I realized the other day that it is over half way through the semester and I haven't posted a single thing about my time in PSIII.
I have been placed at a wonderful school here in Lethbridge and I am thoroughly enjoying my time there. I teach grade 5 language arts, math, and Bible daily. I also teach one period of PE a week.
In language arts, we have completed a unit on identity. Students explored the identity in relation to four different topics: Identity in Christ, identity in interests, identity in family, and identity in culture. In each of these topics, we discussed as a class how these pieces of information contributed to one's identity. Students then completed an assignment to demonstrate their knowledge. Some of these assignments included a thumbprint self-portrait, family quilt square, personal mural, and photo essay. This unit allowed students to experiment with multiple forms of representation in addition to writing.
We are now starting our next unit: Communication. In this unit, we will explore both interpersonal communication as well as mass media. This past week students learned how to write a friendly letter. After modelling it in a class-written letter, students now have a chance to write their own letter. The students' first formal attempt at letter writing is writing to Deborah Ellis, the author of a book we read earlier in the semester (see below for more details). Our hope is that Ms. Ellis will respond to the students' letters.
Next week, we will begin discussing journalism and news. Students will begin to understand the purposes and forms of news as well as the importance of determining the validity of news sources. On Thursday of next week, we have an anchor from a local news agency coming to speak to students about these topics. Students will then have an opportunity to ask any questions they may have.
Other topics that we will cover in this unit are internet communication and safety as well as social media. My hope is that by teaching students about safety in these areas before or just as they are beginning to use them, they will be more aware of precautions that need to be taken.
In the first part of the semester, we read Deborah Ellis's The Breadwinner. The students loved it so much that each time we came to the end of the chapter they begged to hear more. We read this book simply for enjoyment. Although we did have discussions as we read, students were not required to complete any classwork related to it. I believe that this fosters a love of reading in students who may have viewed it as a chore in the past. I intentionally read only the first book in the series in hopes that students would read on in the series on their own. In our first library period after finishing The Breadwinner, there was a race to the shelf to get the only three copies that the school owns. So far a few of the students have completed the second book in the series, Parvana's Journey, and are starting on the third, Mud City. I find this so exciting and I hope that this excitement for reading continues beyond this series. We have now started reading Among The Hidden by Margaret Peterson Haddix. My hope is that students will enjoy this book as much as The Breadwinner and that it will spark their interest in a new series.
In addition to teaching this semester, I am working on a professional inquiry project as outlined by the University. For this project I have been working as part of a collaborative team focused on literacy intervention. As part of this team, I contribute ideas to improve student literacy as well as implement some of the strategies discussed. I have also, along with my teacher mentor, continued the literacy intervention strategies beyond that collaborative team into my own classroom with my students. This has been a very practical and hands-on way for me to be involved.
The biggest difference I have noticed from my past practicums has been how much I have developed my own teaching style. While this was beginning to develop in each of my other placements, it has been here that I feel I have truly developed into a teacher. The independence that PSIII provides instills a confidence and ownership that was not as strong in the past practicums. When I walk into the classroom now, I feel that it is mine. I am THE teacher in the room at that moment. That is so exciting to me and reminds me that this is absolutely my passion.
I have had the pleasure of working with some incredible staff members during this practicum. I have felt support and community from the other staff. This is another way in which I feel like a "real" teacher. To be part of a staff team is a wonderful feeling.
Looking forward in this placement, I plan to continue working with the collaborative team on literacy intervention. I will also continue teaching, with the goal of finishing both the language arts and math units I have planned. With less than two months remaining, I can only imagine that the time will fly by!
I have been placed at a wonderful school here in Lethbridge and I am thoroughly enjoying my time there. I teach grade 5 language arts, math, and Bible daily. I also teach one period of PE a week.
In language arts, we have completed a unit on identity. Students explored the identity in relation to four different topics: Identity in Christ, identity in interests, identity in family, and identity in culture. In each of these topics, we discussed as a class how these pieces of information contributed to one's identity. Students then completed an assignment to demonstrate their knowledge. Some of these assignments included a thumbprint self-portrait, family quilt square, personal mural, and photo essay. This unit allowed students to experiment with multiple forms of representation in addition to writing.
We are now starting our next unit: Communication. In this unit, we will explore both interpersonal communication as well as mass media. This past week students learned how to write a friendly letter. After modelling it in a class-written letter, students now have a chance to write their own letter. The students' first formal attempt at letter writing is writing to Deborah Ellis, the author of a book we read earlier in the semester (see below for more details). Our hope is that Ms. Ellis will respond to the students' letters.
Next week, we will begin discussing journalism and news. Students will begin to understand the purposes and forms of news as well as the importance of determining the validity of news sources. On Thursday of next week, we have an anchor from a local news agency coming to speak to students about these topics. Students will then have an opportunity to ask any questions they may have.
Other topics that we will cover in this unit are internet communication and safety as well as social media. My hope is that by teaching students about safety in these areas before or just as they are beginning to use them, they will be more aware of precautions that need to be taken.
In the first part of the semester, we read Deborah Ellis's The Breadwinner. The students loved it so much that each time we came to the end of the chapter they begged to hear more. We read this book simply for enjoyment. Although we did have discussions as we read, students were not required to complete any classwork related to it. I believe that this fosters a love of reading in students who may have viewed it as a chore in the past. I intentionally read only the first book in the series in hopes that students would read on in the series on their own. In our first library period after finishing The Breadwinner, there was a race to the shelf to get the only three copies that the school owns. So far a few of the students have completed the second book in the series, Parvana's Journey, and are starting on the third, Mud City. I find this so exciting and I hope that this excitement for reading continues beyond this series. We have now started reading Among The Hidden by Margaret Peterson Haddix. My hope is that students will enjoy this book as much as The Breadwinner and that it will spark their interest in a new series.
In addition to teaching this semester, I am working on a professional inquiry project as outlined by the University. For this project I have been working as part of a collaborative team focused on literacy intervention. As part of this team, I contribute ideas to improve student literacy as well as implement some of the strategies discussed. I have also, along with my teacher mentor, continued the literacy intervention strategies beyond that collaborative team into my own classroom with my students. This has been a very practical and hands-on way for me to be involved.
The biggest difference I have noticed from my past practicums has been how much I have developed my own teaching style. While this was beginning to develop in each of my other placements, it has been here that I feel I have truly developed into a teacher. The independence that PSIII provides instills a confidence and ownership that was not as strong in the past practicums. When I walk into the classroom now, I feel that it is mine. I am THE teacher in the room at that moment. That is so exciting to me and reminds me that this is absolutely my passion.
I have had the pleasure of working with some incredible staff members during this practicum. I have felt support and community from the other staff. This is another way in which I feel like a "real" teacher. To be part of a staff team is a wonderful feeling.
Looking forward in this placement, I plan to continue working with the collaborative team on literacy intervention. I will also continue teaching, with the goal of finishing both the language arts and math units I have planned. With less than two months remaining, I can only imagine that the time will fly by!