Practicum & Professionalism

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Presentation transcript:

Practicum & Professionalism First Impressions are Lasting Ones  Presented by Dr. Barbara Olmsted Associate Dean, Schulich School of Education

A level of excellence / competence that is expected of a professional Professionalism What is it? A level of excellence / competence that is expected of a professional

What defines a True Teaching Professional? Puts customer satisfaction first Expert & specialized knowledge in teaching Excellent practical/communication skills High quality work is evident– doing more than is expected High standard of professional ethics – behaviour & activities related to teaching your students Positive attitude even when times are tough Praising your peers not yourself Sharing knowledge and expertise SOURCE: 2007 Ontario Government

Your Associate Teacher Teacher candidates must contact their associate teacher prior to their first day of practicum Please complete the TC profile and include with your initial email Follow-up contact by phone If Associate is busy – ask for a better time to reach him or her Follow up with any messages left at the school SOURCE: 2007 Ontario Government

1st Day of School Show your enthusiasm! Report to main office 30 minutes before school starts Wear your lanyard and Practicum ID Introduce yourself to the office administration & state why you are in the school Request the classroom location for your Associate Teacher Find your Associate Teacher and introduce yourself Show your enthusiasm! SOURCE: 2007 Ontario Government

1st Day of School cont’d.. Review the Practicum Handbook with your AT Practicum Responsibilities Expectations Ask the associate teacher if there are any particular activities she/he would like you to do SOURCE: 2007 Ontario Government

First Impressions Last! Make an effort to get to know the names of the students by circulating in the class during seat work, assisting students, talking with students at the start/end of recess or out on the playground as you are supervising Show your commitment to teaching by actively participating in the classroom and school community Bring a lunch with you and have lunch in the staff room, mingle & talk with other teachers (avoid school gossip) SOURCE: 2007 Ontario Government

Nervousness is normal! Take time each day to make observation notes in your Practicum Binder (recess, lunch, prep period) Stay after classes as long as your AT needs you Minimum of 30 minutes after school is expected

Punctuality Contact your school in advance to find out when the school day begins. TURN OFF YOUR CELL PHONE UPON ENTERING THE SCHOOL. (better yet, leave it in the car!) Upon arrival, introduce yourself at the school office. Plan to arrive at least 30 minutes before classes begin and to remain at school at least 30 minutes after the formal end of the school day. On subsequent days, follow the lead of your Associate Teacher. SOURCE: 2007 Ontario Government

Punctuality Always be in the teaching area prior to the arrival of students (e.g. after recess or lunch, or when periods are scheduled to begin in high schools). Call the associate teacher and the Practicum Office (Ext. 4555) if you are absent from your placement.

Dress On your first day, dress in business casual attire. On subsequent days, dress appropriately for the individual school environment. Exceptions in dress could include Phys. Ed., field trips, the paint centre, etc. SOURCE: 2007 Ontario Government

Language/Deportment Listen attentively and be respectful at all times when at your host school. Strive to provide a positive model of oral and written language. Use gender inclusive language and avoid the use of slang. You are a visitor – do not be drawn into school conflicts. SOURCE: 2007 Ontario Government

Staffroom Talk The staffroom is a public place. Do not be drawn into criticizing other teachers or the administration. Frame discussions of student issues positively, with a focus on improving your own teaching practice. SOURCE: 2007 Ontario Government

Confidential Information Confidential information is not to be shared beyond the professional context. This includes: i) your informal observations about students information from student records such as OSRs, IEPs, and report cards information relating to home and family background iv) information relating to medical conditions v) information shared informally by teachers SOURCE: 2007 Ontario Government

Student Safety Refer any request to release a student from the classroom to your Associate Teacher. You cannot legally assume the responsibilities of a certified teacher: Yard duty alone Occasional teaching (supply) Teaching alone in your Associate’s classroom SOURCE: 2007 Ontario Government

Social Media Facebook/Twitter/etc. Be aware of your presence both as a student/teacher; reconsider pictures and message boards from an admin/parent perspective. Do not respond to invitations from your students. SOURCE: 2007 Ontario Government

Social Media, continued.. Limit student internet contact to board/school approved uses. Do not post pictures of your students on Facebook

Practicum Binder Why is it important? What do I need to put in it? Do I need to lug it to my placement school each day? WHY? Develop record keeping skills Demonstrates your organizational ability Record of your knowledge of routines, strategies and children in your classroom Storage spot for your resources and ideas Provides FA with information about your teaching, your degree of professional growth, and any areas for further growth Provides AT with information with which to contribute to your evaluation

Sections of your BINDER The TABS help you organize your binder Pg. 7

TAB #1: Teaching Timetable Weekly schedule of your AT’s timetable If one does not exist, create one! Highlight or outline the classes you are responsible for teaching If you have 2 AT’s, include both timetables

