Field Study

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 spent the past six weeks at Kensington Elementary School. The experience has been amazing, but also a huge eye opener. There were many negatives and positives sides to wanting to be a teacher. From the beginning to the end, I learned what it takes to be a teacher.

Last week I asked my contact at the Anchorage School district to send out an email to all the ELL teacher to see if anyone was available to assist me with my field practicum. As of this email no one has responded. Since this month has lot of holidays were school is not in session I became a bit concerned. So I reached out to an English teacher at a private high school who is willing to let me observe her classes. Though the school does not have an English Language Learners program they do have students from Nigeria, Korea, Philippines, and native Alaskan villages. May I please have permission to observe in Mrs. Edmonds class to fulfill the 15 hours for the field practicum?

On 8/8/2016, at 10:45 a.m., the Field Investigator arrived at 20121 Ventura Boulevard, Suite 208, Woodland Hills, CA 91364 in the attempt to personally serve David Moshe a subpoena attached with this investigation.

Did you know that becoming a teacher you have to go through fieldwork (bls.gov)? The fieldwork is when you come to a school for a certain amount of days and observe. Then as time goes by you get to teach the class yourself. After a month of teaching your professor comes and evaluates how you do for about 2 days a week. But while you’re there you work under an experience teacher for a semester it’s how you learn while teaching. While you’re teaching there’s still classes you have to take (teaching degree.org). The classes you can take are normally open to you in high school. Like a class that teaches you what you need to know to pursue your dream. You could also take sample courses. You need a bachelor’s degree (bls.gov). The degree has to be in a certain field. Like English, history, or sciences. Then you get to go to degree program where you can train and take classes to get your next degree. The classes would be a big help but that’s when the expenses come along.

After reading chapter 11 of our textbook, there were three important topics that stood out to me. The first topic that I thought was interesting was the purposes of assessments. According to Carjuzaa and Kellough, the purposes of assessments are for assisting student learning, identify students’ strengths and weaknesses, assess the effectiveness of a particular instruction strategy, assess and improve the effectiveness of curriculum programs, assess and improve teaching effectiveness, to provide data in order to communicate with parents and guardians and to involve them in their children’s learning, and to provide data that assist in decision making about a student’s future (Carjuzaa & Kellough, 2017, pg. 337-338). Assessing to identify strengths

My field experience assignment is an SLC or Structured Learning Center self contained unit at the United High School 9th grade campus. The students in this particular classroom are all students with Autism and they are all boys between the ages of 14 to 15 years old. Their learning goals vary and are very different from those of the students in the general education population; therefore, their assessments are going to be different as well. The main goals for our students include learning daily living skills, display proper behavior, and increase social activity. Assessing these goals vary between formative assessments and authentic assessments, but we mostly use checklists for our students.

I believe that my assessment was accurate and fair. One example I can perceive as a bias, would be my inability to differentiate Western students from other students. Once I completed the fieldwork component of the assignment, I had asked my female friend what was the “Western” look. She explained that females wear Canadian goose jackets, Hunter rubber boots, and lululemon tights. Afterwards, it had hit me. I had been oblivious to my surroundings the whole time. However, if I were to be in an environment that was different from Western’s, then maybe I would be able to see the difference. I also pondered whether there was a male “Western” look or not, but could not come to a conclusion. I also was not able to divide the Asian students into

I want to observe the setting in which public defenders operate in. As part of my field study, I wish to investigate the dilemmas public defenders face. On one hand, it is important to defend an individual's legal right (regardless of crime committed). On the flip side, how can one truly justify defending a guilty individual (moral justification issue)? What about the problem with plea bargaining? Do most clients really end up forgoing their innocence for lighter sentence? These are questions I hope to answer via a hands on experience via shadowing the office's staffs. Hopefully, this will allow for a better understanding behind the mindset of various public defenders. Ultimately, I hope that my field study experience will improve my qualitative

Fieldwork is fundamental for an anthropologist, Heather Paxson anthropologist on the video said that being in the fieldwork gives you better understanding and helps the anthropologist to ask better questions, it is also interesting to see that fieldwork can be found at various locations and scenes. The whole video gives a better understanding of how important fieldwork is for anthropologist. Participant observant is crucial to ethnographers.

In the word of sociology there are a couple of ways that sociologists are able to collect data. The scientific method is a method that a massive amount of scientist use to acquire data. This method is very clear cut and easily organized, but since sociology is such a diverse and complicated subject many sociologist use and prefer different data retrieval methods. Surveys are one of the most common way to gather data only because they are simple and easy to get done. One of the more exciting ways to gather data is field research. Learning about people and groups is a little hard without first hand experience, but this method doesn't really answer the question “why do people do that?” therefore, field research is not optimal. Another interesting method of obtaining data would be Rodney Rothmans participant observation. This way of collecting data focuses on the researcher joining a group do do various activities, so he can study and research them first hand. Experiments are an extremely effective way to research people. in an experiment researchers can observe an obvious effect to what they did, making this form of data collection practical. Concerns for people's well beings have to be considered when conducting experiments. The last way to collect data on people would be to use a secondary source of information

Education have change a lot in the past 100 years. With the ingress of culture differences in the United States, there is also an explosion of different culture and language in our classroom. Teachers need to be prepare to meet each of their student’s education needs, and need to be prepared to know how to assess students learning. Assessments are designed to target a specific education goal. By reading Principles and Practices of Sociocultural Assessment: Foundations for Effective Strategies for Linguistically Diverse Classrooms by Smith, M. E., Teemant, A., & Pinnegar, S. (2004) and looking at Table 1 in the article, which define three concepts of principles assessments methods questions that teacher should ask their self when making assessment. All of this principles assessments are very important to think about when assessing a student knowledge or creation student’s assessment, but, the two Checklist Items that it seems to be more extremely

This part of my field experience was very disheartening for me as I conducted interviews and research within my own school district. I spoke with the physical education specialists, a couple of general classroom teachers’, and the school nurse and found that there is not a specific health education curriculum for the primary and/or intermediate school setting. The majority of the classroom health lessons that are given to this age group are geared towards public health issues such as hygiene, changes in body (5th grade “talk”), brushing teeth, fire/water safety, etc. I could not locate any information about our district having a specific WSCC model; however, after research, I did find out that our district does have a local wellness program

For this assessment, I will identify the key principles of assessment and a range of assessment activities that link to theory. I will also have the opportunity to devise an assessment activity for my learners that withhold these key principles and promote inclusive learning.

The first thing I would do to begin my research would be fieldwork. Participating in fieldwork would allow me to get a first hand experience of their culture. I feel like this would give me a better understanding of the indigenous people. Participant observation will be another technique that I would use because this would allow me to get first hand observation. I would learn their different aspects of their daily life. Such as, hunting techniques, religion and I would try to learn their language. After gathering all the information I would relay this information back.