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Planning for Learning – PSII

Inquiry Based Goal 1: Related Strategies Resources/ Evidence of Success Timeline (Specific)
How can I effectively TQS Required Supports
put in place strategies 1 Creating a distinct Receiving feedback As I continue to grow in 2nd week (March
for managing boundary from teacher mentor my role as a teacher, I've 11-15) I focused on
classroom behaviour? between myself and UC been practicing what projection and
and the students some might call the using an
is essential. Given Set clear expectations "teacher voice." This authoritative voice.
my naturally with students. means finding that
empathetic and assertive tone that 3rd week (March
caring nature, Utilize positive commands respect. 18-22) I mainly
there's a risk that reinforcement and focused on my
students might praise to acknowledge One aspect of this voice projection
perceive me as adherence to involves defining my and defining
overly lenient or expectations. boundaries and boundaries and
easy-going. This understanding where my learning where my
could potentially limits lie. I'm learning to ‘line’.
be a concern for recognize behaviours
my authority in that cross the line and 4th (March 25-29)
the classroom. I establishing clear New term started. I
believe it is expectations for outlined my
important for me acceptable behaviour in expectations and
to strike a the classroom. This helps was clear on my
balance between prevent boundaries.
compassion and misunderstandings and
firmness in order ensures that students 5th Week – Easter
to earn respect know exactly where I Break
and maintain stand.
discipline. By By developing my 6th week (April 8-
setting clear "teacher voice" and 12) I began making
expectations and refining my boundaries, more connections
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consistently I've noticed a positive and learning most

enforcing them, I shift in the classroom. of the students’
can establish There are fewer names. Students
myself as an instances of students know my
approachable yet pushing boundaries. expectations but
authoritative Instead, students are had just come back
figure in the beginning to understand from easter break
classroom. the importance of so some
adhering to the rules and expectations
expectations we've needed to be
established together. revisited (not
interrupting,
This improved raising hands,
understanding has led to being respectful to
more respect with other students)
classroom guidelines and
a reduction in 7Th Week (April
disruptions and 15th – 18th)
misbehaviour. With Most successful
clearer boundaries and week – Most likely
reinforced expectations, due to my comfort
the classroom and connections
environment has with the students.
become more focused
on learning.

1 Create effective Spend time getting to At the beginning of each Week 1: Circulating
and meaningful know the students – new class (semester 4) I the classroom and
relationships base lessons off their took time out of each talking to students
interests class I was teaching to about their work
have students fill out an and art projects.
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Showing genuine all about me sheet. This

interest in their lives, helped me get to know Week 2: Getting
hobbies, and some of their interests more comfortable
concerns. and passions. I also with homeroom
shared some information students, spending
about myself, so the lunch and working
students got to know me on their individual
as well. projects with
them. Also, finding
common interests
through music, art
taste, tv/movies,
video games.

Week 3:
Connections with
small groups of
students, making
jokes, telling
stories, sharing art.
Working with
individual students
with specialized
needs.

Week 4: Continued
to strengthen
relationships

Week 5 – Easter
Break
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Week 6 – New
Terms and began
making new
connections to
students through
their interests

Week 7 – Students
were expressing
how much they will
miss me!
1 Establish fair Keep to my classroom Students know what to Week 1: Getting a
expectations and management plan and expect (3 Strike rule) feel for the
keep consistency stay consistent. when they enter the students, their
with expectations class. They know the behaviours
Apply the rules to all consequences if they are
students and do not disruptive or Week 2: Practicing
ignore inappropriate disrespectful. the expectations
or disrespectful for students when
behaviours. Because of my reminders were
consistency, students are needed
beginning to respect me
as an authority figure Week 3: Enforcing
consistency and
Students notice and holding students
correct themselves after accountable for
the first strike. their actions

Week 4:
Continuing to
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practice review of
expectations and
consistency

Week 6:
Establishing
expectations with
new classes

Week 7:
Consistency with
new classes

REFLECTING ON LEARNING – PSII

Goal 1
Reflection at Midway Point: Halfway through the practicum, I have become more and more comfortable around the students and
started to make meaningful connections. Although, the students begin a new term on March 25 and I will have different classes to
teach and that progress will start over with a new group of students. I plan to take time on the first day to get to know the
students and figure out some of their interests so I can implement some of the things they like into my lessons.
Achievements In Progress Future Considerations
Students listen to me. They know that I Still learning to develop my teacher voice, With time and more experience, I will be
am an authority figure and when I set my determine where my ‘line’ is and able to refine my management
expectations, they follow them (most of continue to set clear boundaries and techniques and how to navigate students
the time). On the few occasions where expectations. behaviours.
my expectations were not met, students
got a warning, they were moved and I am still working on my firmness and
after those 2 strikes they were either determining when to shut behaviour
asked to wait outside for a chat or sent to down or not (picking battles).
the office.
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Students respond well to my attention

grabbers and ways to get them back into
focus. Usually, talking in a loud voice “hey
everyone” or “Okay lets get started”
works really well. If students are still
talking, I say “I will wait” and usually this
works. Using a loud and authoritative
voice seems to work very well with my
students. Sometimes, I ring a bell and this
works too.
Reflection at End of Term: Reflecting on my practicum, I have had wonderful experiences and a great amount of growth. I feel my
classroom management has improved a ton! Over the course of my practicum, I have established meaningful connections with
students and I have been able to create a positive and supportive learning environment.

Reflecting on classroom management practices, I have had notable progress in maintaining authority and setting clear
expectations. The ability to effectively use attention grabbers and refocusing techniques has helped to minimize disruptions and
keep students on task. However, there is always room for improvement, particularly in refining consistency and firmness in
addressing behaviour issues.

Looking back on this practicum, I have a profound sense of accomplishment and growth. My classroom management techniques
have improved significantly, leading to a more focused and productive learning environment. I have established meaningful
connections with students and teachers, and I will miss spending every day with them! While there are always areas for further
improvement, I also have the confidence in the ability to continue refining my teaching practices and navigating future challenges.
Overall, the end of the practicum marks a successful chapter in my education journey towards becoming an effective and
impactful educator!

Goal 2
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Reflection at Midway Point:

Achievements In Progress Future Considerations

Reflection at End of Term:

Goal 3
Reflection at Midway Point:
Achievements In Progress Future Considerations

Reflection at End of Term: