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1st Year Teacher

CandidatePracticum 1

Seminar

Jayme Knowles, I/S (jknowle9@uwo.ca)Tanner Schaff-Simpson, J/I (tschaffs@uwo.ca)

“The only thing to do with good advice is to pass it on. It is never of any use to oneself.”

-Oscar Wilde

In the next hour...

Expectations

Your practicum binder and observations

Day in the life

Your associate teacher and practicum reports

Wrap-up and questions

Presenting yourself to staff and students

Student Evaluation of Teaching

Questions

● Feel free to ask relevant questions throughout● If we don’t cover something, write it down!● There will be a few minutes towards the end for questions● We are keeping things as succinct as possible!

Expectations

Expectations of YOU● Arrive on time (ask your AT what time you should arrive on the first

day, and every day thereafter)

● Arrive prepared (have your practicum binder)

● Dress professionally

● Give everything your best shot

● JUMP RIGHT IN on the very first day, very first period

● Learn your students’ names as quickly as possible

● Always reflect on your lessons and interactions with students

Expectations of Your Associate● Supportive● Communicates clearly ● Discusses areas requiring improvement before they go on your practicum report● Takes notes on your teaching (provide them with a notebook if you’d like to

keep them)● Considers the guidelines for teaching/observation blocks provided by the

faculty ○ These guidelines are in the “Practicum Handbook”, page 29

Common Mistakes● Showing up late (ON THE FIRST DAY)● Under-dressing● Trying to prep all lessons before you start practicum● Being too shy or feeling too awkward to jump in right away● NOT observing other classrooms (you will be VERY busy in practicum 3 and 4)● Retreating to your classroom during all breaks● Poor time-management● Not learning students’ names (make a SEATING chart on your first day if you

aren’t provided with one)● Trying to keep a “persona”, students can see this!

Practicum BinderOrganizationObservation

Practicum Binder● Pick and choose which pages you think will be the most helpful to fill out

○ Lesson Planning (p. 12)

○ Classroom Management (p.19)

● You may want to use loose leaf or a notebook but keep the topics in mind● Leave a large area for your lesson plans

○ Page protectors are excellent tools for this

● Print off things you need photocopied ahead of time, technology does not always work

● Have a space for observations● The more you teach, the larger your binder will need to be● Examples of well-done binders at the front!

Organization● Keep a daily schedule (example on next slide)● Write a to-do list for the class you are teaching

○ 1. Take attendance

○ 2. Kahoot

○ 3. Lecture slides etc

● Keep your binder organized, especially your lessons, photocopying, and marking

● Using folders or bins for marked/to be marked work is helpful● Look to your associate for organizational tips

Daily Organization

Teacher To-Do List

Organization Links

Observation

Observation● Make yourself an observation goal (2-4x a week)

○ Can go for half periods! (eg First ½ of prep observe a class, second ½ do your lesson prep)

● Keep an observation log (example on next slide)● It’s good to observe your associate teacher, but go see others! ● Write down what you liked, keep what you didn’t like in your brain for later

○ Why?

○ Be prepared for questions after: “What did you think?”;“What did you notice about Student A”

etc

Types of Observation● Go see your other teachables/other grades● See classes based on teaching style (more socratic, inquiry, tough love, softer

approach etc)● Follow one teacher through their classes for the day● Follow one student to see how their behaviour changes as they progress

through the day (ask guidance/office for their schedule)● If you find a teacher whose style you like, visit them as often as possible.● Visit the library, ELL teacher, Learning Support Staff

Date, class/course code

Activity/lesson in the class

Things I liked or thought were helpful

Interactions with the students

Classroom management notes

Ask for ideas for your classes!

Reasoning for lessons

Presenting Yourself to Staff and Students

Presenting Yourself to Staff● Your lanyard will help staff identify you and separate you from an occasional

teacher...or a grade 12● Introduce yourself to everyone multiple times● Hang out in the staff room/work room every once in awhile

○ Your associate may not like the staff room

○ Staff rooms can have negative vibes, consider this!

● Don’t isolate yourself in your room● You are creating connections with people that can hire you as occasional teachers● Be personable but professional!

Presenting Yourself to Administration● Build relationships with the office, custodial, and guidance staff● Introduce yourself to the principal and the VP on your first day. Thank them!● Say hello in the halls!● Ask to set up a meeting (depending on your relationship) to ask about hiring

processes etc. (Admin is not always at the school so be flexible). This may be something to focus on in practicum 3 & 4

● Ask them if they are able to watch you teach part of a lesson (doing a great activity? Invite them!)

● Write thank you cards at the end of your practicum!

Presenting Yourself to Students● Introduce yourself● Get involved on the first day● Be personable, but professional● They can see through a ‘fake’ persona● Take a few minutes (beginning/end of class, during quiet work) and ask

questions○ Do you have a part-time job? Where?

○ Do you have siblings at this school? (You may have siblings in different classes)

○ What other courses are you taking?

○ What’s your favourite subject?

○ Upper-year students love to talk about university!!

Dress Attire

COMMON SENSE

But here’s a few ideas...

