Some classroom management tips I have learned

As I write this I am taking a much needed break from some forward planning to write a blog post about something I have learned in my months as an intern.

Classroom management is one of the most talked about terms from students in the faculty of education. Asking many questions on how to handle the students if they are not engaged or disruptive. I would be lying if I said I wasn’t nervous going in to my internship about classroom management. Even though I have a handful of experience working as a camp counsellor, camp director, youth mentor, youth care worker and volleyball coach; there were still parts of me that were nervous about classroom management.

I have compiled a list of 5 tips I have learned to effective classroom management from my internship experience

  1. Engagement: This is an obvious one but it is certainly the most effective. The more engaged the students are in the lesson classroom management seems to happen quite naturally. I learned this the hard way in many instances. I would do lessons that I thought were quite engaging but the students did not have the same interest. As a result, the behaviour was a little off baseline. The next day I reflected and adapted and made the lesson a little different but it turned out to be much more successful and the students were in a positive space.
  2. Good mornings: Do not underestimate the value of a good morning to the students. I started my internship hiding in my classroom getting ready for the day and staying away from the scary high school hall way. After a while, I started to move myself outside and greet the students with good mornings. Right away, I noticed an immediate difference. The students are coming to school just getting out of bed and they are probably not looking forward to a full day of school. However, I feel that when I greet them with their name with a good morning, it automatically sets the mood for the day that it will be a good day, that that student belongs and that I am happy he or she joined us for the day. Send the students positive vibes and they will send it right back to you.
  3. The power of structure: As most people know, I am very much a go with the flow kind of guy that doesn’t take life too seriously. I am often seen laughing and smiling and I never get too overwhelmed with life. I take pride in this and it is an obvious strength of mine. Many people always thought that my class would be very free flowing and me allowing the students to goof around because I would be goofing around with them. Although that does happen often (there is always lots of smiles and laughs in my room), I still set up rigid strict expectations for the students. The students know my expectations and if they are not following through they will certainly hear it from me. The students know that when they walk in to class they grab their chair, sit down and start either bell work, D.E.A.R or wait for attendance. What I have noticed though is that because of this structure, the students are comfortable coming to class because they know what to expect and it sets the tone for the day.
  4. Brain Breaks: Easily one of the most effective tools I use on a daily basis. The students absolutely love brain breaks and they are always excited about the new games we do. For almost every lesson I am making sure we have some form of brain breaks. The brain break usually occurs half way through the class or when I notice that they are getting off their baseline behaviours. Some of my favourite brain breaks include: would you rather, rock paper scissors, rock paper scissors squat, clap game, reflex drills, fists and slaps, four corners and much more. Brain breaks allow the students to get a break, stretch, move, re-energize and then get ready to learn again.
  5. Relationships: Many people know this is an important tool for me being a teacher. I believe that students need positive relationships in the school in order for them to be successful. I take pride in being able to cultivate deep and meaningful relationships with my students. I take a lot of time out of my day to sit down and talk with students on a personal level and get to know them personally. I also spend lots of time in front of the class asking students about their day, weekends and much more. I think because of the relationships that I have made, the students feel safe and comfortable in our classroom. Therefore, there is no doubt that in order for effective classroom management, effective relatioship building is an absolute necessity. Some people have difficulties making relationships with students so here are some tips.
  • Talk to them during some free time and ask open questions: what do you like to do? what do you want to be? what is your favourite movie? what is your favourite subject? If you could be a superhero who would you be?
  • Don’t be afraid to take the first 5 minutes or last 5 minutes of a class and talk to the students about what you will be doing for the weekend and what they will be doing.
  • Be sure to open up to the students. My students know a lot about me and I am very happy about that. They are often asking about my dog, my weekend, my truck, my family and much more.
  • Show that you trust them and care for them and they will do the same for you.

I hope this helps. I know I am still young to the profession and have much to learn. I am looking forward to all the learnings I will have. These are just some things I have noticed from my time interning and I am proud to say that because of the implementation of these tips, my classroom management is done well and we are able to get to learning and having fun at the same time.


