Inclusive Environment

Practicum Practicum Goal: 

Makes reasoned decisions in response to contextual variables (e.g., gender, religion; social and economic factors; maturity; relationships amongst students; prior knowledge and learning; cultural and linguistic background; second language learning; health and wellbeing; emotional and mental health; and physical, social and cognitive ability) (TQS 3a, 4a, 4d, 4e, 5c).

In the distinctive environment of this alternative practicum, the goal of making reasoned decisions in response to contextual variables gains significance. The nuanced factors, from gender to socio-economic considerations and relationships among students, demand a thoughtful approach. This unique setting offers an opportunity to explore conversations that might otherwise go unexplored in such traditional school settings.

Demonstrated growth: Throughout the practicum, I have demonstrated significant growth in my ability to engage all students, irrespective of the factors mentioned above. By actively incorporating opportunities for structured play and promoting autonomy within activities such as the song box, I have fostered trusting relationships with students. This approach has not only facilitated a more inclusive learning environment but has also allowed me to better understand and respond to the diverse needs and backgrounds of each individual student. I have become more adept at recognizing and responding to the unique contextual variables present within the learning environment. Whether it be adapting lesson plans to accommodate varying levels of prior knowledge and learning or considering the emotional and mental health needs of students, I have consistently made reasoned decisions that prioritize student well-being and academic growth.

Future goals: Moving forward, I aim to continue honing my skills in responding to contextual variables within the educational environment. One of my primary objectives is to further develop my ability to engage students of diverse backgrounds and needs, ensuring that all individuals feel valued and included in the learning process. Additionally, I seek to enhance my proficiency in implementing differentiated instructional strategies that cater to the unique learning styles and abilities of each student. 

Pre-Practicum Goals: My goal for this competency goes hand in hand with my professional responsibilities. Entering my practicum with the knowledge I already have about my school, it's individual context, and culture, I assume there will be a handful of diverse experiences to navigate through. As such, by the end of my practicum I would like to harness the ability to "make reasoned decisions in response to contextual variables (e.g., gender, religion; social and economic factors; maturity; relationships amongst students; prior knowledge and learning; cultural and linguistic background; second language learning; health and wellbeing; emotional and mental health; and physical, social and cognitive ability)" (TQS 3a, 4a, 4d, 4e, 5c). As a preservice teacher who places inclusion at the forefront of her philosophy, I would like to discover how best to take into account such contextual factors when making decisions for the benefit of my students. 

Demonstrated growth: MT: “Jaiden’s greatest strength during this practicum was her ability to connect with the students in the classes she taught and the staff at the school. From the very beginning, she made it a point to get to know students and maintain a positive relationship with each of them. This was evident in how students responded to her and were engaged in what she was teaching. Jaiden was not afraid to be herself and jump into activities with energy and humility; this allowed the students to feel comfortable with her and try things they might not have tried before (drama style activities like the tableaux they created)...She is able to consistently use her knowledge to teach and connect with every student in the classroom in a thoughtful and caring way.”

I echo the generous sentiments of my Mentor Teacher in saying that creating an inclusive environment was one of my top priorities this semester. In response to my goal and call to action, I feel it has been powerfully answered through maintaining positive relationships with students. This was made doubly powerful through taking risks in the classroom and showing students it is okay to be open to one another and to do things we might think are silly! I found that my students rose to the occasion tremendously and showed great respect for one another as they engaged in arts-centred exploratory learning. This would not be possible in a non-inclusive environment.

Future goals: As always, I'm always looking for the best methods to foster an inclusive environment. I believe it is more important than ever to consider the best ways to link theory and practise and actively participate in the classroom culture to determine what works and what doesn't. My objective for the upcoming school year is to continue to be conscious of how I affect my pupils and to assess the inclusiveness of the atmosphere I am able to create. Both academic and emotional differentiation levels can demonstrate this.

Growth: Through critical engagement in a classroom management case study I gained a deep appreciation and understanding of how to “create and manage effective classroom routines and procedures to ensure positive student behaviour” (IE3, TQS 4f). Additionally, I came to understand the importance of “creating a respectful and ethical learning community that encourages learners to take risks, build trust, embrace diversity, increase self-confidence and show leadership” (IE4, TQS 4a, 4g, 5b, 5c). 