Time Monday Tuesday Wednesday Thursday Friday 8:40 – 9:10 Home form 9:10 – 10:25 Biology Gr. 11 College 10:30 – 11:45 Biology Gr.12 University 11:45 – 12:30 Lunch 12:30 – 1:45 Prep period 1:50 – 3:10 Science Gr. 9 Applied

Time Monday Tuesday Wednesday Thursday Friday 8:50 9:00 – 10:30 Entry / announcements 9:00 – 10:30 Language Arts 10:30 – 10:45 Recess Social Studies 10:45 – 11:45 Math 11:45 – 12:30 Lunch 12:30- 1:00 French PE Spelling 1:00 – 1:30 Music Art 1:30 – 2:00 Science 2:00 – 2:15 2:15 – 3:15

TAB #2: Observations Observation is one of your most important teaching skills! Pay close attention to events, actions and behaviours of your AT and your students, and analyse/evaluate from a teaching perspective

Active Observation The process of gathering as much information as you can about your students, the teaching skills used by your AT, and the learning environment.

Active Observation At times you will be jotting down teaching/management strategies…. Legible handwriting is OK!

Active Observation At other times you will engage with students to support their learning

Start a page for each… Management Strategies Instructional Strategies Program Organization Student Organization Instructional Materials Methods of A&E Responsibilities of the Teacher Outside of the Classroom Provisions Made for Exceptional Learners Pg. 9

Management Strategies ( Sample PJ Information) October Teacher praised the whole class “I am so pleased that everyone…” when students listened well and completed the assigned task Teacher tells students to put their heads down on their desk, once students are quiet teacher asks for heads up & gives new instructions. Two students talk while teacher gives instructions, she first looks at them & they stop for a few minutes When they start again she walks & stands between them . They stop talking Students who continue to ignore the teachers instructions are kept in at recess to talk about how to change their behaviour

Management Strategies( Sample SS Information) October Teacher gave positive reinforcement individually to students who listened well and completed task Asks student to remove IPod ear buds. Tells student that no music devices are allowed in the classroom. Warns student that the next incident will result in the teacher confiscating the device & holding it until the end of the day (as per school rule) Teacher uses hand in the air to get student attention, waits, students gradually become quieter and wait for teacher instructions Two students talk while teacher gives instructions, he first looks at them & they stop for a few minutes When they start again he walks & stands between them while they are talking and points to their notebooks Speaks individually to students arriving late to class asking for late slip from office

TAB #3: ROUTINES Common pattern of activity Rehearsed set of movements, actions, or words Students may or may not require prompting to begin a routine No LP required!

TAB #3: ROUTINES Management-Related Opening exercises, entry, dismissal Washroom breaks Lunch/yard duty Fire drill/lockdown Curricular-Related Taking up homework Circle time Spelling Bell work D.E.A.R.

Example of JI Management Routines Squads Purpose: to keep students organized in gym class. Students can hear instructions and see the teacher’s demonstrations. Procedure: As soon as students enter gym they sit in straight lines radiating from the centre circle. The teacher assigns students to a squad during 1st PE class. They stay in the same squad all year. Whenever the teacher calls squads the students immediately go to their spot with their other squad members 3 Second Rule Purpose: a management technique that teacher uses when he/she needs to have the class settle down before instructions are given Procedure: If students are noisy teacher calls out loudly 3 second rule . He/she then counts down to 3 verbally & visually with fingers and extended arm. When he/she gets to zero if the students are quiet he/she congratulates the students & proceeds with the instructions. If the students are still noisy he/she starts the timer button on watch & counts the minutes until silence. These wasted minutes are tallied each day & then they are “served “ on Friday afternoon

TAB#4: LESSON PLANS Include a daily organizer immediately before the lessons for the day Put the most recent lesson on top Include all handouts, quizzes, etc. after the lesson plan REFLECT!!!

TAB#5: OTHER Include teaching ideas, strategies, resources that your AT or other teachers are using Photographs of bulletin boards Fire drill/lockdown information Parent letters/field trip information PD Day information

YOUR BINDER… Your binder must be at school with you every day and available to your Faculty Advisor, Associate Teacher, and school administrators Please let your Associate Teacher know that you have it available every day, it should be something you are proud to show off. It is clear evidence of your teaching preparedness!

Challenges? Issues? Problems? If you begin to experience difficulty on practicum, please contact the Practicum Office! Ext. 4555 ptoffice@nipissingu.ca

Additional Information OCT’s Foundations of Professional Practice OCT’s Professional Advisory – Use of Electronic Communication and Social Media

Keys to Success Be respectful to students, staff, admin, parents Don’t forget to smile Be enthusiastic, energetic & willing Be punctual Dress professionally Learn student names

And please… Read your Practicum Handbook carefully!

Questions?