Reflection Paper On Field Experience

During my field experience at Ridge Elementary school, I was placed in a 4th-grade classroom. While working on my field experience I had gotten the luxury to connect and bond with several types of student’s from various backgrounds and demographics. When I first stepped foot into the fourth-grade classroom it was very well decorated with quotes, educational tips, and motivational messages. There were three windows in which the students often gazed out while working. The walls were an eggshell color which was kind of depressing. Adding color to the walls would have made the environment feel a little more joyful yet the students still made that classroom their second home by decorating their desks.

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.

I began my field experience on June 4, 2015 with no idea of what to expect. During the period however I was able to gain a first-hand experience of how different environments affect students. It is always easy for someone to feel at home and function effectively in a familiar environment, but what happens to a student when the environment is not their own, or not what they are used to? Do the same principles or measuring stick apply to these students that apply to those in a familiar environment? It was interesting to observe these students who were completely out of their comfort zone but were required to learn at the same level and have the same academic achievement as those who were completely at home.

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.

In assessment, validity and reliability are two major factors. “Validity is the soundness of your interpretations and uses of students’ assessment results” (Brookhart & Nitko, 2015, p. 38). This basically means, does the assessment measure what it was intended to measure? Validity has four principles: interpretations, uses, values, and consequences. An example of a valid assessment is the SAT. The SAT is valid, because it provides the assessor evidence to make appropriate interpretations and uses. The assessor is able to make meaningful judgments and actions based on the scores of the SAT (Brookhart & Nitko, 2015, p. 38-40). The other important factor is reliability. “Reliability is the degree to which students’ results remain consistent over replications of assessment procedure” (Brookhart & Nitko, 2015, p.67). For example, if a test is valid, the student should score consistently with no intervention. However, if a treatment or invention occurs, the score should be altered. An

My field placement experience means so much to me. The placement started, theoretically with the interview. I was nervous about it, as it was the most important interview I have had to go to. I ensured that I dressed or the occasion, in smart attire and prepared some insight into the agency Acces Employment. The interview went really well, Harpreet Shah, one of the agency staff, gave me a short presentation and the interview was more informal than I expected. My first experience of an interview for a field placement was nerve racking, but from it I learnt a few things such as preparation is key, to talk in a calm, polite but confident manner and to ensure that you absorb all the information that the interviewee is giving thus allowing you to

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

At the beginning of the semester, the two days of field placement seemed so far away, but the day arrived soon enough. I was placed in New Tech High School in Sioux Falls, which is a project based learning school. Coming from a traditional classroom setup, I was unsure how I felt about being placed in a classroom so foreign to me. However, after viewing the classes for a couple days I see some of the merit to the project based learning

One Monday, a student needed my assistance understanding a new concept that he had learned in math class. I began the session by asking to see Andy’s notes from class. As we progressed through the notes, Andy began to grasp a better understanding of the material. He then successfully completed three of the four assigned math problems with little to no help from myself. But it was the fourth and final problem that gave him a hard time, after

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.

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.

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 fieldwork replacement is at Day by Day Adult Care in Gloucester. The program provide their clients social stimulation, daily medical monitoring, assistance with personal hygiene, and nutritional support to maintain a healthy lifestyle and enables them to continue living at home. Program offers various appropriate, engaging, and enjoyable activities. At Day by Day Adult Care, clients have an opportunity to socialize with peers, share community activities, enjoy breakfast and lunch, and receive dignified assistance with the activities of daily living.