Goal: "Creates and manages effective classroom routines and procedures to ensure positive student behavior" (IE 3).

In my field experience class, my mentor teacher and have set up a "class-economy", where students are rewarded for doing simple daily tasks such as sweeping the floor and handing out worksheets. There are students with special "jobs" who are able to hold other students accountable, while still being respectful to their peers. I would like to continue to watch over this system, as it teaches the students accountability, responsibility, and agency.

Growth: As one of the students' educators, I have looked over our classroom economy system through the assistance of calculating in-class currency. Students know to be accountable, as every student understands that they need to pay rent at the end of each month for their desks. I've been supervising students with special jobs to ensure that each individual is being fair and honest.

I also believe that I have met this competency by establishing close, yet ethical and moral relationships with my students. They know, and I feel, that they are able to rely on me for educational and emotional issues, as I have worked, collaboratively with students, through many student to student disputes. Building a strong relationship of trust ensures that your students will listen to your guidance, as they know you care about them. I am also very enthusiastic, encouraging, and energetic. 

When things get rowdy, students are receptive to my "call and response". Whenever I call out, I ensure that students reply clearly and respectfully. If my expectations are not being met, I know to take a teacher pause and give the same call out. This communicates my expectation to students, as they always follow the call out with silence and full-body listening. 

Goal for Practicum II: Now that I am feel confident with, creating and managing classroom routines and tools,  I would like to create more physical spaces within the classroom where students feel like they can work and read comfortably. For the shyer, more timid students, these areas are necessary as they can accommodate their need for smaller, cozier spaces. I will achieve this goal by talking to my future mentor teacher, in hopes of being able to compromise on the "set-up" of the room. I will be patient and understanding towards the requests of my mentor teacher. 

Throughout the history of Canada, we have not had a stable relationship with our Indigenous communities. After Steven Harper's public apology in 2008, you'd think that we'd make a better effort in reweaving our intercultural relationship with the original owners of this land. However, nothing much has changed. This was emphasized in the 8th week of my Education class when I had learned something shocking about the diversity in children's books. In an experiment conducted in 2018, within 3,132 children's books, only 23 books (1%) feature Indigenous characters. As a Canadian, myself, it was shocking to see how limited Indigenous voices are in literature. 

In the near future, when the pandemic has died down and I have obtained my undergraduate degree in Elementary Education, I will strive to incorporate Indigenous education in my classroom by "inviting First Nations, Métis and Inuit parents/ guardians, Elders/knowledge keepers, cultural advisors, and local community members into the school and classroom" (TQS 1d). For decades, Indigenous people have been silenced and ignored. I strongly believe that Indigenous people should be given a platform to speak for themselves, as the Canadian government, and many other non-indigenous peoples of power, have spoken over Indigenous voices. It is now their turn to speak for themselves and their experiences. 

I want to bless my students with the opportunity to be taught by an Elder so that the information and the stories that they are hearing are authentic. By bringing in an Elder or an Indigenous speaker, students are able to reflect upon their own relationships with Indigenous people. These encounters are intended to dispel any misconceptions surrounding these peoples, thus creating a stronger relationship between Canada and its indigenous people. Reconciliation has been promised for way too long; little to no action has been taken towards truly achieving forgiveness. Starting in Elementary schools may seem like a small, but it will be a big step for Canada.

Specific: I would like to enforce and make a classroom routine regarding the way my students clean their messes during and after snack time. I believe that we need more responsibility and accountability when it comes to their actions; more cause and effect.

Measurable: I will talk to my mentor teacher and ask her about the rules and routines she already has.  

Achievable: I will definitely have to talk with other grade four and five teachers ensure that it becomes a useful part of their everyday schedules. 

Relevant: I have noticed that a lot of time is spent by students complaining about the mess in the classroom, but do nothing about it. Some even contribute to the mess as they throw their things on the floor near the pre-existing mess. 

Timely: I would like to see a routine that I have suggested be used regularly by the end of my Winter 2020 field experience.