This course binder documents my semester as a peer helper, starting in Ms. Young's Grade 10 Science class and then transitioning to the Guidance Office. Over 13 weeks, I supported students through chemistry, biology, and optics units, helped with the Reading Buddy program, and contributed to graduation preparations. This site organizes all of my journals, experiences, and reflections in one place.
Weeks 1–9 · February 27 – May 11, 2026 · Grade 10 Science
Students studied the modern periodic table, Lewis dot diagrams, ionic compounds, polyatomic ions, and molecular compounds. I helped explain topics in my own way alongside Ms. Young's approach.
This was the main unit I was involved in during Week 1. Students learned how to balance equations and identify reaction types. I used the whiteboard and 3D molecules to demonstrate concepts.
Students completed the red cabbage lab where they tested household substances as acidic or basic. I guided students during the lab and helped them understand the concepts beyond just the steps.
Demonstrated balancing equations on the whiteboard using my own method alongside Ms. Young's approach, using 3D molecule models to make it visual.
Guided students through the red cabbage lab, explained steps, ensured safety, and helped students understand the chemistry behind what they were doing.
Worked individually with students who were falling behind. Helped them review for their chemistry test before the March Break.
Students learned the differences between prokaryotic and eukaryotic cells, cell organelle structure and function, and how to use a compound microscope. They observed tomato and cheek cells during a lab.
Students covered the stages of mitosis, reasons for cell division, and how uncontrolled division leads to cancer. A peer helper from Ontario Tech University taught the class this week.
Students explored how specialized cells form tissues, tissues form organs, and organs work together in body systems. Students reviewed for their biology unit test at the end of the week.
During the biology unit, I encouraged students during the microscope lab by reminding them to stay focused and reassuring them with positive comments. I helped students understand concepts during the cell cycle unit while an Ontario Tech student led the lesson. I also supported students reviewing for their biology test by clarifying concepts they were confused about and going over exam preparation strategies.
After completing the biology test, the class began the Optics unit. Students used Chromebooks, projectors, and presentation slides to learn about the properties of light and how light interacts with different materials. Topics included:
During the optics unit, I assisted students with their class activities and practice questions, clarified concepts they found difficult, and helped them prepare for their optics quiz and unit test. I used active listening and positive body language to show students I was engaged and available to help.
Weeks 11–13 · May 18 – June 1, 2026
Helped students and staff organize materials and prepare for prom. Tasks involved sorting documents, assisting with communication between students and the guidance team, and ensuring everything was in order for the event.
Helped prepare graduation packages, organized diplomas, sorted envelopes, prepared ribbons, tied pens, and got supplies ready for the ceremony. Worked both individually and as part of the guidance team.
Assisted the guidance department with various organizational tasks. Helped students complete necessary forms and provided information about end-of-year events. This required attention to detail and clear communication.
Working in the guidance office was a different kind of experience compared to being in a classroom. Instead of helping with academic content, I was part of a team working toward a shared deadline. It required me to stay organized, pay attention to small details (like making sure diplomas were in the right envelopes), and work efficiently alongside staff and other students.
4 Sessions · February – May 2026 · Applied Leadership & Communication
The Reading Buddy Program paired me with younger students to work on literacy skills. It was also a leadership exercise — it required me to adapt my communication style, build relationships quickly, and be patient and encouraging with students at different reading levels.
Books: My Little Very Big World, ABC of Canada, Hop on Pop, Green Eggs and Ham, Brown Bear Brown Bear
My buddy was shy at first but became more comfortable as we read. I was surprised by how quickly he got engaged and started discussing the stories. I planned to ask more open-ended questions next time and adapt my reading pace to his level.
Books: The Cat in the Hat, Dreams of Hope, Maisy Goes to the Library, David Gets in Trouble
I worked with a different buddy this week, so I focused on building a new connection quickly. I adjusted my approach based on her reading level and gave her extra time to think through answers. Active listening and positive reinforcement worked well for keeping her engaged.
