Teaching Practice Portfolio II

Vocational Training Development Institute Post Graduate Diploma in Education Course Title: Teaching Practicum 2 Practicum Site: May Day High School Type of Practicum: Teaching Practice Two (TP2) Duration of Teaching Practice (February 2021 – June 2021) Supervising Teacher: Mr. Winston Nathan Assessor: Mrs. Claudia Brown-Scott Teaching Practice Portfolio II Due Date: June 30, 2021 Lecturer’s Name: Mrs. Ramona Dyer-Bolt Student: Dianne Lewis 1500182610

Content Page Page Number 3-4 Acknowledgement 5-6 Reflection 7 Introduction 8 Lesson Plans (See Separate Document) 9-10 Class Register 11 Time Sheets/Supervisor Teacher Evaluations 12-17 Activity/Assessment Sheets 18-21 Evidence of participation at School 22-30 Other Events and Programmes 31-32 Certificate 2

Acknowledgment I want to express my sincere gratitude to Mr. Stanford Davis Principal of the May Day High School for granting the permission for me to carry out my second phase of Teaching Practicum at the School. I also want to extend heartfelt gratitude to Pastor Winston Nathan who ensured that I felt comfortable at school and allow me to feel like a part of the teaching staff at May High School. I also want to thank him for passing on his depth of knowledge as an experienced Guidance Counsellor which helped to shaped my understanding of what it means to be a Guidance Counsellor in the 21st Century and also his guidance and instruction during classes and the lessons that I taught. I was able to experience the classroom even though it was virtual. Thanks to Mrs. Walcott the Guidance Counsellor for forms 1 - 3, even thought I was not assigned to her, she was kind enough include me in her programs and ensure that I was invited to observe and learn, thank you so much Mrs. Walcott. I want to also extend my appreciation and gratitude to Mrs. Claudia Brown-Scott my assessor. She was very professional in her assessment and I can say I felt confident that whatever review she gave me she would be totally honest and fair. Thank you so much Mrs. Brown-Scott. I also want to thank my practicum co-Ordinator Mrs. Ramona Dyer-Bolt and who ensured that I was guided every step of the way. I also want to extend my appreciation for the students in my class especially Javier Cowan, despite the fact that other students did not turn up or log in for class he was faithful in attending even when he was the only one. As a result, this made my classes even more valuable and meaningful to me. I look forward to seeing him online and having great interactive sessions together. 3

Certainly, last but definitely not least. I want to thank the Almighty God for the strength, the wisdom and knowledge that he gave to me to be able to research my class topics and to deliver. 4

Reflection In reflecting on my second teaching practice, I do think that I have a passion for teaching. For me my highlight of Teaching Practice was meeting with my students in class time. In teaching my students it was not just about the lesson plans that I had prepared for structured lessons, but it was also about the hidden curriculum. One of my students had lost a relative and I was able to empathized with him and pray with him. I find that Ii was capable of identifying with the needs and problems of the students. However, inconsistent some of them were in attending class. I felt a sense of joy and satisfaction in informing them of opportunities for summer jobs, because I became aware that some of them were financial challenge because they came from a poor background. This allowed me to bring about a resolution to one of the challenges that my students were having. Teaching Practicum did not only bring out the fact that I was good at delivering my lessons but it provided the opportunity for me to sharpen my teaching skills. I cannot fail to mention this particular student Javari Cowan who shows commitment and dedication to the attendance of each and every class. I felt that this was something that needed to be rewarded. As a result, I created a certificate in \"Employability Skills\" for him and I signed it and ask Pastor Winston Nathan to also sign. I have attached a copy of the certificate. I also believe that not only was my teaching skills sharpen, but my ability to write lesson plan had also developed. While I won't say I have mastered it I know that I have improved. There is no perfect situation so of course I wished that more students would have taken advantage of the online classes because I knew that they would have benefitted greatly. There were challenges 5

as well. The challenges that were encountered was the students lack of attendance to class. Numerous attempts were made to contact students to find out why they were not attending class. Some had internet issues and devices that were malfunctioning. This also affected the lessons as many times lessons had to be retaught to facilitate students who were absent from class during the first delivery of the lessons. 6

Introduction This portfolio is about my Teaching Practicum at the May Day High School. Inside this portfolio you will find my reflection about my Journey at the May Day High School. Included will be the evidence of participation in school activities. Lesson Plans for the lessons I have taught and pictures to reflect some of the activities that I have engaged in at the School. The portfolio will also have my evaluations done by the School Supervisor Rev. Winston Nathan and VTDI Assessor Mrs. Claudia Scott, and time sheets. 7

Please See Lesson Plan Flipbook Sent Separately. 8

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Time Sheet and Copy of the supervising teacher’s evaluation Send as Separate Flipbook. Times sheets as proof of fulfillment of time for TP 2. Supervising Teachers Evaluation is included to assess Teacher Students Performance on Teaching Practice 11

