it's to a movie, the items they see around them. As long as there is a connection. Some saw that atoms are connected to world war by the atomic bomb, others saw it through movies, or simply to matter. || Sept. 30/11 This was a great experience for the students as they may realize what the impacts may be for their hometown and area. This allows them to make connections locally as well as national--as Ontario is the one who wants to store nuclear waste in northern saskatchewan. The local aspect is the community garden. The students in the previous class had thought of some questions, they also were to record information they recieved in their commonplace book and reflect on the information they were given. Sept.29/11 I belief by doing a concept map previously (very simple one) helped the students understand what to do and had an easier to start. It was also great to see that all of the students were making connections outside the classroom they were thinking of how atoms are found in the world. Concept maps are awesome way to sum things up or to start and see what they know ahead of time. It also helps to realize how students connect different ideas. When they present these to the class it will also show students how they may have the same ideas but the way they connect them may be different and that's okay. || I was asked to supply a parent with their child's progress in chemistry. They wanted to know how their child was doing, what they were missing, what the assignment looked like, etc. Sept.20/11 I assigned a journal activity with 9 discussion questions pertaining to theories: what they are, where they are found in their lives, relation to chem & bio, and how background/cultures may effect theories? The students were allowed to work in partners and they answered all the questions or close to. They talked about it and had a number of different ideas and perspectives. They discussed different cultures about these scientists. They were allowed to use any ideas as a theory...the sky was the limit. The questions were fairly vague so they could work with it how they saw. Active engagement. Most students got 9/9 a couple of 7s and 8s. Therefore they were thinking about it. || Oct.24/11 I compiled all the necessary information for this student. I than placed it at the main office as was asked. I hope to have a chance to talk to this parent at parent teacher interviews coming up in Nov. Sept.20/11 The journal activity went well. They were not used to the idea of the questions being so vague so for some students it was fairly difficult at the start. I should have done a quick loop around the room first. As I ended up helping for a period of time at each group. I did get to everyone but there were some students who were struglling with this concept and needed the push in the right direction or to get started and I was helping others. Therefore going around once quickly to gage what the students are doing would have been better. Or perhaps to start at the other side where most of the students who have trouble sit. Therefore they could have had more time to work on it. Having Shak in the room to help and circulate too was really good for those students were able to start on it earlier. || internship Day--This was a great day for all of us interns to get together and discuss problems including good and bad; lesson plans good and bad. It helped us and myself realize that others are having the same problem or may have the same problem. It was also great to hang out with people who are doing the same thing. They are in the same position it might be a different place, subject or grade but we are all interns. Oct. 4/11 I made an error and booked the library instead of the computer room in the library for my chem 20 class. This caused some confusion and it was a bit stressful in trying to figure things out. But Mrs. Kenny (the librarian) who I had started to create a relationship was very good. She helped me out showed me what I had done wrong and address it politely. The teacher that was in the computer room also was good. Allowing my students to use the spare computers. Mrs. Kenny also found extra room in room 151 (another computer lab) Oct.3/11 PLC day there was discussion amongst the science teachers and it was great to hear the number of contributions and ideas that were addressed and discussed amongst colleagues. They had some general discussions and than each of them began to work in pairs in assigned topics. It was great to hear different ideas and to also see some of the products when they collaborated on an idea. Sept.8/11 I made a sub plan as I was going to the conference on Friday the 9th. This is part of being a teacher. Trying to figure out what to plan or give a sub to do for your class as well as trying to stay on track with all that you plan to have the students learn is a balance. I also taught/helped with 3 other lessons beside my own today as 2 teachers were gone. They went over what the class was to do and even though a sub was called in. I was mentioned within the plan to the sub and was able to help with routines or simply with the lesson because I had been briefed on it. Sept.2/11 Once again I'm observing all 5 classes. This time I'm able to get more involved as I've started to grow more of a relationship with colleagues and I understand a bit more in their teaching style and can gain knowledge by asking them why they teach a certain way? Sept.1/11 I observed Jesse teach his class along with several other teachers each in their own classes. By being in the class I was able to show the students that I'm part of their learning community as well. It also helped to build a professional relationship with the other staff members at Carpenter High by observing their teaching styles and being able to help in the classroom as needed. || Oct.11/11 It was great discuss things that had gone well and what we had done. As this gave me new ideas and hopefully them as well. It was also good to discuss where we are having trouble or find things a bit tricky. This gave us the realization that honestly we are not the only ones and that we could help one another with those problems even if it wasn't our grade or subject by just collaborating. Oct.4/11 I believe since I created a relationship with these other teachers and librarian that we were able to work together and find an answer. They were also willing to be helpful. Since I also had created a relationship with these individuals it was good as we knew each other. They were very accomodating and very helpful.Mrs. Kenny also made sure that I booked the computer room correctly for the next day. Even though it was a stressful time at the start they were very good at giving me advice and accommodating, and helping me. Oct.3/11 Two teachers worked together to create a lesson plan about motion for science 10. It ended up working out that I am now teaching motion in one of their science 10 classes. Thus I'm carrying out a collaborated idea on motion. The idea is that students film motion and than have to narrate it and describe in physics terms what's occurring. Its a cool idea and I'm intrigued to see how it will play out. Sept.8/11 It was interesting to creat a sub plan. As I've never had to make one previously. It made me think if I had to add anything particularly in the lesson plan as I wasn't there to do it. It also means that I will have to see how it went with my students as I wasn't there to observe or see if they had difficulties. Having the oppurtunity to take over a class or help with it was awesome. it was trying out my wings for the first time in some ways. As I may have had a role in assisting or simply observing I was now able to instruct more and because I knew the students and they knew me they were able to feel comfortable and ask me questions. It was also great to talk to a sub and have that freedom to try things out and meet new people. Sept.2/11 In particular I'm able to talk to Andrea and see how she is willing to try different approaches every year. She mentions that she doesn't really do the same thing every year. Yes the content is covered but the way in which she teachs it is vastly different. It's made me reflect and think about how I can change ideas I've been given by Jesse or Erin or Doug or anyone for that matter in my Chemistry class (or any course really). It's made me think why not try a different approach? And I think the benefits of trying to change things up will help the students and myself learn and grow as a group. As we all learn different ways. Sept.1/11 This is a great experience for me as I'm able to see such a wide range of teaching strategies and ideas. For instance I am able to see Chem 20 done by 2 different teachers and thus am able to reflect and see how the kids respond to their instruction. It gives me ideas of how to try different instructional strategies and another colleague to bounce ideas off of. ||
 * Goal 5: Create a positive community in the classroom and school **
 * Related Program Goal: Build **** Communities **
 * **Goal5 Outcomes:** ** The Teacher Candidate… ** || **Indicators/ Evidence** || **Analysis/ Interpretation** ||
 * 5.1 Builds classroom connections with local, national, and global communities || Sept.30/11
 * 5.2. Builds inclusive communities across lines of difference (e.g., ethnicity, ability, class, race, gender and family structure) and promotes open communication. || Oct.24/11
 * 5.3 Works with colleagues in mutually supportive ways and develops effective professional relationships with members of the educational community. || Oct.11/11