Week 6 Field Experience

Gloria Wade Gabb

Week 6

Journal Entries & Forms

Journal Entry One

05/30/2019

Prior to entering the classroom, I was welcomed by the teacher who invited me in at about 2:50 p.m. I waited for the incoming class.  The teacher invited the students inside reminding them of the transition rules.  They were to enter quietly, take a seat and have their materials ready for the lesson. Some of the students were talkative and did not complied immediately.  After being spoken to, they followed the directions.  The teacher gave me a copy of the worksheet which would later be completed in groups. Students sat in groups in this class.  The Standards, Essential Questions and Lesson Objectives were posted on anchor charts on the wall.

She began by engaging the students on a discussion about natural disasters-tsunamis.  This was a follow up lesson. Following the discussion, she showed a video on tsunami and its effects. Following video, students were given a worksheet to complete in groups. The worksheet was evaluated at the end.  Students switched papers and graded each other’s work. Most of the students were very engaged in the lesson. One student showed extraordinary participation by continuously asking questions and volunteering responses.  The teacher was very friendly and accommodating.  She circulated the room while the students were working on the worksheets and offered assistance accordingly. 

Journal Entry Two

05/31/2019

I entered the class approximately 2:50p.m. One class was already in the room completing their exit tickets and leaving when done. Another class was preparing to enter. After all students vacated, the new class entered.  The transition was very smooth. This teacher had the day’s agenda posted on the smartboard. The objectives and standards were included.  The breakdown of the 40 minutes of instruction were as follows: 5 minutes of Do Now; 5 minutes of Do Now review; 12 minutes of teaching and modeling; 3 minutes of guided practice; 10 minutes of independent practice and an exit ticket for 5 minutes. The teacher and a teaching assistant co taught the math lesson. Students were very receptive and orderly. Both adults circulated the room giving assistance as needed. One student demonstrated extreme difficulty with the worksheet. The teaching assistant helped the student for about ten minutes.  The teacher in turn gave her support to that student.  In the end she showed signs of comprehension and worked independently. Due to time constraint an exit ticket was not administered; however, students were assigned the exit ticket for homework.

Journal Entry Three

06/13/2019

I entered this classroom at approximately 2:50 p.m. and was welcomed by the teacher.  He provided an outline of the lesson and planned activities.  The lesson titled the water cycle was a continuation from previous lesson taught. Shortly after the students came trickling in. They were late from a previous class. They were also loud and had to be redirected repeatedly. Some followed the teacher’s directions immediately.  The assignment had different stages. First students played a water cycle dice game to determine the flow of a drop of water. They logged the pathways on a worksheet.  Following this, they worked on an essay. In the essay they had to pretend they were waterdrops and would describe how they would travel through the water cycle.   Students enjoyed the activity.  While some students were playing the dice game, others were working on their essays on the computer.  The teacher circulated the room modeling in small groups and offering support and assistance.  The students were very engaged and interacted well even though the room was a little noisy.

I did not get to see the conclusion of this lesson.

Journal Entry Four

06/14/2019

I arrived and met the teacher at about 2:45 p.m. The class was late. The teacher greeted the students at the door, giving each student high five. The students entered but quickly became noisy.  They were escorted out the room and had to reenter.  The teacher indicated that they will be taking a math assessment.  The students reacted negatively to the announcement even though they received prior notice about the assessment.  They were rowdy and were redirected several times.  The teacher reviewed the test expectations as well as examples of problems that would be on the test. A few of the students took advantage of the review by asking questions and seeking clarifications.  While testing, two students were redirected for talking during test. One student completed the test within a very short span and claimed it was easy.  One student struggled and needed clarification on a few questions.

Journal Entry Five

06/18/2019

I arrived at approximately 9:45 a.m. and waited the arrival of the students.  The teacher explained that they would be embarking on a project-based learning.  They would work in groups as a follow up to a previous lesson on natural disasters-hurricanes. Teacher had all materials needed laid out on tables prior to the arrival of the students.  This included computers, construction paper, glue, etc.  As students arrived, they were instructed to sit.  The teacher reviewed information on hurricanes. She reviewed group assignment and directions for the group. Each student was assigned a particular task within their group. Students were then allowed to break off in their groups.  One boy did not like his group assignment and refused to join his group.  He went into a corner of the classroom and covered his face as he was about to cry.  The teacher intervened and spoke to him.  He went into group but was reluctant to work.  Other members of the group interacted well. One group had disagreements about how the presentation must be made.  The teacher moved over and immediately settled the matter. The classroom enjoyed the group activity.  Though conversations were not all related to the work at hand, they were getting their work completed.

Form 1- Home School Administrator's Consent 
https://drive.google.com/file/d/1fuM17fghiqudgsQVtTKrloy2QH6GC2FS/view

Form 2- Documentation of Field Experience
https://drive.google.com/file/d/12k06HZJfRzdWY2Fg-zQbst5xRMPLgJmr/view

Form 3- Record of Hours
https://drive.google.com/file/d/1CcQimRbaWsZQmRtV7ymTzipFv2tWB3I4/view