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Hyun Kyoon JooOntario Certified Teacher

Experience / 03

C.R. Marchant Middle School

A demanding instructional environment that required significant adaptation, structure, and responsive teaching.

Placement
School practicum
Grades
Grades 4–6 and Intermediate LEAP (Grades 6–8)
Board
Toronto District School Board
Region
Toronto
Shelf of diverse children's picture books supporting multilingual readers at C.R. Marchant Middle School
Inclusive text collection supporting multilingual readers

Overview

Student-Teaching — Junior and Intermediate Learners

  • LEAP
  • Multilingual learners
  • Scaffolding

At C.R. Marchant I supported Junior and Intermediate learners, including an Intermediate LEAP classroom, across both traditional classroom and portable learning environments.

Students brought diverse linguistic, cultural, and academic backgrounds, and many were building English literacy and academic language alongside grade-level curriculum. Planning meant designing lessons aligned with the Ontario Curriculum while making that content genuinely reachable — through differentiated instruction, visual supports, modelling, scaffolding, and flexible grouping.

This was the most instructionally complex setting of my practicum experience, and the one that most developed my instructional adaptability.

Focus / Teaching areas

Mathematics

Number sense, patterning, fractions, and data management aligned with the Ontario Curriculum.

  • Ontario Curriculum mathematics resource on qualitative and quantitative data used at C.R. Marchant Middle School
    Curriculum-aligned data management resource
  • Completed mathematics worksheet showing a line graph of temperature data, with no student name visible
    Data collection and graphing work sample
  • Hand-drawn anchor chart explaining quantitative and qualitative data, created for a lesson at C.R. Marchant Middle School
    Teacher-made anchor chart for data management

Classroom

Learning environments, classroom routines, student work displays, and school community.

  • Exterior view of C.R. Marchant Middle School with the school entrance sign
    School entrance at the start of the placement

Professional learning

  • LEAP and academic language

    Supported learners developing English literacy and academic communication while accessing grade-level content.

  • Scaffolding and visual supports

    Built anchor charts, models, and staged tasks so that instructions and concepts did not depend on language alone.

  • Flexible grouping

    Reorganised groupings around readiness and language needs rather than fixed seating.

  • Culturally responsive practice

    Selected inclusive texts and connected instruction to the linguistic and cultural range within the classroom.

  • Instructional adaptability

    Revised structure, pacing, and delivery in response to what the classroom actually required on a given day.

5 of 13 photographs from this placement are shared publicly. The remainder are withheld to protect student privacy or because they duplicate stronger images.