KSA #1 - Contextual Variables
Contextual variables affect teaching and learning. [Teachers] know how to analyse many variables at one time, and how to respond by making reasoned decisions about their teaching practice and students’ learning.
Contextual variables affect teaching and learning. [Teachers] know how to analyse many variables at one time, and how to respond by making reasoned decisions about their teaching practice and students’ learning.
"She
was strong at thinking on her feet and being flexible when it came to adjusting
her classes according to the needs and interests of the students before her. " - PS3 Mentor
"She demonstrated her ability to take charge and assist in activities smoothly and efficiently. She does not have to wait for instructions or guidance but quickly perceives where there is a need to help, and takes action to solve problems and assist the group. This ability to be proactive and take initiative was also evident in Cheryl's approach to her teaching." - PS3 Principal
"If circumstances beyond her control arose, she quickly demonstrated flexibility in planning and adapted her program to best fit the needs of the students" - PS1 Teacher Associate
"She demonstrated her ability to take charge and assist in activities smoothly and efficiently. She does not have to wait for instructions or guidance but quickly perceives where there is a need to help, and takes action to solve problems and assist the group. This ability to be proactive and take initiative was also evident in Cheryl's approach to her teaching." - PS3 Principal
"If circumstances beyond her control arose, she quickly demonstrated flexibility in planning and adapted her program to best fit the needs of the students" - PS1 Teacher Associate
I have learnt that the teaching profession is one of constant "multi-tasking" because you always have to be aware of what else is going on in the room while you are trying to teach. Whether it is the kid who isn't paying attention because he has a new toy in his desk, or the girl who can't focus because of family issues; every 'incident' has a background story and needs to be handled with reasonable judgement. Although perfecting this judgement comes with time, I have learnt that sometimes all I have to do is take a step back and ask myself "what is the real issue here?". From there I consider whether it is my choice in teaching strategy that isn't working, or if it is something on a particular students' end that is causing a block for the exchange of knowledge. I think that the important thing is that I have come to realize that it is okay to suddenly have that realization that "this is not working", as long as I am comfortable throwing that plan out the window and trying something new. I have come to welcome those moments as those days are usually the ones where I find myself pushing harder to make the curriculum "click" or to make the class get back on focus by doing a quick exercise or meditation. There's no point finishing that 'perfect lesson' if nobody absorbed it in the end anyways!