Goal+2

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. Bio 20. Watched a movie "DIRT" we than discussed what they remembered or learnt from it. They named a number of ideas and were a bit quiet at first but started to talk bit more as we went. Sept.19/11 Each student was given the oppurtunity to choose partners and choose their elements for the project. We plan to make a large periodic table in the classroom with the knowledge that they gather from this project. Sept.12/11 I've been trying to build a connection with my class and have an environment in which they can learn and feel happy/safe within in my classroom. || Oct. 13/11 Bio 20. Watching movie DIRT and having that interaction between the students and myself was great as we started to create an environment and relationship where the students were starting to feel more and more comfortable with me and vise-versa. Sept.19/11 The students were allowed to ask questions and I tried to ask them individually if they seemed to have a blank look. By allowing them the freedom to choose their own elements and partners I am hoping that they feel encouraged to do well and that I trust them. It will also be beneficial for them to do a group project. Sept.12/11 I feel that I have a connection with the students as I try to chat with them about other activities they are involved in. I also try to call on different students to answer questions each time so that they don't feel left out and I try to not zero in on an individual who made a mistake. I get a number of individuals to answer questions on the board and than we go through them as a class. This way I do not have one student feeling embarassed if they get it wrong because they haven't been directly associated with the error (say if they had been standing right at the board when we were correcting it). || They are still working on their independent projects. I am trying to challenge some of my students to go further or to look into things that will interest them. A few are finding experiments which I believe are to easy for them and thus I tell them so and challenge them to find one with a bit more to it. Or if they don't than I challenge them in creating a number of questions or observations that will alllow them obtain more results and a better understanding as to why these things work the way they do. Nov.3/11 I worked with a few students who needed some additional help on some chemistry. They recieved this extra help at lunch and after school. They came to me and discussed it. || Nov.21/11 We have become a very close class and we learn well with each other. Thus I can challenge them and they know that they can do more. They appreciate this chance and usually look for something right away or ask a number of questions. I'm there for guidance and they are doing well in following their own path and asking themselves a number of questions or bouncing ideas off of their partners or friends. Nov.3/11 This was great as it helped me create a relationship with these students so that they know that I'm here to help them understand chemistry and help them. It was a good idea as some are a bit shy and by having a more one on one time and allowed them to ask questions where they felt a bit more comfortable as they are very quiet individuals. || I allowed the students to work on their journals to answer the discussion questions in partners and present their information how they understood it. If their examples/theories dealt with cosmetics, zombies, etc that was fine it was just so that I could see that they understood the importance of theories. This allowed me to see a bit into their lives too. Aug. 31/11 I got to know my students on the first day of class. I did an icebreaker which included them telling me their name and something they did over the summer. When they answered I tried to delve further by asking follow up questions such as when they answered "nothing." I would ask, "so you just sat on the couch all day or did you go somewhere like the lake,etc." || Sept.20/11 By allowing the students the freedom to answer the discussion questions with their own personal view was good as I could see links of their personal lives and how they made connections. So seeing that some students have a huge interest in cosmetics helps me as I can explain ideas with a cosmetic twist. Having them show me the way they connect things helps me as I can understand a bit more about them and try to answer questions or give guidance in different ways. For some students this ideas of being able to just write their view or what they thought was really good allowed them to take the idea and just run others had difficulty and struggled with it which made it a challenge to me to not spoon feed certain ideas to them but to give them enough so they could take it and than go with it as well. Aug. 31/11 I started to make a connection with my students but I wonder now how well they know each other? Also the students who came a day or more later didn't participate in this. Perhaps another icebreaker could be used. ||
 * Goal 2: Affirm dignity and respect for individuals (students, families, colleagues) **
 * **Goal 2 Outcomes:** ** The Teacher Candidate… ** || **Indicators/ Evidence** || **Analysis/ Interpretation** ||
 * 2.1 Creates and maintains a learning environment that encourages and supports the growth and potential of the whole student. |||| Oct.13/11
 * 2.2 Provides learning opportunities that recognizes and fosters each pupil’s sense of self worth and dignity while demonstrating caring, compassion, trust and empathy. |||| Nov. 21/11
 * 2.3 Develops knowledge and understanding of students’ distinct cultural, ethnic and language background and applies it to anti-oppressive teaching practices. |||| Sept.20/11