Classroom Team Analysis

Positive contribution to the classroom team is important because it improve the quality of work and contributions we all put in. Positive classroom team experiences can contribute to student learning, and academic success. Positively contributing to the classroom team is built on relationship, rapport, communication and trust.

During practicum, my teacher and EA were brainstorming about how to incorporate the students learning to read sight words. Some of the ideas were student cutting and gluing words on a paper, drawing pictures of the word they had read or send some words home each day. I wanted to be a full and active participant in the discussions, so I shared my ideas. One of the ideas I shared was to stick the sight words to object

in the classroom. For example, the word chair will be stuck on chair. The students are taken around the classroom learning the words. After break, all the words are gathered and the students are given a word and must read it and stick it to the correct object. One of the EA loved it supported my idea. The teacher said it was a good idea and said she would like to use it one day. Even if she does not use the idea, it felt good to positively shared it. Some other example I did were offering to assist in organizing or preparing for events, such as setting up the gym, so the students can do gymnastics.

In Specialized Skills and Practice, I have learned how to effectively promote speech and language skills through child’s book. There are some students in class that have speech impairment. Some students are afraid to talk because they are afraid to make mistakes. In our specialized skills and practice class, we learn how to make book reading a time for interaction and conversations. When I’m helping, a student read a book, I can “read slowly and, at key points in the book, stop and wait expectantly. This encourages children to make comments and ask questions” (Kowton 2010, p.53). Whenever possible, I can use comments and open-ended questions to help the student interact with the book. When I was helping a student one-on-one, I read the book with feeling and sometimes changed my voice. I would also pause and ask question, such as what do you think will happen next? The student was paying close attention, responding and participating.

During week four, there was a student that had low self-esteem and never tries to do tasks because she was afraid of failing.

This was interfereing with her academic instruction in class. Being in practicum, I realized there were many students that felt this way. Students needs a lot of encouragement. If we showed them that we noticed they will work harder to achieve success. Whenever, I get the chance I would encourage and praise students when they are doing something correct or great. For example, Student A was having trouble with the colours of the rainbow. Student A wanted to give up. I noticed student B had already finished, so I asked this student to help Student A. With the help, Student A finished her rainbow colours. I gave a lot of praise and told this student that they did a beautiful job. I also praise Student B for helping Student A. Both student was very proud of themselves. Student A worked harder because she knew they could do it and Student B continue helping other students because it made him feel good. Being in a happy environment made students want to learn and grow. Another example is building relationship among students, which can also help with academic instruction in the classroom. During week 4, Student C would work on tasks himself and didn’t engage with other students. I remember initiating a connection between Student C and another student. Afterwards, they started talking and helping each other out. Student C was no longer sitting alone. From then on, I realized every student needed a friend. To build relationship between student I would switch up their seats, so they would be sitting with a different student each day. This way they can get to know each other. Finding strategies can help student overcome many circumstances that interfere with their academic instruction in the

classroom.