Reflection Paper On 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 takes place at Miss Jordyn’s Childcare and Preschool which is located in Caribou, ME. The director, Jordyn Rossignol, hired me in September of 2016. Within my 8 months of employment there, I have observed and retained copious amounts of new knowledge and information that will aid me towards my goal of becoming a future educator.

For my fieldwork experience, I observed a third grade classroom at St. Edward Confessor School in Syosset, New York. During my six-hour observation, I learned many new and different aspects to the classroom. I observed both the teacher and the students during the school day, from an educator’s point of view.

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.

In this class I was able to assist with everything the students did. I helped with craft time where the students would create a craft depending on what the lesson plan was for that week. I helped students utilize their fine motor skills by advocating the individual task of using a glue stick without help, coloring in the lines, and using safety scissors. Each task was focused on the child performing at the best of his or her ability and using praise to promote the task and the child 's ability to perform the task. During story time the students would sit in a circle and either Mrs. Abby or I would read to them while asking questions about the story or about something pertaining to the story. During music time, the students watched educational videos about letters, numbers, colors, and how to count. I saw that the videos kept their attention while also allowing them to dance and sing along. In this type of class setting I was able to contribute to the development and advancement of each child by pouring my knowledge and experience into their lives. Having such a small class was helpful in that I could focus on each child individually to ensure that the students were equally cared for and valued.

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.

My experience observing students in a 5th grade ELA classroom over the course of the last eight weeks has been both fulfilling and beneficial in the aspect of being one step closer to achieving my burning desire of becoming a teacher. Within my short time at Big Ridge Elementary, I had the opportunity to take over tasks such as making copies, laminating materials, grading daily quizzes, preparing report cards to be sent home, in addition to simply observing student interaction during individual and group work. I was given the chance to partake in car line and recess duty with the teacher I had the pleasure of shadowing. Many of the skills and tips I was given along the way will be carried throughout my remaining time

Introduction In the fall of 2017, I was assigned my first field experience as a student in the college of education at The University of North Georgia. My opportunity to spend 20 hours observing and assisting in a fourth grade math class in a public school setting allowed me to see firsthand the implications of my coursework and readings in Education 2130. Through observing and supporting the teacher by conducting small group re-teaching sessions, I was able to more deeply understand topics including student motivation, assessment and evaluation, learning styles and techniques of instruction including direct instruction and student-centered approaches. Field Experience

Through this experience I learned that as teachers we must be reflective before, during and after. This will affect my future teaching because I will allow students to have wait time, alter lessons, differentiate instruction, and reflect. Everything that I have learned in this class and through the field experience has provided me with tools that I can use to become a better

#1 Please describe how you have prepared for your intended major, including your readiness to succeed in your upper-division courses once you enroll at the university.

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

How many of you had the opportunity to look up to your parents for them to help you read or write? Did your parents read a book to you before bed every night? Studies say that children who get read to before bed have a better chance at becoming a better reader. Only one in three parents of children ages eight and under reads stories to their kids each night, according to a new survey by the literacy organization Reading is Fundamental (RIF) and Macy’s. Having the parent(s) by your side is an amazing feeling to have whether you think it is or not. Growing up with a complicated life like mine would take anything to have just one parent by your side helping you learn to read or write.

The reason I chose the field that I am in today, is because when I was in high school I had no idea what I wanted to be. I just wanted out of my normal classes and found a way to do so. At my High school we had a career center and none of the programs caught my eye until it I saw computer maintenance. I went in with the mindset that this course was going to just be another easy typing class, but on our first day our instructor clearly told us that this is going to be the hardest class you will ever take in high school and that if you were here to goof off you got two weeks to change classes. Within those two weeks we went over course safety and our syllabus. The course caught my attention I really wanted to see what it had to offer and

According to Wang, Haertel, and Walberg (1993), “family environment and support of the parents rank third in the list of factors that impact school achievement” (Villiger, Niggli, Wandeler, Kutzelmann, Does Family Make a Difference? Mid-term Effects of a School/Home-Based Intervention Program to Enhance Reading Motivation, 2012). Villiger, Niggli, Wandeler, and Kutzelmann, suggested there are two likely points of intervention for the advancement of reading motivation: the person and the situation, concluding a need of focus on intervention for self-concept. It was hypothesized that home intervention would have substantial effects on reading motivation. First, the school/home condition, school-only condition and control group were analyzed for data supporting the effects of home intervention on literacy achievement as well as the effect of reading motivation. Secondly, it was expected that students in school/home intervention classes would exhibit drastically higher post-intervention reading motivation than students in the school-only intervention classes because of parental support. Finally, it was expected that students would exhibit significant effects of cognitive outcomes in reading comprehension, due to home intervention. The primary goal was to

At first, I was excited that I was given the chance to register for the psychology practicum course and find a placement with a school psychologist, which is the field I plan to go into. Now that it is time to start completing my hours of field experience, I am not only excited, but also nervous, and scared all at the same time. Excitement in the fact that I get to see what it is like to be a school psychologist in a middle school, compared to just reading or hearing about it. Yet, I am scared and nervous I will be put in a situation upon interacting with a student or other staff members and say or do the wrong thing that in turn, will upset the individual or cause more problems rather than help solve the problems. Furthermore, one of the