WEEK FOUR

 

In 200-250 words, write a personal management system (in first person) that you envision for your future classroom. If it helps you to visualize, you can focus on a particular grade. Consider this week's readings to inform your plan. Your PMS should be one that resonates with you and incorporates elements from evidence-based practices. Therefore, be ready to cite the research practices you are referring to. 

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In my future classroom, I want my personal management system to be based on respect, relationships, emotional safety, and clear expectations. I believe students are more likely to participate and regulate their behaviour when they feel known, supported, and treated with dignity.

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I would create a calm corner where students can briefly reset when they feel overwhelmed. It may include books, quiet music, a yoga mat, simple games, a bonsai tree, or a classroom pet to observe. From my learning about teacher wellness and self-regulation, I understand that calming sensory experiences and contact with nature can support emotional regulation.

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I also want to create a psychologically safe, mistake-friendly classroom. Donohue (2014) reminds teachers that small problems do not always need to become punishments or power struggles. If a student forgets a pencil, Chromebook, homework, or lab material, I would first help them rejoin the learning, then address responsibility privately through reminders, checklists, or routines.

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Rapport will also be central to my approach. Benn (2018) emphasizes that respect and relationships are important foundations of classroom management. I want to be kind but firm. Instead of embarrassing a student for talking, refusing work, or putting their head down, I would respond privately, calmly, and with curiosity. I would ask what might be happening and what support is needed while still maintaining boundaries.

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Overall, I want to respond to behaviour rather than react. My goal is to hold students accountable while protecting their dignity, reducing power struggles, and helping them return to learning.

Reference

Benn, G. “Asheru.” (2018). Relationships and rapport: “You don’t know me like that!” Educational Leadership, 76(1), 20–25.

Donohue, C. (2014, May 12). Give the kid a pencil. Learning for Justice. Give the Kid a Pencil

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WEEK  FIVE

 

Question 1: What is the overarching purpose of assessment within the K-12 context?

The overarching purpose of assessment in the K–12 context is to support and enhance student learning while ensuring alignment with provincial curriculum expectations. Assessment is not solely a tool for measuring achievement; it is a dynamic process that informs instruction, promotes student engagement, and fosters growth.

 

I will implement assessment for learning to identify students’ prior knowledge and misconceptions, using this information to guide instructional planning and scaffold new learning. Through assessment as learning, I will encourage students to engage in self-assessment and peer assessment, helping them reflect on their progress, set goals, and take ownership of their learning journey. These formative practices allow me to identify both areas of difficulty and individual strengths, enabling differentiated instruction—whether through targeted support or enrichment opportunities.

 

Finally, I will use assessment of learning to evaluate students’ achievement in relation to the curriculum expectations. This summative assessment provides evidence of learning outcomes and ensures that students are meeting the standards outlined by the province. By integrating all three types of assessment, I aim to create a responsive, equitable, and student-centred learning environment.

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WEEK EIGHT​

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Question 1: See the lecture video Minds-on for your first DLP response about measuring student achievement. Now that we are nearing the end of Foundations 1 and you've had some exposure to assessment practices, what is one assumption you had about assessment prior to starting the B.Ed. Program that you no longer carry? How has your understanding developed? 

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One assumption I had about assessment before starting the B.Ed. The program was that the assessment was mainly a way of grading students and ranking their performance. I thought that assessment was mostly done at the end of a unit or a course, and that it was mainly based on tests, projects, portfolios, and exams. However, after taking the Foundations 1 course and learning more about assessment practices, I no longer hold this assumption. I now understand that assessment is a continuous and dynamic process that involves collecting, analyzing, and using evidence of student learning to inform instruction and improve learning outcomes. I also understand that assessment can take many forms and formats, such as observations, self-assessments, and peer-assessments, and that it can serve different purposes, such as diagnostic, formative, and summative. I have developed a more holistic and balanced view of assessment, and I appreciate its role in supporting student learning and development.

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Question 3: After reading the article, “Opportunities, Challenges, and School Strategies for Integrating Generative AI in Education,” which explores how teachers are currenrly using GenAI tools (such as ChatGPT and MagicSchool) for lesson planning, administration, and assessment, as well as the concerns around ethics, readiness, and overreliance, reflect on what stood out to you most from the article. Consider your observations from your placement week (no judgements, just your observations!) and your development as a future teacher. How have you observed (or can you envision) AI being used to enhance teaching and learning?
What boundaries or safeguards do you think are important to ensure that AI supports rather than replaces meaningful teaching and learning experiences?

During my observation days, I witnessed several instances of AI integration in the classroom, both by students and teachers. For example, some students used digital tools like Quizlet and MagicSchool AI to create and practice flashcards, generate quizzes, and verify answers aligned with course content. I also observed a teacher using AI to draft lesson plan outlines and rubrics. These examples highlight how AI can effectively support and enrich both teaching and learning processes.

 

My initial impressions of students using AI in the classroom are largely positive. I believe AI offers opportunities for personalized learning, fosters digital literacy, and helps students develop essential 21st-century skills. That said, it’s important to acknowledge potential risks — including concerns around privacy, data security, and ethical use — which students must be educated about and navigate responsibly.

With AI development, schools can adopt AI technology to promote adaptive learning for the students, since AI can automatically adjust the level and quantity of teaching materials or questions to guide students to dynamically progress to meet the expectations of the curriculum.

 

I view teachers’ use of AI in planning with cautious optimism. AI can streamline tasks like generating assessments and lesson outlines, freeing educators to focus on relationship-building and fostering inclusive, supportive learning environments. It also offers potential for differentiated instruction and efficient feedback. However, AI must remain a tool — not a substitute — for professional judgment. Teaching extends far beyond content delivery and grading; it involves nurturing critical thinking, guiding personal growth, and cultivating a classroom culture that builds confidence, curiosity, and community.

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As I prepare for practicum, I am looking forward to learning …

I like to learn more about my students’ interests and their goals from them and their parents. Having a better understanding of them will make my teaching more meaningful because this information directs my planning for future teaching to them, establishing a good relationship with them, and gains mutual trust.

I am also looking forward to applying the knowledge learned from the university to the actual classes. I wonder how successful or helpful the planning and implementation of the lesson plans and teaching strategies could be, and find out what should be adjusted for more effective learning for the students or what will be overlooked. This experience is valuable for me to learn more about the next steps in my teaching career.

 

By the end of the practicum, I will work towards…(create one personal goal for yourself)

My goal is to develop more skills in classroom management. I will also research and focus on improvement for my weaknesses based on the debriefing by the end of the practicum.