Alexis Breckenridge
TQS Reflection 1
Standard 2: Engaging in Career-Long Learning
This week, I was able to meet the Teaching Quality Standard of Engaging in Career-
Long Learning in several ways during instruction. The lessons I taught this week allowed me to
learn a lot and improve myself as an educator. Throughout the week, I was able to seek feedback
and build my capacity to support students.
In regard to section (b) of the standard; actively seeking out feedback to enhance teaching
practice; I sought feedback from my TM and students daily. Following each lesson, I make an
effort to ask my students if they enjoyed what we did in class and how well they understood what
we were learning. I often encourage my students to inform me if they can think of any way to
improve the activity we are doing. I do my best to use feedback from my students to improve
lessons as I am teaching them as well as in the future. During an art lesson this week, I taught the
class how to play Pictionary. After explaining the rules of the game, I asked if anyone was
confused, and a few students were still unclear on how to play the game. I used this feedback
from my student to adjust my instruction and decided to use two student volunteers to help
demonstrate how the game would be played. Following the game of Pictionary, I asked my
students if they would like to play it again and used their response to inform my planning of my
next lesson.
Following each school day, as well as on breaks, my TM and I generally discuss the
lessons I have taught and how I could have improved. This week I did my first summative
assessment with my students and often found myself seeking my mentors support. In the days
leading up to the assessment, I inquired about how my lessons were going and if I had prepared
them enough for a summative assessment. Additionally, in my P.E. lessons this week I found
that I was having some difficulty with classroom management. I approached my TM to inquire
Alexis Breckenridge
about alternative ways to ensure students are listening and following instructions during P.E. We
were able to determine how to adjust my lessons and discuss consequences for students who
neglect to listen to instruction. I was able to ask my TM if she would like me to focus on
classroom management in my future lessons as well as ask if there was anything else she would
like me to address. The feedback I sought from both my students and TM allowed me to improve
my lessons and overall practice.
For section (c) of the standard; building capacity to support student success in inclusive,
welcoming, caring, respectful, and safe learning environments; I supported a positive learning
environment in each lesson. Every day I make an effort to talk with my students and ask them
about themselves. In class discussions, I generally allow students to share their own experiences,
ask questions, and offer comments. In my health lesson in particular, we have been discussing
feelings and this week focused on how to show others our feelings. In this lesson, students were
prompted to connect feelings back to their own experiences and share with the class. The lesson
also focussed on how our actions and choices can unintentionally affect others. The lesson
allowed me to learn more about my students and helped them understand how to be considerate
of each other. I found that the class contributed to establishing how students are expected to
behave to support a respectful learning environment.
