COURSE NUMBER: |
EDUC 450 |
COURSE TITLE: |
Elementary Classroom Startup Procedures |
NAME OF
INSTRUCTOR: |
Bernice Stieva |
CREDIT WEIGHT
AND WEEKLY TIME DISTRIBUTION: |
credits 1 (8 days) |
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 |
MARK
DISTRIBUTION IN PERCENT: |
|
Letter of Introduction |
pass/fail |
Guided Observation Journal | 70% |
Blog Postings | 30% |
|
|
|
100% |
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.
|
COURSE OUTLINE: | - 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
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