My practicum was shared by 3 different Math 8 classes.
The first two weeks I spent teaching the first half of both blocks in the day. I was able to reflect on the first lesson and implement changes the same day in the next block. This was a great experience for me to see what things I had done that went well and what areas needed improvement to be more successful. Being able to be reflexive same-day allowed me to look more closely at my teaching strategies and style and dig in to why some things worked and some didn’t.
I learned a great deal about classroom management as well. This is not something I am proficient in by any means, but I do believe I had great improvement throughout this practicum. I was able to see the importance of setting expectations at the beginning of a new class and having a strong follow through. I saw the difference in an established class in quarter 1 versus a new class in quarter 2. Being the person to establish the expectations and enforce classroom rules in the second quarter, I saw how important this structure is to the students, even if they don’t like the rules. I was more laid-back in the first week than I should have been and it showed in the amount of learning that happened. The second week, I was less laid-back and had better follow through with expectations and it was evident in the students’ learning.
Overall, I see how my personal experiences, both as a learner and a teacher, are shaping the way I view various forms of assessment. All my personal assessment experiences throughout my education have been summative. Every assignment, test, and project I completed counted for marks and there was rarely, if ever, a chance to redo something. I am learning the value in formative assessment as a way to have an open dialogue with the students about their progression of learning. I have experienced how the students react to being assigned work that will not count towards their final grade. This was something I could not picture students getting on board with, but I saw my students fully buy in to the idea and their learning was enhanced because of it.
Providing formative feedback is one way we teachers can make the learning intentions clear to the students. I provided feedback after the quizzes I had the students do, and I could see students applying that feedback on the test at the end of the chapter. Clear learning intentions also helped me succeed in a class based solely on summative assessment. Students will be able to reach the summative goals more consistently when the intentions and expectations are clearly outlined and continually revisited throughout the course. Self-assessment is another tool that can be used to revisit learning goals and demonstrate student progress. Having students assess where they think they are succeeding and areas they might need more practice allows them to remember what they have learned and gives them a chance to take ownership of their own learning.
In my next practicum I hope to work more on my questioning and assessment strategies. I believe I learned a great deal during this practicum, but I know there is still a long ways to go. I want to learn more ways to reach all levels of learners and be able to design learning activities that enhance student learning and participation. I still need to learn how to establish myself as a bigger presence in the classroom in order to be more successful in creating a positive, constructive learning environment for all my students.