Field Work Experience Analysis

Immediately after we are born, we start picking up sounds; the sound of our mother’s voice, the music playing in the elevator on the way to the car, and the happy cheers from a small child seeing their new sibling for the first time. We are always listening–picking up on conversations not meant for our ears, eavesdropping on the gossip of the adult world, and finding the meaning in the portentous silence. From all these auditory stimuli, we piece together the world around us to better understand what is happening to us, around us, and the secret happenings that were not for us to know. Great writers are the ones who listen and say nothing–who take it all in and save their classified information for a day when all the right words flow and form one epic story of the wondrous world we live in.

As the last words escaped my lips, a burst of applause echoed through the room. The bright smiles of my audience, be it family, friends, teachers, or colleagues, never failed to keep me writing. Being able to pique someone's interest enough to show them even just a small piece of the world of imagination inside my head was the very concept that drew me to writing. Creative writing was one of the key factors in developing my literacy skills because I learned to communicate ideas to my audience efficiently and effectively, expand my vocabulary, and broaden my scope of interpretation to discern themes.

It was my first dream crushed, being an astronaut. From then on, I would continue to search for my answer with little success. It wasn’t until the tenth grade that I discovered a new wonder: the art of storytelling. To me, there was no greater satisfaction than writing something with my whole being and watching as the intangible thoughts in my mind became something I was proud of on paper. Often I would daydream of writing for my very own tv show, but the dream would fade when I would acknowledge that there was a very small chance of success. But unlike the astronaut, this dream stayed. I don’t know why, since both fantasies are hard to imagine becoming an actuality. Maybe it’s the thought of creating my own space on Earth, taking the audience through an adventure like no other and leaving them in a state of awe as they stare at the stars on screen. Maybe it’s the idea of making words fly in the air as the reader can only look in amazement at the constellation of syllables moving off the page. Or maybe it’s because when I write, my pen becomes the telescope to my unmade phenomenon, discovering new clusters of ideas to enhance and explore, and my distant wish becomes closer with each letter on the

Every writer has a particular way to describe their writing. Whether they describe it as a form of telepathy like the distinguished author, Stephen King, or as a painting like the renowned author, Annie Dillard, an abundance of writers can compare their process of writing to something. Even I have some way to describe my writing, I believe it is like being an architect creating marvelous building and cities made of words. This paper is meant to explain the writing process of the two aforementioned authors as well as outlining my own writing process. By comparing and contrasting the different metaphors used by each author one can see how similar every writer is to some extent.

“To write to be a writer, I have to trust and believe in myself as a speaker, as a voice for the images. I have to believe that can communicate with images and words that I can do it well. A lack of belief in my creative self is a lack of belief in my total self and vice versa- I cannot separate my writing from any part of my life. It is all one” (95).

During my field work experience, I got the opportunity to work with my cooperating teacher, Mrs. Francisca Gachett, who has been teaching for over 11 years. She worked between 2005 and 2013 in community school with students with special needs and English Language Learners children. She then furthered her career in the Department of Education, working in District 75, where she has taught for the last three years. She got the opportunity to work within an ICT, 6:1:1, and 12:1:1: settings. As Mrs. Gachett continues to grow working with Special Education, where her love grows stronger for her students. She creates a bond with her students which makes them felt loved and wanted in the classroom. Mrs. Gachett don’t believe in the no child left behind act. She believe that the no child left behind should not related to special needs children. Special needs children testing are not able to grasp the curriculum that required. They are not advance enough to cultivate in that population as the regular students. The purpose for her believe is that each students need someone to believe in them. Believe that no matter what stage they’re in, they can still be the person they want to be. Mrs. Gachett says “when I look at my students, I see them as how I see my own children.” Mrs. Gachetty was blessed to have two children of her own. She says that “I treat my students the same way I would want my children to be treated. I want them to be comfortable and confidence in their classroom, where

"To write to be a writer, I have to trust and believe in myself as a speaker, as a voice for the images. I have to believe that can communicate with images and words that I can do it well. A lack of belief in my creative self is a lack of belief in my total self and vice versa- I cannot separate my writing from any part of my life. It is all one" (95).

