My Field Experience At S Bryan Jennings Elementary

Over the years, I feel I have been guided by God to pursue Elementary Education, which narrows my focus to the kindergarten classroom. I will clearly define the most helpful theories that may be implemented throughout the kindergarten learning environment. Effective teacher characteristics will be identified and why they are imperative for this particular age group. Young children have different learning characteristics and it is important for teachers to recognize and accommodate to the needs of their students. Throughout this course, I have discovered certain characteristics about myself and I will elaborate on my unique learning styles.

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

At 1:00 p.m. I entered into Evoline C. West Elementary school on Thursday, July 12 2012 for an interview with Mrs. Yolanda Lawrence. As I entered the classroom, I was greeted by Mrs. Lawrence, the head teacher in this classroom. Mrs. Lawrence has no assistant at this present because of it being in the summer. After I entered into the classroom, the entire class welcomed me with “hello Ms. Flournoy”. It made my day to see all of those smiley faces greeting me. This was a 2nd grade classroom which consisted of 17 students of which 8 were girls and 9 were boys. This interview and observation was a total of 2

For my Field Experience I chose to observe at Krahn Elementary which is a part of Klein Independent School District. After my approval, I was assigned to four teachers and their classrooms. I observed at Krahn Elementary on six Tuesdays between 15 September 2015 and 27 October 2015, and more or less followed the schedule that was given to me by the Assistant Principal Ms. Shannon Strole. From 8:30 am to 9:15 am I observed Ms. Judy Burkes, who is a third grade Math and Science teacher. Her classroom is comprised of twenty students which range from average to below average learners and a student with ADHD and another with autism. For most part of my observation, M. Burkes had been working with her students on fractions and multiple digits addition and subtraction. From 9:15 am to 10:30 am I observed Ms. Lisa Parker who is a Math co-teacher and resource teacher at Krahn Elementary for grades K-5. During my assigned time, Ms. Parker usually joined Mr. Duru’s fifth grade class of twenty three students as a co-teacher and when required would pull out a group of six students after initial instructions from Mr. Duru and would teach them the concepts separately at a slower pace. This particular group of students with special needs was mostly seen to be focusing more and more on mathematical word problems. These students were students with Learning disabilities, behavioral issues and one of them was a student with ADHD. From 10:30 am to 11:15, I was with Ms. Janice Bluhms, who is a

I am currently teaching second grade in an urban charter school in Cleveland, Ohio. My classroom has twenty-three students, twelve boys and eleven girls. There is one student in my classroom who receives special education services and four students receiving Title 1 interventions. My students are extremely social which leads to the use of small group and partner learning. The socialization has lead to some struggles with behavior and student independence this year.

On September 1, 2012, I walked into my fifth grade teacher’s classroom for the first time in my life. Mrs.Cullen was standing in the front of the door with open arms ready to welcome her new fifth grade students. As I made my way to my desk and sat down next to Charlie Schutt and Quin Timmerman, I got the feeling that middle school would be a time of talking to some of my best friends and cruising through classes. As the school year progressed, and classroom seats changed, my thought of how Middle school would be changed as well. On the first day Mrs.Cullen explained our schedule, Homework detentions, and demerits. After about fifty questions, she sent us off to our first class, and the first step of our Middle School journey. The fifth grade

All members of this school board were of Caucasian ethnicity. All members of this school board were between the ages of forty and seventy. There were twenty one public citizens who attended this meeting. Twenty of these public citizens were of Caucasian decent and one of the public citizens was of Indian (Sikh) decent. The ages of these public

In the following report we will examine all of the elements of a Kindergarten classroom that I observed in Miss. Phillips classroom. I will cover over the school, the student’s participation, and the teacher’s overall. I will also include a Building report card. I will discuss how much the experience had an impact on me.

