Professional Competencies
Competency 2:
2
To communicate clearly in the language of instruction, both orally and in writing, using correct grammar, in various contexts related to teaching. During my field experience I have developed this competency several different ways. First of all, the vocabulary I used differed when I was speaking with; students, teachers, parents. On many occasions I was asked to correct the students’ spelling tests. I also had to help the students with their writing throughout the field experience to make sure they were able to write their ideas using correct syntax and spelling. When it comes to reading, I read chapters from various novels to the class and I also read different Math exercises with students to help them understand the problems they were asked to solve.
In the second week of the field experience I attended and participated in the parent-teacher interviews; I was able to give constructive and respectful comments to the parents while communicating with them.
Towards the end of my stage I taught a Math lesson to the class which required me to use clear and precise vocabulary. As I was teaching the lesson, I also had to write on the board using correct spelling. At times, difficulties regarding certain words were faced but I simply asked my cooperative teacher or my student-teacher partner for help or used a reference book such as a dictionary. I think that another way that helped me develop this competency is the fact that I wrote my reflective journal in English. I usually take notes in French but writing in English will help me significantly improve my written language skills.
Competency 9: To cooperate with school staff, parents, partners in the community and students in pursuing the educational objectives of the school.In order to develop this competency during the field experience I primarily discussed with my cooperative teacher. We discussed the orientations taken by the school relating to the educational services. Over the three weeks, I was able to attend several meetings that took place in the school and to participate in activities organized by members of the school staff. The first meeting I attended was a staff meeting between the teachers and the school principal. That meeting mainly addressed safety drills in case of emergencies and the report card for the end of the term. During the second week I also attended the parent-teacher interviews and discussed parents’ involvement in the academic success of their child. The last meeting I got to attend was between three teachers and the Math consultant of the school board. The reunion addressed the results of last year’s Mathematic exam and the content of the exam for this year’s end of cycle evaluation.
Competency 11: To engage in professional development individually and with others. To develop this competency during the field experience I discussed the reasons of my pedagogical choices with my cooperative teacher, the resource teacher and with the other student-teacher assigned to my classroom. I also discussed the targeted competencies for this field experience with my cooperative teacher and my student-teacher partner in order to clarify what we were asked to do. The work I did during the field experience was based on the competencies I was evaluated on at the end.
I also wrote in my reflective journal several times a day to allow myself to reflect on the events that had occurred during that day. Another event that helped me develop this competency is that at one point during the stage, I realized that I had to modify my lesson by adding a hands-on activity. To help the students understand the material effectively, I used physical evidence of the Math equations, something the other student-teacher did not do when she taught the lesson. The last point that allowed me to work on this competency is that I had to modify a discipline technique after realizing it hadn’t reached its main purpose or had been ineffective.
Competency 12: To demonstrate ethical and responsible professional behaviour in the performance of his or her duties.In order to develop this competency during the field experience I believe I helped all of the students equally throughout the weeks. I did not only help students with learning disabilities or with behavior problems; I helped each individual who raised their hand for help and carefully verified everyone’s work. At no point during the field experience or afterwards did I mention the family or health situation of the students in and outside of the school environment. It was kept confidential at all times. It is also possible for me to argue and prove that the time devoted to a particular Math or English lesson was justifiable depending on the needs the students had. Some groups might have struggled with specific material seen during a class as opposed to others who may have had an easier time with it. Observing a teacher for twelve days also allowed me to start creating and defining my own values and beliefs concerning education.
To communicate clearly in the language of instruction, both orally and in writing, using correct grammar, in various contexts related to teaching. During my field experience I have developed this competency several different ways. First of all, the vocabulary I used differed when I was speaking with; students, teachers, parents. On many occasions I was asked to correct the students’ spelling tests. I also had to help the students with their writing throughout the field experience to make sure they were able to write their ideas using correct syntax and spelling. When it comes to reading, I read chapters from various novels to the class and I also read different Math exercises with students to help them understand the problems they were asked to solve.
In the second week of the field experience I attended and participated in the parent-teacher interviews; I was able to give constructive and respectful comments to the parents while communicating with them.
Towards the end of my stage I taught a Math lesson to the class which required me to use clear and precise vocabulary. As I was teaching the lesson, I also had to write on the board using correct spelling. At times, difficulties regarding certain words were faced but I simply asked my cooperative teacher or my student-teacher partner for help or used a reference book such as a dictionary. I think that another way that helped me develop this competency is the fact that I wrote my reflective journal in English. I usually take notes in French but writing in English will help me significantly improve my written language skills.
Competency 9: To cooperate with school staff, parents, partners in the community and students in pursuing the educational objectives of the school.In order to develop this competency during the field experience I primarily discussed with my cooperative teacher. We discussed the orientations taken by the school relating to the educational services. Over the three weeks, I was able to attend several meetings that took place in the school and to participate in activities organized by members of the school staff. The first meeting I attended was a staff meeting between the teachers and the school principal. That meeting mainly addressed safety drills in case of emergencies and the report card for the end of the term. During the second week I also attended the parent-teacher interviews and discussed parents’ involvement in the academic success of their child. The last meeting I got to attend was between three teachers and the Math consultant of the school board. The reunion addressed the results of last year’s Mathematic exam and the content of the exam for this year’s end of cycle evaluation.
Competency 11: To engage in professional development individually and with others. To develop this competency during the field experience I discussed the reasons of my pedagogical choices with my cooperative teacher, the resource teacher and with the other student-teacher assigned to my classroom. I also discussed the targeted competencies for this field experience with my cooperative teacher and my student-teacher partner in order to clarify what we were asked to do. The work I did during the field experience was based on the competencies I was evaluated on at the end.
I also wrote in my reflective journal several times a day to allow myself to reflect on the events that had occurred during that day. Another event that helped me develop this competency is that at one point during the stage, I realized that I had to modify my lesson by adding a hands-on activity. To help the students understand the material effectively, I used physical evidence of the Math equations, something the other student-teacher did not do when she taught the lesson. The last point that allowed me to work on this competency is that I had to modify a discipline technique after realizing it hadn’t reached its main purpose or had been ineffective.
Competency 12: To demonstrate ethical and responsible professional behaviour in the performance of his or her duties.In order to develop this competency during the field experience I believe I helped all of the students equally throughout the weeks. I did not only help students with learning disabilities or with behavior problems; I helped each individual who raised their hand for help and carefully verified everyone’s work. At no point during the field experience or afterwards did I mention the family or health situation of the students in and outside of the school environment. It was kept confidential at all times. It is also possible for me to argue and prove that the time devoted to a particular Math or English lesson was justifiable depending on the needs the students had. Some groups might have struggled with specific material seen during a class as opposed to others who may have had an easier time with it. Observing a teacher for twelve days also allowed me to start creating and defining my own values and beliefs concerning education.