Looking back on how this 2-month Long-Term Occasional (LTO) assignment came to be, I can't help but feel grateful for the opportunity that came my way. It all started when the department head noticed me using PowerPoint during my occasional teaching duties. Impressed by my approach, I was offered this LTO position. It's a reminder of how even small actions can lead to significant opportunities.
Just two weeks before being offered this position, I had declined a 33% LTO offer at Woodbridge College. Little did I expect to be offered a 100% LTO for two months afterward. I'm truly grateful to Lindsay and the principal for believing in me and giving me this chance...
When I first started, I was nervous, especially since there were two classes(ENG3C and OLC) from the English department and only one challenging class for ESLD. However, as time went on, I found my rhythm and learned so much from the experience:
- Importance of clear and detailed rubrics and success criteria for guiding student learning.
- Understanding that Level 3 represents a solid understanding (70-79%), while below Level 1 indicates a need for improvement (below 50%).
- Teaching Middle Eastern and some Afghan students has been a unique and rewarding experience.
- Adapting teaching strategies to accommodate diverse backgrounds and language abilities.
- Understanding ESLA-E classes and their specific learning outcomes.
- Tailoring lessons to meet the needs of diverse students effectively.
- Exploring technology tools like Google Classroom, Kahoot, and Mentimeter for engaging lessons.
- Engaging students in literature and media studies through movie analysis projects.
- Gaining insights into the challenges students face in grasping complex literary concepts like thesis statements, literary devices, and descriptive writing skills.
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