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For this field experience I went to Westfield Elementary School. I
was Placed in a special education classroom where I observed and
interacted with fourth and fifth graders. The cooperating teacher’s
College Essays on education
name was Mrs. McCord.
This classroom is not like a typical classroom setting. The
classroom is about half the size of an average classroom. There are about
twelve desks in the front of the classroom as well as four computers. The
front of the classroom is very crowded. In the back of the room is a round
table and some chairs, and Mrs. McCord’s desk and computer.
My partner and I went to this classroom every Monday and
Wednesday from eleven am till one pm. During this time several small
groups of students would come and go. All of the students were white
and came from lower or middle class families. Judging by the way the
students dressed none of them came from a wealthy family. Most of
them wore clothes that didn’t match, didn’t fit well, or was at least a few
years old. One student had a hearing problem and wore hearing aids
and the rest of the students had a variety of learning disabilities.
DAY ONE: 3/13 – (11:00 am –1:00pm)
Mrs. McCord has many jobs at Westfield Elementary School. She is
the special education teacher there. Throughout the day she has several
different groups of students in her classroom. While we are there she has
a reading and spelling group that she works with, a one on one tutoring
session, and a group of resource students. She also goes to another
classroom to consultant teach.
When we first arrived Mrs. McCord was working with the reading
and spelling group. The students were just finishing reading from a book
called Paddle to the Sea. When they were done they played a game with
their spelling words. The game is called FACE. The game is like hangman
but instead of hanging a man they draw a face. Mrs. McCord does not
think it is appropriate to “hang people” even if it is just a game.
After this group leaves Stephanie stays to get one on one
help in Math. Today they were working on division. This student is in
fourth grade and is just learning long division. So far she is only working
on problems that come out even. Next week they will be learning about
remainders.
When the tutoring session is over Mrs. McCord consultant teaches
in a different classroom. The other teacher has asked that my partner
and I not come along because the room is too crowded already with
teachers and student teachers. While she is gone I corrected spelling
workbooks and my partner corrected math worksheets. When Mrs.
McCord comes back there is a group of resource students that come in.
My partner and I circulate the room at this time and we help students
with their assignments.
I think that this was a good placement because we get to
experience a variety of classroom settings and a variety of students.
3/18 (11:00 – 1:00)
Today the reading group is following along in their own books while the
teacher reads aloud to them. I noticed that she stops often to check for
understanding. After each paragraph she asks questions and goes over
unknown vocabulary.
There is a hearing impaired student in this group. The teacher is
very careful to enunciate clearly whenever she speaks. She always uses a
strong, clear voice when this student is present.
All of the students have daily planners that are supplied by the
school. Mrs. McCord checks these planners daily to make sure the
students are keeping track of their assignments. I think that this is an
excellent way to teach the students good organization habits.
Today Stephanie is working on division problems that have
remainders. I have noticed that she is very unsure of herself even though
she appears to know what she is doing. She does not want to try any
problems on her own. She prefers to be walked through each and every
problem.
The resource students are here now. I am showing a student how
to use an encyclopedia to get information about Panama. She is a bright
student, but is easily distracted.
3/20 (11:00 – 1:00)
The reading group is still reading Paddle to the Sea. Stephanie missed a
day so I went over some chapters with her to get her caught up. I think
that she has the potential to be a very good student but she would rather
talk about anything at all rather than do her work. She has a hard time
focusing.
Stephanie is learning about factors today. I think she understands
the lesson but for some reason she refuses to give the right answer. I
really believe that she is a smart little girl, but she craves attention. She
constantly interrupts the lesson with stories from home and questions
about the teacher’s personal life. She loves to talk.
Today while Mrs. McCord went to consultant teach I put up a
border around the room. Her classroom may be small, but it is well
decorated.
Today I helped one of the resource students with her animal
report. She has to find information about the natural habitat and eating
habits. We are having a hard time finding much information in the
encyclopedia.
