Reflection About Field Experience

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

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.

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 began to gain experience technical expertise starting in high school at the Gwinnett School of Mathematics, Science, and Technology. There was a gap between the technical skills that I obtained over time, including that of AutoCAD and Revit Architecture, and a true sense of design. For the most part, I learned through self teaching and trial and error. There was still a gap between what I was able to produce digitally and physically, and the design intent. Working with the Lawrence Design Group firm during my Senior year of High School, I gained an understanding of how the workplace functioned in the Architectural Field.

Through out this course we have discussed a variety of topics ranging from child development to creating an effective lesson plan for students. But what does this mean for us as educators? In my field experience I had the pleasure of working with numerous effective educators. As I contemplated what I was observing, one question kept coming to mind. What makes a good teacher? After a lot of thought I have compiled a list of things I saw implemented, that I believe help make an effective educator. Though this list is by no means all encompassing, I believe they are the beginnings of an arsenal of tools and techniques needed to become a truly effective educator.

The school that I was assigned to do my field observation was Scranton High-School, a public school that teaches students grades 9-12, making it part of secondary education and located in the city of Scranton on 63 Mike Munchak Way. I was assigned to observe history classes at the school in order to see how a teacher instructed the class along with asking questions about different educational aspects. I observed multiple teachers ranging from freshman history, to junior and senior criminology and different types of course, such as AP or honors courses. My role was simply to observe teachers and to see how the information learned in Interdisciplinary Assessment Grades 4-12 would apply in

I am interested in the Summer Scholars program for a few reasons. It would give me the chance to meet new people, be a proud Hurricane, and allow me to continue my pursuit of a career in medicine. These factors are important to me, and encourage the possibility of a worthwhile experience.

During our visits for our field experience at Rachel Freeman School of Engineering, I have been able to get a glimpse of what it is like to be in an elementary classroom at two very different grade levels – second and fifth.

Throughout the fieldwork experience I create two portraits. The first one of an infant or toddler who was between 0-30 months old and the second portrait of a child between the ages of 3 and 8. In order to create the portraits I observed and interview the children’s parent at their homes. Based on the observations and interviews I created the portraits and had the opportunity to learn about each child. The portrait written based on the children consisted of a general description of the child, a description of the child’s social-emotional being, child’s physical/motor skills, child’s adaptive skills and children’s language development. In addition, to a summary analysis and any suggestion I made to parents.

The purpose of the fieldwork experience was to create two portraits. One of an infant or toddler who was between 0-30 months old and another portrait of a child between the ages of 3 and 8. The fieldwork consisted of observing the infant or toddler and interviewing at least one of the child’s parents, with the observation and interview taking a combined total of approximately 5 hours for the first part. The second part of the fieldwork consisted one observing a child between the ages of 3 and 8 also for 5 hours and following the same steps used to create the first portrait. The fieldwork experience was based on 10 hours of fieldwork on the child portraits which were based on the children observations and interviews.

In my fieldwork the human service professional's responsibility to clients is vital working with the homeless population. Clients are given a resident handbook that explains in detail what is accepted of each individual. At the time of intake the potential clients has the knowledge and understanding to adhere to the rules and regulation during their stay in the program (or choose not to). Therefore, he/she can not say that the rules was not explained. The program outlines the length of stay, what goals to work on (finding a job, saving money, etc.), how client talk to and treat their children (no verbal abuse/yelling/cursing or spanking), room cleanness, chores that have to be done in the shelter, meeting with family advocate and having respect

During my time at _______ I was able to witness Ms. Dunham first grade class do several lessons math lessons. Her classroom is an ICT classroom, so I was able to observe a few students with IEP’s work together with general education students. IN Ms.Dunham class I noticed that she uses a lot of worksheets. Often I would observe students doing do now worksheets or independent work using worksheets. I like worksheets but I would suggest that Ms.___ include some manipulatives, media with her lessons.

A description of your field education experience to include an explanation of your agency, the types of social services offered, and the population groups or clientele served by your agency.

This case study will go over the observations the author noted during their field experience. Also, in this case study the author will go over other principal factors about the subject and their special education circumstances.

In support, the case of UK for example, indicates that fieldwork which is a part of outdoor education had shown successful trend to provide experiential learning. (Dillon et al (2006: 107) went on to propose that fieldwork, properly conceived, adequately planned, well taught and effectively followed up, offers learners opportunities to develop their knowledge and skills in ways that add value to their everyday experiences in the classroom.