This week was definitely a tough one to find the time to commit to eating well and going to the gym. As the semester is coming to an end, the assignments, projects, and essays are ramping up, leaving barely anytime time to focus on myself and my wellness. Using this as my free inquiry I can see how time comnsuming it really is and how people struggling to remain consistent. It has really turned out to be a very trial-and-error topic as I still am learning how to find balance between it all.
This was my “meal prep” of the week. I decided to atleast have one healthy dinner this week as I have been so swamped and lacked the time to commit to making a huge load of food.
To make up for a lack of gym time as well as to assist in my stressful work load, I have really gotten into listening to mediational sounds as well as some ASMR..trust me it works. I really enjoy falling asleep to it and feel like I fall asleep faster and sleep better. Below is a video I have been falling asleep to.
This weeks class refelction is about the benefits and negatives with phone/tablet use in the classroom, which is incredibly important following the recent phone ban in BC.
Here is an example of the use of an app called “Science Journal” where I chose an activity based on light and specifically brightness using your phones sensors as a way to represent it. This is a prime example of how devices can be used appropriately as well as beneficially in a science lesson plan. Below is a short video about the crazy tools hidden in the Science Journal App.
Video about Science Journal App
When I think about smartphones and tablets in the classroom, especially for grades 6-8, it’s honestly a bit of a double-edged sword. On one hand, they’re incredibly helpful tools. These devices give students access to a world of information right at their fingertips. Apps like Google Classroom or Kahoot can make learning interactive and engaging. For example, students can collaborate on projects in real-time, research topics for assignments, or use apps that cater to their learning needs, like language translation tools or speech-to-text features. Plus, for kids who struggle with traditional learning methods, tablets can be a game-changer with accessibility features like screen readers and customizable text sizes.
But it’s not all sunshine and rainbows. Smartphones and tablets can also be major distractions. Let’s be real—most sixth to eighth graders find TikTok, YouTube, or gaming apps way more tempting than a math lesson. Even with the best intentions, students can easily drift off-task. And there’s also the issue of social dynamics. Sometimes, devices in the classroom can intensify feelings of exclusion if not everyone has access to them or if they’re being misused, like for cyberbullying.
Another con is the dependency on technology. While it’s great to use these tools for learning, I worry about students losing the ability to focus without a screen in front of them or relying too heavily on digital resources instead of critical thinking.
Ultimately, I think smartphones and tablets can be powerful in education if used intentionally and with clear boundaries. It’s all about striking that balance—leveraging technology to enhance learning while teaching kids how to use it responsibly.
Unfortunately, I was ill and missed out on the in-class presentation by Brittany Johnson, but I could access notes on said presentation from some classmates. Here is my interpretation of the presentation on classroom management.
1. Starting the Morning Right: Building Emotional Awareness
Mrs. Johnson emphasizes the importance of morning check-ins as a way to set a caring and emotionally aware tone for the classroom from the outset. Incorporating Social-Emotional Learning (SEL) activities into the daily routine helps students connect with their emotions and makes them feel seen and supported. Each morning, students check in by placing a hand on a color chart that corresponds to their mood, allowing them to communicate how they feel non-verbally. The teacher can quickly observe each student’s emotional state and plan for the day accordingly. To further foster emotional awareness and group connection, Johnson holds a morning and afternoon circle. These circles allow students to practice emotional regulation, develop empathy, and build community, using activities such as a “rose, bud, thorn” exercise (where students share a highlight, a challenge, and something they are looking forward to) or a simple thumbs-up to show how they’re feeling
2. Smooth Transitions and Soft Starts for First-Year Teachers
For young students, especially in their first year of school, transitions between activities can be challenging. To make these transitions easier, Johnson incorporates “soft starts” at the beginning of the school day, which help students ease into the routine and establish a positive start. These soft starts might include activities like Play-Doh, outdoor play, yoga, meditation, or quiet reading, giving students a moment to center themselves.
This quiet start also gives the teacher an opportunity to assess the class’s energy and mood. Johnson keeps students engaged with playful prompts during soft-start activities, like asking, “Can everyone show me 5 pieces of pepperoni on their Play-Doh pizza?” to get their attention in a fun way. Additionally, she uses familiar transition songs, which act as cues for students to shift to the next activity, making transitions smoother and more predictable.
3. Modelling and Proximity: Showing, Not Just Telling
To teach classroom routines, set expectations, and clarify tasks, Johnson uses modelling as an essential instructional strategy. She follows an “I do, we do, you do” approach for collaborative projects, starting with a demonstration before moving to guided practice and then allowing students to work independently. For example, she might guide the entire class through the creation of one example of a project, giving them a concrete reference as they work on their individual versions. Johnson also supports student understanding and growth by displaying visual indicators of progress in the classroom. These visuals show what different levels of proficiency look like—emerging, developing, proficient, and extending—so students can see clear examples of each stage and feel motivated to grow in their skills. Below, I have linked a short YouTube video discussing a bit more on the “I do, we do, you do” startegy and how it is beneficial.