Goals: As always, I am continuously looking for best practices in creating an inclusive environment. Now more than ever I feel it is imperative to look at how best to align theory with practice and actively engage in the classroom culture to see what works and what does not. Thus, my goal for next year is to remain aware of my impact on students and to observe how inclusive of an environment I am able to cultivate. This can be seen on both academic and emotional differentiation levels. 

Strategies: I feel I will be able to achieve my goals insofar as I am able to remain conscious in my observation of student response to different forms of environmental strategies. Some of this will involve trial and error of research based methods, as well as actively seeking feedback from my mentor teacher and the students themselves!

Growth: This semester we explored the importance of differentiation as a means of improving and optimizing teaching and learning for all Individuals. In preparation for our read-aloud lessons, we completed a brainstorm of Universal Design for Learning (UDL) strategies, which offered us insight as to how we might best implement "appropriate universal and targeted strategies and supports to address students’ strengths, learning challenges and areas for growth" (IE5, TQS 4b, 5g).

Goals: I look forward to developing my knowledge of the UDL guidelines and my active recall of the strategies within it. My goal for lessons going forward is to ensure they include appropriate differentiation so as to support the greatest number of students.

Strategies: Some strategies for om achieving the above goal could be to practice using the model in each of my lesson plans, to remain conscious of differentiation within lessons, and to reflect on how inclusive and accessible previous lessons were so as to improve upon them. Furthermore, I can attend workshops regarding best ways to support diverse learner needs and cultivate an inclusive learning environment.

Semester TQS & Program Outcome Guiding Competency: Establishing Inclusive Learning Environments; Applying Foundational Knowledge about First Nations, Métis and Inuit.

Initial Goals: This semester I will be focusing on ways to establish inclusive learning environments, and applying foundational knowledge about FNMI students. My first goal is to develop a deeper understanding of how to physically create an inclusive learning environment. My intention for focusing on the physical classroom aspect to better prepare me for when I embark on my practicum and first teaching placements. It will be a challenge to gain a full understanding through online learning, but I am keen to hone in on difficult tasks and ultimately believe it will prepare me for future adversity. 

My second goal is to take a deeper look into what it truly means to 'Apply Foundational Knowledge about First Nations, Métis, and Inuit.' Within that, I would like to be able to recognize when it is appropriate within the classroom, and how I can correctly and respectfully incorporate it into my lessons. 

Growth: My growth for understanding the classroom environment, with particular attention to my goals towards FNMI students and knowledge about First Nations, Métis, and Inuit, has been overwhelming. I had the opportunity to create a lesson plan this semester that allowed me to creatively engage with all of the areas in my goals above. I have learned how to create a safe, nurturing, and inclusive learning environment for students who have disabilities, and I have also learned ways to create a harmonious classroom for Indigenous learners. Additionally, I looked at ways to structure lesson plans and activities within the classroom that will help all students thrive and ultimately, find success in their learning.

Strategies: With a focus on Indigenous learning and education this semester, some strategies for achieving these goals could be: teachers remain sensitive to and compassionate towards their Indigenous learners, be in common practice of building relationships and forming connections with Indigenous students, teachers allow Indigenous learners to share their experiences in a safe and appropriate way, teachers should remain aware of the loss and grief that has been a part of Indigenous students' lives, both historically and politically, the teacher is responsible for acknowledging the existence of these communities beyond the classroom. It is important that Indigenous learners feel safe and a sense of belonging within the classroom, this should be at the forefront of an educator's mind as they harbour them within the classroom.

Growth: This semester we explored the importance of learning environments and how they affect student outcomes and success. We looked at the differences between learner, knowledge, and assessment centred environments; as well as their interconnectedness. Through our workshops and in class discussions we conferred over the selection of appropriate instructional methods to fostering positive and supportive learning environments. Through this examination, we also noted the diversity within the classroom, and that in this respect we must work to ensure that our presence is reflective of a supportive and understanding environment.

Goals: I look forward not only to the designing of my classroom in the future, but also for the new knowledge I will be gaining in my studies on how best effectively to do this. Furthermore, I greatly anticipate creating a learning environment which lends itself to inclusivity and the "bridging of gaps."

Strategies: Some strategies for creating positive learning environments from a pedagogical standpoint can be remaining open and supportive of our students, as well as implementing the most effective and practical strategies within the classroom.