This Field experience was completed in Palm Springs Elementary School. I wrote and delivered lesson plans for small and whole group instruction for five days in a fourth grade group of my cooperating teacher (Number of Students in Classroom: 22, 12 Female and 10 Male, ELL Students, 1 at level I, 2 at level II, 6 at level III, 2 at level IV). This artifact consists in maintaining a journal before, during, and after this Field Experience. The journal entries were focused on observations and experiences which relate directly to the FEAPs while commenting on other elements that had personal meaning to me. I have documented the impact of my responsibilities in planning and teaching five lessons to the group described above to provide evidence …show more content…
I am quite aware that the standards of ethical conduct represent the highest ideals of the education profession and adhering to these standards is an obligatory component to guarantee the carefulness of students, the respect of our community, and the honor of our profession. I have respected the child’s right to get a good education. I have worked to provide my students with a safe environment that invite the common reflection. In doing so, I will be walking toward one of my greatest goals as a teacher: make that each student achieves his or her full potential in the physical, emotional, social and intellectual areas. Using praises I improved class climate through incentives and rewards. I clearly communicated how diversity will be valued in the class. I provided activities which bring together different experiences, strategies, and perspectives. I respected all students as individuals with culturally defined identities and recognized students have a right to a variety of educational experiences that help them make informed. I let students know how they can contact me to express their concerns regarding the classroom climate, invited students to bring in culturally relevant texts (e.g., songs, self-written poetry), and asked them to create a glossary for difficult-to-understand language. When appropriate, I initiated discussion on being bi-lingual/cultural. I will also bring in texts relevant to the lives of
We as educators must always act in the best interests of the children, while we seek to understand and embrace the different cultures by talking, listening and learning from the families and communities that surround us.
As stated in my Week 3 Journal Entry, at one point I was helping in a classroom with a child who speaks Spanish. Instead of trying to force the child to speak English, I tried to use some basic Spanish when I worked with them in order to make the child feel more comfortable. I believe by making this small effort to speak the child’s native language that the child was more willing to participate in class and try to learn English. An additional example of making a relation from the text to a personal experience is when I was in elementary through high school. I did not realize until reading Spring’s book how little cultural diversity was taught in my elementary, middle, and high school. I went to school in a very Scandinavian county, and we did not have a lot of diversity. There were several students in the district who came from Hispanic, Asian, or African decent—but they were very few. I cannot recall a day when a teacher spent time to discuss a one of these student’s cultures, which is utterly ridiculous. With the amount of time spent in school and the amount of diversity in the world, it seems illogical to barely speak of ethnic and cultural diversity. Even though there were only a handful of students in the district from different cultures, it would have been beneficial to learn more about the rest of the world because when high school is done we all go out into that diverse world. I know I will take the time and make the effort to teach my future students about the beauty of diversity and
Apaydin and Seckin (2013) investigated the following research questions:"1. What are the civilized behaviors in the classroom according to the teachers and students? 2.What are the emotions of the teachers and students towards these behaviors? 3.What are the uncivilized behaviors in the classroom according to the teachers and students? 4. What are the emotions of the teachers and students towards these behaviors"(p. 2394)? In their finding they concluded, Civilized behaviors of the teachers in the classroom according to the student's view closely correlated with "educational themes" and "personal." Students responded to civilized actions by teachers with positive emotions, positive emotions towards teacher, and positive emotion towards the curriculum presented. Civilized beha...
As Powell asserts, “a culturally responsive classroom climate is safe…characterized by respect and care. Teachers establish trusting relationships that allow students to take risks.” In addition, Richard claims, “When students are subjected to unfair discrimination…the result can be low achievement.” Therefore, a central task of teachers is to create a classroom environment in which all students feel fairly treated as respected.
I reported that my school was guilty of “‘fairyland’ multicultural education” (Nieto & Bode, 2008, p. 2). We hold dinners, culture days, and special programs to bring awareness to different cultures, but we don’t go any further than that. This course has given me countless tools that can be used to make my school and classroom better for students. The school that I teach at has a high percentage of students who live below the poverty line and who speak English as a second language. Countless research has been done about students in both categories. Students who live below the poverty line tend to do worse than students at a wealthy school (Bainbridge & Lasley, 2002). This understanding about students living in poverty should drive instruction in the classroom. As a teacher, it is my job to inform and discuss with my colleagues strategies for better educating these students. Most importantly, there must be a belief that these and all students can learn if teacher use various teaching strategies (Bainbridge & Lasley, 2002). This understanding about students living in poverty should drive the efforts at my
My artifact is a behavioral management plan used during my practicum experience, and a lesson plan used during my student teaching experience. The behavioral management plan is intended for students in pre-k/kindergarten. The plan follows the theories of Piaget, Kolberg and Erikson. It shows preventive strategies to assist the management of the students in the summer practicum such as, using proximity, intervening early, gaining attention, facilitating students, having routines, stating rules and reinforcing positive behaviors. The plan is to assure that the students know their roles as well as the classroom rules and expectations. The lesson plan during my student teaching experience is on adjectives for a 3rd -5th grade autistic support classroom.
