The Field Experience Reflection Paper

During my field experience at Ridge Elementary school, I was placed in a 4th-grade classroom. While working on my field experience I had gotten the luxury to connect and bond with several types of student’s from various backgrounds and demographics. When I first stepped foot into the fourth-grade classroom it was very well decorated with quotes, educational tips, and motivational messages. There were three windows in which the students often gazed out while working. The walls were an eggshell color which was kind of depressing. Adding color to the walls would have made the environment feel a little more joyful yet the students still made that classroom their second home by decorating their desks.

N.E is a ten-year-old boy who attends 4th grade at North Bergen Elementary School. N.E is a very intelligent and creative boy that needs extra help to achieve his academic and social skills. He has little motivation for school achievement, with problems in independent reading, math and classroom behavior. He demonstrates a poor approach in working in a group, usually instead of working on assigned task, he talks to somebody when it is prohibited, playing with his hands or objects, making noises, calling out and looking around. The student gets easily frustrated and cries when he realizes he is having problems with his schoolwork, especially, in the subject of mathematics.

During the months of September and October this semester I spent time at two different schools in four different classrooms. Being able to observe different classes and teachers at Westside Junior High and South Live Oak Elementary was a very new and exciting experience for me since I can’t say I’ve always wanted to be a teacher. My experiences at these schools gave me a better insight into the differences between schools, classrooms, and teachers. The purpose of this field experience was to get 10 observation or tutoring hours in an elementary or junior high setting. I chose to observe a

His attention span ha doesn't develop all the way yet because he didn’t last long at anything he was playing with. He was acting like a two year old where everything is his so he took over what the other children had without asking. With the social and emotional he was doing a lot of side by side play and not playing as interacting with the other children. He had fun playing by his self, but beside someone. He was using his physical motor skills, climbing up the climber just not making a good choice the way he was climbing. He was using fine motor to hold on to the toy and climb at the same time. He was using his hand and eye coordination to do the activities at he was playing with like the cars and poring the toys out the box. He had great motor skills moving along the classroom and picking where he wanted to go on. The language skills I really could not pick up on because he was not verbal just playing. Look like he was lacking in the language I heard another child being vocal asking the teacher what she was holding a conversation. He was helping his self to whatever he wanted didn’t need know help just playing and watching his friends. When he was parallel play, he was following the other child was doing. Typical Develop: The typical development that I noticed with Nick was the parallel play with the other children and not playing together. For 24 months the children “Enjoy being next to children of the same age and shows interest in playing with them, perhaps giving a toy to another child.” (Groark, McCarthy, &Kirk, 2014) Also with his language he did not do much talking just playing and the teacher should have talk to him more. He should have been talking to the other children but since he is at the parallel play he would be talking with just playing. I saw things I need and typical kids doing every day trying new things and things

I always knew Jonathan was a smart child; however, it was difficult to get him interested to participate in the activities. In the beginning, he did not like where our group would sit. Jonathan would wonder off and look at other groups in the classroom. When it was reading time, he would lay in the rug and begin playing around. Jonathan would hide behind my back or hide behind the book. During name writing time, Jonathan would doodle on his name card. I kept trying different methods to figure out how to cooperate with Jonathan. I asked my supervisor for advice as well. Finally, I realized that Jonathan enjoyed when a task was assigned to him. For example, I would have him help me turn the pages of the book. I realized to get Jonathan involved, I had to demonstrate to him that I appreciated his attention, and that his contribution is valuable to the group. I would complement Jonathan for his efforts on saying the vocabulary word. When Jonathan wrote the first letter of his first name facing the correct direction, I told him how proud I was of him. As result, Jonathan participated more during reading time; he would be interested on what will happen next in the story, and he would remember a few vocabulary words. Finally, the greatest success was when he wrote his first name and last name without losing

My field experience took place at School for All Seasons in Isanti, MN. I spent some time in both a kindergarten and first grade classroom. This was an exciting time as I got be part of the kindergarten class on the first two days of school and the second week with the first grade classroom. The kindergarten classroom had approximately 18 students and the first grade classroom had approximately 22 students.

