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    Frame of Reference

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    Casey Hague
    Casey Hague believes in establishing positive relationships with students and parents. She communicates well and maintains a kind demeanor in the classroom to help manage student behavior. Casey uses formative and summative assessments such as checking for understanding during lessons and student self-assessments. She differentiates instruction and incorporates hands-on activities and the BC curriculum to engage students in learning. Casey aims to actively involve students through discussion, questions, technology, and making adjustments to lessons as needed.

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    Frame of Reference

    Uploaded by

    Casey Hague
    111 views5 pages
    Casey Hague believes in establishing positive relationships with students and parents. She communicates well and maintains a kind demeanor in the classroom to help manage student behavior. Casey uses formative and summative assessments such as checking for understanding during lessons and student self-assessments. She differentiates instruction and incorporates hands-on activities and the BC curriculum to engage students in learning. Casey aims to actively involve students through discussion, questions, technology, and making adjustments to lessons as needed.

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    Frame of Reference

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    Casey Hague believes in establishing positive relationships with students and parents. She communicates well and maintains a kind demeanor in the classroom to help manage student behavior. Casey uses formative and summative assessments such as checking for understanding during lessons and student self-assessments. She differentiates instruction and incorporates hands-on activities and the BC curriculum to engage students in learning. Casey aims to actively involve students through discussion, questions, technology, and making adjustments to lessons as needed.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    111 views5 pages

    Frame of Reference

    Uploaded by

    Casey Hague
    Casey Hague believes in establishing positive relationships with students and parents. She communicates well and maintains a kind demeanor in the classroom to help manage student behavior. Casey uses formative and summative assessments such as checking for understanding during lessons and student self-assessments. She differentiates instruction and incorporates hands-on activities and the BC curriculum to engage students in learning. Casey aims to actively involve students through discussion, questions, technology, and making adjustments to lessons as needed.

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    Frame of Reference

    Casey Hague

    Relationships

    I strongly believe it is essential to establish positive and meaningful relationships with

    my learners. I believe in making sure each student has a voice - letting them speak their minds

    and telling me their thoughts and opinions. Constant positive reinforcement and having a kind

    and positive manner with the students helps to maintain a personal connection with each student.

    My relationship with my students' parents is comfortable and friendly. I speak to parents

    with confidence and in a positive manner. I believe it is very important to greet each parent in the

    morning when school begins and at the end of the day when school ends. Whenever I see parents

    and students after school hours, I use my professional and personable skills to greet them.

    I strongly believe in communication and think it is a huge part to working with others. A

    simple gesture or short conversation can go along way. Most of my interactions with my col-

    leagues are in the staff room, which is a great place to connect with one another and disconnect

    from the classroom, even if it's only for a short period of time.

    Classroom Management

    Maintaining positive relationships with my students contributes to having a well-man-

    aged classroom. The kind demeanour that I bring to the class, I think, has helped me tremendous-

    ly when managing the students. There have been times when I need to be firm with the students

    but the amount of respect I have received from the students after those moments, is truly amaz-
    ing to see. There are many management strategies that I use to assist in keeping the classroom

    engaged and in gaining their attention. I use a bell on the teacher’s desk to gain their attention,

    rather than using my voice or clapping my hands, which has worked very well thus far. If there is

    ever an issue that needs to be addressed in the classroom, I like to have a private conversation

    with the student(s), and possibly read a story aloud and have an informal discussion with the

    class. I do not believe “calling out” students is the solution to solving problems. Having discus-

    sions and talking about why and how a student is acting or feeling a certain way is the approach I

    like to take. I will use the time I spend with my students to learn all I can about them, which will

    help me gain insight on how to manage my classroom.

    Formative and Summative Assessment

    I feel increasingly confident in using formative and summative assessment. Throughout a

    lesson, I use formative assessment by continuously checking for students' understanding. I do

    this simply by getting them to put their heads down (so I am the only one who knows where the

    student is in terms of understanding what is being said), this is a quick way to help me keep track

    of each student. Examples of summative assessment that I have used thus far are, having the stu-

    dents self-assess themselves at the end of a unit or with a specific lesson, as well as “drills” at the

    end of a unit to see where the students are at in their learning. I believe these formative and

    summative assessment practices work well because, I am consistently asking for students feed-

    back and checking for their understanding, which in the end helps me as teacher in my planning

    to know where they stand and how much material they are capable of comprehending.
    Curriculum and Competencies

    I believe the new BC curriculum really encourages and allows for differentiation, cross-

    curricular learning, and hands-on activities. I use the BC curriculum website as a guide in help-

    ing me plan lessons. I try to combine hands-on activities, cross-curricular learning and differenti-

    ation in my lessons as much as I can. Thus far when these focuses are being met, I find my

    lessons go very smoothly, the students are engaged, and most importantly, having fun. I will con-

    tinue to work on effectively implementing core competencies into the assessment tasks for my

    students.

    Strategies

    In order to actively engage my students in their learning it is important that I use strategies

    such as discussion-focused lessons, guided questions, technology, and reading the room and stop

    lessons when needed. I believe in providing students with the "wait time" they need to formulate

    and communicate their thinking. Mostly, I want to continue to practice to keep my focus on the

    students and what they need instead of delivering the lesson that I planned for them.

    Inclusive Practices

    Inclusion within the classroom has been a huge eye opener for me as an educator. Princi-

    ple 4: Recognizing individual differences in, The 7 Principles of Learning, moves away from the

    “one size fits all” mindset. I incorporate differentiation a great amount throughout the lessons I

    teach. I believe being mindful of equity when lesson planning is very significant. I am aware of

    the adaptations that need to be made to fit the needs of all my learners. I have much patience
    when it comes to planning for each learner. I apply inclusive practices into my teaching and

    lessons making it known that everyone is unique and different in their own way. I always try to

    accommodate the needs of my learners the best I can and give the ones who want/need extra one-

    on-one time. I point out the mistakes I make, because I am human and everyone makes them.

    I strongly believe in incorporating classroom management skills, strategies, establishing

    relationships in and out of the classroom, differentiation/inclusive practices, various assessment

    tools, and using the guidelines of the curriculum to assist me in my journey as an educator.

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