the values, commitments and professional ethics that influence behaviors toward students, families, colleagues, and communities and affect student learning, motivation, and development as well as educator’s own professional growth. Dispositions are lead by beliefs and attitudes connected to values such as caring, fairness, honesty, responsibility, and social justice. (p. 53)
This particular class period consisted of around 3 students, but one student was working particularly just by himself with his teachers aid. Even before it started Ms.Metcalf classroom energy felt a bit off, and come to find out that during lunch one of the students had been teasing the other student. The student that had also been causing trouble had out of nowhere stolen paper clips off of Ms.Metcalf. The other student was not able to stay on task, because he still felt upset from the incident that occurred during lunch. This soon became more of a discipline class rather than the student learning about math, and apparently the "bully" had created pointer with the paper clips that could have actually hurt someone. Soon after Ms. Metcalf had to call the assistant principles to step in to discipline the student, and lost a entire day of instructions due to one student misbehavior. After the misbehaving student had left she went over to the emotional distraught student and began discussing that he should never let people 's words if they weren 't nice and that entire lesson became a lesson on
A requirement of a few of the education classes offered at the University of North Georgia is to complete 20 hours of “field experience.” In the past, I have fulfilled these requirements in an actual school doing one-on-one “mentoring” with students. For this class, I decided to volunteer at a summer day camp for a few days. I was surprised to see how many connections to education I was able to make throughout the course of that experience.
“Issues in Service Delivery System” has been an integral learning process of my field practicum, even though the cases I deal with are slightly different, but they are the same scenario we deal with in class. Four months ago when I began my field practice as a consultant and counselor at the neighborhood house. Looking back over the past few months, it was not unlike what a new intern experiences when beginning the semester at a new placement. The early days were both exciting and terrifying. There was so much to learn and process as I adjusted to my new role. Like a social work intern, I learned on the job by applying the education and experience I brought with me. I know my experience is not unique, so I have to relied on my classroom experience
Culture is a powerful influence plays a big role in our interactions. Culture may also impact parenting style and a developing child. Having a strong sense of their own cultural history and the traditions associated with it helps children build a positive cultural identity for themselves. This also supports children’s sense of belonging and, by extension, their mental health and wellbeing. This class is crucial in understanding and working well parents, staff, and children. An effective educator understands how students’ cultures affect their perceptions, self-esteem, values, classroom behavior, and learning. As director, I need to use that understanding to help my students and staff feel welcomed, affirmed, respected, and valued. One way that I can do this is by using multicultural literature, especially children’s literature, to honor students’ culture and foster cross-cultural understanding. If cultural differences are not understood by teachers and management, it can lead to miscommunication and misunderstandings on both sides. It will be my job to do all I can to overcome both language and cultural differences to ensure a positive learning environment for
As the diversity in classroom progresses, there are always tensions between students, which reflect on teachers. Educating students from different cultures puts teacher in a position where it is essential to perceive ways in order to make a classroom safe and strip away all of the stereotypes students deal on daily basis. Teachers have to recognize those stereotypes, and overcome them between students, “by examining their own roles in the perpetuation of institutional racism” (Kendall, 1996, p.4). Once succeeded, with the result of harmonized classroom, teacher and students will explore a new space full of fun activities and learnings.
As I sit here and reflect on how my education and work life experiences have prepared me for my future in the workplace; I truly become overwhelmed by the amount of things that I have learned and experienced. Like many others these experiences has influenced, motivated, and driven me to make the choices I have made. The good, the bad and the ugliest of them all have helped me to become the person that I am today.
It is very important to me that my students, their parents, other teachers, administrators, and people in the community can depend on me. I want them to know that I am someone they can easily approach, someone who cares, someone who is knowledgeable, and someone who will help them. I will create a classroom that is a safe learning environment for all. During my internship, my mentor used the acronym “THINK” to remind students to think if their statement is true, helpful, important, necessary, and kind. I absolutely love this because it encourages students to be accountable for their actions. I believe that it is necessary for students to know what is and isn’t appropriate. In order to foster a sense of belonging with the families and community, I will encourage families to be very active in their students’ learning. I plan on having many experts from the community come in and share with the students whenever possible. I will also work one-on-one with my colleagues in order to be a stronger teacher. My future classroom, will be one that is open, inviting, resourceful, and most of all safe! The environment is such a vital aspect of having a flourishing learning
In education 2130, we are ask to volunteer our time and do field experience that in return would give back to the community. I choose to do my field experience at Lula Elementary School in Hall County. During my time there I got to observe and watch teachers teach, how they handle children’s behavior and also their classroom management. In the paper I am going to discuss my field experience and what I learned in my time spent in a classroom. I am also going to try and make connections to educational psychology and what I learned in my education class. Also I am going to reflect on my emotional and professional reactions.