First two months of internship

It is hard to believe that I have reached the half way mark of my internship experience. I have been so caught up in the moment that I have failed to deliver a meaningful blog post for quite some time. This blog post will simply be as an update on my internship experience and using this as a tool for some reflection practices.

I am very fortunate to be interning at Bert Fox Community High School in Fort Qu’appelle. It is a phenomenal school with excellent administrators, teachers and students. From the moment I walked in to the doors I felt a large rush of inclusiveness, belonging and excitement for education. Despite many pre-conceived notions and stereotypes placed on Bert Fox, this school manages to be leaps and bounds ahead in respect to Aboriginal graduation rates and attendance. This school sets the bar high for prairie valley education. What makes me proud to be working alongside this amazing staff is that the staff never seem to ask “what if?” as in this false ideology of what things could be in the school; rather, they reflect and ask “what next?” in hopes of taking the celebrations of student attendance, marks and participation even higher. The high motivation and commitment to student success by the teachers in this school gives me validation every day of a career well chosen.

For myself personally, I am teaching primarily in Grade 8. Although my area of expertise is Social Studies, I chose to go in to middle years for a whole new experience. I knew I wanted to be at Bert Fox and when the Grade 8 class opened up, I had to sign myself up even if it wasn’t in my major. Fortunately for me, I am working in a class with some amazing students that make me laugh and smile everyday. In addition, I am gaining the whole spectrum of subjects by teaching English Language Arts, Science and soon to be Mathematics; all of which are not part of my major or minor. Therefore, I am constantly teaching myself in order to teach the students. However, I feel this practice has been rewarding because it reminds me of the best ways one is to learn a subject matter since I need to teach myself again and through this process I am better able to teach and adapt for the students since it was not very long since I was in their shoes.

On top of teaching my Grade 8s, I am also fortunate to be teaching a Native Studies 10 in the afternoon. This is a class that has certainly challenged me. I noticed right away that the class has some difficulties with attendance and work assignments so when I picked up the class I went ahead with two goals: constant rewards/celebrations and discursive strategies. The constant rewards and celebrations is the fact that I designed the class to be based around small mini assignments that are handed in daily or every 2nd day. This allows the students that attend to feel success for the hour that they commit to the class. The discursive strategies comes from my very fortunate professional development of “following their voices” done through Bert Fox. Discursive strategies are strategies that aim to teach students unconventionally through meaningful activities that are hands on and expect high level order of thinking mixed with creative games, role plays and simulations. This strategy has seemed to be working and I am very proud of what has happened with my time in that class.

I have also had the opportunity to coach the Grade 8 Junior Girls Volleyball team for the start of the season. These girls have been wonderful to coach and it is very rewarding to see how far the girls have come in their skill development. The girls just recently won their first playoff game and will be going to a regional playoff finals in Broadview on Saturday!

In my time at Bert Fox, it has been nothing short of learning and belonging. I feel safe and comfortable every time I walk in the school and I hope that every student feels the same way. I have learned so much about teaching in terms of lesson planning, marking, referrals, classroom management and much more. However, what has come to be the biggest celebration of my learning is the more I learned about myself. I learned that I have an ability to connect with students in meaningful relationships that have fostered a positive classroom climate. I learned that giving the students the time of day for a talk about who they are and what’s going on in their life goes a long way in forming relationships. I learned that I have this positive energy that makes the classroom fun and when I don’t have it for the day, the students notice right away and ask what’s wrong (this then makes me go back to my positive nature because I love how caring the students are). In a lot of ways, internship is about learning the ins and outs of teaching. In other ways, internship is learning about yourself. I am glad to say that I have learned a lot about myself and I am very proud of the profession I have chose. Some days are hard and long but the moments when you bond with a student, see excitement in their eyes for learning and see the smiles on their faces that you caused, it totally takes away the hard days.

I am very thankful to Bert Fox and the community for opening up their doors for me. They have showed me nothing but acceptance and have created a strong sense of belonging. I can not wait to see what the next two months has in store for me.

