***NAME*** Field Experience Reflection ISLLC Standard 1 – Vision A school administrator is an educational leader who promotes the success of all students by facilitating the development‚ articulation‚ implementation‚ and stewardship of a vision of learning that is shared and supported by the school community. Fulfilling the contact hours required for the “vision” standard proved difficult in my role as a classroom teacher. However‚ since I was fortunate enough to be selected as the Summer
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began my field experience at Harry Spence Elementary School for EDUC 319 on February 1st‚ 2017 and completed the experience on April 27th‚ 2017. My first placement was in Mrs. Curtis’s second grade classroom where I completed a total of 16 hours and 20 minutes. My second placement was in Mr. Markworth’s fourth grade classroom where I completed a total of 15 hours. In total‚ I completed 31 hours and 20 minutes of field experience during this semester for EDUC 319. This was my first experience working
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For my Education 2130 Field Experience sight I was placed in a twelfth-grade special education British Literature class at Lumpkin County High School. Luckily‚ I was placed with an unparalleled teacher who cared for her students as if they were her children. Before walking into Lumpkin County‚ I had never observed in a high school before‚ so I was anxious of what was to come. Throughout the course of this semester I was exposed to many aspects of what it meant to be an intentional teacher that I
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Field experience has been a great source for me to be able to understand the teachers’ role and responsibilities better. As I continue to shadow my mentor teacher Mr. Estrada while he was teaching his 4th grade class‚ I happened to come across several issues that a teacher typically might face during his/ her teaching career. It was one of those days again where I started my day by going to Sarah King Elementary School for field observation. Mr. Estrada began his class by greeting the students as
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The coursework and field experience this semester made me realize how important it is to know my students and how to engage them. I experimented with different ways to engage my students over the course of the semester. The experience taught me that the students were more focused and that I grabbed their attention when I actively engaged them in the process of learning. During the first couple of lessons‚ I read and they answered questions. After the first two lessons‚ I started engaging them more
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When I first entered Shawnee Middle School I was unsure of how I would fit into world of education as a teacher. After my observation was done I changed my view of this and knew that I would make a great teacher. I was able to learn many different things that will be helpful to me when I get hired as an educator someday. Although I will have to face many challenges in the classroom‚ I possess many of the strengths it takes to be a good teacher. There were many times during the week that gave me a
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Field education provides a safe and accountable practice field for the student to learn and exercise skills of ordained leadership. My field education placement internship was highly practical and informative for my ministry. Having the opportunity to practice the skills from the classroom and the lessons picked up through being immersed in the life of the congregation has deepened my understanding of what it means to be a minister and to lead a community. The experience was full of learning and
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Field Education Experiences Field Education is an integral part of the Master of Social Work curriculum‚ providing you the opportunity to apply what you learn in the classroom. You have the opportunity to work with real-life clients under the supervision of a seasoned social worker. My experience in this course has been very helpful to me. My main goals were accomplished and I will continue to keep my focus on teaching and giving out the Word of God to the children in Children/Youth Sunday school
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I had the pleasure of doing my micro-field experience in a pre-kindergarten classroom at a head start program in Brooklyn. The classroom consists of 17 students‚ eleven of whom are boys and the other six are girls. The class is quite diverse with regards to individual needs‚ abilities‚ and learning styles. There are nine students who have an IEP for different learning needs. Six of the nine students with an IEP also receive speech and language services. The activities and materials in the classroom
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FIELD EXPERIENCE EDU 521 Christina Kelly Liberty University Education 521 Experience Summary When I arrived on the campus of Southern University where the C.E.L.T program is housed I observed the routines and skills the students had acquired. Everyone knew their role and followed the classroom’s expectations. The C.E.L.T program is an extension of the Caddo Parish School Board Special Education Department. After graduation from high school‚ students transition to this program
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