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Regardless of field experience setting, after your hours are completed, you will summarize
your experience in 1–2 double-spaced pages. Be sure to indicate the type of
settings you worked in and the duties you performed. Describe the types of
instructional activities you did or materials you worked with.  My field experience was completed in a Falcon foster home for children ranging from age infant to 17 years old. http://www.falconchildrenshome.com.  Website just in case you would like to use some information about the home. One child had a physical disability(down syndrome) the majority of the others had mental issues.  I have attached a sample report for viewing.  You may just use some experiences you are familiar with for the review.


Field_Experience_Report_Grading_Rubric(1).docx
murrah observation.docx (sample to review)

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Running head: FIELD EXPERIENCE 1 Field Experience Ava Pupuhi Liberty University EDUC521 2 FIELD EXPERIENCE I observed a special education classroom that contained mild to severe children. The special needs classroom is at an elementary school that is located on a military base. The name of the school is Murray Elementary school. Ms. Shults, the teacher has three teaching assistants. She has been teaching for over 35 years. Her class consisted of five students. One, girl and four boys. The four boys in the classroom are classified as Autistic and the girl in the as having a learning disability. Due to confidentiality I will be using A,B,C,D to represent the four boys and E for the girl. The students started their day singing the pledge of allegiance. The teacher let the students come up to a smart board, they chose the morning song. She uses visual and verbal instruction during instructional time. She praises each of her students after they have completed a task. During circle time one of the students was disturbing the class. He is prone to exhibit disruptive behavior, so one of the aides had to restrain him. While child A was disturbing the class, child B covered his ears due to the noise in the class. The teacher informed me that child B wears an earplugs if the noise gets too much for him. I helped each student during center time. The teacher made each student a folder using board maker. In each center the teacher assigned each student various tasks to complete. One of the students had to match his letters. This student, C, is on a high dose of medication. He was nonverbal. When he matched the letters, he pointed and tried to sound out the letters. After his attempts, I said the letters for him. The little girl was using a tracker game. This game helps with motor, visual and perceptual/ cognitive skills. I used the hand over hand technique to help her track the ball to different types of object on the game. I helped students B with matching up his colors. The teacher arranged her classroom to meet each student's needs. The teacher let the students chose a snack and drinks using board makers with pictures on them. During snack time the teacher talked about the letter of the day, which was "V". She gave them chalk and chalk board, placed points a,b,c on their boards. The students had to connect the points to form the letter V. I 3 FIELD EXPERIENCE helped two students in the class hands over hands with connecting the dots to make the letter V. When they were finished the students did a science project. The teacher showed her students some pictures on the smart board of an erupted volcano; she also, stated that volcano began with the letter V. Then, she showed the students a volcano she made using mud for the structure. Vinegar and baking soda were used for the eruption. The students were having fun looking at the erupted volcano. She then let them cut out a heart using adaptive scissors. The students had to color the V heart, cut the pictures that began with V, and place them on the heart. I helped one of the students with this project. He could not use the scissors on his own, therefore I assisted him using the adaptive scissors, to cut out the pictures, and then we pasted the pictures onto the heart. The students got a chance to have free play after they had to complete a task the teacher left on their desk. The girl in the room took my hands. She wanted me to read a book about numbers. I read the book for her. While reading the book she pointed to the numbers on the page. When, we were finished reading the book. Little E Wanted us to Play Catch the Ball, the nonverbal students used board maker to ask and answer questions during instructional time. The second day at the school the routine was the same, except the students were working on the letter B. I worked with two of the students, I helped them cut out the pictures that begin with the letter B, using the hand over hand method, and then they placed the pictures on their B basket. I also read the B Book to students. I like that the book I read had pictures, therefore the students can hear the story and read the pictures in the book. At the end of the day, before getting the students on the bus, we took the students to a sensory room. This room has all different types of play instruments for Autistic children. The next day of my observation I wanted to observe a kindergarten special needs classroom for two hours. In this room the teacher helps the students write their names. I also, assisted the students on writing their names. The teacher had a folder for each student. In their folders she has assigned goals that they have to meet at the end of the quarter, using teaching strategy goals. The 4 FIELD EXPERIENCE students in her classroom were not severe. They were not on their grade level, but needed that extra assistance. Her class was made up in different centers. Students stayed in each center for 20 minutes and then rotated to the next center. When I was finished I went back to Ms. Shult’s classroom. The schedule was structured the same way as the day before. I learned a lot of information from this field experience. The school has many resources for students with special needs. I also, will volunteer on my day off at Murray Elementary school. You can see Ms. Shults and Ms White like their job. We need more special education teacher that will dedicate their time in this way. 5 FIELD EXPERIENCE EDUC 521 FIELD EXPERIENCE REPORT GRADING RUBRIC Student: Elements Observation Topic: Summary of Field Experience Structure and Organization Length Format Grammar, Punctuation, and Spelling Criteria • Completed all 10 hours of observation • Is the topic addressed thoroughly? • Is the entry descriptive and detailed? • Is the entry clearly organized and easy to read? • Do ideas flow smoothly throughout the entry? • Are diction and word choices varied? • Is the length of the summary suitable to thoroughly discuss topic given and aid the reader in understanding the significance of the writing? • Is appearance readable and neat? • Is current APA format used correctly throughout the entry? • Are grammar, punctuation, and spelling used accurately throughout entry? • Are word choices precise, unambiguous, and appropriate? Total Points Possible 20 20 20 20 10 10 100 Points Earned Instructor’s Comments
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