Final Internship IPP Evaluation

INTERNSHIP TEACHING EXPERIENCES

August – December 2014  

Intern Teacher (K-12 Student Support and Senior English)

School: Mossbank School, Mossbank, Saskatchewan

Cooperating Teachers: Leanne Rutko and Katie Letnes

Responsibilities: encourage and support growth of the whole student; communicate and monitor expectations; motivate by positive means; respond fairly and consistently to minor disruptions; attend student-led conferences, IIP meetings, and lead extra-curricular activities; provide student support services, intervention and enrichment; plan instruction that aligns with the Saskatchewan Curriculum and needs of learners; provide treaty education and plan for diversity; differentiate content, instructional strategies, resources, and assessment; utilize instructional technology; provide continuous assessment and evaluation; keep digital records of student growth; respect and adhere to the Saskatchewan Teachers’ Federation; act ethically and socially responsive; address inequities; foster collegial relations through respect, collaboration, and co-teaching; communicate professionally (verbally, written, and non-verbal); engage in critical reflective practice

Final Evaluation: Gorham, Kourtney

For more internship ratings and reflections, please view: Internship Evaluations and Personal Goals

 

March 2014

Pre-Intern Teacher (Senior English)

School: Miller Comprehensive High School, Regina, Saskatchewan

Co-operating Teacher: Sonya Phillips

Millar pre internship page 1Millar page 2Millar attachment   Preinternship comments printernship comments page 2

 

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Multisensory Approach to Letter Formation

As per our school’s Learning Improvement Plan (LIP) focusing on student writing growth, I am embedding different modalities of letter formation into our phonics lessons. The students are enjoying a multi-sensory approach to writing: play-dough, chalkboards, whiteboard tables, wiki sticks, letter magnets, wooden pieces, etc. A new favorite is writing our letters with paint brushes in shaving cream. It is a really simple lesson that warrants student engagement.

A typical phonics lesson activity: Lakeshore letter-sound buckets for sorting initial sounds.

Shaving Cream Letters Lesson:

  1. Hold up letter cards and get students to state the letter name, sound, and action.
  2. Students copy the letter, starting at the top, with paint brushes in shaving cream. They form the lowercase and the uppercase for each letter.
  3. Students “erase” their letter with their brushes and repeat the process for the rest of the target letters.

Writing letter ‘v’ in shaving cream.

But What About the Mess?

I find that it is not as messy as it may seem. Each student needs to roll up their sleeves and be reminded not to eat, fling, or touch the shaving cream with their hands. We talk about how it smells good but would not taste good (you may want to note that it is NOT whipped cream). I get students to wipe off any excess shaving cream on the side of their tin (get baking pan tins with higher edges rather than baking sheet tins with lower edges) and then at the end of the lesson we use paper towel to clean the brushes before putting them in water.

Ready for the next letter!

The Benefits

The best part of shaving cream letters is that students do not feel pressure to form their letters perfectly. If they make a mistake, they simply can “erase” and try again! The teacher can observe the letter formation and remind students to hold brushes appropriately and start from the top during the lesson so the practice is meaningful. All students, especially those who dislike pencil-to-paper work, seem to buy-in to the novelty of shaving cream letters. No tears, busy minds at work, and smiling faces… seems like a win to me!

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