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.

Last year, I had the wonderful opportunity to become a staff at MNASR, while I was there my responsibilities were to teach the children how to become more independent, participate in activities such as swimming, games, and arts/crafts. This influenced me to understand the lifestyle struggles and success of children with disabilities. This job taught me to participate and become more involved in the community. One quality that I improved because of this job is patience. The reason why my patience changed in the positive direction is because I learned not get frustrated during a difficult situation, and another meaningful skill that I learned is communication. Which is an important factor that can help me throughout my future when I need to explain a concept or understand a person’s point of

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.”

have planted the seed that grew into my goal, succeeding summers at Variety have made possible

I agree that the video about Rick and Dick Hoyt may not lighten the responsibility that parents with children who have disabilities may have, but it has the potential to motivate them. In one of the letters that the Hoyt’s received I remember the letter stating how the father did not believe he was doing all that he could for his son, but in watching the Hoyt video he was inspired to do better by his child. In pursuing a higher education I was always motivated to help others, and just like you videos like this prove that I am on the right path. I’ve always wanted to help people and one day being a speech pathologist will ensure this. I want to be able to make a difference and work with others who want the same. Actually seeing an individual

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

This field experience was a very interesting project for me. I received many opportunities for learning and to gain experience as an educator and for my future as an administrator. Activities that were included: interviewing administrators, interviewing teachers, researching and reviewing two comprehensive strategic plans, evaluating a comprehensive plan using the supplied rubric, researching past school board agendas and minutes and comparing them to the comprehensive strategic plan. Throughout this field experience I was able to develop a new understanding of the process involved in developing a comprehensive plan at both the principal and the teacher level. The field experience I feel was meaningful for an introductory

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

When I was working at the Headstart we had a child in my class that had autism and he was completely nonverbal so in order to get him participating in class we would find way for him to communicate with us without actually having to use his voice. When we was working on colors in the class we would get blocks that was the same color we was talking about and have him show us the color we was asking for. If he got it wrong I would tell him the color again and let him try again if he got it wrong I would pick up the color block then show it to him. I would tell him what color it was and go on doing the same for each color. When we would work on counting we would give him blocks and have him hand us the amount of blocks we was asking for. When we was transitioning to new things we would make it a game so it didn’t overwhelm him and he would enjoy transitioning to new things. I believe with kids with special needs we need to think outside of the box. Just because they aren’t verbal doesn’t mean they aren’t taking everything we are talking about in. Creativity in the classroom is the key. We have to figure out what works for us and them. We have to set limits but we also have to expand the limits when it does come to certain children because our way isn’t necessary their way and that’s okay. I believe that making things simpler for children that do have a hard time communicating opens the door for them to also have a voice

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

Carnes who informed me of what it is like raising her son who has cerebral palsy and how the educational system worked with him over the years. Hearing what Ms. Carnes had to say about her experiences helped to give me a better understanding of what these parents have to go through, and it can give me an advantage if I have to work with parents who have children with disabilities. Because of her surprise at how much work the educational system is putting into training their new teachers, it created a high point in the interview, and I had a sense of pride in knowing that I am being trained to the best of my abilities. What truly surprised me is how much patience these parents have to have to raise a child with disabilities. To conclude, this interview made me slightly nervous over the amount of responsibilities I will have, but this course has helped me become infinitely more