Essay On Field Experience

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.

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

I wanted to go to University of Illinois-Urbana Champaign. I didn’t have the adequate score to get into it. Also, my senior year GPA messed up the little chance I had. I was so disappointed in myself, but now I am happy with my choice to join Carroll. I made a lot of friends and got some time away from family. I have always stayed with my parents. I have always been sheltered in a family setting. It was nice to be independent and figure stuff out myself. Even though I miss homemade food and family, this distance brought us closer. I went from thinking it was my biggest failure to not get into that university to understanding myself better with this choice.

For my Field Experience I chose to observe at Krahn Elementary which is a part of Klein Independent School District. After my approval, I was assigned to four teachers and their classrooms. I observed at Krahn Elementary on six Tuesdays between 15 September 2015 and 27 October 2015, and more or less followed the schedule that was given to me by the Assistant Principal Ms. Shannon Strole. From 8:30 am to 9:15 am I observed Ms. Judy Burkes, who is a third grade Math and Science teacher. Her classroom is comprised of twenty students which range from average to below average learners and a student with ADHD and another with autism. For most part of my observation, M. Burkes had been working with her students on fractions and multiple digits addition and subtraction. From 9:15 am to 10:30 am I observed Ms. Lisa Parker who is a Math co-teacher and resource teacher at Krahn Elementary for grades K-5. During my assigned time, Ms. Parker usually joined Mr. Duru’s fifth grade class of twenty three students as a co-teacher and when required would pull out a group of six students after initial instructions from Mr. Duru and would teach them the concepts separately at a slower pace. This particular group of students with special needs was mostly seen to be focusing more and more on mathematical word problems. These students were students with Learning disabilities, behavioral issues and one of them was a student with ADHD. From 10:30 am to 11:15, I was with Ms. Janice Bluhms, who is a

When I walk around the University of Georgia campus, I feel that I have found home. In such a short time UGA has impacted my mindset and goals. UGA is a place I feel inspired to grow, learn and build relationships. A year ago if you would have told me I would find a place that feels more at home than anywhere I’ve lived, I would not have believed you. The past year of my life before getting accepted into UGA was one of the most difficult years of my life. I had left some toxic relationships, experienced health scares and was lost in where I wanted to go for school. I applied to several Universities, received acceptance letters, but none of the acceptance letters made me excited. UGA was the last application I was waiting to hear back from

After graduating High School, I moved to Massachusetts with my step-father who I met when I was 13-14 years old. My mother moved a few months later. I moved to Lawrence, Massachusetts and applied to college at UMass Lowell and Merrimack College. I was encouraged to apply to a Community College because it was cheaper but I never liked the idea of a two years college for then transfer to another school. However, I started as a Biology major and pre-med student in Merrimack College but then had to transfer to UMass Lowell before my second semester. I moved because it was an expensive school to afford for a low-income student without a scholarship, and I also did not want to acquire a massive school loan debt before medical school. I transferred to UMass Lowell as a Biology major after my first semester of freshman year. I then became a Psychology major with a minor in Sociology and Developmental Studies and graduated in May 2016.

These problems felt crippling, but after working a retail job with a friend, I was able to slowly overcome my personal problems and gained confidence in myself. I later transferred to Oklahoma State University and majored in microbiology. While I was attending OSU, I should have been more selfish. Putting others ahead of myself contributed to the poor reflection of my true potential found within my transcripts. I lost sight of my future goals while time was split between work, school, and taking care my girlfriend at the time and her daughter. Through the difficulties of those years, I emerged as an infinitely better person and after our separation I gained a sense of self-realization. Life is full of tough choices and I feel confident in making decisions quickly and effectively. I returned to Tulsa from Stillwater with a renewed sense of self and a clear view of the future I

I am a full time Dual Enrollment student from North Fort Myers high school. I enrolled in Florida Southwestern State College to earn college credits towards my Associates in Arts (AA) degree in General Studies. This opportunity is amazing, and I am grateful for it, as I can further my education more so here than I ever could in high school. I also get to attend all my classes free of charge, allowing me to get a head start on college and avoid some debt along the way. I have always wanted to attend college and have been working hard in school ever since to be where I am today.

