Class Routines

-Attendance -Agendas -Assigned Questions -Raising had for silence -Homework assigned for Tuesdays and Thursdays

Language Groups
-Students each have time to talk to the teacher about how their assignments and projects are progressing during their language time. Feedback is given and concerns and expressed. Day 1 Austin, Brooke, Morgan, Jaime, Brandon Day 2 Jackie, Andrew, Noah, Nicholas, Camryn, Zoe Day 3 Shona, Nathan, Evan, Ethan, Brayden, Emily Day 4 Evan, Seth, Kelly, Kelsey, Chantel Riley Day 5 Raman, Jordyn, Jessie, Allison, John

School Principles
Mutual Respect Attentive Listening No Put Downs Right to Participate

Management Style
-Strict -Consistent with consequences and rewards -Sense of humour -Rewards good behaviour with desk positioning

January 23 Math -students seem disinterested ----more interaction to counteract this The teacher explained the characteristics of shapes in a lecture style. He used a lot of visuals and gave many examples. There seemed to be a lot of understanding from the learners but they were fidgety. The teacher could have had the students play a game or use the smart board to hold their attention. Read Aloud The teacher, while reading, asked the students questions to clarify concepts. He also had them predict what would happen next. The teacher used different voices to keep the learners attention and as a result they were better able to absorb the information. Some students were misbehaving but the teacher stopped this by walking around the room (proximity) and rewarding good behaviour by letting students read. Media The teacher gave very clear instructions and used relevant and interesting examples that could be seen in every day life. He could have spoken somewhat louder and used more discipline when students acted out. He should have also focused more on a recap of the subject as the students last lesson in this area had been quite a long time age. Social Studies Contact Between Natives and Europeans The teacher began the lesson with a recap, which helped the students to remember and get back on track after their break. He clarified the terms and broke down questions for the students to create better understanding. This technique worked well and benefited the students. He could have added more pictures of the Native and Europeans or of the items both groups were trading to give the students a better idea. I also felt that the teacher was discouraging questions from the class.

January 30 Social Studies Fur Trade The teacher encouraged participation from the students by having them read aloud from the handouts. This was beneficial to the learners because it kept their attention. After each reading, the teacher explains further the meaning of each paragraph. This was something that the students responded well to. He also asked a lot of questions that inspired enthusiasm within the learners. The teacher related the topic to evens in the present and in the lives of the students. Writing Help Im Trapped The teacher began by giving the students examples of what he expected of them. I believe this helped the learners to write better stories. By allowing the students time to write by themselves, the teacher utilized scaffolding appropriately and effectively. He also allowed the students to present their work in an informal manner to the class. This gave the learners pride in their work and allowed them to see more examples. I think the teacher could have tried paring up the students to share their work because then all of the students would have had a chance to receive feed back.

February 06 Writing Help Im Trapped The teacher gave the students some instruction before allowing them to work on the creative writing alone. He could have elaborated more on his expectations of the students before beginning because there were many questions asked by the students. While the students were working, the teacher was conferencing with the language groups. The teacher should have briefed the student teachers on what he expected from the learners work because we were asked to read and critique their work. We were unable to give appropriate and useful feed back because of this lack of information. Science Space The teacher utilized scaffolding for this lesson. He read a handout with the students, allowed them to ask questions and then let them answer a question sheet by themselves. He kept the students interested by having the learners volunteer to read aloud. I felt that there could have been more of an explanation about the requirements for the worksheet. Also relating the content to areas in the students lives may have increased their level of understanding.

February 27 Language Inferring To begin the lesson, the teacher reread the short story from the previous class. He encouraged thinking and participation by asking the question, What is tight times. The teacher had the students gather in groups to work together. He gave them several different reading responses that used inference. The students used a rubric to critique the work and give each one a mark from level one to level five. The students were required to decide as a group and discuss together why each one deserved that mark. The class came back together and each group told the class which mark they gave each response and why. As a class, the learners dissected each response with the help of the teacher and gave each response an official response. This method was extremely helpful for helping the students learn what was expected from their own reading responses. The teacher did not give any examples of what a level four + answer was because he doesnt believe in giving A+. I found this strange and discouraging for students. Science Lunar and Solar Eclipses The teacher had the students volunteer to read sections from the hand out aloud. This was helpful for encouraging participation, enthusiasm and interest. The teacher used a basketball to represent the moon and the projector to represent the sun. As a result he was able to use physical and visual methods to attract the attention of the learners and to promote better understanding of how eclipses work. The teacher also gave further description of each section and thoroughly explained the vocabulary. The teacher helped to increase understanding by asking the learners questions and by asking them to give their own predictions.

March 05 Language Inferring The teacher started the class by asking students what they thought an inference is. After this, he gave the students a clear and concise definition of an inference. The teacher also gave the learners real world examples of making inferences in their own lives. He showed them how a person would use a tome to inference another persons mood or emotions. The teacher stated the components of an inference and had them write down what they had learned.

March 06 Fractions Adding and Subtraction The teacher began by demonstrating to the class the proper way to find common denominators. He verbally spoke the rules that the learners should remember as he solved the problem. By using pizza to represent fractions, the teacher was able to use visuals and relevant comparisons. The teacher also had the students come up and try to answer the questions. By using a variety of questions, the teacher was able to help consolidate what the students were learning. The teacher laid out the steps needed to complete every problem and they assigned homework for application. Science Space Exploration Timeline The teacher began by asking the students what they believed a timeline is. From the learners suggestions, the class created a real definition of a timeline. To create more background information, the teacher gave real life examples and displayed pictures. The teacher also gave definitions of terms related to timelines such as chronological. The teacher could have had volunteers read the points of the time line to keep the students interest.