Field Experience Paper

My experience observing students in a 5th grade ELA classroom over the course of the last eight weeks has been both fulfilling and beneficial in the aspect of being one step closer to achieving my burning desire of becoming a teacher. Within my short time at Big Ridge Elementary, I had the opportunity to take over tasks such as making copies, laminating materials, grading daily quizzes, preparing report cards to be sent home, in addition to simply observing student interaction during individual and group work. I was given the chance to partake in car line and recess duty with the teacher I had the pleasure of shadowing. Many of the skills and tips I was given along the way will be carried throughout my remaining time

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

There is saying that my friend has “we are just alike in some way”. I wonder is that true. Are we really all that alike? To figure that out my teacher had us for our field experience observe to kids the same age and see. Show if they are any similarities or differences between the two. I started and finish my observing at Shining Stars on Nov 6, 2015. The time was 8 to 10:30 am on a Friday. Where I observe two 4-year-old kids playing, learning, moving. I have done some observing before but on a much border scale and less detailed. It was at both a high and Jr. school we this one was at a day care. A day care that was colorful and spoke of fun. The halls had lots of photos of the teachers and students. The class room I was in the same colorful

During my student teaching experience at Jefferson Elementary School, I had the pleasure of observing two sixth grade classes. I was able to learn from Ms. Much while observing her social studies lesson about Greek Mythology. In Ms. Heartman’s class, I got to observe the collaborative math curriculum. This experience opened up my eyes to how rewarding teaching sixth grade is. Before observing, I was hesitant as to whether or not I would have the knowledge and qualifications to teach an upper elementary grade. After working with both of these wonderful teachers, they showed me

My field experience this semester left a significant impact on me and changed the way I would look and think about teaching in the future. It was very beneficial to me because it was my first opportunity to get hands-on experience in a classroom setting and it allowed me to take the concepts that I was being taught and directly apply them to my personal experience. The involvement that I had teaching my group of kindergarteners was one that affected me in both an emotional and professional way. I was able to relate topics covered in class to my observations and teaching, which provided me with a better understanding of those concepts like motivation, praise, feedback, and literacy development.

Effective teachers know the importance of having a caring, inclusive educational environment, creating routines, modeling every aspect of learning, and providing rich hands-on experiences. On November 3, 2017, I conducted my field experience and observation, in my friend, Brittney Gomez’s kindergarten class. Mrs. Gomez has a great passion for education, and truly cares for all of her students. I have contemplated teaching kindergarten, so I felt observing a kindergarten classroom would be an excellent opportunity for me. Mrs. Gomez seems to teach her kindergarten class with ease, and I am very thankful for the opportunity I had to observe her class.

Schools are educational institutions where students are engaged, teachers are nurturing and offer rigorous lessons, and school administrators are educational leaders where they can help create inclusive environments. In some school settings, school administrators stay in their offices and teachers close their doors and become their own islands. Providentially, those old practices are changing, whereas classroom walkthroughs and observations are becoming popular with school administrators. Classroom walkthroughs are an effective way to observe what is going on in the Bonnie Springer School classrooms. Walkthroughs provides teachers with an opportunity to see the great things their teachers and students are doing together. Walkthroughs

“In learning you will teach, and in teaching you will learn” states Phil Collins. This quote is extremely powerful in a classroom setting, where the teacher and students exchange roles constantly during the learning process. Observations are a powerful tool for future teachers due to them learning how the classroom is conducted as well as what works and does not work. My observation was at Webb City Middle School in Webb City, Missouri with Mrs. Swaim’s 6th grade social studies class.

Anything could happen during field experience. While your gaining your exposure to real life classroom so many great things occur. You gain relationships with your students and gain a new understanding of being a teacher. But not all experience during field experience of wonderful, sometimes you experience things you would rather forget. My worst field experience was when I got to the recent quizzes of Mrs. Collin`s classes.

A burst of light exploded. The world seemed to go silent, then the sound caught up. It was the sound of thousands of bombs exploding at once. It was a deafening roar that seemed to shake the world all around us. There is just a great feeling when you realize that you built it. As stated in britannica.com, “The earliest sketches of flight vehicles were drawn by Leonardo da Vinci” (Encyclopædia Britannica aerospace engineering). Now it has gone to the creations of rockets and planes. People in this career get to build and test designs in laboratories, wind tunnels, and outside to make sure there are no flaws. This career is the only reason we can fly in any aircraft, and why we have satellites and have been on the moon. A aerospace engineer

Gaining experience as a future teacher helps in understanding the multiple challenges of education. By observing these challenges, one becomes better equipped and more prepared to enter the field. Learning theories, behavioral tendencies, and social development are all factors that affect a student’s success in education. In this paper I will analyze and explain the observations made inside and outside of the classroom at Clarkston High School.

My field experience was at Port Chester High School and Preston High School. During my observations, I was able to examine the many differences that exist in school dynamics, classroom environments, and teaching strategies

There are many aspects to teaching and as a teacher it is necessary to understand the most important aspects of teaching and how they should be incorporated into the classroom. A teacher’s most important job is not to teach specific material but to build relationships with the students and ensure they feel safe and cared for. Once the teacher is able to ensure this then they should focus on teaching, however teaching is more than listing off facts and sharing information with the students. As teachers it is essential we try to engage our students. There are many ways to engage students and each teacher as a specific way they get their classroom involved in learning. During my field experience I have learned the importance of being able to engage students and I have seen what a classroom looks like when students are not engaged. My field experience has helped to reflect on student engagement and how I would place the experience in my philosophy of education.

For my field experience, I attended the Westport Board of Education meeting held on Monday, November 27 at Staples High School from 7:30 to 10:30 p.m. The Board of Education members present at the meeting were Michael Gordon, Jeannie Smith, Elaine Whitney, Mark Mathias, Karen Kleine, Vik Muktavaram, and Candice Savin. On the agenda for the evening was: public session and saying the pledge of allegiance, election of officers of the board of education, announcements from the board and administration, public questions and comments on non-agenda items, reading the minutes from past meetings, presentations, discussion, updates, committee reports, and adjournment. The presentations included the NESDEC ten year enrollment projections and an overview of the role of learning walks in the Westport Public Schools. The discussion was on revised homework guidelines. The updates were on the health and medical insurance revenues and expenses and projected end of the year balance in the health reserve account. At this meeting, I saw examples of the competing visions of the purpose of education, educational priorities, educational philosophies, and how issues such as technology are part of the educational conversation.

For this field experience my group have taught five different lessons that has consisted of four different groups of students. This made it difficult to analyze the different students work, and to know what types of problems each student typically struggles with. Since we had different students, my group was able to pose similar problems to different students and it allowed us to get better with our teaching. Since we used similar problems, we were able to practice our questioning skills and get better after each lesson.