My Ideology Before Practicum

Before entering my first practicum, I hoped to take an individualized approach to learning. I also wanted my teaching methods to help students connect theoretical knowledge to practical experiences. Drawing on the ideologies of Aristotle and Dewey, I wanted students to learn in a tactile manner that linked ideas to their everyday lives. Upon entering the classroom, I quickly realized that putting pedagogy into practice would be more challenging than I first expected.

Successfully Putting Pedagogy into Practice

When teaching area and perimeter, I took a basic tactile approach by using manipulatives. I had students use square tiles to fill in pre-drawn rectangles on paper. The students were instructed to count the number of square tiles inside the rectangle and determine the area of the rectangle, in units squared. Based on the ideas of philosophers Aristotle and Dewey, students were able to gain a conceptual understanding of area by physically manipulating the tiles and filling in the space. Students that needed to spend more time on the conceptual idea were able to continue using the square tiles, while students that understood the idea were encouraged to use formulas. Even during the summative assessment, after multiple lessons on the area of rectangles, students were assessed based on individual ability. Most students were given a test that required them to show their work using formulas and written answers. Students with language barriers/difficulties were asked to only show their work in numbers. Students with Individualized Education Plans (IEP) or learning difficulties were allowed to count how many tiles fit into the pre-drawn rectangles and record their answer on the line, without the requirement of showing their work or using formulas. During these lessons, I think that I effectively individualized my teaching methods to the students and allowed for tactile learning.

Another way in which I tried to make area and perimeter memorable was when I did an area and perimeter Escape Room. Arguably, this does not help students apply concepts to the “real world”, since it is unlikely that they will be stuck inside a room that requires them to find the area of a rectangle to escape from a room in their “real life”. Nonetheless, this lesson activity drew on Dewey’s ideas of engaging the body and mind in learning and appealing to student interests.

Challenges to Idealistic Teaching

The two aspects of teaching that I found to be most challenging were classroom management and lesson pacing. I did not even attempt to execute my stations-based fractions lesson plan that I had created during my coursework, because I felt that it would take too much time, students would have so many questions, and students would get off track or become too loud. Even though this fractions lesson plan appealed to my philosophy of teaching, and would make learning relevant to real life, it seemed too daunting as a new teacher candidate in a split class with many IEP students.

In a health lesson that I did teach, the timing was too long. I over-planned activities and then tried to rush my lesson to finish them all. In my mind, it needed to all be completed to have a sense of closure and a full understanding. This was the students’ first and only health lesson during my four week placement, and they wouldn’t have another one until the new year, after the holidays. So, I wanted to get through it all. Unfortunately, it was also a Friday and the last period of the day, so the students were eager to write in their agendas and get on the bus to go home. Furthermore, because I was trying to rush through the lesson, I was not ensuring that all students understood the content or allowing the students to help read the slides. When a student made a connection to their real life, I did not delve into the importance of that connection as much as I wanted to. When pacing a lesson, I learned that I should leave time for students to make connections, or for me to highlight the practical applications of the content. I should allow for longer transition times, so that students have a moment to write in their agendas, get their lunches, or do whatever they need to do. Lessons should be paced to allow time for every student to understand the content. Fast students need to remain engaged, while slower students need extra support and explanation. I learned that I need to incorporate the daily routines into my lesson timing (e.g., Daily Physical Activity, and Zones of Regulation) to support mental and physical well-being. Ultimately, my goal is to teach the curriculum content at a pace that is comfortable and individualized for my class.

The other area that I found challenging was classroom management. When I first started my practicum, I would talk too quietly, speak when not every student was focused, or not address every student that got distracted. Coming from a university education, I had to re-adjust to the idea that students will not always be respectful, or self-regulate their behaviours, or be motivated to learn. To improve my classroom management, I considered routines, expectations, strategies for getting student attention, reinforcements and consequences.

My class loved routine. The students would come in every morning for literacy, open their agendas, and then work on unfinished work or read a book. This allowed students to quietly start their morning and prepare themselves to learn. Then, the teacher would spin a wheel with the names of the first four students that had their agendas out, for a chance to win candy or a sticker. This encouraged students to put their agendas on their desk as soon as they walked in. Next, the students did Zones of Regulation. They would hold one to four fingers up to indicate which “zone” they were in, where each zone represented a mood. Then, students were given a chance to put their hand up and share why they were feeling that way. This allowed students to express their emotions and gave the teacher an opportunity to know how the students were feeling. Next, students were asked to share something fun that they did the night before. This allowed students to express their interests, it allowed struggling students to learn social norms, and it gave the teacher insight into student hobbies. Finally, a podcast series was played to start literacy class. Routines made school predictable and less chaotic for both students and teachers.

Expectations were set at the beginning of the school year and reinforced throughout it. Sometimes, at the start or end of a lesson, my associate teacher would remind students about behavioural expectations, such as, “I want everyone working quietly”, or “Everyone should get a turn to read in the group”. Reminding students of expectations helped to manage their behaviours.

When I taught, I tried various call and response strategies to get students’ attention, such as, “Marco/Polo”, “Holy Moly/Guacamole”. This was a successful tactic that has hundreds of variations. Other tactics I used were, “If you can hear me put your hands on your head”, or addressing the class by grade (e.g., “Grade 5/6”). In gym class, a whistle system was used. Two whistles meant students had to get into their assigned groups and one whistle meant students had to take a knee. Having a method of getting students’ attention was important so that I didn’t need to talk over them.

Reinforcements used included stickers, candy, and praise. Working out in the hallway or going on the computer were other privileges that students could earn. Responsible students also earned themselves more responsibilities – and these students were happy to help. For example, a responsible student was asked to help another student with their work, help the teacher gather materials, or help clean up. Consequences of poor behaviour typically included a conversation in the hallway, and then a trip to the principals’ office, or a phone call to parents.

To teach in a manner that connects to my teaching philosophy, I learned that I must adapt to the challenges of pacing lessons and managing student behaviours. These elements of teaching work synergistically. A well-behaved class will learn content at a more predictable pace and timing lessons will be easier. Lessons that are not rushed and allow time for daily routines, small breaks, group discussions, relevant connections, and transitions will improve behaviour and learning. When students can work responsibly and the lesson is appropriately timed, I will be able to develop lessons that are more individualized and practically applicable to students’ lives and interests.