He has been diagnosed with ADHD and has Type 1 Diabetes. His diabetes is managed with insulin therapy and he has an insulin routine at school. His family has chosen not to manage his ADHD with drugs. Generally his ADHD impacts both his academic and social interaction. He has difficulty understanding directions accurately and is then unable to preform the task at hand. He is an articulate child with an exuberance for being in charge this has lead to several lost leadership jobs. He can be confrontational with other children and on some levels seems socially isolated. He plays with other children on the playground, but seldom works with other children in the classroom. He is below grade level in both math and reading. This related to the env ADHD rather than an indication of intellectual

The purpose of this field experience is to identify key issues of concern for high school guidance counselors. I had the opportunity to have an email exchange with two different guidance counselors about their major concerns. David Tedeschi, was my own guidance counselor when I was at Feinstein High School, he has dedicated his life to motivate and support students through their high school career. Throughout my time in high school and now devoting his time at Jorge Alvarez High School, David has had an array of challenges and issues that surround him daily. The second counselor is Betty Dion and she is at Woonsocket High School. I was able to see and experience the challenges Betty went through because of the previous work position I was

While observing during my fieldwork assignment I had the pleasure of speaking candidly with quite a few teachers. It was Chanel Thompson’s conversation that stood out to me most. It seems we are like minded in many ways. Currently she works at Francis Elementary, a school that is currently plagued with the daunting tasks of trying to enrich not only the academic careers but the lives of its students. Francis Elementary is one of the many Houston schools that services children that fall in the bottom of the lower middle class, in terms of socio economic statuses. Like me, Chanel stated that she picked this profession because of the impact she would have on various children that she would teach from year to year. After teaching for just four short years she still feels the same way. She went on to say “Teaching will be the hardest yet most rewarding job you will ever have.”

I began my field experience on June 4, 2015 with no idea of what to expect. During the period however I was able to gain a first-hand experience of how different environments affect students. It is always easy for someone to feel at home and function effectively in a familiar environment, but what happens to a student when the environment is not their own, or not what they are used to? Do the same principles or measuring stick apply to these students that apply to those in a familiar environment? It was interesting to observe these students who were completely out of their comfort zone but were required to learn at the same level and have the same academic achievement as those who were completely at home.

Middle school is very different from Elementary school. The students are beginning to change and the structure of things are very different. The students have about seven teachers that they see throughout the day. I think this is very important because each teacher, teaches differently, therefore, at least one of the seven are more likely to have a teaching style that the students like. Each teacher as their own teaching methods and a different subject that they teach. Through my field experience I was able to observe three different teacher that teach three different subjects.

Adam is a 6-year-old child in kindergarten. He is a white male son of 2 doctors and 1 of 3 children, youngest of all 3. He is overall one of the highest in the classroom. He is able to identify all letters the alphabet without error. He knows all of the basic sight words and higher one that are required for 1st grade. He has been tested for the gifted program and was accepted with an amazing score on the test given to him in all contents. He can read and write on the kindergarten level and higher. He can answer any high level question given to the classroom. He will be the first in the class to shout out the correct answer with out think much about them. He is on the high 1st grade level in the language arts part when doing groups. The only bad thing he does is that he is a very slower writer, when

#1 Please describe how you have prepared for your intended major, including your readiness to succeed in your upper-division courses once you enroll at the university.

This has changed the challenges I think I will face as a teacher because I thought that it would be possible to teach all the children at the same level, but after learning about ZPD and working with some student’s during field experience, I have come to see that all my students will be starting my class at different levels. Two of the students at my field experience attend the same middle school class. The girl was able to work through her homework easily after I explained some of the word problems to her, but the boy had trouble answering the problems because he did not know how to multiply three digit numbers by two digit numbers. At his grade level, he should have been able to do this. Because of this, I will face the challenge of making

I have been teaching for the past fourteen years, and it has not been until these last three that I even had exposure to visually impaired children. As a homebound teacher, My student caseload has included a mixture of students with varying levels of educational backgrounds and abilities. For example, the students would range in disabilities of being identified as intellectually disabled to very high functioning. Teaching in the homebound setting would count as my first experience with the visually impaired. I had assumed from that experience that all students with visual impairments were either taught in the home or at a residential setting. Field practicum experience I and II of the Trevecca Nazarene Vision Program gave me a totally different perspective of the role of teacher of the visually impaired. These observations have given me new insights and strategies to use with the students I currently serve. More importantly I have an understanding the implications of having a visual impaired importance of providing experiences for students to interact with all appropriate environments.