Week 1 Transitions

1. Last September, you came to UOIT for your first class.

a) How have you changed from one year ago personally and professionally?

It's been a very packed full year and I learned so much in the short period of time on how to be a successful elementary teacher. From knowing basic knowledge before to how to integrate knowledge into classroom setting with real placement in the school.

b) What challenges did you experience as you transitioned from then to now? Since English is not my first language I found teaching literacy in higher grade with older children is harder, but with Assistant teacher's help I learned how to have good classroom management skills and how to set up boundary and rules from the beginning of the class.

c) How did you deal with those challenges?

Observing how Assistant teacher manage the classroom, setting clear expectations, communications, rules and prepare ahead lesson plans and constantly change lesson plans that could benefit classroom learning.

2. Now consider the wide range of students with diverse needs entering Kindergarten for the first time (for PJ TCs) or Grade 9 students (or adolescents entering secondary school for the first time) or Grade 12 students who are about to leave secondary school (for IS TCs). What challenges might your students face as they transition to/from various contexts?

• For students entering kindergarten for the first time they may came from different culture background, some may not speak English, some may not have pottery trained, students will face separation anxiety from parents, not familiar with new place. Students may not have regular routine will be challenging to set up at the beginning.

• Grade 9 students:The transition to secondary school often coincides with important social, emotional and physiological changes in the lives of adolescents.

http://www.ero.govt.nz/publications/evaluation-at-a-glance-transitions-from-primary-to-secondary-school/6-transition-from-primary-to-secondary-school/

Teachers have to be sensitive to the emotional and psychological changes that are happening to students by thinking about the wellbeing and learning needs of adolescents and responding appropriately to the changes. Also understand student's coping skills and their interests to help them learning. Making an inclusion learning environment.

• Grade 12 students will have to face applying university or into career path, studying will become more independent, they may be leaving home to another city, how to manage personal life (cooking, laundry, renting place...)

https://www.utsc.utoronto.ca/studentaffairs/student-transition-issues

Students will face larger class sizes, higher academic expectations, changes from in supporting systems in the university, more independent studies, increase freedom and flexibility on organizing skills, new way of thinking

3. Ministry of Education’s resources below and respond to the respective prompts.

Primary / Junior Teacher Candidates

Start exploring Ministry resources regarding YOUR future students’ transitions in various contexts.

http://www.edu.gov.on.ca/kindergarten/ and go through all of the tabs on the far left side and the “What and the Who” sections. These are valuable resources as future PJ teachers.

a) How will you as a potential Kindergarten teacher support your students transitioning to Kindergarten? Be sure to include the name or URL of the document(s) you consulted to respond to this question.

http://www.edu.gov.on.ca/eng/multi/english/fdk_fs_preparing_your_child_en.pdf

• Walk around the school and playground to help orient students

• Show an interest in student's learning, how was their summer, activities they did

• Make learning fun, set up regular reading time, explore school library

• Use game for students' learning, assessment to see their understanding level, "I Spy game to learn shape where they see different shapes in the classroom

• Use student's language that they know best

• Explore through wide range of art activities, explore different interesting materials, after every piece of art they create, display the art, ask students to date and sign

• Let students make their own decisions, encourage questions

b) How will you support parents whose children are entering Kindergarten? Be sure to include the name or URL of the document(s) you consulted to respond to this question.

http://www.edu.gov.on.ca/eng/multi/english/fdk_fs_preparing_your_child_en.pdf

http://www.edu.gov.on.ca/eng/multi/english/FDKFactSheetEN.pdf

• Support parents to set up routine at home, make learning a regular activity at home

• Support parents to make reading fun by cuddle up and read, be a reading role model, explore local libraries, playing games together using games as learning tools

• Students learn through different senses support parents to encourage students to learn through touch, move and point different objects at home, build a sense of time

• Organize information meetings and other events for parents and families, set up communication with parents

• Support parents to organize a learning environment by organizing different art materials at home for children to explore, also provide an area to display so family and friends can enjoy children's work

c) You just heard a comment from a parent who thinks full day Kindergarten is just full day play and babysitting. What would you do so you could respond to this question in an informed and professional manner? Be sure to include the name or URL of the document(s) you consulted to respond to this question.

http://www.edu.gov.on.ca/kindergarten/parents-guide-play-based-learn-en.pdf

http://www.edu.gov.on.ca/eng/multi/english/FDKFactSheetEN.pdf

kindergarten is play based learning, by providing an engaging learning program during the school day that is based on a child’s natural desire for play. By exploring ideas and language, manipulating objects, acting out roles, or experimenting with materials such as blocks, natural items, playdough and paint – these are some of the ways children learn through play. Children work out their theories and ideas. Children ask questions naturally such as “Why?” In trying to find out the answer, children move through the world with curiosity, awe and wonder through “inquiry learning.

Learning through play is exploration and investigation to explore the world, to develop creative thinking skills, also learning through observing environment, teachers and other children.

d) Explore the Full Day Kindergarten program and determine what areas you need to understand more deeply. How will you learn more about your identified areas of need? Be sure to include the name or URL of the document(s) you consulted to respond to this question.

• There is kindergarten program document 2016 i will need to read through and apply when teaching http://www.edu.gov.on.ca/eng/curriculum/elementary/kindergarten.html

• There are fall initial observation report, winter and spring communication and learning reports. I will need to learn more through Growing Success – The Kindergarten Addendum Assessment, Evaluation, and Reporting in Ontario Schools. http://www.edu.gov.on.ca/eng/policyfunding/growingsuccessaddendum.html

• Before and after school program, read through different schools websites

• Ontario school policy: Ontario Schools, Kindergarten to Grade 12: Policy and Program Requirements, 2016 http://www.edu.gov.on.ca/eng/document/policy/os/index.html

• Health and safety: the Ontario Curriculum, Grades 1-8, and the Kindergarten Program

• http://www.edu.gov.on.ca/eng/curriculum/elementary/healthandsafety.html

e) After exploring the various resources related to the unique needs of Kindergarten, what is your key takeaway? Why?

By understanding kindergarten policies and curriculum full day play based education educators will help students learn better through playing to discover language, cognition, math, communication, and social skills. Also help students transition better into kindergarten, grade 1, also help parents to set up rutine, a positive and organized learning environment before entering grade 1.

Friday Classroom management as occasional teacher note (see file on the classroom management page)