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Hyun Kyoon JooOntario Certified Teacher

Experience / 01

Highview Public School

A key stage in developing classroom leadership, instructional responsibility, and reflective practice.

Placement
School practicum
Grades
Grade 4/5
Board
Toronto District School Board
Region
Toronto
Class gathered beside a river during an outdoor field trip near Highview Public School, photographed from behind the group
Outdoor field trip and environmental learning

Overview

Second-Year Student-Teaching Placement

  • Curriculum planning
  • Classroom leadership
  • Assessment

Highview is where classroom teaching became daily practice. Across this placement I designed and delivered curriculum-based lessons in a Grade 4/5 classroom while gradually taking on greater instructional responsibility.

Working alongside my supervising teacher and other school staff, I established positive relationships with students, maintained consistent classroom routines, and adapted instruction and activities to meet different levels of academic readiness and individual learning needs.

Focus / Teaching areas

Science

Structures and mechanisms, STEM design challenges, and inquiry-based investigation.

  • Science lab coat covered in hand-drawn illustrations of scientific concepts, displayed in a Grade 4/5 classroom at Highview Public School
    Science identity project used to introduce inquiry work

Classroom

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

  • Hand-made student appreciation artwork addressed to Mr. Joo, resting on a classroom desk at Highview Public School
    Student appreciation artwork from the Grade 4/5 class
  • Wide view of a school field during an outdoor physical education game at Highview Public School
    Outdoor physical education on the school field
  • Hyun Kyoon Joo standing with the Grade 4/5 class at Highview Public School. Student faces are covered.
    With the Grade 4/5 class

Professional learning

  • Increasing instructional responsibility

    Moved from supporting lessons to planning and leading them, taking on a fuller teaching load as the placement progressed.

  • Classroom leadership and routines

    Held consistent routines and expectations so that instructional time stayed focused and students knew what to expect.

  • Adaptive instruction

    Adjusted lessons and activities for varied academic readiness and individual learning needs within the same classroom.

  • Professional relationships

    Built working relationships with students, the supervising teacher, and wider school staff across the placement.

  • Reflective practice

    Used feedback and day-to-day classroom evidence to revise planning, pacing, and delivery.

5 of 12 photographs from this placement are shared publicly. The remainder are withheld to protect student privacy or because they duplicate stronger images.