Rationale #1: Running Record
One of the tasks that was required of us in our short practicum, was to perform a running record on an emergent or struggling reader. This artifact is filed under Standard 3 because this activity provided me with a greater understanding on how to monitor and help improve students' reading skills. In the practicum, my teacher mentor was one of the literacy collaboration teachers who worked with many of the students in the school on their reading skills. The young girl that I did my record with was in grade 4 and was reading at a grade 2 level. Before I completed my own running record(Benchmarks) on her, I had listened to her read a few times before. Her comprehension of the stories she read were great but her reading cue systems were not all in place. My analysis of her running record and mini interview indicate her struggles and strengths in reading. I also provide some recommendations that could help improve and strengthen her reading skills.
By doing the running record activity, not only did I learn how to perform one but also ho
w to analyze reading cue systems. The ability and knowledge that I gained from completing running records has now expanded my own understanding on ways I can monitor my own students' reading levels. As a teacher, I want to be able to guide and encourage reading growth and this is one way I can ensure that I am aware of my students' struggles and accomplishments. I will continue to use this running record tool of reading assessment in the future to help my students become the successful readers they can be. Rationale #2 : School-based Team Meeting
Date: April 15, 2009
Location: Little Mountain Elementary School
On April 15, 2009, I attended a school based team meeting for one of my students in my practicum class. I have attached a letter informing my presence in the student’s meeting. This is filed under standard 3 because the meeting helped me learn about the student’s challenges and growth and ways I could help support his learning. At the meeting, there were many school staff members, the student’s grandmother and myself . We discussed the child’s results from his testing(WISC) done with the school psychologist and future plans to set out for his opportunities of success.
My attendance helped me gain insight on the child’s development and ways I can ensure he was being provided with the adequate learning environment he needed. The meeting also helped me understand the general process of how a school-based team meeting works and who is involved. Being able to be involved allowed me to make any suggestions for the benefits of the child where I seen fit. In the future when I have my own classroom, I will now know what will be expected from me, as the classroom teacher, at the meeting. I will also know the general format of the meeting, so I can be more engaged in the conversations. This has also allowed me to see the importance the meeting can have for my future struggling students.
Rationale #3: Individual Child Observation
Course: Education 412
For Education 412, I was to observe a student in my practicum class. I was to watch any student from the class and analyze their cognitive developmental level as well as his or her behaviours. After watching the individual student for a while, I was able to see where her learning was at and her needs that needed to be addressed in order for her to participate in the activity. This artifact is filed under standard 3 because it allowed me to analyze and determine what type of learning needs the student required in order to help her grow with her learning. Being able to understand and evaluate the student's learning needs, allowed me to become aware and conscientious on trying to meet her needs when I was teaching the class. My teacher mentor and I put a action plan into place to help this student become more comfortable with the learning environment and to become a more active participant in the lessons.
This observation helped me realize that I should take some time to observe each student individually to see and recognize his or her learning needs. This will allow
me in the future to be attentive and dedicated to meeting the students' individual needs to help them succeed in the classroom. The activity also helped me get a true sense of how each student in a classroom is at different learning levels concerning their cognitive, emotional and social skills even though they are all the same age. I was very aware on all my students' learning needs in my practicum class and I believe it helped with getting them to make successfulconnections to the material being taught. In my future classroom, I plan on making sure I am aware of each student's learning and what they need in order to succeed. This activity has provided me with a tool of assessment in which I will use with my future students to help get an idea of where they are all at.Rationale #4- Behaviour Management in the Classroom
Presenter: Cheryl Elderton
Date: March 13, 2009
Location: Chilliwack TEP room
On March 13, 2009, I attended a seminar on behaviour management within the classroom. 
The presentation was conducted by Cheryl Elderton, a Child and Youth Worker, in the Chilliwack School District. I chose the class plan from Cheryl's presentation as my artifact because I believe it is essential to develop these types of plans with all the students from the beginning of the school year so they know what is expected of them. It is also important that they know the conseqences for not following the expectations. This artifact is filed under standard 3 because it deals with setting a plan that will help minimize classroom management. It is also an important tool because the students will be aware of how they can manage their own behaviour and grow as a learner. A teacher is responsible to ensuring all students feel safe and valued in the classroom and without having a control on behaviour management, that would not be present. Cheryl provided us with many tools to use to help control the behaviour problems in the classroom. She showed us various methods to use with the students like routines, schedules, contracts, etc. One of the most important aspect to managing behaviour is consistency with the consequences. The teacher must stick to his or her initial plan of action for consequence. Cheryl also told us the importance of teachings communicating with the Child and Youth worker for the particular behaviour child. This will help ensure that structure is in place from both parties involved in helping the child to succeed. Another part of the presentation that was a key point to know was that the same consequence used for each behaviour child does not always work. It is important to know each child individually and what works for them to get their behaviour under control. Having classroom management under control will help make the classroom a better learning environment for all.
The presentation was conducted by Cheryl Elderton, a Child and Youth Worker, in the Chilliwack School District. I chose the class plan from Cheryl's presentation as my artifact because I believe it is essential to develop these types of plans with all the students from the beginning of the school year so they know what is expected of them. It is also important that they know the conseqences for not following the expectations. This artifact is filed under standard 3 because it deals with setting a plan that will help minimize classroom management. It is also an important tool because the students will be aware of how they can manage their own behaviour and grow as a learner. A teacher is responsible to ensuring all students feel safe and valued in the classroom and without having a control on behaviour management, that would not be present. Cheryl provided us with many tools to use to help control the behaviour problems in the classroom. She showed us various methods to use with the students like routines, schedules, contracts, etc. One of the most important aspect to managing behaviour is consistency with the consequences. The teacher must stick to his or her initial plan of action for consequence. Cheryl also told us the importance of teachings communicating with the Child and Youth worker for the particular behaviour child. This will help ensure that structure is in place from both parties involved in helping the child to succeed. Another part of the presentation that was a key point to know was that the same consequence used for each behaviour child does not always work. It is important to know each child individually and what works for them to get their behaviour under control. Having classroom management under control will help make the classroom a better learning environment for all.
I learned a lot of valuable strategies to use with various behaviours in the classroom from this presentation. These strategies will help me ensure that I am making and maintaining a safe and positive learning environment for all my students. Having goals and expectations in place also help students grow as learners in that they learn what they need to work on to be successful in the classroom. It will also help me show the behaviour students that I respect and care for their learning and only want to help them succeed. I plan on trying some of these tools to see which would benefit the particular situation I am dealing with.