Dozens of elements go into crafting quality fiction. There is plot, setting, character, conflict, symbol, and the list goes on. But perhaps the two most significant elements are character and setting. Through setting, writers describe the world they know. The sights, sounds and surroundings are vividly painted in words as an artist paints landscape images on a canvas. And through characterization, writers create memorable characters that come alive on the pages. Their experiences and hardships are felt and readers get a glimpse into the complexities of human relationships. Standing at the centre of Miller 's collection of linked short

Before I began the fiction unit for this creative writing class, I did not think I would have an easy time constructing flash fiction or short story pieces. Previously, I never had the opportunity to write creative pieces for any of my English classes; therefore, the prospect of writing a full piece with a beginning, middle, and end frightened me a little. However, I believe the work I presented in this unit truly reflects my growth in understanding how to place words together to create thought-provoking themes about human relationships, trends that correspond to the themes, and writing processes that utilize writing techniques. I think my growth occurred because of my interest in writing about human relationships and experiences within flash fiction and short story pieces.

In assessment, validity and reliability are two major factors. “Validity is the soundness of your interpretations and uses of students’ assessment results” (Brookhart & Nitko, 2015, p. 38). This basically means, does the assessment measure what it was intended to measure? Validity has four principles: interpretations, uses, values, and consequences. An example of a valid assessment is the SAT. The SAT is valid, because it provides the assessor evidence to make appropriate interpretations and uses. The assessor is able to make meaningful judgments and actions based on the scores of the SAT (Brookhart & Nitko, 2015, p. 38-40). The other important factor is reliability. “Reliability is the degree to which students’ results remain consistent over replications of assessment procedure” (Brookhart & Nitko, 2015, p.67). For example, if a test is valid, the student should score consistently with no intervention. However, if a treatment or invention occurs, the score should be altered. An

This field experience was a very interesting project for me. I received many opportunities for learning and to gain experience as an educator and for my future as an administrator. Activities that were included: interviewing administrators, interviewing teachers, researching and reviewing two comprehensive strategic plans, evaluating a comprehensive plan using the supplied rubric, researching past school board agendas and minutes and comparing them to the comprehensive strategic plan. Throughout this field experience I was able to develop a new understanding of the process involved in developing a comprehensive plan at both the principal and the teacher level. The field experience I feel was meaningful for an introductory

My child 's name is Jude Alexander and he is a male. As a baby he is cautious around new people and situations, but warms up fairly quickly to friendly people. In kindergarten Jude Alexander seemed to have made one or two friends and usually played cooperatively and was sometimes reluctant to join in new activities with unfamiliar children. He performed below average on tests of vocabulary, and the ability to retell a story. He had a real knack for the art projects, and really got interested in the pre-math activities involving working with blocks and geometric shapes. In first through fifth grade he worked cooperatively in groups, usually respects the rights and property of others, and usually demonstrates appropriate peer social interaction. He demonstrates strength in art, all areas of reading, and in spelling and appropriate for the grade level in writing. He needs additional help in the areas of speaking and listening and in the content knowledge of social studies, science and music. He was average in mathematical problem solving, understanding of data, number concepts, graphical applications, and arithmetic computation. In the seventh grade, he consistently contributes to cooperative group activities and respects the rights and possessions of others, and shows age-appropriate social interaction with peers. He demonstrates strength in art, reading, spelling and writing. He was average in math and science, and needs additional

Over the seven-week field work term I worked as an assistant to a casting director, Gayle Keller and her associate, Alison Krischner, at Louis C.K.’s company, Pig Newton. Gayle has casted many television shows and movies, such as Amy Schumer’s Trainwreck. At the beginning of term, they had me doing a lot of printing, and filing of deal memo’s. These deal memo’s are the employment agreements that contained who we were hiring and their information such as where they live, their phone numbers, and their social security numbers, what the actor is being hired to do, what they are being paid, their work days, and other miscellaneous details.

When I was five years old my brother had a lung disease and being in the hospital around all the doctors and nurses made me want to go into that career field. That experience made me what to help people in the hospital. I personally hated all those doctors because they didn’t explain or give the patients any comfort or hope. I would like to be different and tell people the truth but also give them comfort and make them feel important not just another patient with a sickness.

“This was my destiny, to have this group of children before me,” states Esmé Codell, a teacher from Chicago who had a passion for literature. In order to pursue that passion and continue to work with kids, she became a librarian. But being a librarian was not enough for Codell, she then became an award winning author and an advocate for literacy and literature based instruction. Educating Esmé won ForeWord Magazine’s memoir of the year and first place for national education reporting from the Education Writers Association.