Field Experience Reflection

Education is a long-term investment. We, as students, work hard to acquire knowledge and to hone our skills so that we may use them one day. The effort we put into a single assignment should be considered as both for that specific assignment and for our rounding as complete, educated individuals. And with this mindset, students should be motivated even more to put more effort and hard work into academics, with the goal of bettering themselves for the future and advancing their prospects as individuals. And with this hard work and effort will come progress, and this progress should be reflected in the grading—not necessarily on individual assignments, but on the student’s education as a

My fieldwork sites include two, I am at Hospice Care Team where I see pediatric patients and Innovation Performance Ex, (IPE) Therapy Contracting and Consulting where I see adults. The population I see range from four to ninety. All of the pediatric patients have CP, right now we are seeing 5 pediatric patients that range from mild to severe. We work with fine motor, gross motor, visual tracking, oral motor, and ROM. With the adults we work on strength and endurance, this population is CVA, dementia, and MVA.

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

Learning: By applying the rubric to the assessment, I am able to see Johns’ understanding or lack thereof. His work allows me to see where he is in terms of progression of the concept while also allowing me to see the need for adjustments to instruction. Because I am able to see his work, I can go ahead and make decisions regarding and instruction adjustments that may need to

While many believe that the grading system has a concrete standing in the success of education, other’s believe that it actually can inhibit or at least lessen the effectiveness of learning. In “A Young Person’s Guide to the Grading System,” Jerry Farber states that for the longest time, many have dismissed the fact that grades could be harmful to the learning process. He argues that grades lack the ability to bring about self-discipline within the students learning the content. While the educational system has rendered changes throughout the years, the grading system maintains its virginity and has been fairly untouched. He insists that many educators are in strong belief that grades are the only way to ensure that learning is to take place within the classroom. Most of society would dictate that the system has been fairly effective in getting individuals through their schooling. But as Farber points out, students tend to focus more upon the grades they are receiving and less upon the content itself. Throughout his writing, Faber uses many forms of rhetoric to persuade the reader to believe the fact that the grading system is corrupted and should be changed, and offers a solution which is referred to as the Credit System. With this being said, it can be stated that Farber effectively conveys his argument through his appeal to a younger

Evergreen State College implements a no-grading policy, “taking out the stress of grades and GPA” (Pippin 351). Instead, the institution uses narrative evaluations to assess how students are doing (Pippin 351). That way, whenever someone looks at a transcript from this college, he or she sees that “Mary excels in interpersonal relationships and understands the relationships between X and Y” instead of “Mary made an A in the class.” Texas should follow the ideas of Evergreen State College, eliminating the need of grades and the anxiety of performing with success. The no-grade policy links to “collaborative learning and a way of thinking about learning” (Pippin 351). By phasing out the idea of a grading system, students can not only perform stress-less and anxiety-free, students can also appreciate the value of learning because the pressure to learn subsides. Numbers can only show so much. The response, feedback, and suggestions provide a far more valuable insight behind the

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.

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.”

During this week at my field agency, I had supervision, attended team meeting, took referrals as well as conducted individual and family therapy sessions.

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

I started my internship on 3/25/2015 at Sweet Magnolia Senior Center Located in Coney Island Brooklyn. My first day wasn’t so bad or nerve racking at all. Some of the senior watched me grow up in the neighborhood. I love working with the elderly. This wouldn’t be my first time but it was a little different from what I do at work. In my HSS 214 class, I was the go to person when it comes to seniors citizens. The elderly population have many issue that they shouldn’t such as their lack of resources. On my first day I was in a different section of the center using my knowledge as a program coordinator to help create a stronger and well put program for the staff to

For my second classroom observation I decided to go back to Shandin Hills Middle School. While at Shandin i had the honor to observe my eighth grade honors algebra one teacher, Mrs. Shanti. Mrs Shanti at the time that she was my teacher, taught the only honors algebra one class on campus but recently due to Common Core, Mrs Shanti is now a intermediate seventh grade math one teacher. It was rather interesting in seeing how Mrs.Shanti taught intermediate students opposed to honor

The most positive and satifying experience that I’ve had at Clara Maass Medical Center is the one to one patient interactions. I am glad that I had the opportunity to work with patients on a personal level, by assisting them with their needs and requirements. It has truly been a fulfilling experience to work along side the nurses and get to understand everything that they do to care for patients in their most vulnerable time.

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.

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.