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Time Management Quiz As you answered the questions, you probably had some insight into areas where your time management could use a pick-me-up Keys: Not at all = 0 Rarely = 2 Sometimes = 4 Often = 6 Very Often =8 15 Statements to Not at All Rarely Sometimes Often Very Often Answer (1) The tasks I work on are the ones with the highest priority. (2) I find myself completing tasks at the last minute, or asking for extensions. (3) I set aside time for planning and scheduling. (4) I know how much time I spend on each of the various task I do. (5) I find myself dealing with interruptions. (6) I use goal setting to decide what tasks and activities I should work on. (7) I leave contingency time in my schedule to deal with \"the unexpected\"? (8) I know whether the tasks I am working on are high, medium, or low value. (9) When I am given a new assignment, 13

I analyze it for importance and prioritize it accordingly. (10) I am stressed about deadlines and commitments. (11) Distractions keep me from working on critical tasks. (12) I have to take work home in order to get it done. (13) I prioritize my To-Do List or Action Program. (14) I confirm my priorities with my boss. (15) Before I take on a task, I check that the results will be worth the time put in. Calculate My Total Score Interpretation 10 - 25 - If you received a score between 15-30 you have an opportunity to improve your effectiveness at work, and your long term success! However, to realize this, you've got to fundamentally improve your time management skills. 25- 30 - You're good at some things, but there's room for improvement elsewhere. 31-40 - You're managing your time very effectively! 14

CONFLICT MANAGEMENT CASTE STUDIES Case Studies 1 Claire, Francine, and Alan On her way to school, Claire often bullies two younger students named Francine and Alan. She chases them, pulls their hair, and sometimes takes their recess treats. She also makes them steal things from other students’ desks and give them to her. One day when she gets to school, Claire pushes Alan to the ground because he and Francine do not have any treats to give her. She tells them that she shall really hurt them if they don’t bring her treats the next day. Some other students are nearby and see this. a) How are the different people in this case study feeling? I. Claire II. Francine and Alan III. The other students a) How can the situation be resolved? Case Study 2 Some Grade 3 boys play soccer together at recess. One day Sylvain, a boy who is bigger than the rest, tells the other boys lies about Emile. He says Emile stole pencils from the teacher’s desk. He says that Emile is stupid. For the next few recesses, when Emile tries to play soccer, Sylvain and two other boys tell him to get lost. They will not let him play soccer. After recess, Sylvain and the two other boys follow Emile to the washroom. They push him and yell at him. They say that if he tells on them, he will never be able to play soccer again, and they will beat him up. Now, no one will work or play with Emile. Every time Sylvain goes near Emile, Sylvain pinches Emile or hurts him in some way, and says that Emile had better not tell on him…or else! Emile does not want to go out for recess anymore. Identify the type of conflict from the case study 15

Case Study 3 The students in a Grade 3 class are painting. Catherine is using a large paintbrush, but wants a smaller one to finish her work. Antoine is also using a large paintbrush, but has a smaller one in front of him that he is not using. When Catherine asks him for the smaller brush, he tells her she has to wait until he is finished. When he turns around, he accidentally touches Catherine’s skirt with his paintbrush and leaves a paint stain. She gets upset and pours water on Antoine’s picture. Identify at least one of the five stages of Conflict in Case Study Number 3 16

Leadership Exercise 1) What should be the characteristics of a true leader? 2) What characteristics should we seek to develop in a leader or a potential leader? 3) What should people say about me as a leader? 4) What would I like to see in me as a leader? 5) What would I like to see developed in me? 6) What should a workplace I work with expect and hopefully see developed in my character as I work in a leadership position? 17

This is important as it provides evidence that you became integrated in the life of the school and participated in other activities than just teaching. This also helps to provide exposure to all aspects of the school life. 18

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May Day High School Child’S Month Online Event 21

Other Events, Programmes introduce and Attended with Students from My Guidance Class 22

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CERTIFICATION I designed and awarded one of my Guidance Student for His faithfulness, commitment and dedication for attending class. When other students did not turn up for class he always showed even when he was the only one. As a result, I felt it was necessary to award him with a certificate 31

GUIDANC Certificate of EMPLOYABI THIS CERTIFICATE IS PR Javari Transferrable Skills, Personal Qualities, Writing Conflict Management, Time Manage Modern and Traditional Job Search Skills Hu Dressing for an Interview, Resume W ____________________ Rev. Winston Nathan Guidance Counselor May Day High School October 2021 Da 3

CE CLASS f Completion ILITY SKILLS ROUDLY PRESENTED TO Cowan g SMART Goals, Long and Short-Term Goals, ement, Leadership, Listening Skills, , uman Trafficking, Preparing for an Interview, Writing, Creating a Career Portfolio ____________________ Rev. Dianne Lewis Practicum Guidance Counselor 1 – May 2021 ate 32