This was a GREAT learning experience for me overall. There were highs and there were lows, but it was 100% worth it, and I am so glad that I was able to have this experience with a co-operating teacher by my side. From the first meeting with my co-op until my last day in the field I was learning. A lot of the time I was stressed, but there were also a lot of times where I was proud of myself and the students I was teaching. When I first met with my co-op I was met with my first challenge, I had been given the task to teach two different subjects to two different groups in the same room at the same time. So, not only did I have to create two unit plans instead of one, I really had to crack down on my time and classroom management. The planning aspect, although time consuming, was the easy part, I do wish I included more art aspects in my plans, but I was happy with how they turned out as I was able to make engaging lessons without the arts.

I was able to sneak some art in on my first day, however. For my introductory activity we created identity mandalas, I came prepared with an example of my own, explained its details to the class so they knew who I was, and then provided the instructions for them to make their own. The students were to draw a symmetrical mandala that included 4 images or symbols that they identified with. Throughout their drawing I went around and personally introduced myself to each student and asked them about their mandalas and the symbols they chose. The class was very engaged in this activity and it was the only time the classroom was completely silent besides silent reading. 

On that note, I did face some challenges throughout my experience. The biggest challenge was ultimately classroom management. This group was a very hyperactive bunch, and they certainly enjoyed testing my boundaries, which I am glad they did because I learned from them. Right away my biggest goals were making my voice louder, my follow through, and my "look". Within the first week or so I had gotten better at increasing my volume, although this could still use some improvements because I haven't gotten the hang of keeping it consistent everyday. As I mentioned this class enjoyed testing boundaries, specifically not doing what they have been asked to do, talking over me, and a lot of the time just ignoring. About halfway through my 3-week block, when discussing where I needed improvement, my co-op let me know that I was letting them get away with a lot more than I should. In working on this I reminded myself constantly to make sure I was always scanning the room, this helped a lot because even when the students noticed that I was more aware they settled down a little. I also really needed to work on my follow through. I learned to use the strategy "ask, tell, act". This is when you're having an issue with getting a student to listen or co-operate. You give the student three chances, after the first chance you tell them that you've asked them to do something. After the second chance you let them know that now you're telling them and they have one chance left and tell them what the consequence will be. And after third chance you act on the consequence you explained to them previously. When I used this, it was easier to remember to follow through on what I had said, and it gives the student plenty of time to change their behavior. And most of the time the consequence was no group work or switching desks to sit by a friend, that one usually got them going where they needed to go. I also was being talked over quite frequently during my lessons, and sometimes I wouldn't even notice, so again I always reminded myself to scan the room with my eyes and ears. When I was being talked over, a lot of the times this was resolved by simply stopping and waiting, or asking the student talking if they could repeat my last sentence. My largest piece of final feedback, from both my co-op and advisor, was that I need to work on my "look" for when students are misbehaving.

The biggest challenge for me was when I did have to sent two students out of the classroom and to the office. This was hard because I wanted them to be there and I didn't want to take them away from a learning opportunity. But, it was to the point where nobody was learning anything with them in there. What had happened was the two students weren't gathering their materials, they were in and out of their desks, they were arguing with each other, and then one of them swore at me. So, after I had ultimately had enough I sent them over to the office, had the students grab a book and went and let the principal know why they were there. The principal had let me know that I could go back to the class, teach my lesson and then come chat with them afterward. In my conversation afterward I asked them what was going on between them because they were good friends. They let me know that they talked it out and were okay. I told them that it is okay to be angry, and I know friends argue, but next time that this behavior cannot come into the classroom. At this point the boys were sitting beside each other in the classroom. I let them know that if it happens again I will have to move them away from each other. I also let them know that if they are mad at each other, and don't want to sit beside each other that day that one of them can go over to the side table if they want. They apologized for disrupting class and swearing and all was well. I was very proud of how I handled it, as nervous as I was. A couple days later they had another argument outside of school, when they came back to class one of them sat at the side table and there were no issues.

Aside from difficulties, I did have a lot of happy moments, and had a lot of fun with these kids overall. I was able to get in a lot of engaging moments. There were many deep questions and a lot of good conversations. My favorite moment with the grade 7's was when I took them on their own separate from the 8's and we had a debate. The grade 7's were very stubborn so when it came to debating they "fought" hard. They provided great, educated, arguments and improved their active listening skills greatly. They students had fun, I had fun there was also a lot of laughs which was nice. The highlight though was when I got the exit slips back, and found that some of them had changed their point of view because of the other sides arguments, and that some were still firm on their original thoughts. My favorite moment with the grade 8's was when I was teaching a lesson about compressibility. Coming in from recess one of the students had a plastic water bottle and was twisting it, getting ready to blow the lid off. I stopped him and said I'll take that to the front because it actually related to our lesson, and that I'd let him know when he can do it. So he gave it to me excitedly and waited patiently. After my lesson, right before handing it off to independent work, I asked him in front of the rest of the class, if he can explain how compressibility makes the lid pop off, then he can demonstrate it. Sure enough he explained it and showed his demonstration. I was so glad that I could turn that into a teaching moment, the timing was perfect.

Overall, aside from the stress, it was a wonderful learning experience and I would absolutely go back and do it again.