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Although the students were more engaged in the content I was presenting, I knew I had to learn to branch out into other forms of instructional strategies. I found myself relying on a presentation style lecture which was not as creative as I knew I could be. My A.T gave me helpful suggestions I hope to use in the future including mind maps, class discussions, word walls, KWL's and field work activities.

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I found my way through this hardship by having students create groups to complete written work if needed and creating engaging online content including online bingo. For my scavenger hunt, instead of having a hard copy worksheet that would not be accesible for all students, I had the worksheet in an online format. This scavenger hunt allowed them to be active within the classroom environment while still accessing tools they required using Google Read & Write.

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Ensuring the work I was assigned students was engaging but also could be completed by all students despite their abilities was a struggle for me. I needed to ensure those students who struggled with reading comprehension and written expression could feel included and complete the work to the best of their ability. I had to ensure all content was online but also wanted to have them active and moving around the room.

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After some reflection, I began to utilize more hands-on assessment strategies relating to the content I was teaching. I used activities such as a scavenger hunts and bingo. This made understanding concepts more fun and engaging for students. I found these activities decreased behaviour within the classroom because students were more engaged and active allowing them to constantly be stimulated.

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In order to utilize both perceptive teaching and universal design, all of my content was uploaded to the Google Classroom for student's to access on their personal Chromebooks. Every student was provided with a computer from the school both within the classroom and at home, with access to Google Read & Write as well as previous and current content (slideshows, worksheets etc.). I had to ensure my content was able to be completed by all students despite their IEP's or individual learning strategies. I found this to be one of my biggest struggles when creating lessons, assessments and evaluations. When I envisioned myself teaching, both hard copy and online content was what I would ideally be using. However, the students had a routine in terms of accesible online only content which I had to adapt to.

In terms of perceptive teaching, on my first day I went up to every student and asked their name, preferred pronouns and personal interests in school. This allowed me to get to know each student on a personal level.

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My A.T was very well at utilizing classroom management strategies to control the behaviour within the class. I struggled with getting students to pay full attention to my teaching and minimizing distractions including other students and their mobile devices. I made note of how my A.T handled the students behaviour and demonstrated that to the best of my ability. I struggled at times to get the students to settle down but built ways to incorporate that into my lesson including open classroom discussion and popcorn style teaching.

While teaching, I found myself having a faster pace than I would have liked. This created struggles in terms of timing and keeping the students engaged for 75 minutes.

In terms of lesson planning, at this point I didn't feel very overwhelmed with creating content from scratch. However, this feeling of ease didn't last. As I continued to do lesson planning and creating engaging content I found myself struggling to come up with ideas that were fun and hands-on.

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I knew going into my placement that I wanted to utilize perceptive teaching. I wanted to personalize the education experience while being open-minded, aware, authentic and caring towards my students. My A.T practiced this teaching style along side me, while continuing to educate me about other styles including universal design and multicultural education. We shared the same pedagogical views, in terms of progressivism, and educating the child and not just the student. I will continue to utilize this information for my future teaching practice.

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I was thankful that. my A.T and I got along so well and our teaching styles and morals aligned perfectly

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For my next lessons, I really wanted to focus on engaging the students in a hands-on activity that related to the content we were learning about.

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My first lesson went as well as it could have. My planning was minimal because I built my presentation and worksheet off of what my A.T had created for the year before. However, when I sprung into action in front of the class, I felt the students were bored and not engaged. This led to me speeding through my lesson and having to reflect on my instructional strategies.

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I greatly valued how my A.T ran their classroom in terms of modern day language, actions and styles of learning. My A.T and I shared connections in terms of the importance of students feeling safe, valued and heard in the classroom for who they want to be and not who they're supposed to be.

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I'm thankful that I got placed with an amazing A.T who utilized universal design for all their students. This was not only something they wanted to implement but something they HAD to implement. With the smallest portion of I.E.P's in a class being 60% and going all the way up to 90%, we as teachers had to ensure all of the students were getting the most out of their learning experiences.

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What Is the Universal Design for Learning? | Teaching Online Masterclass

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Will my A.T have the same teaching styles as me?
Will my A.T value their relationships with the students as much as I do?
Will my A.T be woke enough?
Is being a teacher really the career for me?
Was I GOOD at being a teacher?
Will students like me?
Will my A.T like me?
Will my classroom management techniques work?

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For my placement, I was at College Heights Secondary School in Guelph Ontario! At first glance, I was hesitant of this placement location as I had previous knowledge that this was a trade-based school, involving students with interests such as welding, auto, theatre, agriculture and other hands-on subjects. However, this came to be one of the best learning and teaching experiences I have ever had.