Looking back at my autobiography

When I was writing my autobiography I was considering primarily my experiences rather than my gender, sexuality or race. With that being said, I am undoubtedly part of the majority of what we deem “normal”; thus, I did not feel the need to explain those sorts of things as I fit the mold perfectly. Essentially, I am the quintessential normal person as per Canadian society. I am a white, heterosexual male with the last name that indicates I come from an Anglo-Saxon heritage. Therefore, I never feel the need to explain those factors as those factors are what people consider normal. The fact that I did not feel the need to explain my gender, sexuality, race etc. proves the fact that I have succumb to the common sensical views of the world by literally being the dominant majority group. I can not change who I am. I am a white, heterosexual, male with an Anglo-Saxon last name in which I am proud of as the slogan for my Scottish clan is tattooed on my arm. However, what I can do is be an advocate to the community as a person who accepts that I carry a privilege but I can use this privilege for the greater good of those who do not have that. This course reflects back to ECS 110 where we needed to look at our self to look at others. I need to be more aware of myself and the characteristics I carry in order to be the best educator I can be to combat oppression. I need to realize that I am part of the oppression but the only way I can help prevent it is by accepting who I am and not denying the privileges I carry.

What is a “good student”?

Simply put, according to Kumashiro, a “good student” is a routine based, well behaved robot. Oh did I say robot, I mean person. Actually, I do mean robot. If each student was a “good student” then we would be standing up and teaching a classroom full of robots. If that is what is defined as a “good student”, then when I was a student I must have been a teacher’s worst nightmare. In other words, I was the high energy, loud, chatty, smart alec student who constantly questioned the teacher on everything. I rarely sat in my desk and often encouraged the rest of the class to follow my lead in misbehaving.  Nevertheless, the ideology of this “good student” doesn’t allow for kids to be themselves. If students are constantly striving to be the same good student the individuality and creativity of students becomes washed away and conformed in to our ideologies of a perfect student. With that being said, students that do not fall in to that scope easily often are seen as “trouble makers” or “slow” and thus leads to devastating consequences and can even be pushed out of education. Students that come from a visible majority middle class home often are privileged by this good student because education was built on creating more of these types of students. As a result, if you do not fit in to this mold, you either have to give up who you are and conform or be left behind. Unfortunately, too many students are left behind. Based on our commonsensical views, we often reward the students who fit in to the good student mold and punish those that do not. We need to start rewarding and encouraging individuality.

I believe schools need to be the area where students can be their unique individual self. Let the loud kid be the loud kid, let the energetic kids be the energetic kid, let the kids be themselves! By allowing students to feel comfortable and be themselves, they will undoubtedly find their strengths in the world. The ideology of a “good student” needs to be wiped away. Rather, we should be saying the “individual student” because we teach for the individual to adapt and accommodate for their needs, strengths and personality. With that, there will be no robots in the classroom but real individual students.

Community of Learning (PLN) ECS 210 Assignment.

Payden’s Personal Learning Network.

*Important-this blog posts has many links to prove my experiences, please click on the links to learn more about my professional development*

As long as I have had a computer, I have been interested in technology. I have been fortunate to have begun my community of learning through online means early on in my educational journey. As a result, I have many examples below of my professional development through an an online presence. I will reflect on each of the means I have connected to others with and how it has improved my journey to becoming an educator.

Twitter has been one great way I have connected with future and current educators. Twitter is undoubtedly the best means I have had in having a professional development online. Below are some embedments of my professional development and community of learning done through the means of Twitter. I am actively involved in the #ECS210 conversation as well as some of my favourites including #edchat #outdoored #edscichat #sschat. I am an active twitter user who looks to share resources and also learn about new resources through others. My twitter handle is @paydenfraser  and I encourage you to follow me on my journey through education and life. Below are some examples of connecting with other professional through education and having some tweets that would hopefully help other educators as well.

