My Field Experience

During my instructor led field experience, I was placed in a first grade classroom. The teacher in this classroom really had a great grasp on management in her classroom. She used the Classdojo app. The teacher had the option to award student points or take them away throughout the day. This was also an app that kept parents informed on their devices of how their child was doing throughout the day. I really enjoyed seeing this in real life. Hearing about this app in management or technology didn't do it justice. The students really were aware of the points and managed their behavior.

I have conducted my field of experience at Westside Elementary School, second and third grade classroom. The third grade class consists of 20 students. The teacher does not have any aide even though she needs some assistance, because two of her students are falling behind. The sad part about this is that the students have not being diagnosed yet, but they are having a lot of difficulties. The teacher mentioned that by fourth or fifth grade those two students will need to be placed in a special education classroom. The students both have a concentration problem and it causes them to struggle with reading, writing, math, listening, and speaking. The teacher asked me to

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.”

When I first heard of an opportunity to partake in an field experience, I couldn't help but get a tad excited. My first field experience was with elementary aged students, it was an eye opening experience that made me realize that perhaps I would be more suited for secondary age students. Therefore, this field experience I feel more excited about partaking in since it is with the age group that I will be working with. That being said, I am going to be at two different middle school's here in town Anthony and Eisenhower.

I have extremely high interest in practicing primary care medicine especially in underserved areas due to the nature of the task. Medicine in these areas tends to be independent in nature in that you get to experience unique and interesting medical cases. I very much appreciate the intellectual stimulation it would most likely provide while also serving communities that most likely need healthcare the most.

I conducted my field experience through the Forsyth County School System in conjunction with the Forsyth County Parks and Recreational Department. The students or “campers” as we like to call them are comprised of two groups. One group is special needs students ranging from ages six to twelve. The second group ranges from ages thirteen to twenty and are also special needs students. The younger campers attend classes from 8:30-1:00 and the older students attend from 1:30-5:00.

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.

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

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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.

During my field experience class this past Fall semester, as I observed a class of 4th graders at George Washington Carver Elementary, I had the opportunity to sit in as the students spent some time in the library with the school librarian, Mrs. Williams. Although I was technically there to observe the regular classroom teacher, the brief amount of time I spent in the library was inspiring to say the least. I watched as the students excitedly told Mrs. Williams and their peers about the books they were reading and how much they were enjoying them. They were so excited about reading, in fact, that they were appalled when I regrettably admitted that I wasn’t currently reading a book. For these students, reading was something that everybody should be doing, and they weren’t accepting any excuses (Believe me, I tried in vain to explain why I wasn’t reading a book). In no time at all, it

Over the course of these 5 weeks, I have grown a lot spiritually in learning more about the goodness of God. He has provided for all of my deepest needs throughout this field experience including a support system of friends, family, and people to pray for me.

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

My friend took me by the arm, looked me in the eyes, and said “I have HIV…” This was one of those eye-opening moments I did not expect as a ninth grader. As a senior exit project, he and I collaborated to spread awareness to our peers and led open discussions on safe sex practices. The support of our peers and their genuine interest in becoming more knowledgeable about the HIV epidemic was inspiring. Being a confidant for him and understanding how the virus affected his daily life motivated me to become immersed in the field and serve as an advocate and resource to others also impacted by the epidemic. This is how I began my journey down the road of public health.

During my ten week field experience, I found that I am very strong in my behavior management skills. When I taught my lesson to a group of kindergarteners, I was able to anticipate that one of the students would have behavior problems and I was able to control her behavior problems so she was not a distraction to others. The student was often off task and was distracted by the other activities going on in the room while I was teaching. Since I had worked with this student before, I knew this would happen. To prepare her for the activity, I let the student know that I would be doing a special activity with her soon and that I wanted to see her best work while we were doing this fun activity. When the student got off task during the lesson, I