Supply Teacher

Today, my associate was off in the afternoon. A supply teacher came in and the we discussed the timetable for the afternoon. i explained that I had been teaching the social studies unit and the I could teach the lessons. So after our spelling test, I began a lesson on different mapping skills. The supply teacher stood at the front of the class with me, which I found a little uncomfortable to begin with. Then after beginning my explanation of the first part of a worksheet, while pausing for students to read over the instructions, the supply teacher began to echo what I had said to the class and further explain. I was angry that she had the audactiy to interupt someone while they are trying to teach. So I walked over to my desk and sat down. At this point the students wer busy working on the activity. When the spply walked over, I asked her, "Are you going to explain this? Or do you want me to?" She said, "OH, go aead." So I walked back infront of the class and went on with my planned lesson.

Later on in the afternoon I was using some classroom management techniques that have been effective and dont involve me raising my voice. The teacher boldly raised her voice with the class telling htem to be quiet and listen. I could not help but feel angry with a fellow teacher feeling that she was more capable of controlling the classroom than I was. Especially after I explained that I had been teaching on my own for over two weeks with this group of students. I bit my tongue and tried to ignore her interruptions.

I learned that I am quite lucky that my associate teacher allows me the freedom to continue on with my lessons independently even when the students are being loud. It was great preparation for situations that may arise like this in the remainder of this teaching block or with associates in other blocks. It is important to communicate with supply teachers prior to teaching to make sure that you are both on the same page. It is a difficult situations and ironically similar to the one case that we discussed in class.

Learning Through the Arts

I have had the priviledge to become involved in a program called "Learning through the arts". A local artist met with my associate teacher and I to discuss which curriculum we wanted to be integrated into the Drama, Dance and Physical Education components that the program is based around. We chose to have the artist integrate grade 2 Mapping skills concepts into the program. She comes into the class during the final two periods every Tuesday afternoon.

The first lesson that was taught involved he artist coming into the classroom role playing with my associate and I about being late and needing directions. She eventually had the students use their bodies to display different symbols for the route she woud take to her destination. This involved students grouping up and becoming a river, cafe', forest and other landmarks.

The students then helped the artist make a map of the route that they just helped to act out. The students created their own maps by copying the large one on the board. This lesson integrated the curriculum expectations of social studies, art and health/physical education. The goal of the program is to give teachers ideas for integration of arts curriculum with other subjects. This allows teachers to be more pro-active in their implementation of regular opportunities for their students to be involved in the arts.

The children are enjoying these sessions. It is also a great opportunity for teachers to have DPA time for their students.