Other means of professional development is through my professional blog I am actively blogging about my educational learning experiences as well as reading other blogs that I am interested in. On my portfolio is my “Teaching Philosophy”(see photo below). What I love about showcasing my teaching philosophy online is that it is something that is flexible, adaptable and always changing as I gain more experience. I really enjoy the online portfolio presence, as it is an easy way to connect my portfolio with people of the same interests and for people to really get to know and understand the future educator I hope to become. In addition, I have a space on my portfolio for putting up the lesson plans I have created(see photo below). What I especially enjoy about this section is that I can easily show the improvements I make on my lesson plans. For example, I can show the original lesson plan and the revised one to show the professional development as improving my teaching. It showcases that my teaching is not static but rather always shifting and adapting.

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Inquiry Education Projects: The link below is an example of a group project I did with some fellow education students addressing Canadian’s ignorance towards Aboriginal issues, world views etc. We used a lot of professional connection to decipher what is needed in order to fix and address this issue. What I particularly enjoyed about this project was that we connected with many professional to interview and discuss this issue and it was a real good way to have open communication about this issue. Education Project

Professional Development/Networking: I am signed up to participate in a wilderness first aid course in the next month which networks with other outdoor education leaders in Saskatchewan and also provides me with more necessary skills to be an outdoor educator. In addition, I am also registered to participate in the Project Wet Program through SOEAA. This program connects future and current environmental focused educators to go through the handbook that has a lot of lessons and materials for teaching environmental education. Although this community of learning may not be through an online presence, I still believe it is important to connect with other like minded educators through professional development seminars to collaborate to be more effective educators. As you can see, these professional developments are in order for myself to increase my connections with more outdoor and environmental educators in the community. In doing so, I will become a better outdoor environmental educator who is more confident in my abilities as this type of teacher.

On November 19th, myself and many fellow classmates will be going up to Saskatoon to deliver a conference for students on digital citizenship. This is a wonderful opportunity to connect with educators, earn more practice teaching and connect with more students working together to share our ideas and ensure that students are ethically responsible when using the digital networking that we use daily. This is something I am really looking forward to in increasing my PLN.

Connecting with other blogs: Comment on Brooklynn Lane’s blog, a fellow Outdoor Education Minor. I enjoy connecting with other Outdoor Educators as there are so few of us and we need to work together to bridge the gap to re-connect children to the environment. I also commented on a fellow classmates blog about the ideologies of a “good student” which was discussed in the Kumashiro textbook. What I enjoy about connecting with other blogs is the fact that I get to see different perspectives on education. I am able to look at their perspective and this allows myself to critically examine my perspective and I believe I am always growing as a result.  It is also a really good way of getting ideas from other educators and start to use their ideas with my own creative touch to create more engaging lessons. Connecting with other educators through means of blogging really allows educators to work together towards a common goal of being anti-oppressive, social justice oriented and making a difference in each students that walks in to our classroom. I believe that connecting through the blog is quintessential example of the great Helen Keller quote, “Alone we can do so little; together we can do so much.” Blogging allows future and current educators to connect, collaborate and innovate the best practices and techniques to do so much for each student.

Although connecting through an online presence is convenient and great, I believe sitting down and having conversations about education are just as effective and important. One person I have many conversations with about education and who has really mentored me in my educational journey is Gerry Cozine. I first met Gerry in my first year of education and spent 3 hours in his office talking about school, education, the need for treaty ed, the need to have more experiential learning and a whole lot more. This was a really wonderful conversation as it really made me understand the true value of education and connecting with other educators. I was fortunate to have Gerry as my lab instructor for ECS 300 and once again, him and I had many conversations about schools and education. Gerry explained to me how he worked really hard on creating community schools in Regina and the effects that it had. I was really impressed by Gerry and his hard work and practical teaching skills that he provided for our class. Gerry continues to be one of my mentors and part of my PLN. Another recent professor in education that I have many conversations with is Catherine Hart. She teaches ESCI 302 and her and I have connected in our desire to have more interdisciplinary studies for students to see the connection from social studies to mathematics to English. Being an advocate for outdoor and environmental education, Catherine Hart is someone who will undoubtedly be part of my PLN in my pursuit to see more programs fostering outdoor environmental education.

