My Field Placement

I was sitting in my new field placement at 7:30 am excited and ready to learn from my partnership teacher. I had been with this class only a day, so everything was new and enlightening. It was my second day there and I knew already that I loved my class and my partnership teacher seemed to be a great example to follow. As most classes do, my students started coming into the classroom one at a time and getting started on their morning work. Curious and excited to help I decided to walk around the classroom to see what the students were working on and if they needed my help. As I walked through the classroom, the students were chatting quietly but focused on their work.

I ventured my way toward the front of the classroom and I noticed one of my students who was sitting not doing their work. I went over to him asking him if he needed any help. He said yes and as I started to help him and then my partnership teacher came over and told the student not to bother me. I was stunned at what she had just told the student. He had not done anything wrong in my eyes. Of course, I did not know him well enough at the

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Looking at Vygotsky’s study on the zone of proximal development, these students are not receiving the education needed to grow in their understanding of the lessons they are being taught. How can these students be independent problem solvers when their teacher is not providing them with the knowledge and energy they need to learn? These students are not learning and are in a classroom where, if they do not know what to do then they are not required to do the work. These students are not going to get very far in doing this.

We Can’t Send Them