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COURSE TITLE: Elementary Classroom Startup Procedures
COURSE DESCRIPTION: This course provides second year elementary students with opportunities to observe the various ways that elementary classroom teachers prepare for the beginning of a new school year. In particular they will learn how inservice teachers implement classroom routines and procedures on the first days of school and how they adjust these plans throughout the fall term. The course begins with a half day orientation and two days of shadowing an in-service teacher during the week prior to Labour Day.* Students observe the first two days of school in the elementary classroom and they make the equivalent of 3 full days of follow up visits throughout the fall term. The course ends with a half day seminar on campus where students make reflective presentations to members of the Education faculty. Where possible, the in-service teacher will also serve as the student's mentor teacher in the program concluding major practicum, EDUC 451.

Prerequisites: EDUC 351
Letter of Introduction pass/fail
Guided Observation Journal70%
Blog Postings30%
There are three assignments for this course: an introductory letter to your Mentor Teacher, a Guided Observation Journal, and participation in an Online Component and the final seminar. The assignments as well as the course itself will be assessed on a Pass/Fail basis, with a pass being a B- (70%) which represents the minimum standard for continuing in the Elementary B.Ed program.
COURSE OBJECTIVES: The students will:
  • experience the variety of preparatory tasks of a elementary and/or junior- high classroom prior to, and at the start of a new school year;
  • recognize the importance of careful observation in effective teaching and that making alterations to plans is a necessary part of teaching;
  • understand the relationship between classroom routines/procedures, environment and the desired classroom atmosphere;
  • learn effective teaching strategies for establishing and teaching students about classroom routines/procedures;
  • expand their understanding about the significance of the first days and weeks of school upon the remainder of school year;
  • observe and determine the strengths and needs of all the diverse students in the class, including such programs as benchmarking in ELA, and allow these observations to inform their teaching;
  • experience and expand their understanding of the interconnectedness of the various parts of an elementary or junior-high classroom within a broader school community.
  • August 30   1:30pm – 3:30 pm EDUC 450 Seminar, L110
  • August 31 Meet with your Mentor Teacher, and assist in preparations     (8:30am – 4:00pm) (one day) -- Journal entry 1
  • September 1 Observe and assist in Mentor Teacher & students’ first day of school (typically 8:30am – 4:00pm) -- Journal entry 2
  • September 6 – 30 Observe and assist in MT’s class for 2 full days or 4 half days (8:30am – 4:00pm) – Journal entries 3 & 4
  • October 3 - 31 Observe MT’s class for 1 full day or 2 half days (8:30am – 4:00pm) -- Journal entry 5 
  • November 3  Final Seminar – “Talk & Tacos” – 3:30pm – 5:00pm

Required texts, assignments, and grade distributions may vary from one offering of this course to the next. Please consult the course instructor for up to date details.

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