I moved to California three years ago to pursue a Master's degree in social work at USC. During the time I have lived here, I have gained invaluable experience working full-time in the social work field. My first social work related job in California was working at an IMD step-down program for transitional aged youths and adults with dual diagnoses. From there, I began working in the Wraparound program at Aviva Family and Children's Services as a Child and Family Specialist. I have thoroughly enjoyed my time working with these agencies but am also very excited to begin graduate study at USC's School of Social Work since my graduate education was the reason for my move to southern California.

When I was in eighth grade, I wanted to attend Northwestern University to follow in my band directors footsteps and study Music Education. Unfortunately, I encountered a number of problems freshman year. Due to these problems, I quit band, and did not see college as an attainable option so I gave up on going to college. During my Junior year, I realized that college was an something I wanted to do so I decided to do whatever it took to be ready by graduation. During my junior year, I went on a college visit to UW-Oshkosh. However, the campus didn’t impress me and I became discouraged about post high school education. Everything changed when I attended Northwestern University on a college a at the beginning of the school year. Originally,

My child 's name is Jude Alexander and he is a male. As a baby he is cautious around new people and situations, but warms up fairly quickly to friendly people. In kindergarten Jude Alexander seemed to have made one or two friends and usually played cooperatively and was sometimes reluctant to join in new activities with unfamiliar children. He performed below average on tests of vocabulary, and the ability to retell a story. He had a real knack for the art projects, and really got interested in the pre-math activities involving working with blocks and geometric shapes. In first through fifth grade he worked cooperatively in groups, usually respects the rights and property of others, and usually demonstrates appropriate peer social interaction. He demonstrates strength in art, all areas of reading, and in spelling and appropriate for the grade level in writing. He needs additional help in the areas of speaking and listening and in the content knowledge of social studies, science and music. He was average in mathematical problem solving, understanding of data, number concepts, graphical applications, and arithmetic computation. In the seventh grade, he consistently contributes to cooperative group activities and respects the rights and possessions of others, and shows age-appropriate social interaction with peers. He demonstrates strength in art, reading, spelling and writing. He was average in math and science, and needs additional

During the 2018 General Convention from June 19–24, Field Representatives will work 7.5 hours per day — a total of 45 hours for the week — and will be paid $14.27 per hour minus applicable federal, state and local taxes. The time worked beyond 40 hours will be paid at a rate of time and a half or $21.40 per hour. During June 25 through July 17 — the time between the 2018 General Convention and Training School — Field Representatives will work a total of 10 hours per week and will be paid at a rate of $14.27 per hour minus applicable federal, state and local taxes. The Field Representatives’ full-time salary will begin July 18, the start of Training School. The expected pay will be $535 per week minus applicable federal, state and local

For as long as I can remember I’ve always loved learning new things and acquiring new skills. Anything that seemed remotely interesting to me was reason enough to be explored. Whether it was learning to skateboard, or taking apart old technology to see how it worked, I always wanted to do something and try something new or different. One particular venture that got me into the STEM field specifically was when I wanted to learn music production. I had friends who made beats and it looked really fun to me, so I went home downloaded some software, and was disheartened to see that old computer my uncle had given us was not powerful enough to run the software well. From that day on I had researched how to upgrade computers and make them faster

I observed and analyzed the design and delivery of an instructional unit in a Montessori school setting. I observed a classroom of grades 1-3 two times from 9 a.m. – 11 a.m. at the Kennebec Montessori school. I was asked to sit quietly and to not interact with the children so I could get a realistic view of the class day and the children would pursue their chosen work.

Reflecting back on my field experience, I was able to gain quality insight as well as a better understanding of the teaching and the learning process of ESOL in a mainstream classroom. My experience in Mrs. Little’s classroom has shown that the role of the ESOL teacher is to educate students in functional language skills, offer content that is academically challenging, and helps students acculturate to the new language and culture.