I Do, We Do, You Do by Getty Museum
4. Digital Portfolios: Building Student-Parent Connections
Digital portfolios, such as Fresh Grades, are an important part of Johnson’s approach to keeping parents engaged and allowing students to take ownership of their work. Students regularly upload their work to these portfolios, giving them a chance to choose pieces they’re proud of or need more work on. This practice encourages self-reflection and self-assessment while creating a bridge for parent-child communication. The digital portfolio is also a valuable tool for parents, allowing them to follow their child’s learning journey and providing natural conversation starters. Parents can say, “I saw you did ______ at school today. Tell me about it!” which strengthens the family’s connection to the classroom and helps parents understand their child’s school experiences.
5. Getting to Know Each Student: Personalized Insights from Parents
To create a truly supportive and responsive classroom environment, Johnson incorporates insights from parents by using a “Get to Know Me!” sheet. Parents fill out this sheet with personal information about their child, such as their interests, strengths, and any potential challenges. These insights help Johnson tailor her approach to each student, using this personalized information as a toolkit to cater to their individual needs. Having this understanding of each child not only enhances inclusivity in the classroom but also strengthens the teacher-student relationship, as students feel their unique qualities are acknowledged and valued.
6. Co-Creation and Collaboration: Engaging the Whole School Community
Johnson values collaboration as an essential component of her teaching practice, both with colleagues and with her students. She frequently seeks guidance from other teachers to strengthen her teaching strategies and create a support network within the school. She also involves students in shaping the classroom environment from day one. Rather than beginning the year with fully decorated walls, she invites students to co-create the classroom art and decorations, allowing them to make the space their own. This approach fosters a sense of ownership and pride, as students see their contributions reflected in their learning environment, and it helps cultivate a collaborative classroom culture where everyone’s voice is valued.
By implementing these strategies, teachers can create an emotionally supportive, structured, and engaging environment where students feel comfortable, connected, and ready to learn.
This week, I filmed a short vlog on the meal prep I made this week!
Filmed and edited by yours truly! (featuring dad and sister)
I’m glad to be back on my meal prep grind and although this week, it was made mostly of things I had around the house, I also used this EXCELLENT website to help me find some leaner and more nutrient-dense foods to include in the meal prep!
For this weeks class, we went over coding in the classroom and the benefits it may have in a classroom!
One aspect that we got the opprotunity to go through was using THIS coding website and test out different coding games. I of course chose Minecraft as I am a die-hard fan.
There are plenty of ways to integrate coding and computational thinking into subjects beyond math! For example, in language arts, I could introduce students to storytelling through coding by having them create interactive stories or digital narratives using tools like Scratch. This would let students think about sequence, logic, and problem-solving in the context of building a story. In science, students could code simple simulations to model natural phenomena, like the water cycle or plant growth, helping them understand systems thinking. Even in social studies, students could use computational thinking to analyze data, like mapping historical events or tracking trends over time. These activities not only support the subject matter but also build critical thinking and digital literacy skills that are invaluable in today’s world.
Games are powerful learning tools because they engage students actively, offering an interactive and often hands-on way to explore new concepts. The best learning games are structured to provide immediate feedback, allowing students to understand mistakes and learn from them in real-time.
They’re also designed to be motivating, often incorporating elements like rewards, levels, and challenges that encourage perseverance and a growth mindset. By presenting information in a fun, relatable way, games create a low-stress environment where students feel more comfortable taking risks and trying again. Additionally, many educational games support collaboration, enhancing social skills and building community as students work together to achieve shared goals.
This week was an excellent week for the gym! I am really starting to feel an “at home” at the gym. This week was tight budget wise. I had some work to get done on my car so I didn’t have enough to meal prep for this week. Although this isn’t ideal, I am also very self-awre that this can happen and this is just a challenge I may face again in the future. For this blog post, I will instead be walking you through a work-out from last Friday after our technology class.
I hit a nice glutes and hamstring workout but due to the gym being busy, I decided to include some quad workouts as well.
After a nice warm up and stretch, I started on the hip thrust machine. This by FAR is my favourite machine. I tried to take a photo without taking photos of others in the space so you are actually looking at the back on the machine. You strap in like a rollercoaster and use your hips to drive the weight up fast and down slowly. Over time, I have gradually been able to up the weigjht so currently, I am able to hipthrust one plate (45 lbs) and a 25 lbs plate on each side. In total, its 140 lbs. I do this workout for 4 sets of 10.
Next, I moved on to leg press. This is a more quad-based workout and its definitely a popular yet affecive workout. Your sitting back in a slanted chair and you place your feet on the platform and push the weight up and bring in back down. I have used this machine in my highschool mezzanine and have experience with it. As I have used it previously and have also played sports my whole life, I have strong muscles. On this machine, I am able to push 2 plates (45 lbs each) on either side plus the machine is 25 lbs. All together, it is 205 lbs. I do this workout for 4 sets of 12.
