Field Observation Charter School

I don’t have a steady classroom. I have different students throughout the day. I usually have between eight and 12 students at a time. The class is small so I can have “eyes in the back of my head” and give students the attention they needs.

I observed the preschool classroom of Ms. K. Today was a smaller group, as several children are on vacation. This is a new facility and just the host teacher was in there at this time. I came into the classroom at 8:00 and left at 9:00. I spoke with the host teacher before and after the observation for feedback, which I felt was beneficial to both her and me. I observed the children during inside for 20 minutes. I observed the children during outside play for 40 minutes.

This is a 1st grade class made up of 12 first grade students. There are 7 Girls and 5 Boys. There is 1 male student with general academic IEP that covers all subjects as well as 1 male and 1 female student that have speech IEPs. The classroom is arranged in table seating with a large carpeted area in the front of the classroom for group learning. This lesson will be taught in a group setting at the carpet.

Discussed data keeping and communication with paras and parents. I subbed for a para who was out sick. I did not have any lesson or behavior plans to work with. I requested to see lesson plans and she did not have anything prepared for the day.

I job shadowed at Denton Creek Elementary, under Lindsay Campbell a drama director for the elementary drama club. My responsibilities included watching over the students, interacting with them and playing games with the students. I completed my job shadowing last fall semester and completed my time in four months. I would shadow every Tuesday of the school week and the first thing I would do was arrive and immediately start working with the kids. Before the start of Drama Club the children would have a snack and have a chance to catch their breath after a long school day. Miss Lindsay would always start the afternoon with a “Question of the Day”, she always made the questions short and nearly always relatable to every child she would ask questions

Well have you ever been too a amazing place in Mccall where it snows like crazy and every year the two 6th grade classes from Roosevelt Elementary go up and spend 4 absolutely wonderful days? Well I am talking about MOSS (Mccall Outdoor Science School) You get 4 absolutely wonderful days and 3 amazing nights too have a wonderful time and make memories. I am here now too tell you all about my amazing stay at MOSS.

Although it has been a great experience I believe it may have not been the best decision for me to do my field observation at the Crestone Charter school because I'm not sure if I received the complete experience. I think it was easy to jump in and assist when I was needed but if I was somewhere else it might have felt more like it was a fresh experience. I

We then joined the staff and children on the playground to observe and speak to available personnel. Even though they at times were extremely busy, we managed to gain good ethnographic material. A couple of weeks into fieldwork we started reflecting upon what we saw every day in the institution. There were certain situations where we repeatedly discovered general patterns and wanted to hear our informants

First I would love to reflect on my experiences in my fieldwork classroom. I have to say I was quite nervous the first day I arrived. I have had experiences with special education students with my own family and other students I had to opportunity to work with, but never in this capacity. Emily was a great mentor teacher, she

In that class, the student learns about different teaching methods and how to care for children. As part of the curriculum, we volunteered at Long Elementary as teacher aides. Working with 4th grade students and observing an everyday class room was such an awe-inspiring experience. I had a completely new perspective about teachers. I have so much more respect as before. Teachers put so much time and effort into helping children for their benefits. I knew from the first day I helped with Ms. Williams’ 4th grade class, how much a teacher is a positive influence on children. There is an overwhelming feeling when you help a student with a problem and in return they give you the most heart-warming smile. The experience at Long Elementary helped me make my final decision on whether I wanted to teach elementary or secondary school. As much as I enjoyed helping elementary students, in my heart I knew secondary school was the path God had in store for me.

Today I went to the AFI to drop off time sheets and to do a weekly check-in before reporting to P.B. Young Elementary School on Wednesday. I focused on completing my time sheets and journal entries. I have been so excited about the working with the children at the elementary school and I shared all my new experiences with the other interns at AFI. The direct experience with clients is what we are all desiring; however, many of the interns are not afforded the same opportunity that I was given. At this point I am pleased with my decision to advocate for myself and I am grateful for the support I received from my liaison and the director of our program. As I self-reflect, I realized that I advocated for myself, sought supervision and consultation,

As there is not much instructional time in this classroom, it is very hard to assess their use of visual supports, differentiated instruction, or classroom management. There is one strategy that is used every day for in many different settings in the classroom and that is the use of song. Songs are used for transitioning from one area to the next throughout the day. For example, when playtime is over the teachers sing a sing to let the children know that there are five minutes left to their play. This however is never accurately timed and the time until clean up varies from one minute till five minutes. Once the time is up, the teachers sing the clean up song to try and motivate the children into helping them clean. This is the transition to

In the beginning of June I had to decide on a school to observe. Before I was approved to observe a Special education classroom, I was not sure what kind of teachers or children I would encounter. On June 8, 2015 through June 10, 2015 I conducted my Special education observation at one of my neighborhood schools. Once I walked into Langston Hughes Elementary school, I felt welcomed and excited at the same time. I had an option to pick between four different classrooms, but when I met Mrs. Bell, I felt a connection. She seems like a warm, cheerful teacher.

I collaborated with Ms. Edwards, one of the interventionists for K-2nd grade about one the students in my class receiving assist from her the first week of field experience. We talked about how I can best teach this student with behavioral/attention issues. Through, this discussion, we concluded that it would be beneficial for me to get to know the student on a personal level in

Receiving an early childhood degree utilizes nearly one-hundred and twenty hours of college education. While I have attended many college classes, none have taught me quite like my fieldwork experience did. No book or lecture could fully prepare me for situations in the class room. Jefferson elementary displayed positive insight to an elementary classroom, such as different teaching styles, personalities, administration and learning disabilities. I learned that fieldwork is more than just getting the hours to pass college classes, Jefferson Elementary gave me direct interaction with teachers and students. Observing an active class taught, challenged and exposed me to valuable situations.