Field Reflection This semester, I was at Waldron Mercy Academy for my field placement. I was able to observe eight different teachers through my 9 weeks of attending field, which I found to be very beneficial to see how other teachers work and manage their classes within the same school. Between those eight teachers, I observed sixth, seventh, and eighth grades language arts, sixth grade social studies, seventh and eighth grade science, and eighth grade Latin/study skills/high school prep class. This upcoming week, for my last week of field, I will be observing a seventh-grade history class. I observed many ways to go about classroom management.
Who is Jennifer Kirby? I graduated from Bowling Green State University of Ohio with a Bachelors of Science in Education. I began my teaching career in Lakewood, Washington initially teaching junior high math before the district converted our school to a middle school and I became one of the 6th grade Math and Science teachers. After two short military moves, I taught 6th grade Math and Social Studies in the Fort Bragg community. In Louisiana, I worked mornings as the intervention specialist for Reading and Math at the public middle elementary school (3rd and 4th) while teaching 7 and 8th grade Math in the afternoons at the local private school and eventually covering the art classes when the teacher was on maturity leave.
Ania is a sixth grade student attending Linden STEAM Academy. She participates in a special education Practical Academic Community Education (PACE) substantially separate classroom for the majority of her school day. Asia attends speech and language classes twice a week. She attends gym, music/art, computer, and STEM (Science, Technology, Engineering, and Mathematics) Tech. Ed.
I visited two classes in an p-k through fifth grade elementary school. The teachers will be called Miss P for the preschool and Miss H for the first grade. I chose a four year old boy from the preschool class who will be called Pb and a six year old girl from the first grade who will be called Fg. The two were of different ethnic backgrounds with Fg being african american and Pb being white. This paper will include observations, and comparisons about the children, teachers, classroom environment and whether the naeyc code of ethical conduct was followed.
There are two examples within this essay that demonstrates this. First example, Myra and David mention their observation of a fifth grade class where the teacher wanted each student to raise his or her hand in order to participate in the class discussion.
They sat on the floor around Mrs. Sherwin with their social studies textbook. Mrs. Sherwin had them read over the boldfaced vocabulary words before they began reading. In my EDS class, my professor stressed the importance of vocabulary since vocabulary is one of the five big ideas of reading. Understanding vocabulary helps with students’ reading comprehension. Mrs. Sherwin started off reading and then called on students to read.
My first assessment with Rheya was a concept of print assessment on the book “Follow Me Moon”. Rheya is five years of age and attending a kindergarten class at Miramar Elementary School. Once we sat down together, I explained to her that I was in school to become a teacher and that I needed her help for several assessments. I wanted her to understand why she was being assessed and I also wanted to give her a sense of purpose by “helping me”. After informing Rheya about the assessment, she responded by telling me that she wants to become a teacher when she’s older as well.
I conducted my interview with Michelle of Postlethwait Middle School she is the Achievement Liaison teacher. Michelle’s primary focus is dealing with assisting parent engagement, student achievement, and teacher quality. She began with Postlethwait Middle School in 2006 teaching eight grade English. Michelle has taught for 15 years and started her career in 1994 teaching seventh grade English at Caesar Rodney Junior High School. Although she incorporates mentoring in her coaching, she most closely follows the model of peer coaching.
My literacy journey started when I was four years old. During that time, my grandmother, Martina Elizabeth Moatshe, was a teacher at her pre-school. She helped me with regards to spelling, counting and English intonation. She believed that it was vital for one to be able to grasp certain concepts regarding language devices such as recognizing different literary elements [the protagonist and antagonist in the ‘Three Little Pigs’] and different literacy techniques [assonance and repetition with regards to nursery rhymes]. At the age of six, I graduated grade R and commenced grade one at Central Secondary School.
Detailed Record of Observation: 7H45 am I arrive at the office and I am well received by Bev, the Principal Directress of the school, who walked me to meet Heidi, the 3-6 year old Directress who took me on a classroom tour while the children were still outside playing. She tells me that the 5-6 year Old does normally start their school work before others, at 8H30, because they are on a school readiness programme. These children work on a BRIGING book which enables them to be prepared for CAPS curriculum when they start Grade1. Heidi introduces me to Sherrie, her assistant. Sherrie is taking out A5 books from children’s bags.
During Week Two, participants involved in the study were required to complete a Learning Styles Assessment, as well as a Classroom Climate Survey. Both formal and informal observations were conducted, as well as a group discussion that centered around the results received from the Learning Styles Assessment and Classroom Climate Survey. Lastly, the researcher conducted an interview whereby both teachers involved in the study were surveyed to determine which of the following seven literacy strategies, proven effective with high school
I worked as a PPCD aide for Shadow Glen Elementary in the Manor Isd district from March 21- April 22 under the supervision of Mrs. Clack-Jones the PPCD teacher. Our classroom setup was different than most, because our morning classroom consisted of 5-6 kids at a time, ages between 3-5. In the afternoon me and another aide were sent out to a Pre-k class to help out the Pre-k teacher. Both the morning teacher and afternoon teacher had different approaches to gaining the class’s attention. The morning teacher, Mrs. Clack used more than one method to gain the kids attention, since the children in her classroom were either Autistic or have Down syndrome.