Books: The Very Hungry Caterpillar, Llama Llama Red Pajama, Pete the Cat, Clifford the Big Red Dog
By this week I had grown more confident working with younger students. My buddy became more willing to answer questions and participate by the end of our session. An observer would have described my leadership as patient, supportive, and encouraging.
Books: The Perfect Paper Airplane, Pyjama Day, The Giving Tree
My biggest success across the program was building positive relationships with multiple students and keeping them engaged. My biggest challenge was adapting quickly each week to a new student's personality and confidence level. Going forward, I would prepare more interactive activities before each session.
The Reading Buddy Program taught me that good leadership means meeting people where they are. Every student I worked with was different, and being flexible and patient was more important than following a script. These are skills I plan to carry into future jobs and post-secondary experiences.
Click on any week to expand the full journal entry.
Students learned how to balance chemistry equations and studied different types of chemical reactions, including combustion, synthesis, and decomposition reactions.
We used the whiteboard — I demonstrated my own method alongside Ms. Young's approach. We also used 3D molecule models to help students visualize how to balance equations.
I emailed Ms. Young on the day I was absent. I would talk to her before class about upcoming plans and in class about the day's work and structure.
I walked around the classroom and helped students who called on me. I sometimes taught the class a different method for solving problems, and I worked 1-on-1 with students who were falling behind.
Most students understood the lesson, but some were confused and I tried to help as much as possible. Phone use was a noticeable issue in the classroom despite being against the rules.
Teaching this material helped me solidify my own chemistry knowledge — I'll carry these concepts into Grade 12 chemistry and potentially university.
This week focused on how I interacted with both my host teacher and students, including building routines for communication and classroom support.
Students completed the red cabbage lab, testing different substances to identify if they were acidic or basic. They also learned about single displacement reactions and studied for their upcoming test.
Lab materials included red cabbage indicator, household substances, and beakers. Ms. Young demonstrated the steps before the lab and I guided students through it. I also used the whiteboard to show my approach.
I talked with Ms. Young before class about the lab and my role. I checked in with her during class to make sure I was supporting students properly. After class, we discussed how students performed and what could be improved.
I helped students safely complete the lab steps, answered questions about single displacement reactions, and worked 1-on-1 with students who were confused about classifying matter.
Students were more engaged during the hands-on lab than during regular lessons. Some were off task during setup and cleanup. A few students needed extra explanation about the concepts behind the experiment, not just the steps.
Acids and bases are found in everyday products like food and cleaning supplies. This experience also improved my communication and teaching skills, which will be useful beyond high school.
Students reviewed for and wrote their chemistry test on Wednesday. Afterward, Ms. Young distributed the biology unit materials before the March Break.
I helped students review by answering questions and clarifying concepts they struggled with. I worked with individual students who needed extra support before the test. After the test, I helped distribute biology materials and answered initial questions about the new unit.
Reviewing for a test builds important skills like time management, organization, and responsibility — all useful in real life when preparing for deadlines and important tasks.
To help someone solve a problem, it is important to listen carefully, ask questions to understand the situation, and guide them toward solutions rather than just giving them the answer. One time, I helped two students who disagreed during a group activity. I listened to both sides without interrupting, made sure each felt heard, and helped them focus on their shared goal of finishing the assignment. Staying calm and not taking sides allowed both students to feel respected. Remaining neutral means avoiding judgment, listening equally to both sides, and focusing on solving the problem rather than assigning blame.
Students learned about prokaryotic and eukaryotic cells, organelle structure and function, how to use a compound microscope, and how to calculate magnification. During the lab, they observed tomato and cheek cells and identified structures like the cell membrane and nucleus.
I reminded students to stay focused during the lab and reassured them when they were unsure what they were seeing under the microscope. Saying things like "you're on the right track" helped students feel confident and stay engaged.
Understanding cells explains how the human body functions and how diseases affect us. Microscopes are used in medicine and research to study cells and diagnose illnesses.
