Professional Growth Plan—PS I
Reflection
Grade One Mrs. Nicoll
-Hands in the air, hands on your head, hands in your lap
-Rhythmic Clap
-Give me five
-I like how... is sitting/waiting quietly
-Turn off the lights and say freeze
-Countdown
-Call students table by table
-Reward students who follow instructions/listen quietly (first choice of centre, next to line up)
Low key Response
-teacher stare
-Using the students name
-I’m waiting for
Grade Four Mrs. Prior
-Choral response: Class Class—Yes Yes
Grade Three Mrs. Hall
-waiting for silence
-use of microphone
Grade Five/Six Mrs. Kowalchuck
-Hand in the air and wait for silence
-Classroom economy: fines and rewards
Classroom management has become a natural and constant activity. I have built straightforward expectations and have been consistent in my approach. My classroom management is reflexive and responds to the environment. I monitor the energy levels of the children and adapt activities and attention grabbers to suit their learning needs. I have successfully observed, memorized, and put into action several classroom management techniques. I use techniques that I have learned in multiple classrooms across many grades and have also come up with my own. I like to draw upon the children’s imagination to engage them in positive behaviour (asking them to be super stealthy quiet ninjas in the halls; only the quietest ninjas will be allowed into the ninja clan). Beyond my own classroom I have observed Grade 3, Grade, 4, and Grade 5/6. I got the opportunity to teach two Grade 4 Language Arts classes. I observed them first and learned which classroom management techniques worked well with them. I used the techniques they were familiar with and some of my own. I feel that over the course of this practicum classroom management has become one of my biggest strengths.
Grade One Mrs. Nicoll
-Hands in the air, hands on your head, hands in your lap
-Rhythmic Clap
-Give me five
-I like how... is sitting/waiting quietly
-Turn off the lights and say freeze
-Countdown
-Call students table by table
-Reward students who follow instructions/listen quietly (first choice of centre, next to line up)
Low key Response
-teacher stare
-Using the students name
-I’m waiting for
Grade Four Mrs. Prior
-Choral response: Class Class—Yes Yes
Grade Three Mrs. Hall
-waiting for silence
-use of microphone
Grade Five/Six Mrs. Kowalchuck
-Hand in the air and wait for silence
-Classroom economy: fines and rewards
Classroom management has become a natural and constant activity. I have built straightforward expectations and have been consistent in my approach. My classroom management is reflexive and responds to the environment. I monitor the energy levels of the children and adapt activities and attention grabbers to suit their learning needs. I have successfully observed, memorized, and put into action several classroom management techniques. I use techniques that I have learned in multiple classrooms across many grades and have also come up with my own. I like to draw upon the children’s imagination to engage them in positive behaviour (asking them to be super stealthy quiet ninjas in the halls; only the quietest ninjas will be allowed into the ninja clan). Beyond my own classroom I have observed Grade 3, Grade, 4, and Grade 5/6. I got the opportunity to teach two Grade 4 Language Arts classes. I observed them first and learned which classroom management techniques worked well with them. I used the techniques they were familiar with and some of my own. I feel that over the course of this practicum classroom management has become one of my biggest strengths.