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When I started my field placement I had no clue what to expect and what kind of learning I would be experiencing.  I previously came from the Peel School Board where I taught Assisted Technology to students in grade 2-8 whom were identified with IEP and had a SEA claim.   Many of the students had behavioural and a variety of different exceptionalities.  I found myself nervous walking into a High School classroom setting.  I was not nervous about supporting the students but what the High School setting was going to offer.

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On the first day, we arrived at 7:30am, 30 minutes before the students arrived.  After reading the Roles and Responsibilities of the School: "to provide an orientation to the school for the ES student and an introduction to other staff members" (Elmazi 2018) I thought this time would be used to debrief the EA's of what behaviour and exceptionalities we would be assisting as well as a brief introduction to the staff we would be working with.   This, however, was not the case.  I was thankful for the assistance of a returning EA that guided us and answered questions we had.  The first day of summer school seemed to be very disorganized.  The EA's were not utilized to support the teachers we turned on lights, turned off lights and sat listening like the students.  I reached out to Intensive Field instructor looking for guidance.  Since this was my first placement, I was very confused.

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On the second day, I was pleasantly surprised at the change in direction.  We again arrived at 7:30 and what I expected to happen on the first day took place on the second.  A writing assignment was given on the first day which determined what class the students would be in for the remainder of July.  This formed two classrooms with a total of twelve students in each classroom.    In our classroom, we had a combination of moderate to severe needs,
ASD, ODD, Anxiety, Communication Disorders and Processing Disorders.  The first student to arrive on day two was not present on the first day.  She suffered from anxiety, and I was asked to sit and get to know her.  There was an instant connection between us.  I learned a lot from listening.   On the second last day of placement she decided to do a PowerPoint  presentation on slides.  She was amazing at presenting and very creative with how she made the presentation.

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Throughout the twenty days the students worked on the items listed on this page.

​Watching the students and how they interacted in Mr. H's class they seem a lot more relaxed.  I believe this had a lot to do with Mr. H giving the class a voice and choice (Weber, 2018).  They were more involved in the decisions and how the class was set up.   As a group, they came up with class rules that were followed.   Mr. H also was very much aware of the breaks that the students needed.  The breaks could be one full walk around the track or just being silly for a moment and then regrouping and start on task again.   On the weeks we were with Ms. L it was a complete focus on the tasks.  I personally would still allow for short breaks.  I feel this, in the end, would produce more participation and completion of work.

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Extension & Apps Ms. L's
Tabsnooze
Audible
Quizlet
Equalti0
Google Hangouts
Sound Clouds
Google Read&Write
Sketch Pad
Grammarly
Siri
Dulingo
Lexie
Google Keep
Mindomo

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​On the Tuesday of the second week, Mr. H was going to cover Google Read&Write with the students.  He knew this is what I taught in the school board during the year and approached me asking if I wanted to teach the class for the morning on Friday because he was not overly familiar with all the commands.  I was honoured that he had asked and was prepared to do so.  I, however, remember reading the "Must Do, May Do and Should Not Do" sheet which states clearly what EA's are to do on placement (Elmazi, 2018).   That evening I had a Google Hangout chat with the Field Placement instructor and explained the situation.  I asked if it would be OK if I approached Mr. H and suggested co-teaching with him because there is a balance I needed to have and an understanding of roles moving into a new position as an EA because in a typical school year I would have an assisting role and not a primary role in the classroom.   He was very understanding, and I enjoyed co-teaching the PDF Read&Write segment to the class.

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Each day the students would start their day with 30 minutes using a math lesson online called "ThatQuiz.com"
The students were asked to complete three math tasks a day and record them in Google Sheets​.  Once they reached a 90 percent, they were to move up a level.