The more I continue to connect with my PLN, the more I realize how the lessons that I am learning in #ECS210 have really resonated deeply with me. I catch myself saying things like, “curriculum as place is just as important” or “if we are saying that, we are simply perpetuating oppression”. As a result, it is obvious that what I am learning in this class is resonating deeply with my teaching philosophy. Although the class may lack its “hands on” component such as that I have experience in ECS 300, the class has allowed me to develop as a more well rounded educator that looks deeper in to the common sensical ideologies and images within the educational realm. In other words, this class has allowed me to become more motivated to be an anti-oppressive educator for the sake of ALL students.

Lastly, I would like to list some of my goals to continue developing my PLN before my pre-internship, my internship and my career.

  • Continue connecting through Twitter with other professionals. I want to be able to be known as a great twitter account to follow as I will provide ideas and activities for fellow educators to use.
  • Continue using and connecting with other blogs and starting to blog more on my educational journey. I want to begin blogging out of a desire to blog rather than because I have to through my classes. I believe this will help the more I get in to designing and implementing lesson plans.
  • Start following more blogs of fellow classmates to see the educational journey that they are going on and start to work together in sharing resources and ideas.
  • Start to gather more PLN with outdoor environmental educators. This is a true passion of mine and I want to find more people with that same passion.
  • Continue having conversations with my mentors and people I look up to. These conversations will give me more motivation and encouragement to make a difference in education.
  • Continue to do Professional Development seminars to make more PLN connections and earn more experience as a professional.

ECS 210 Writing Prompt #1-Against Common Sense

How does Kumashiro define ‘commonsense’. Why is it so important to pay attention to the ‘common sense’? 

The way in which Kumashiro defines “common sense” is very complex. From what I gathered, she defines “common sense” as a traditional societal pre-conceived notions of the way society, education and life work. Meaning that “common sense” hinders the opportunity for people to question the status-quo. Kumashiro eloquently explains common sense as, “[it] does not tell us that this is what schools could be doing; it tells us that this and only this is what schools should be doing” (Kumashiro, xxxiv, 2009). This quote exemplifies the hindrance of questioning the status quo and going through the motions of education as the way things have always been and should always be. Unfortunately, as common sense is typically a “should do this” based on traditions, these traditions marginalize and oppress people based on many factors including: race, gender, ability, ethnicity, socio-economic status etc. As a result, common sense is simply a tool that enables people to conform to the marginalization and oppression of others without being aware based on this ideology of , “that’s the way it has always been”.

Upon reading the introduction of the work of Kumashiro, I couldn’t help but reflect on a wonderful piece of work by Peggy McIntosh named White Priviledge: Unpacking the Invisible KnapsackMcIntosh explains all the social and educational norms that white people have that are advantageous to the world around them. For example, a white person has the privilege of having a band-aid that is the same colour of skin. This article illustrates the hidden “common sense” in the world that promotes oppression and marginalization without even noticing it. After reading this article, I know personally I looked at the world differently. As a result, it is important to understand these common sense traditions and procedures to understand how and why these are in place and who does/doesn’t it benefit and who does/doesn’t it oppress. In order to become a full anti-oppressive educator, understanding the hidden complexities of our own common sense and others’ common sense needs to be enabled in order to fully lead by example the anti-oppressive education. Once we can start to look at ourselves and the world around us and begin to see why these ‘common sense’ practices are in place, we can then begin looking at how these ‘common sense’ practices that are oppressive can be taught for students to learn and become advocates for a better world. Essentially, as Kumashiro wrote, why people become a teacher is often to make a difference in the world. However, in order to make this difference in the world we need to understand the world in which we all live in and understand our own biases to move together to eliminate oppression. Why is it important to understand the ‘common sense’? It is important because understanding it is the only way to change it to be less oppressive to the people we are living in the world with. 




Final Teaching Reflection of Field Experience

This is my last blog post reflection on my ECS 300 field experience. To begin, it is important to know a little bit about who I am. I have ample experience working alongside children in many recreational activities such as before and after school programs and summer camps. With that being said, I developed an incredible ability to think on my toes and come up with activities off the top of my head. Some people call this “winging it”. This was something I am good at and I came to a quick realization, when teaching students, “winging it” doesn’t always work.