My next workout is probably my least favourite but it does create results. These are called RDLs (Romainian Deadlifts). It involves grabbing a dumbell in each hand (I used 30 lb dumbells) and standing approximately shoulder width appart, hinging at your hips forward while tucking your chin and keeping your back straight. You think about closing a door with your butt while letting the weights go down the front of your legs (closely touching with a slight bend in the knee if need be). Once you feel it in your hamstrings, you can come back up slowly. I do this workout for 4 sets of 8.
Following RDLs, I used the leg exstention machine. This as well is a quad based workout. By the time I got to this machine, I realized I could take a photo of the step-by-step instructions on how to use this. I also have used this machine before and enjoy it as it really makes the quads burn. I select the weight option at 100 lbs which is almost too tough for me but it is good motivation. I do this workout for 4 sets of 12.
My final workout was the hamstring curls. I unfortunately forgot to take a photo as, at this point, it was quite busy. It is very similar to the leg extension but reversed. Instead of kicking the weigh up wards for quads, you start up and push it down and under using your hamstrings. I use this workout for 4 sets of 10.
I found these workouts using this website. It is EXCELLENT! It has an easy-to-read description as well as a videos to show in-depth on how to perform it safely!
This week, we covered different types of technology theories and models that are used to evaluate technology integration in eduation.
This was an example of sketchnoting, a tool in which you use drawings and doodles to relate to your notes, therefore creating a more creative and visual note-taking style. My group that I was working with used an article about cats and how/what they dream about. I used my extra time at the end of class to perfect this which isn’t very realistic to what sketchnoting is for as it’s supposed to be quick simple sketches. Due to how quick you need to be to relate doodles to notes when in a lecture setting, I can see how this may be a more difficult note-taking style as many people may want to perfect it/ get distracted with the drawing portion.
More on sketchnoting techniques:
I found a nice and simple website that shares different heading ideas, doodle ideas, as well as a nice explanation on where sketchnoting is applicable. You can find it here 🙂
The age group I would like to teach is grades 4-7 ideally. I can see how sketchnoting can be useful for these age groups as it can created a more engaging note-taking experience as well as assist in postive study sessions in the later grades like middle school.
A large con of this method is similar to what I have written above; it is easy for those students who may be more prone to doodling and drawing all ready to focus too hard on the drawing aspect and miss out on the notes itself. A side step of that is also it may become distracting, especially with elementary school students as they may want to share colours, walk around and show there friends, or potentially lead to talking and interrupting during a learning time.
The TPACK model would help me choose the right tools for my class by ensuring that technology aligns with both my content and teaching strategies. It would prompt me to first consider what I want students to learn (content) and how I plan to teach it (pedagogy). Then, I would have to think about how technology can support both. Instead of using tech just for the sake of it, TPACK would help me select tools that enhance the learning experience.
For example, if I’m teaching a unit on geometry, I might use an interactive app or website that allows students to manipulate shapes and explore properties like area and perimeter. This tool complements the content as well as the teaching approach because it provides students with hands-on experience that reinforces the concepts I’m teaching. Without the TPACK, I might have chosen a less effective tool—like a video—that doesn’t allow for the same level of student engagement and creates a less valuable lesson.
This week was a lot more successful compared to last week. The cold has officially swept through my family (and most of the cohort) and I have felt better than ever! Meal prep this week was fortunately very easy as we had plenty of leftover turkey, peas and carrots, and mashed potatoes. It wasn’t exactly a “meal-prep”, more just leftovers but still will do the trick this week. Unfortunately, I forgot to take a photo of the meal prep but as it was basically a turkey dinner, you can get an understanding.
The gym this week was excellent! I feel like I am finally finding my way around the gym and memorizing the different workouts of the week. I can already see myself changing and adapting the workout to not only fit my needs and wants but also my strengths.
Above is a photo of the gym I have been going to. It feels good to be not only be a part of a space like this but to also to be active and able to perform and better myself in this space. This weeks plan is too continue with gym, as well as take more photos for the blog as I often forget to do that! I also want to start incorporating mental wellness and some mental excersizes into my blog because I already find myself doing that on my own and want to maybe start blogging with that new addition!
Heres an example of an easily accessible photo! I decided to keep it on a more spooky-theme for Halloween of course!
Filmed and created by me and my family!
The video above has edited closed captioning (CC) and again follows the guidelines of the class work. For some context, every Christmas Eve since I was 5, my family and close family-friends have a pot luck style dinner at my house amd then go to Butchart Garden for the night. The past 2 years, I film and create these interview moments for Christmas and this happens to be the first one so the editing was all done on iMovie and is probably not the best but ultimately its just something silly I make for my family to watch.
Some digital accessibility practices that are often missed include things like colour contrast aspects, which affects those with a vision disability and may cause issues. As well as documents and PDF’s lacking proper structure such as headings, tags, and readable text, making them inaccessible to screen readers. I often forget the constrast of websites as it is not something I immediately think of.
The digital accessiblity practices that shocked me the most were probably the imbedded links inside of documents and writing. I often imbed links into my works using a smaller title or “click here” just to make it fit nicely and neatly inside my document. I never realized how that doesn’t aid or give any context to users of screen readers.
