Scribd Logo
Upload

Welcome to Scribd!

    • 154 views

    Field Exp-Part 3

    Uploaded by

    api-511512490
    Emily Gonzales completed a 20-hour field experience at O.M. Roberts Elementary School in Dallas ISD, shadowing teachers in kindergarten, second, and third grade classrooms. She observed lessons using hands-on activities like having students use coins to learn math. Emily felt this interdisciplinary approach was effective for keeping students engaged and motivated. She believes hands-on learning would have helped her as a student with dyslexia. Emily also witnessed positive classroom management techniques like developing rapport with students and organizing the classroom environment. As a future teacher, she plans to set clear rules, get advice from peers, and maintain good parent relationships.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Field Exp-Part 3

    Uploaded by

    api-511512490
    154 views3 pages
    Emily Gonzales completed a 20-hour field experience at O.M. Roberts Elementary School in Dallas ISD, shadowing teachers in kindergarten, second, and third grade classrooms. She observed lessons using hands-on activities like having students use coins to learn math. Emily felt this interdisciplinary approach was effective for keeping students engaged and motivated. She believes hands-on learning would have helped her as a student with dyslexia. Emily also witnessed positive classroom management techniques like developing rapport with students and organizing the classroom environment. As a future teacher, she plans to set clear rules, get advice from peers, and maintain good parent relationships.

    Original Title

    field exp-part 3

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Emily Gonzales completed a 20-hour field experience at O.M. Roberts Elementary School in Dallas ISD, shadowing teachers in kindergarten, second, and third grade classrooms. She observed lessons using hands-on activities like having students use coins to learn math. Emily felt this interdisciplinary approach was effective for keeping students engaged and motivated. She believes hands-on learning would have helped her as a student with dyslexia. Emily also witnessed positive classroom management techniques like developing rapport with students and organizing the classroom environment. As a future teacher, she plans to set clear rules, get advice from peers, and maintain good parent relationships.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    154 views3 pages

    Field Exp-Part 3

    Uploaded by

    api-511512490
    Emily Gonzales completed a 20-hour field experience at O.M. Roberts Elementary School in Dallas ISD, shadowing teachers in kindergarten, second, and third grade classrooms. She observed lessons using hands-on activities like having students use coins to learn math. Emily felt this interdisciplinary approach was effective for keeping students engaged and motivated. She believes hands-on learning would have helped her as a student with dyslexia. Emily also witnessed positive classroom management techniques like developing rapport with students and organizing the classroom environment. As a future teacher, she plans to set clear rules, get advice from peers, and maintain good parent relationships.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    You are on page 1of 3

    Emily R Gonzales

    Intro to Teaching

    May 8, 2020

    Field Experience Report Part III

    I received my observation hours at a downtown school in Dallas ISD. While at O.M. Roberts I

    was able to shadow in grades kinder, second, and third with teachers Ms. Barriot, Ms. Acy, and Mr.

    Lloyd. I was able to complete 20 hours of field experience and take notes throughout my time there. I

    was also able to participate in group activities with students and help with problem solving in different

    subjects. I got to observe class and specials time as well as sit in with teachers while they created their

    lesson plans for the week ahead.

    Based on what I had read, I noticed that in the classrooms I was observing, the teachers used

    certain techniques that I had learned about in chapter 5. While at O.M.R. Elementary, I was in second

    grade classrooms and there was a week where the students were given nickels, dimes, and quarters to

    learn math. I thought that it really captured their attention and made it fun for them to learn. This I

    believe was an example of interdisciplinary approach due to learning two subjects in one sitting. By

    using this method approach, it allowed students to learn basic math skills while also learning a skill that

    they will use in their daily lives.

    I feel that this approach was effective in helping students learn by giving them the opportunity

    to have hands on experience. This also allowed teachers to grab their students attention and encouraged

    them to participate in the lesson. Lastly this approach was able to teach them not only math, but a daily

    life skill that they will need in the years to come. Teaching the students a daily life skill will help

    motivate them to want to learn more about the lesson being taught.
    I believe that the interdisciplinary approach would have helped improve my learning when I

    was younger. Growing up I was diagnosed with dyslexia and I feel that hands on learning was the best

    way for me to have learned much faster and easier. Hands on learning would have also helped to keep

    my attention in class. An other approach I found would have helped me is group or collaborative work.

    I feel that collaborative work can force the students to be more engaged. This can make it a fun class

    period that keeps their attention and makes students want to participate with others as well as creating a

    bit of competition between students.

    One classroom management practiced that I had witnessed was developing teacher student

    rapport. This meaning that the teacher was able to understand and communicate effectively with their

    students. They knew what their students would be interested in and how to keep their attention from

    declining while working on a lesson. An other classroom management practiced was the way the

    classroom was set up. The environment was welcoming and each student had their own assigned seat

    and group they were comfortable working with. They knew that if they had any questions to first ask

    one an other before asking their teacher for help. This allowed them to learn from one an other and

    open up to hearing others opinions.

    I think that one of the main vulnerabilities that will occur for me is me being too nice. This

    meaning allowing my students to turn in late work because I would most likely believe my students

    when they were to come to me for help. I do understand how certain students will catch on to this and

    try to take advantage of my kindness. I am worried that some may take my kindness for weakness and I

    will lose authority within my own classroom. An other vulnerability I am worried about is being too

    hard on myself. I will take my feedback and evaluations seriously and I feel that I would be too hard on

    myself which could negatively reflect onto my classroom. I plan on overcoming these challenges by

    setting rules on the first day and actively remind my students what the rules and boundaries are when

    inside my class. When it comes to being too hard on myself I must remember what I can and can not

    control. I will plan and find a new strategy that will best suit me as well as my students.
    When it is my time to become a first year teacher I will go into the school year with the mindset

    of hoping for the best but prepared for the worst. This way I am prepared to not disappoint myself with

    the changes that may need to occur within my classroom. Whether I need to change the way my

    classroom is set up, lesson planning, or student teacher relations I am prepared and willing to make that

    change for my class. An other way to keep myself from falling is to ask my peers for advise. As much

    as I think I may know, my peers will know more due to their own experience within the school and the

    school district. Lastly I will make having a good relationship with parents a top priority in my class. I

    want both student and parent to be able to reach out to me for resources or questions in order to allow

    my student to receive the education they deserve.

    You might also like