Post-Placement Learning Plan
Goal
Classroom management of a noisy class
Greater inclusion of Assessment as Learning
Aboriginal Education
Experimentation with seating arrangements.
Details
One struggle that I came across during my first
placement was the control of a rambunctious
group of students. I have a well-projecting voice
that can overpower the students but this often
takes at least a few attempts before success. I was
advised, though, to explore non-verbal cues for
controlling a class. What I want to try in my next
classroom is the use of instruments, ringtones, and
hand activities (ex. “Clap once if you can hear
me.”) to control my students.
Assessment for Learning had been a major
component of my last placement. I was able to
gage the learning of the students with each lesson.
Assessment of Learning, as well, had been a fairly
common occurrence. However, I had only utilized
AaL activities a few times. I hope to include
assessment styles that allow students to assess
themselves and, thus, participate in their own
knowledge creation.
In my history class last placement, I incorporated,
to a great extent, the stories of marginalized
groups. This included women’s rights, Africville,
police brutality, and the victims of American
imperialism. I failed, however, to include a healthy
mixture of Aboriginal history, struggles, or
pedagogy in my teaching. This placement I am
tasked with grade seven and eight classes. My goal
is to teach Indigenous history and utilize
Indigenous teaching strategies so as to be
culturally relevant. This may materialize with a
lesson on residential schools or it may be the use
of sharing circles or storytelling.
I had merely utilized the seating placement already
put in place during my previous practicum. It was
less likely that I would have been able to
experiment due to the nature of rotary classes.
With a grade 7/8 class, though, I will ideally have
freedom to explore different patterns and
strategies. I want to find arrangements that are
complimentary to my teaching style that is heavily
interactive and, analytical, and discussion-based.
This, as well, develops my classroom management
skills as I can refine student grouping or class
patrol skills.