Classroom Team Analysis

Positive contribution to the classroom team is important because it improve the quality of work and contributions we all put in. Positive classroom team experiences can contribute to student learning, and academic success. Positively contributing to the classroom team is built on relationship, rapport, communication and trust.

During practicum, my teacher and EA were brainstorming about how to incorporate the students learning to read sight words. Some of the ideas were student cutting and gluing words on a paper, drawing pictures of the word they had read or send some words home each day. I wanted to be a full and active participant in the discussions, so I shared my ideas. One of the ideas I shared was to stick the sight words to object

This was interfereing with her academic instruction in class. Being in practicum, I realized there were many students that felt this way. Students needs a lot of encouragement. If we showed them that we noticed they will work harder to achieve success. Whenever, I get the chance I would encourage and praise students when they are doing something correct or great. For example, Student A was having trouble with the colours of the rainbow. Student A wanted to give up. I noticed student B had already finished, so I asked this student to help Student A. With the help, Student A finished her rainbow colours. I gave a lot of praise and told this student that they did a beautiful job. I also praise Student B for helping Student A. Both student was very proud of themselves. Student A worked harder because she knew they could do it and Student B continue helping other students because it made him feel good. Being in a happy environment made students want to learn and grow. Another example is building relationship among students, which can also help with academic instruction in the classroom. During week 4, Student C would work on tasks himself and didn’t engage with other students. I remember initiating a connection between Student C and another student. Afterwards, they started talking and helping each other out. Student C was no longer sitting alone. From then on, I realized every student needed a friend. To build relationship between student I would switch up their seats, so they would be sitting with a different student each day. This way they can get to know each other. Finding strategies can help student overcome many circumstances that interfere with their academic instruction in the