Goals for PSIII

PLANNING FOR LEARNING – PS3

Inquiry Question: Related TQS Strategies Resources/Support Evidence of Timeline
Required Success
How might TQS 1 (a): Fosters Have clear and consistent
maintaining effective Effective ‘consequences’ for breaking TM’s wealth of knowledge on 5-1 ratio of October 1-
and consistent relationships, acting classroom rules maintaining an efficient classroom positive to December
classroom consistently with with strong student relationships negative 17
management enhance fairness, respect, and Address behaviours equally, so interactions with
the learning of my integrity. students understand the Tips from my UC and other teachers students.
students? consequences of their actions around the school
TQS 4 (f): and that all students are held to I should be able to
Goal: Establishes inclusive the same standard. https://www.edutopia.org/article/key get through my
learning -effective-classroom-management lessons with fewer
Maintain effective and environments by Clearly communicate to disruptions.
consistent classroom employing classroom students expectations and
management. management consequences. Students are
strategies that engaged in the
promote positive, Seek advice from TM. material and not
engaging learning distracted by
environments. Approach each day as a clean disruptive
slate. behaviours.

Reflection:
My classroom management has been a huge strong point for me during my internship. I set extremely clear expectations at the beginning of the school year
and consistently enforced them. I approached all student behaviours in a non-confrontational manner and explained why their behaviour/actions were
inappropriate, so build a rapport with them. When I began to have issues with cell-phones in my Social 20-2 course, about midway through September, I
consulted my teacher mentors for advice. I shared my ‘why,’ so that they understood why cell-phones can become an issue in class, for their learning and my
teaching, and asked that they all agree to these terms in writing. Since then, I have had fewer cell-phones being pulled out and class, and have begun
providing cell-phone breaks, where students could check their notifications and reply to messages as needed. This was done after consulting students on why
they were taking their phones out in class. Overall, I think my success with classroom management is a product of my clear expectations and the luck of the
draw – I was vert fortunate that my students were always very respectful to our space, myself, and their peers.
 Goals for PSIII

PLANNING FOR LEARNING – PS3

Inquiry Related TQS Strategies Resources/Support Evidence of Timeline
Question: Required Success
TQS 3(a.7): When planning, consider ways to tie in topics Oct-
How can an Demonstrate a that students are interested in as a means of TA’s reservoir of experience. Class discussions December
array of professional body engaging them with the content. become more in depth
strategies and of knowledge by with greater
activities planning activities Explore more student-centered activities. Collaboration with social intern participation.
foster that consider peer.
political relevant local, Brainstorm ideas with my TM/ social intern Formative assessments
engagement provincial, national, peer where appropriate. https://thescholarshipsystem.com/bl to gauge student interest
among high and international og-for-students-families/5-ways- in topics
school contexts. Research various ways to teach the content. students-can-get-involved-in-
students. politics-and-why-they-should/ Students are engaged in
Critically evaluate which topics may allow the material and this
Goal: for student-centred learning activities. should be reflected in
https://www.pbs.org/education/blog fewer disruptive
Have my Focus on skill-centred activities which /engaging-young-people-in-politics behaviours in the
students should allow for students to be more ‘in classroom (in theory).
become more charge’ of their learning.
interested/en https://www.aacu.org/publications- Initial student reflection
Research various assessments/activities that research/periodicals/promoting- (September) vs final
gaged with
facilitate political involvement. student-political-engagement-and- student reflection
politics
awareness-university (December)
Daily current events
Reflection:
My second professional goal is related to the topic for my Professional Inquiry Project, where I sought to find ways to create a sense of political and civic
engagement/interest in my students. I implemented most of my strategies with my grade 9 class, as the content of the course worked well with this topic, and
overall consider this goal to have been met successfully. I conducted some research into various instructional strategies and activities I could implement to create
this sense of engagement, and created/adapted performance tasks with this aim in mind. I conducted a survey at the beginning of September and December
where my grade nine’s answered a series of questions to gauge their political/civic engagement. At the beginning of the term, there was some interest and
engagement here, but it was pretty low. At the end of the term, however, this engagement went up (from a score of 2.6 to 3.8). Overall, I consider this goal to
have been ‘met,’ however I hope to continue with this goal in mind in my future practice. This is an area that I am very interested in and would like to continue
exploring out of the box ways to get students interested in the world around them.
Goals for PSIII