FE4

This photo of my classroom represents the learning environment I created during my final field experience. It reflects my intentional efforts to design a space that is welcoming, structured, and student-centered. Every element from the organization of materials to the visual displays, was chosen to support student learning, foster independence, and promote a sense of belonging. As an artifact, this image captures my growth in classroom management, planning, and my commitment to creating a positive and inclusive space where all students feel valued.

Competency 8: Support students’ love of learning.

This photo of my classroom represents more than just a physical space, it reflects my intentional effort to create an environment that supports students’ love for learning  through Competency 8. From the layout to the visual displays and accessible resources, every element was designed to spark curiosity, encourage independence, and promote a positive, student-centered atmosphere. The classroom setup reflects my goal of fostering engagement, motivation, and a genuine excitement for learning each day.

This photo captures the mental wellbeing awareness door I created as part of a class-wide initiative to open up conversations about stress, anxiety, and emotional regulation. The activity followed a workshop held in my classroom that focused on strategies to help students manage big emotions and take care of their mental health. Students contributed personal ideas and coping strategies, which were proudly displayed on the door. It became a visual reminder that their feelings are valid and that tools and support are always available. This artifact represents my commitment to creating a safe, inclusive, and emotionally responsive classroom.

Competency 6: Manage how the class operates.

This initiative also ties strongly to Professional Competency 6, as it reflects how I intentionally manage the tone, values, and daily operations of the classroom. By prioritizing emotional check-ins and consistently showing students that I am there to support them, not work against them, I foster a culture of mutual trust and respect. My passion for student wellbeing helps create a calm, connected classroom environment where students feel seen, heard, and ready to engage. Managing the classroom with empathy and intention allows for smoother routines, stronger relationships, and a more positive learning experience overall.

To begin the new IB unit, The Power of Influence, students were tasked with creating small posters featuring meaningful sayings or quotes that they believed could have a positive influence on others. This hands-on activity allowed students to reflect on the power of words and how they can shape attitudes and behaviours. By presenting their posters to the class, students had the opportunity to explore different perspectives on influence and how it plays a role in their own lives. The rest of the unit will delve deeper into various forms of influence, including the impact of media, social movements, and leaders in society. Through discussions, activities, and critical analysis, students will examine the ethical dimensions of influence and develop their own perspectives on how it shapes the world around them.

Competency 1: Act as a cultural facilitator when carrying out duties.

Competency 2: Master the language of instruction.

This introductory activity reflects Competency 1 as it encourages students to examine and discuss cultural contexts, helping them understand how influence is shaped by societal and cultural factors. By fostering an open dialogue, I acted as a cultural facilitator, guiding students to reflect on their own experiences and the world around them. Additionally, this lesson is tied to Competency 2, as it required me to master the language of instruction, ensuring that the terminology used throughout the activity was clear, accessible, and appropriate for the age and language level of my students. I communicated complex ideas like “media literacy” and “personal agency” in a way that students could relate to and apply to their own lives, setting a strong foundation for the unit ahead.

To make learning figurative language more engaging and relatable, I designed an interactive activity where students used memes to create their own personalized figurative language examples. Students were first introduced to various types of figurative language, such as similes, metaphors, and hyperboles, using familiar, humorous memes. Then, they had the chance to choose their favorite meme and adapt it to create their own unique figurative expressions, which they shared with the class. This fun, creative approach allowed students to connect language concepts with something they find relevant and enjoyable, fostering deeper understanding and engagement.

Competency 3: Plan teaching and learning situations. 

Competency 5: Evaluate learning.

This activity aligns with Competency 3 by allowing me to plan a meaningful and interactive learning situation that encouraged student engagement and creativity. By connecting figurative language to familiar, real-world content (memes), I was able to make the lesson both accessible and fun. In terms of Competency 5, I was able to evaluate student learning through their meme creations and class presentations, assessing their ability to identify and apply different types of figurative language. The activity provided a clear opportunity for formative assessment, as students demonstrated their understanding in a way that was both fun and reflective of their learning.