I quickly learned that having a thorough and detailed lesson plan allows myself to be more prepared and ready for anything that comes my way. With ample preparation, I was confident in front of the students and everything seemed to flow incredibly smoothly. However, my ability to “wing it” was still used when some plans did not go as planned. As a result, during my field experience I learned that having a balance between planning and being able to go with the flow and make adaptations is really important to create an engaging and inspiring lesson.

I learned a lot of things in this field experience. How to plan a lesson, how to act professionally, how to dress professionally, how to think critically about my lessons afterwards. One thing that I learned and had a real positive experience was my classroom management. In all honesty, my classroom management went so well. I never had any issues during all my lessons. The students were behaved, listening and engaged. It was validation for me that being in education is the right career for me. Maybe it is because I have lots of experience with kids my classroom management went well; or maybe it is something that comes naturally to me, nevertheless after my 8 week field experience I know I for sure want to be teaching for a long time.

My concluding thoughts:

This was a wonderful experience and a validation for becoming a teacher. I can not wait to do my pre-internship and internship and continue to grow as an educator. There is much that I need to learn but I feel I made a large step in becoming a teacher. I have energy and enthusiasm for this profession and I can not wait to bring that to more kids in the classroom. I learned a lot from this experience and look forward to continue to learn after every lesson I do.

Teaching Reflection

This was my last week with the Grade 8 class at Henry Braun. Since it was our last week, we wanted to make it a really fun and engaged lesson to really say thanks to the students for being such a great class during our lessons. For my component, I focused on initiative tasks that tie in to the physical education curriculum. The original plan was to take the class outside to do all of these activities. However, since winter doesn’t want to leave, we had to stay inside as it was below minus 25.

The first activity that I ran was the Human Knot game which is a team building activity. I split the class in to 3 groups and by grabbing two hands of other people not beside you, the circle creates a human knot. The objective of the game is to unravel in to a complete circle again. There are several progressions of this which I let the groups do including only one person being able to speak or one person blindfolded. The students did a wonderful job communicating and were really full of smiles and laughter. I was really pleased with how well this lesson went and how much fun the students had. I would not change anything in my lesson.

The 2nd game I played was Impulse. Impulse was a class favourite. The class split in to two teams and lined up in single file and held hands. The first person in line is allowed to keep their eyes open while the rest have to have their eyes closed. There is a ball at the back of the line in between both lines. I would flip a coin at the front of the line and if it is a heads, they send an impulse down the line by squeezing hands and the last person feels the impulse then they grab the ball. Whichever team grabs the ball first gets a point. However, if the coin is tails, the students can not do the impulse and if they do, the team loses a point. This game was really fun for the students and it was a great example of working together to get to a desired outcome. Much like the human knot game, there was nothing that I would change. This game was so much fun that my partner and co-op couldn’t help but join in!

I would like to thank the grade 8 class on helping me out on my first experiences teaching! They were a really amazing class and I was really upset that I wouldn’t be able to teach them again! All in all, this last lesson was supposed to help them achieve PE outcomes and really understand that as a class they need to work together to achieve success individually and as a team. It was a really great lesson and the smiles and laughter were a great example of how much fun they were having!


Thanks Henry Braun!!

Teaching Reflection!

This week in my Grade 8 class I taught an ELA lesson on poetry. Now if you know anything about me, I am not a huge poem fan. With that being said, I realized that it is very likely that many of the students were in the same boat as me. Therefore, I designed an inquiry based lesson that allowed for problem solving in poetry.

My lesson was about rhyming schemes and beats. The students were required to pair up with a partner and work together to re-create the poem that has been caught out. By using problem solving techniques and their knowledge of rhyming schemes and beats, they would be able to put the poem back together. As per an adaptive dimension, I separated stanzas by colours to allow the students the opportunity to understand which lines go together. I would rather set the students up to succeed than to fail.

What went well?

I really feel that the entire lesson went well. The students were really engaged and worked really well together. As I was touring the room while they were trying to re-create the poem, the students were doing so many different social skills such as communication and conflict management to work together. I was really pleased with this! All the students succeeded in re-creating the poem. Afterwards, we had a wonderful discussion on the meaning of the poem and hearing all of the different individual interpretations was really an enlightening experience.