Teachers modify their lesson plans to help their students reach mastery. Overall, it appears that teachers are successful when they understand their students and are able to incorporate elements of specialized needs into the lesson and to think about potential student misunderstandings before they occur. All information for this analysis is taken from case number 0001 under the ENL category. The video takes place in a 7th grade English as a Second Language (ESL) class. It is evident that the teacher understands the needs of each of her students and incorporated this knowledge into the lesson to ensure differentiation. Specifically, the teacher adjusts instruction to help meet the needs of the students by asking each individual to read from a worksheet so she is able to facilitate learning within a social setting. The teacher engaged the usually quiet children by asking probing questions which in turn enriched their problem solving skills. In addition, she helped each student correct their pronunciation in such a way that they would not feel embarrassed or attacked because she was aware of their reservations about reading out loud. Unbeknownst to the class, the teacher took the children’s cultural needs into consideration as well. In the overview of the video the teacher noted

In Journal 1, from The Alternative, Galen Leonhardy expounds what it was like during the first few months as a teacher in a brand new alternative school. Galen Leonhardy illuminates on how to be an effective teacher, and how to be a terrible teacher. Mr. Leonhardy also delivers insight into his students’ lives, along with their learning processes, and his role in it. Galen Leonhardy also justifies how using the textbooks provided is not always the best option, and how negotiation is a key principle in teaching. While reading the first journal, it brought me back to my own experiences throughout my thirteen years in public schooling. I am taken back to the days when I had Mr. Perkins, my Sophomore English teacher. He was intelligent,

Everyday, teachers are faced with the challenge of teaching students new information that is valuable to their future. Teachers are responsible to determine what and how information is taught. How this information is taught to students is pertinent to their success; therefore, teachers must be able to use effective teaching methods in the classroom. Students have diverse learning styles; therefore, teachers need to determine how students learn best and pattern their teaching to accommodate these differences. During elementary school, children learn to read and write, acquire a basic understanding of content areas, and develop dispositions toward

Next, we will discuss the teacher subculture of a school environment. Teachers are an important “subculture since they make the most contact with students” (Ballentine & Hammack, 2012, p. 216). The culture that is set by the teacher impacts the learning process by either helping students thrive or be unsuccessful. Also, the subculture that includes teachers can be further broken down into grade levels, content areas, or length of service. For instance, an inexperienced teacher will not immediately be included in the subculture of seasoned teachers. It will take time for him/her to be accepted into that subculture. A new teacher who tries to be too friendly to students may receive sanctions from

The classroom follows a partial day inclusion program. Ms. Welsh’s classroom on the second floor of Village School is considered their base area. The student’s belongings are all kept in the classroom upstairs and they spend the majority of their time there throughout the day. All students are taught by both teachers for math, science, and social studies. For reading and writing, Ms. Wilush teaches three students in a pull-out resource room on the first floor of the building. When it is time for students to review those lessons, the three students make their way down to Ms. Wilush’s classroom with the folders and other materials they may need. Once reading and writing periods are completed, the students either return to Ms. Welsh’s classroom or go to an alternate room for specials such as art or music. Ms. Wilush and Ms. Welsh’s relationship can be described as both friendly and professional. Ms. Welsh is currently going to graduate school for special education, so she is learning a lot from Ms. Wilush’s work. At the same time, Ms. Wilush is taking the opportunity to learn from such an experienced teacher as Ms. Welsh who has taught for ten years. They believe that the best way to work efficiently and achieve the most success for each student is

Upon receipt of an email from Ruth Ann Ponten, a 7th grade math teacher, Maya Thomas, the district staff development and instructional consultant, immediately took action to help support the struggling teacher. Ruth Ann was located at a school within a rural community that was undergoing a major transition. The community of farm workers and working class families was transitioning to a community of educated professionals that were being attracted to the community’s strong, tight-knit feel and impeccable older homes. With the change of families, new expectations regarding education started to emerge as well.

Elementary teachers play an important part in the intellectual development as well as the social development of their students. The education of young children can affect the way they view themselves, other people, and the world, and their success throughout life. Usually, one elementary teacher will teach several subjects to one class, of about 20 students. However, some will work in teams with other teachers, depending on the type of school (“Career Information: Elementary School Teachers.”). Teachers are faced with the responsibility of nurturing their students as well as their education. In the early years of elementary school, teachers introduce their students to the concepts of reading, writing, and counting. In the later years of elementary, teachers have the task of introducing the concepts of mathematics, language, science, and social studies. Teachers also have multiple behind-the-scenes duties. Teachers have the duty of creating daily