Statements I can say to off-task students: stay focused, you can do this, try your best, don't give up, keep going, ask for help, check your work, stay on task, take your time, and be responsible. I can apply these same statements in my own life to stay motivated, manage my time, and reach my goals in school and in the future.
Students learned about the cell cycle, reasons for cell division, and the stages of mitosis. They also learned how cancer relates to uncontrolled cell division. A peer helper from Ontario Tech University taught the class this week, and students completed a quiz at the end.
The cell cycle explains how the body grows and repairs itself, and understanding cancer helps people learn about diseases and the treatments used in medicine.
Signs of stress include not focusing, being quiet or frustrated, and not completing work. To support stressed students, I can be available, listen to them, and encourage them to take their time and ask for help. I apply these same strategies to myself by staying calm, managing my time, asking for help when I need it, and taking breaks when I feel overwhelmed.
Students learned how specialized cells form tissues, tissues form organs, and organs work together in systems. They explored different tissue types and began reviewing for their biology test at the end of the week.
I used both verbal and nonverbal communication. I answered questions, explained concepts, and encouraged students. I also used active listening, eye contact, and positive body language throughout the week.
Understanding how organs and body systems work together helps students understand their own health. The study and review skills practiced here will help students in future assessments and responsibilities.
Since the beginning of the semester, my active listening and ability to explain concepts clearly have improved the most. I became more confident when helping students and working in front of the class. My body language and nonverbal communication also improved — I maintain better eye contact and show genuine interest when others are speaking. These skills will help me in future jobs, post-secondary education, and everyday interactions.
Students completed their biology unit test. They then began the Optics unit, learning about the properties of light and how light interacts with different materials. Technology used included Chromebooks, projectors, and presentation slides.
Optics is all around us — glasses, cameras, microscopes, telescopes, and phones all use principles of light. Understanding how light behaves explains how we see and how many modern technologies work.
I show empathy by listening carefully, being patient, and trying to understand how someone feels before offering advice. A time someone showed me empathy was when I was stressed about schoolwork — they listened without judging, which made me feel supported and more confident. Understanding different perspectives is important because everyone experiences situations differently, and it allows us to provide better, more meaningful help to others.
Students continued the Optics unit, studying reflection, refraction, and how light travels through different materials. They completed practice questions to strengthen their understanding. I helped by answering questions and clarifying difficult concepts.
Light is involved in how we see and interact with the world. Concepts from this unit explain how everyday technologies like glasses, mirrors, cameras, and telescopes function.
Privacy is important because it protects personal information and helps people feel safe and respected. A breach of privacy can cause discomfort, loss of trust, and can expose information that was meant to stay confidential. For students, privacy is especially important in creating a safe learning environment where they feel comfortable participating and asking for help. Respecting privacy builds trust between students and the people who support them.
Students completed the optics quiz and spent the rest of the week reviewing for the unit test. They practiced problems involving reflection, refraction, and the properties of light through review activities and class discussions.
Optics concepts apply to everyday technologies including eyeglasses, cameras, mirrors, and smartphones. Test review also builds study habits, organization, and time management — skills useful long after the exam.
As a peer helper, I might face ethical dilemmas like being told personal information or being asked to help beyond the scope of my role. Confidentiality helps build trust, but if someone shares information that could affect their safety or the safety of others, it needs to be reported to a teacher or guidance counselor. If I feel uncomfortable or overwhelmed, I should seek support from a teacher, ask for guidance, and make sure I don't take on more responsibility than I can handle.
I was not present this week and was removed from my placement classroom. This week was not completed in the journal.
This question was not answered in the original journal for Week 10. The transition away from my classroom placement was a significant challenge this week — it pushed me to reflect on my responsibilities and how I engage with my placement environment. The following weeks in the Guidance Office represented a new start and an opportunity to demonstrate growth.
Students worked individually and in groups to prepare for prom and graduation events. They organized important information, completed necessary forms, and made preparations for these milestones. I helped with various tasks and assisted where needed.
Guidance staff kept students organized through schedules, clear instructions, and ongoing support throughout the preparation process.
