© 2016 by MONIQUE BANTOK PORTFOLIO. Proudly created with Wix.com
"That demonstrate the understanding and ability to create purposeful, contextual-relevant lesson and unit plans"
The mini unit plan assignment I created was for grade 8 volleyball. An activity I implemented was “down the line” where the performance and success goal was to encourage students to stay low, and make successful bump passes in an open environment. This drill required students to side shuffle, track the ball, and successfully pass the ball to their partners. Within this activity, I had cones placed where the passer should go to next to receive the ball, prior to receiving the ball the passer must hustle to the cone, and touch the cone before the volleyball gets to them. During the lesson I had questioned the students what they think the importance of touching the cones prior to bumping the ball (encourage to maintain the athletic stance). Many of students did not get the purpose of the activity, which made me realize how important it is for teachers to explain why you are doing what you are doing. The understanding of why you are doing an activity provides a more meaningful experience and could potentially increase motivation and effort within the students.
"The development of a clear commitment to lifelong and life wide learning"
Ways that I have shown growth in having a commitment to lifelong and life wide learning includes, going into workshop that the school has generously set up for student teachers every Wednesdays after school. These workshops cover topics that range from classroom management, assessments, diversity, and taking a class to a fieldtrip. Secondly, I have continued to speak with other teachers asking questions about their teaching style, what they would do in situations where students are not motivated, bathroom break rules, and their overall teaching experience. I have also initiated to lead classes that I am may not have knowledge. During the first half of my school experience the grade 9 classes started their orienteering unit. During the compass courses my SA had asked if I wanted to teach the class how to use the compass. My one and only experience in learning and using a compass was during an Ecology lab assignment. I was feeling incompetent teaching the class, and knowing that my teaching would reflect on how well they did on the course. Regardless, I tried my best and I could sense the confusion of majority of the students even after I checked for understanding. The next day my SA had a prep block, and another teacher from the same department was about to teacher her grade 9 class about the compass. I decided to observe and was later able to re-teach the compass to my SA’s grade 9 class.
This experience has taught me that there are going to be many things that I will have no knowledge about, and even though you may have stumbled and not taught the right way the first time. What is most important is keeping in mind that teachers are role models, reliable, responsible, and responsive. Being responsive by recognizing that a possibility on why students feel incompetent or struggling may be due to how you as the teacher present the knowledge. Secondly, be reliable and responsible by acquiring knowledge that you lack in, or observe those who have alternative ways to present the knowledge, and lastly be a role model by continuing to try until everyone succeeds.
"That demonstrates the ability to be a thoughtful and sensitive observer of what goes on in the classroom"
One of the lesson plan I created and implemented was gymnastics for a grade 8 class. Due to the challenging skills that gymnastics present, it was important that I adjusted the lesson based on my observation of the student’s skills. In addition, to anticipate on the spot potential risks that may occur, and making alterations to reduce those risks. For example, during my rotations activity, I planned on doing a cartwheel at the end as the next progression. However, recognizing that many of the students were struggling with the previous skills, as well as students having a difficult time staying on task made me question whether they were being optimally challenged. Sometimes off task, can also reflect an activity being too challenging. Therefore, I decided to skip over that skill. Another example where I modified the lesson was through verbal instructions. During “bridge tag” my initial instructions were that “for students to re-enter the game, a fellow classmate can free them by sliding under the bridge”. The moment I said this I noticed the students becoming overly excited. This made me recognize that the world “sliding” may have not been the right choice and propose potential risks. Therefore, right before the activity I retracted my instructions and re-stated with the word “crawl” followed by a checking for understanding to make sure everyone was on the right page.
