ACTION PLAN

To contribute to the goal of preparing reflective practitioners, student teachers will write an Action Plan at the end of first, second, and third field
experience with input from their cooperating teacher and/or the University supervisor. The Action Plan synthesizes each field experiences
evaluation, links each field experience to the next, establishes goals for improvement, and forms an agenda for discussion between the student
teacher, the cooperating teacher and University supervisor at the beginning of the subsequent field experience. For First Field Experience only
(excluding Physical Education students), the Action Plan will be completed during the co-requisite Professional Seminar course.

Alessia Fasanella
Name ____________________________

260330491
Student Number ______________________

Secondary English
B.Ed. Program: _____________________
Field Experience: 1st

2nd

3rd

I have shown thorough to advanced development in the following Professional Competencies developed
during this field experience:
I have actually shown thorough to advanced development in competencies 1, 2, 4, 6, 9, 10, 11, 12, according to my supervisor, cooperating teachers, and myself. I have done this in a
plethora of different ways.For competency 1, I transformed the classroom into a cultural base, where all opinions and points of view were respected and encouraged. For competency 2, I
always used appropriate language when speaking to students and staff, and made sure to correct my own mistakes (in front of the students) in order to model self-improvement goals, and
to echo the sentiment that making mistakes is an excellent way to learn and grow. For competency 4, I created situations where my students could engage in meaningful problem solving
and teamwork, coupled with frequent ICT use. I also supported student learning by asking questions and providing FREQUENT and POSITIVE feedback, which I believe to be a staple of
any healthy learning environment. For competency 6, I continuously modeled appropriate behavior for my students by showing them respect, smiling at them as they entered the
classroom, and ensuring that each student received one-on-one help (during class or at lunch). Most importantly, I maintained an ENGAGING classroom environment that fueled the
learning process and kept each student in a learning-ready mindset. For competency 9, I worked very closely with my two cooperating teachers, as well as a second student teacher. I
also engaged with students on an orientation day, and volunteered to chaperon a field trip (where I connected with the students). I also remained in an open classroom during each lunch
period to ensure that my students had a place to eat and work without the distractions of the cafeteria. I also offered a lunch-time drama activity as the students became VERY engaged in
the play we were reading in class (Shakespeare's "A Midsummer Night's Dream"). For competency 10, I always asked questions and sought help regarding lesson planning and student
learning goals. For competency 11, I kept a journal and REGULARLY reflected upon EACH of my lessons to understand why the students enjoyed them, and how I could improve upon the
lesson/teaching. I was always receptive of feedback from TEACHERS and STUDENTS (a part of my students final exam grade was to provide me with feedback on my unit plan and
teaching). Finally, for competency 12, I modeled democratic behaviors in the classroom, and seized opportunities to teach moral behavior (especially in regards to Online etiquette and
digital citizenship). I also respected the confidential nature of my work (especially with regards to picture taking and discussing sensitive cases).

I would like to improve my skills in the following Professional Competencies developed during this field
experience:
For my next field experience, I would like to work on two elements of my teaching. Firstly, concerning competency 2, I would like
to maintain a steady pace when teaching, and not rush through material (usually a consequence of my enthusiasm). I believe
that I communicate extremely well in the English language, abiding by the necessary grammatical conventions, but I do need to
ensure that my pace is slower, so as to ensure student comprehension. An excellent way of achieving this goal is simply by
asking students if they understand my directions. If there is confusion, this will be a sign to repeat my instructions, slowing my
pace. I believe that if I do this, I will go from a thorough mastery of competency 2, to advanced. Secondly, I would also like to
work on classroom management skills. I believe that, for the most part, I do an excellent job of maintaining a kind, warm
disposition, and being authoritative as well. However, after receiving feedback from one of my CT's, as well as a student, I want
to ensure that I do not sacrifice discipline for being liked. In other words, when I will ensure that my instructions are being carried
out by each student, and that the noise level does not exceed a certain maximum, depending upon the activity. This can easily
be done by establishing certain guidelines with students at the onset, as well as treating each student with proper respect. After
all, if you respect your students, they will show you that same respect in return.

I will make use of the following strategies for improvement:

As stated above, I will ask for feedback regularly from both STUDENTS and STAFF concerning my talking speed.
I will pause, and ensure to cultivate an appropriate WAIT-TIME before calling upon a student for a response. This
will help me slow down my own speech, while encouraging students to think and meditate about certain topics. I
will also ask my students if they comprehend my instructions by asking them to give me a thumbs up. This method
will easily ensure that the students who do not comprehend the instructions are not singled out, and will give me
an opportunity to reiterate my instructions at a slower pace. To improve upon my classroom management skills, I
must first reflect (in my journal) about how friendliness and authority can coexist. Then, when I am in the
classroom, I must ensure to establish my noise and disruption guidelines before the students engage in problem
solving. This will help them understand what behaviours are acceptable in the classroom. Finally, I will always
treat my students with respect in order to build a meaningful relationship with them; one which encourages respect
from my students toward their peers and myself.
Alessia Fasanella
2015.05.18 12:28:25 -04'00'
__________________________________
Student teachers signature

May 18th 2015

____________________________________
Date

This completed Action Plan is to be discussed with your cooperating teacher and McGill supervisor at the start of your subsequent
field experience.