Planning major events requires organization, communication, responsibility, and teamwork — all skills that apply to future education, work, and community involvement.
The most valuable lessons from peer helping have been about patience, communication, and the willingness to help others. I became more confident, improved my listening skills, and learned how to work with all kinds of people. I plan to use these skills in future jobs, post-secondary education, and everyday life. My advice to someone starting as a peer helper would be to be approachable, listen carefully, stay positive, and don't be afraid to ask questions or seek guidance when you need it.
Students and staff continued graduation preparations. Tasks included sorting materials, preparing graduation packages, organizing diplomas, and getting supplies ready. I helped by organizing envelopes and assisting with other preparation tasks.
This work required organization, teamwork, attention to detail, and responsibility — all important skills in workplaces, schools, and event planning.
If I could go back to the beginning of this placement in the guidance office, I would be more careful with the graduation preparation tasks from the start. I would make sure diplomas were in the correct envelopes, prepare ribbons and pens earlier, and spend more time sorting through envelopes to ensure accuracy. Being more attentive at the beginning would have helped the whole process run more smoothly.
Students and staff continued preparing for prom, graduation, and other end-of-year activities. I helped organize materials, sort documents, and assist the guidance department with various tasks.
Communication, teamwork, organization, and responsibility — all skills developed this week — are important in school, work, and everyday life.
My favourite week of peer helping was Week 5, when the peer helper from Ontario Tech University came in to teach the biology class. It was engaging because the lessons were interactive, and it was interesting to see a different teaching style in action. I helped students understand the cell cycle, mitosis, and cancer while they prepared for their quiz. From that experience, I learned the importance of communication, patience, and adapting to different ways of teaching and learning — skills I plan to keep building on.
These are the core skills I built through peer helping, the Reading Buddy program, and working in the Guidance Office.
Approx. 500 words · IDC4U1 · June 2026
When I started this course in February, I honestly was not sure what to expect. I knew I would be helping in a science classroom, but I did not realize how much the experience would push me to grow as a person — not just as a student. Looking back at the past 13 weeks, I can say with confidence that this has been one of the more meaningful courses I have taken in high school.
My placement began in Ms. Young's Grade 10 Science class, where I spent the first nine weeks supporting students through chemistry, biology, and optics. Chemistry was where I started, and it was honestly a bit of a learning curve for me. I had to remember content I had not thought about in a while and explain it to students in a way that actually made sense to them. What helped was using the whiteboard to show my own approach to balancing equations alongside Ms. Young's method, and bringing in the 3D molecule models for students who were more visual learners. That experience reminded me that there is never just one right way to explain something.
The biology unit stood out to me the most. Week 5, when a peer helper from Ontario Tech University came in to teach the cell cycle and mitosis, was my favourite week of the whole semester. It was engaging and interactive, and watching a university student teach was genuinely inspiring. I helped students understand the material and prepare for their quiz while also taking away lessons about how to present complex information clearly. It made me think more seriously about what I want to do after high school.
Alongside my classroom placement, I participated in the Reading Buddy program for four sessions. Working with younger students was a different kind of challenge. They each had different personalities, reading levels, and energy levels, and I had to adapt every single session. It taught me more about leadership than any textbook definition could. Real leadership is not about being in front of a room — it is about making the person in front of you feel capable and supported.
The final weeks of my placement moved to the Guidance Office, where I helped with graduation and prom preparations. It was less about teaching and more about being a reliable team member. Sorting diplomas, organizing envelopes, and preparing materials required precision and focus. I made some mistakes — like not double-checking which diploma went in which envelope — and learned the hard way that attention to detail matters in any environment, not just a classroom.
What does all of this connect to beyond high school? Everything. Communication, empathy, organization, and the ability to work with people who are different from you are skills that show up in every job, every post-secondary program, and every relationship. This course gave me a low-stakes environment to practice all of those things while actually helping someone else at the same time. I came in thinking I was going to be helping students. I left realizing I had been helping myself too.