What would I change?

I wouldn’t change anything! Of all the lessons I did, this one flowed the smoothest and engaged the students the best. I think this was really because I have more experience designing lessons and also I know the students better so I can create lessons that suit all their needs. One thing that I would do differently is provide a separate short poem to work on for the student pairs who finished earlier than the rest. This would be a good opportunity for some differentiation.

All in all, I feel much more comfortable designing lessons and teaching them. The students are really responsive to my classroom management and enjoy how I enjoy making lessons that require more hands on learning and I believe the students are really enjoying that!

Revised Lesson Plan!

Below is my first lesson plan I taught for my Grade 8 class. After learning more in my ECS 300 course and more experience in the classroom I revised the lesson plan to encompass the improvements said by my co-op, more adaptation, treaty outcomes/essential learnings and higher learning in Bloom’s Taxonomy. So please look below to see the professional development I am making to constantly improve myself in order to teach my students better!

Description of lesson plan: This was the first lesson I taught. It was in Mathematics Exploring how to use Nets for solving questions for 3-D objects.

First Lesson Plan

REVISED LESSON PLAN (Changes are in Blue Font!)

The revised lesson plan now has more adaptations for the students, treaty outcomes/essential learnings and allows the students to “create” on Bloom’s Taxonomy. I think getting to the level of “create” is pretty good considering this is the introductory lesson to a brand new unit. The exit slip really allows the students to take the knowledge, apply it and create it. I think this provides for higher learning as in the beginning of the lesson they are learning the concept, they begin applying it with the questions in the textbook and lastly they create an object using this concept to visually see the relevance of it.

As you can see in my first lesson teaching reflection I was unable to do the final exit interview assignment which really allows the students to create on Blooms Taxonomy. As a result, I worked on improving the set activity to be quicker and for my notes to be easier for the students to take by providing them all the fill in the blanks papers for notes. With this, I believe they will have more time to work on their questions and also do a final exit assignment to show they are understanding the content!

So below are some of the adaptations I made to the lesson plan.

Treaty Outcomes/Essential Learning: Unfortunately, this is very difficult to put in to the lesson when the content has to do with 3-D objects. However, since we are doing some group work, I will elaborate on how working together, much like the Aboriginals and the Crown, must have open communication and work together to succeed. This is part of the essential learnings in understanding the relationship of the two treaty groups.

Adaptations: This time, I will provide every student with a paper and while we are doing the notes, all they will have to do is fill in the blanks. This would allow for more understanding of the notes and to be able to absorb the information better. I will also allow the students to work together while doing their math. I believe that if the teacher is monitoring the classroom correctly, the students will be on task and they can learn even more by working with a partner. This also allows peer instruction and aid for the students who may not understand the content.

Feedback from co-op: For the first lesson, I just requested to mark down everything he sees. I wanted to know the good and the improvements needed and I will mark down the good that I will continue to use for the next lesson. I will also mark the improvements that I will use to improve the lesson.


  • Positive with the students
  • Monitoring their work really well
  • Used different colours of markers so students could visually see the 3-D object unfolding. Great work!
  • Awesome use of common language that students will understand ex) the bases are like the bread in the sandwich, you need to start off by bringing your bread out, so your bases, in order to build your sandwich, your net.

Improvement needed:

  • It’s okay to be quiet when you are in front of the class, that lets the students just focus on writing the notes.
  • Ensure any negative comments directed at other group members are nullified during group work.

Ways to improve these:

  • Provide the students with the notes so all they need to do is follow along and fill in the blanks. This lets the students absorb the information rather than catching up.
  • If I hear a negative comment, I will talk to the group about remaining positive as a team.

All in all, I feel this lesson is much better now. I looked it over and ensured more of the adaptations were in place to allow the students to succeed. I also think it is important to look at the lesson from the student’s point of view and what will make it easier for them to understand math. I feel much more confident teaching this lesson again and I would love to teach it again just to see how much better it will be!