Your First Day

Day 1● Arrive 15-30min before school starts (or when your AT asks you to arrive)● Sign in at the front office● If your AT has told you where their class is, meet them there. If not, let the office staff

know who you are. They may call your AT down to collect you or the VP/Principal● Introduce yourself to your students. Tell them:

○ Who you are

○ Why you’re there

○ How long you’ll be there

○ Extracurriculars you may be involved with (sports etc. you may connect with some students this

way)

○ Your background (for older students) eg. Biology degree from UoG, where you’re from

○ For younger grades: where you’re from, hobbies, pets, siblings

○ Something you’re excited for (teaching them, getting to know them etc)

○ Let them know you are always open to feedback!

○ Some ATs may ask you to create a powerpoint presentation about yourself (show lots of

pictures)

Day 1 cont.● Jump into the class ASAP (even if you’re shy!)● Make a seating chart and study their names. Call every student by their name,

ask their name if you forget.● Ask your AT for a tour of the school● Meet the administration (VP/Principal)● Introduce yourself to every teacher you see! ● Don’t stress, have fun● The first few days are nerve wracking but you will feel at home soon!

Day in the LifeI/S

A Typical Monday (rural, bussed-in school)7:50am: Arrive at school

8:15am: Bell rings (greet students at the classroom door)

8:15am-9:35am: 1st Period Environmental Science (Grade 11 Workplace)

9:40am-10:55am : 2nd Period SBI4U (I often observed other classes during this period)

10:55-11:50: Lunch (Prep for lessons, get coffee, eat lunch)

11:50-1:05 & 1:10-2:25: Rotating Class/Prep. SNC1P *

3:00: Leave school

*During my prep: Sometimes observed, sometimes prepped. Whatever was necessary or what my associate asked me to do

Day in the LifeP/J or J/I

A Typical Monday 8:15am: Arrive at school (Parking is sometimes an issue in elementary schools)

8:40am: Outdoor supervision (if applicable)

8:55am: Bell rings (meet students at the designated doors for which they enter the school)

9:00am: Bell rings for announcements

9:05am-9:35am: Language arts (usually an activity to start the day on a good note)

9:35am-10:15am: Walk the students to the French classroom. I would normally prep for future lessons during this time

A Typical Monday cont.10:15am-10:30 am: Recess supervision (if applicable) If i didn’t have supervision I would have a snack in the staff room (watch out for allergies in your classrooms!)

10:30am-11:50am: Math

11:50am-12:50pm: Lunch supervision (if applicable)

12:50pm-2:10pm: Language arts

2:10pm-2:25pm: Recess supervision (if applicable)

2:25pm-3:20pm: Science

3:20pm: Bus dismissal… 3:25 pm: Dismissal for walkers

Your Associate Teacher Practicum Reports

What if our teaching styles don’t match?● You will begin to find your own style. It may be polar opposite to your

associates● Remain professional● Try to meld your styles!● Explain why you want to try an activity/teach a certain way● It’s okay to see things you don’t want to do as a teacher. Make a mental note of

them● Find your liaison or a trusted teacher to talk to (keep it professional and

positive)● Contact the teacher ed office if you are really struggling

Do I have to do all the extracurriculars my associate does?● Not necessarily, it is not always feasible ● Take cues from your associate, but prioritize your quality of life (do you have

kids at home? Responsibilities? Keep that in mind)● Try to find a way to get involved

○ Meet with student council

○ Archery

○ Math Club

● Extracurriculars after your practicum○ Consider this: If you commit to continuing your work with the extra-curricular after your

practicum, can you be involved at your new practicum? Can you be involved when you have

classes at the faculty?

Maintaining a professional relationship with your associate● Communicate through your UWO email unless your associate prefers another

method● My associate and I still keep in contact via email and messaging. Your past

associates can be great sources of information for your next practicum in regards to resources and tips in teaching different grade levels

● Professional relationships can also lead to a second practicum with your associate upon request (for your 3rd practicum)

Your Practicum Report (page 60)

● Read it thoroughly before signing● Speak up if they haven’t written something you were involved with (most

teachers will ask if there is anything you’d like them to add)● All associates will interpret the “sliding scale” and comments differently. Be

prepared for different ways of filling it out that you don’t expect● If you feel it’s appropriate, ask for a recommendation letter● Contact the faculty if something goes wrong● ALWAYS give a thank you note (sometimes a small gift is appropriate)

Student Evaluation of Teaching

Evaluations● Give your students a chance to anonymously evaluate your teaching towards

the end of your practicum and ALSO half way through. ○ A few lessons into your teaching a quick “1 thing you like 1 thing you don’t like” is enough!

● This will be more/less useful depending on grade level● Consider time/photocopying costs● Examples:

Things You Liked/Didn’t Like

Rating Scale

QUESTIONS? Possible topics● What do associate teachers look for? What makes me stand out?● Use of technology (laptops, USB etc)● Classroom Management as TC● Co-teaching● Being in a school as the only TC or with 12 other TCs● Sharing a classroom with another TC● Good footwear● Getting a school log-in and wifi● Specific lesson planning strategies● How late will I be up?● Can I have a job during practicum?

Final Thoughts

“What the teacher is, is more important than what he teaches.” -Karl A. Menninger