For my last class I went to a Montessori school for my practicum field experience, and as you mentioned with the homeschooling, they also use the method that allows the students to learn at their own pace, the students are not rushed into going to the next level just because they have spent too much time in one level. I had never heard of this concept until I went there, when I went to the interview and met the principal she told me "This is a non-traditional school, are you ok with it"? that's when I asked and she began to explain and of course I also looked it up online and learned more, but whatever I knew prior to being in the classroom could not prepare me for what I saw in the classroom of about ten students and all of them working on
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
With the field of sports management being extremely competitive an individual candidate must be highly regarded in the elements to be a professional in the sport management industry. Being in this class is the start of a career in the sport industry.
The first one was, “What do you like most about your building?”. I was floored by the consistency of the answers to the first question. Overwhelmingly, teachers stated that they love the people they work with and the students they teach. There were multiple comments regarding teachers willingness to assist each other, to excel above and beyond for the students best interests, and sharing a common philosophy.
The reason I chose the field that I am in today, is because when I was in high school I had no idea what I wanted to be. I just wanted out of my normal classes and found a way to do so. At my High school we had a career center and none of the programs caught my eye until it I saw computer maintenance. I went in with the mindset that this course was going to just be another easy typing class, but on our first day our instructor clearly told us that this is going to be the hardest class you will ever take in high school and that if you were here to goof off you got two weeks to change classes. Within those two weeks we went over course safety and our syllabus. The course caught my attention I really wanted to see what it had to offer and
I began to gain experience technical expertise starting in high school at the Gwinnett School of Mathematics, Science, and Technology. There was a gap between the technical skills that I obtained over time, including that of AutoCAD and Revit Architecture, and a true sense of design. For the most part, I learned through self teaching and trial and error. There was still a gap between what I was able to produce digitally and physically, and the design intent. Working with the Lawrence Design Group firm during my Senior year of High School, I gained an understanding of how the workplace functioned in the Architectural Field.
During our visits for our field experience at Rachel Freeman School of Engineering, I have been able to get a glimpse of what it is like to be in an elementary classroom at two very different grade levels – second and fifth.
While every experience where there is an opportunity to engage with potential clients open doors for gaining knowledge, my experience working with the geriatrics population at Angels Convent was uniquely different. This level I fieldwork experience challenged my entire knowledge and understanding of what I thought it is like working with the geriatrics population. While there were many lessons learned, one of the most important lessons was, showing up prepared is essential; nonetheless, being able to think on your feet is mandatory.
The school has many veteran teachers that love their job. In respects to the elementary teachers, they stay late and give their students 100% of them and it shows. Children are smiling and eager to get to class. The walls are filled with student lead projects. I can identify the internal leaders who are outspoken and who resolve issues. There is 5th grade teacher who is team leader and she is amazing. If a problem arises instead of complaining she goes to her team and creates a solution. In 5th grade the team is so influential due to the fact they work together so well. They plan together and share ideas. When looking through data they delve deep to the root of the problem and remediate students when needed. “Educators must promote and build meaningful relationships for all students and stakeholders in the community” (Woody,
Seven year old me loved getting together with friends and spending hours drawing up ideas for our outlandish inventions. Once we were done, we’d even spend another few hours thinking of the best ways to present our inventions to our parents. Fast forward 10 years to when I attended the National Student Leadership Conference (NSLC) in Chicago, and I realized that I still loved doing that. I was particularly good at the presenting part, and anything in the business world would allow my inner seven year old to flourish.
As I entered Skyview Elementary School, I immediately felt welcomed. The school is very bright and colorful. The music room is immediately next to the art room, so the hallway has student artwork on the wall. It is noticeable that the school is student-centered and the environment is positive. I was not expecting the music room to look the way it did. When I was in elementary school, our music room was also the art room, and we did not have a large collection of instruments. I remember we just sang the majority of the time and lesson plans were not used. However, this music room and class was the complete opposite of the experience I had. I walked out of the room after my first visit wishing I would have had an experience like that because I think I would have learned to
Along with my BS degree in biological sciences, I have gained experience by taking laboratory courses in college as well as working in a Marine Biotechnology lab. I am familiar with collecting data, writing reports, and using variety of instruments. I can also say I am comfortable using equipments, such as, pipettes; and performing laboratory techniques including aseptic technique and microbial identification test. Moreover, I have the ability to be precise when performing laboratory techniques in order to create great results. In addition, I have worked 8 years providing customer service at a restaurant. Through this experience, I developed excellent communication skills and excelled at multitask. I am a team player who listens attentively;
In reality, the children move about the classroom independently, choosing the order of their learning activities. There may be 15 or more activities, or ?jobs? as they are called in some Montessori classrooms, occurring at the same time with small groups or individual work, yet the classroom remains quiet, yet busy and productive, sometimes with the soft hush of classical music playing in the background. Many Montessori school classrooms place a card around the child?s neck with the day?s objectives written in the form of a checklist for the students to monitor themselves. This checklist encourages the students to take responsibility for their own learning, as well as discourages prompt-dependence, since the student need not wait for instruction. Some of the activities in a Montessori classroom include reading, pre-reading using phonics, math, discovery science and writing. Children learn skills in a way that he or she is not aware that learning is taking place. For example, a child playing in the sand box with a small rake is not aware that he or she is learning fine motor skills and how to hold and control a pencil. Another observation in a Montessori classroom is that most classrooms tend to span three grade levels. This practice allows to children to become mentors to younger students. Also, the large gap in developmental levels allows children to ?learn at their own pace? (Keller, 2001), which is another important Montessori
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.