This placement was the hardest setting I have ever had to teach in my undergraduate career. I thought my high school placement was going to be hard for me and I am really glad I was able to build up my confidence as a teacher in that placement in order to prepare me to handle this placement.
The overall setting of the room is stressful. My teacher and her two assistants were struggling before I came on board and before the incident with one my students running out on Westport road, we were basically surviving the day. The first week I was wondering how I could possibly fit into this setting because there were no group lessons going on and just independent work. I was also frustrated by the amount of “down time” that seemed to be happening.
Luckily, my teacher was open to change and we changed our schedule to where all the students could go to special area at the same time. Then, I started taking over my second week teaching reading in small groups and leading morning meeting. Once a third assistant was added it easier to do whole group instruction and I felt like I finally found my footing. I got a schedule for all my kids where there was less down time and the students were getting grade level instruction in addition to their functional skills. …show more content…
My students were always capable but the staff shortage and the amount of destructive behaviors in the classroom kept students from getting the quality education they are entitled too. By my last day I was amazed see five out of my seven students were engaged in a reading lesson and I handed out independent work and they started it immediately and kept working. I had never seen that before! One of my students went from wandering around the room all day completing about 10 percent of his daily tasks to participating in reading groups, binder work, file folders, and afternoon
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While I was completing my field experience, I was working in the afterschool room every other Tuesday and Thursday. The grades of the twenty-six students ranged from first grade to fourth grade and there were more females than males in this class. My two mentors, Kelly and Brooke, were awesome, showing me how to keep up with these older children while also keeping peace within the chaotic classroom. While these children were from Watkinsville, they really were not from a low SES background, but there were many instances that the children would get into arguments and bring up someone else’s family
We were on different teams each day. That made it harder than if you had one specific team. It made it to where you had to use everyone 's strong suits to escape the classroom. I enjoyed the intersession activity a lot and I hope i 'm able to do it again.
When it comes to learning about history, students aren’t always excited to learn about the past and memorize important dates. When I was in high school, I wasn’t too enthusiastic to learn about our history. It wasn’t until I had my teacher, Ms. Diana Guerra, that showed me just how amazing the past can be. As a student who wants to pursue in education and possibly teach history, I took the opportunity to interview Ms. Guerra at Harlingen High School (HHS) to find out if this is something I would like to continue doing. After having a very exciting face-to-face interview in Ms. Guerra’s classroom I was able to realize that being a high school teacher isn’t all that it’s cracked up to be.
As a teacher, it is important that flexibility be a strong suit. On the very first day of observation, me and my fellow classmate signed into the front office and were assigned our cooperating teacher. She was not present that day, nor was her classroom available for observation. Therefore, we were placed in three different classrooms throughout the day including a 1st grade classroom, a reading intervention room, and the music room. Rather than freaking out and being upset that I would not get to see my cooperating class for a whole week, I took this opportunity to not only learn more about my field, but experience different learning environments in an effort to perhaps ween out what I would and would not want to
Narrative: I moved to Kansas City, Kansas seven years ago. It all started when I was in 6th grade with these girls. I was a different race then them. They thought it would be cool to mess and try to get rid of the white girl. One day, they decided to try everything they possibly can to get me kicked out.
I started doing my field Experience in Lime Kiln Elementary school where I shadowed Mr. Mikalov, a fifth grade teacher, When I first walked into his classroom it was so colorful and full of artworks, student works and inspirational quotes I felt happy walking into his classroom so I would imagine what a fifth grader would feel like. Mr.Mikalov was very generous in showing me around the classroom where they have their group work, reading area on the rug. He showed me the schedule they follow every week, they do math every day from 12:13 to 12:55 and have lunch every day at 11:26- 12:08 and off course I took a picture of it to know when and what they are doing that time. Mr.Mikalov introduced me to the principal who is very nice and welcomed
Curentley, I believe that I have had my biggest take away during these sessions. Being in middle schools students are no longer in the same environment for the entire day, instead students change classes for different periods of the day. I also had the opportunity of experiencing different forms of teaching, by spending some time in different options in addition to my placement in humanaties. For the first half of the day I was in my assigned classroom where students were
For a classroom to function smoothly, a teacher must have control over his or her students. While teachers have very little control over monetary allocations, what they do have total control over is their time with their students. To make sure that the time they spend with their students is effective and conducive to their learning, they need to correctly manage their classroom. My host teacher, Margarita Zatt, is overall very thorough in her management of her classroom in a multitude of ways. The students are grouped into tables of six, and many tasks are completed as a group.
There was several students ranging from low achieving to high achieving with one students having an IEP, an English Language Learner, and two students on a check in and check out for behavior. Some students had difficulty with controlling their feelings and were working on coping skills. There were 24 students in this class and academically all of the students were capable with performing the given tasks in class. I taught reading, writing, science, math, word study, and map skills for social studies, We had meetings on Thursday mornings, discussing with the 3rd grade team and sometimes with types of behaviors taking place in the school. I had bus duty everyday after school and on Wednesday I watched students while waiting for the late bus.
During this time, they primarily worked on worksheets designed for the special education classroom as well as working on achieving their goals for accelerated reading. There were a few students who came in for an hour with work from their general education classroom and needed extra help completing their work. There were two students who had more severe disabilities, but they worked with paraprofessionals and did not do the same work as the rest of the class. One method of adjusting the work to meet the needs of the students that I noticed being used a lot in the classrooms I observed was cutting down the amount of work that they had to do. I
With all of the paperwork, assessments, lesson plans, meetings, and pressure from administration, I was quick to forget all of the strategies of
The small number of students allowed the teacher and paraprofessional to have a more personal relationship with the student and understand their needs better. A weakness of the self-contained setting is the differing levels of exceptionalities. There were about five students that I feel could have been in an inclusive classroom. The other five still had differing disabilities that made it difficult to meet each of their needs. I think it had to do with the clumping of grades together.
The students were highly engaged. I could say that the concepts to be learn were explicitly linked to ELLs’ background experience and past learning. I listened to the teacher’s speech and voice projection, it was appropriate (not too slow, not too fast), and she emphasized the importance of being respectful/active listeners. She ensured that each students had sufficient time to respond to her questions, and clarify if a student seemed confused (regarding the objectives). As the students did the group work, Mrs. Carbone foster noticing.
I participated in several school meetings. After working with students in small groups, I evaluated my mini lesson for student improvement. My students were able to work independently, collaboratively, and utilize feedback from other peers. This taught me to reflect on advantages and disadvantaged of the lessons