Evaluation Of My Field Placement

Directions for Part 1: Students will be given 5-7 minutes to read each document and answer the guided reading questions. After each allotted time is up allow students to compare answers with a partner for 1-2 minutes. (This will be done for both Document A and Document B)

I am going to tell you my life as a pioneer woman. I graduated from the Hartford female seminary in Massachusetts that trains female teachers. In the 1860s I then began teaching in a new territory in Nebraska, which is located near the middle of the United States. The reason I moved here is because many whites have been settling here from the from the east, which has opened up many jobs around here. My teacher training started when I was about twenty-one years old I learned math, science and literature. Boarding around or staying in students home, is typical for frontier teachers, what I am. One day I accepted an offer from a student. The agreement was I would have to not only teach but help there family with the chores. Although this is not what I studied for I happily accept the offer. Staying with my students families helps me saves money since I only make one hundred and fifty dollars a year. Even though most of my students live in farms, the school year must fit between the fall harvest and the spring planting. My classroom size is about six to twenty students big. Many of my students do farm work, and other chores so they cannot attend everyday. My classroom age range is between seven and twenty years olds. In my classroom I have a small desk upfront and my students sit in rows in the middle of the classroom so I can see them all. My classroom contains one blackboard and a bible, we do not have

Students will be asked to write down anything they don’t understand from the lesson on a piece of paper (? Cards-see appendix 2.2) and it will be collected by the teacher

For my last semester of observing before student teaching, I was placed at Mink Shoals in a fifth grade class. I was placed with Miss Whitten. She is an amazing teacher who has taught me many valuable lessons. Miss Whitten has been at a variety of schools and classrooms so your management techniques and basic skills were great. I spent about one-hundred hours in her classroom. I got to know her, and all of her students very well. Being at Mink Shoals was the first time I had the opportunity to work with hearing impaired students. In her classroom, she had two students with hearing issues. I only got the opportunity to work with them during math, but I was able to learn how to communicate and teach them to the best of my ability. In her classroom, she also had a few students below grade level in a variety of subjects. She taught me how to work with these students. We were able to work with these students one-on-one because we did a lot of group work. She would always be sure to put the students below grade level together so I or she could work with them to help them improve their skills.

Monday, January 29, 2018, was my first day at Saraland High School and it was my first day of observations. Saraland High School is located in Saraland, Alabama where it is a part of the Saraland City Schools School System. Saraland High School has a student population of approximately 1,000 students. The teacher that I will be observing for this semester is Mr. Kendric Cook. Mr. Cook teaches Health to 10th graders. Mr. Cook has been teaching and coaching for 6 years and this is his first year teaching at Saraland. On my first day, I got to observe Mr. Cook and his teaching styles. Mr. Cook told me before he started his lesson that he considers himself to be a non-traditional teacher. He likes to sit at his desk or sit on top of the student desk when he teaches because he really wants to make sure that his students are engaged in the lesson. Mr. Cook told me that when he was in school his health teacher would just sit at his desk and he would not really “teach” and he

The school I am observing at is St. Charles West High School in St. Charles, Missouri. My host teacher is Mr. Steve Smith. Mr. Smith has been at St. Charles West for almost 10 years and is very passionate about his job. He teaches 3 different courses: Civics, Contemporary Issues, and an AP course. I will be teaching a lesson to his Civics class. His students range in age from 14 years old to 18 years old. Mr. Smith also attends Lindenwood and is working to get an administration position at St. Charles West.

Schools systematically subjugate minority and black students when a school’s enrollment contains a huge racial majority. If students have no exposure to persons of different ethnicities, cultures, races, and religions, then these students will experience culture shock when they confront “other” people. Even in our class, we talk about black and minority students as another group, one that differs from “us.” We think about the inequalities in school systems as problems we need to fix, not as problems that have influenced our thinking and affect us as prospective teachers. For example, a white graduate student with

The Eagles signed Fletcher Cox to a six-year, $103 million contract extension that includes $63 million in guarantees this Offseason. Cox’s considered by many as the Eagles best player. Cox is coming off a Pro Bowl season and his second selection to the Second-team All-Pro. Cox’s lead the Eagles last season in Sacks with 9.5 and tied for first with Malcolm Jenkins and Brandon Graham who all forced 3 fumbles.

Teaching in racially diverse classrooms often leaves educators feeling uncertain about how to proceed and how to respond to historically marginalized students. There is pressure to acknowledge and accept students of color with different perspectives, to diversify the syllabi, be more aware of classroom dynamics, and pay attention to how students of color experience the learning process.

Everyone should be treated fairly and respected with race or gender having nothing to do with how you approach a human being. Yet, in urban areas across the country there are many teachers who cannot relate with the struggles their students face. Cannot relate with the living environment students from all racial backgrounds are coming from. For example, when I was in the Fourth Grade there was a white teacher, she was genuinely nice and tried her very best with the classroom or generally all minority background. The problem was that she couldn’t relate to us in most aspects of our living outside the school. She gave us a list of things we needed for the classroom in which the parents couldn’t afford. None of the students seemed to connect with her because the

African Americans are not the only ethnicity group to be singled out with behavior. Racial and ethnic minority students report experiencing low teacher expectations, having less access to educational resources, being placed on lower educational tracks, and being steered toward low-paying employment (Kozol, 1991; Olsen, 2008).This low expectation is causing

I enjoyed my filed placement experience! The only concern that I have is the number of hours I have completed. This was a unique experience for me as SPARC hours are Monday through Friday 9 am to 1 pm. I only worked there 4 days per week. In having to complete 250 hours to pass the term I am worried about this. In addition, we had 2 days off for weather related reasons and one full week off due to the spring break for SPARC.

I moved to California three years ago to pursue a Master's degree in social work at USC. During the time I have lived here, I have gained invaluable experience working full-time in the social work field. My first social work related job in California was working at an IMD step-down program for transitional aged youths and adults with dual diagnoses. From there, I began working in the Wraparound program at Aviva Family and Children's Services as a Child and Family Specialist. I have thoroughly enjoyed my time working with these agencies but am also very excited to begin graduate study at USC's School of Social Work since my graduate education was the reason for my move to southern California.

The first step for me to become a culturally responsive teacher is to learn not to judge others. Working with students from diverse backgrounds requires us to question our reactions to families and students. We need to stop judging different as “abnormal” and embrace what the differences can teach us (Rosenberg, Westling, & McLeskey, 2011). Embracing the differences

Since I started this class, I have a learned a great deal about cultural diversity in the classroom and abroad. My perspective has changed slightly but my knowledge of this subject has improved. In my family, my father taught me about the civil rights movement and the evils of segregation in the U.S. My parents taught me to be tolerant of all humans, no matter what they look like, how they dress, or their sexual orientation. My family has always been liberal thinkers who taught me the dark history of racism and bigotry in this country. As an educator I would be accepting to all race, creeds, and religious peoples.