SPRING BREAK: will return 4/8
4/8 (11:00 –1:00)
Today the reading/ spelling group received their new spelling
words for the week. They are using wicky sticks to write them. Wicky
sticks are pieces of candlewick covered in a thin layer of wax. They look
like thin pieces of licorice. This is a fun interactive activity for the
students to learn their new words. The kids seemed to enjoy it and it was
not messy at all.
We made plans to teach a small reading lesson to Stephanie next
time. I am going to teach chapter twenty-seven from Paddle to the Sea
and my partner is going to teach chapter twenty- six.
I think that this experience is going very well. No one has come to
evaluate us yet, but Mrs. McCord seems to be please with our
performance. She has not made any negative comments and she is very
willing to let us help out as much as possible in the classroom. We really
are getting a variety of experiences here.
4/10 (11:00 – 1:00)
Today the reading/spelling group played FACE again. This time
they used Mr. Potato Head as a model. I noticed that all of the students
had trouble with the word “watched”. They did not understand how the
first vowel could be an “a” and not an “o”.
The lesson with Stephanie went well. We read the chapter together
and went over some questions together. She seemed to understand it
pretty well. I had her summarize what had happened in the chapter
when we finished. She was able to summarize it and only left out a few
details. She was able to focus more than usual today.
Stephanie has to write a newspaper article about the book they
have been reading. However, she has trouble organizing her thoughts.
My partner and I helped her construct an outline to help her write her
article.
4/15 (11:00 – 1:00)
Today I administered a spelling test to Stephanie. The fourth grade
students have ten words that they have to spell on their test and four
words that they have to be able to recognize. Stephanie only spelled four
out of ten words correctly, but she got all four sight recognition words
correct. She was not surprised at all by her poor grade. She did not
appear to be bothered at all by it either.
After her test I gave her the new spelling list for the week. I asked
her to read each of the words on the list. Then she put each of the words
into a sentence.
While Mrs. McCord went to consultant teach we worked on a
computer program she has. She has a crossword puzzle program that
puts the spelling words into puzzles. We had to go through all the
puzzles that the students had made and edit the clues that they had
entered. The students do not quite understand that the clue can not
simply be a sentence with a blank in it.
Today I helped one of the resource students with a character web
of Mr. Tumnas from The Lion, the Witch, and the Wardrobe. He had
trouble answering the questions about what other characters in the book
thought about him. I helped him go back through the book and find
information that helped him answer the questions.
4/22 (11:00 – 1:00)
Today the reading/spelling group played a game called
“Evaporation”. This game helps the kids memorize how to spell their
spelling words. The teacher says a word and the students spell it back to
her then the teacher writes the word on the board with a wet sponge. The
students then have to write the word correctly on their papers as many
times as possible before it evaporates. The students seem to really enjoy
it and it gives them good practice time.
Stephanie was absent today so we spent this time correcting
papers. We also corrected papers while Mrs. McCord went to consultant
teach. We did not have a lot of interaction with the students today.
4/24 (11:00 – 1:00)
Today I went over a test with one of the boys from the reading
group. He had answered several questions with one-word answers – so
we had to fix them. For one of the questions he had put the word
“cupmouse”, he had meant to write moose cub or baby moose. This
student has a lot of potential but has a hard time focusing and staying
on task. We went over his test and added more information to his
answers.
Today I listened to Stephanie while she read a story aloud. I have
found that she likes to read to me because she likes the attention.
However, she gets frustrated when she makes repeated mistakes and
then she wants to give up and have me read to her. I try to make her
read as long as possible to get her comfortable with it. I want her to be
able to self-correct without being embarrassed.
I corrected a stack of Phonics workbooks today. There is a large
range of grades even though this is a special education classroom. I have
found that the main reason for incorrect answers is due to failure to
follow directions.
I made a vocabulary/memory match game to play with one of the
resource students today. The student did very well. He only had trouble
with two out of the sixteen terms. He was able to match the definitions
for all of the terms, but was only able to put fourteen of them into
sentences correctly.
4/29 (11:00 – 1:00)
Today the whole school is in testing. The special education
students are coming to Mrs. McCord’s room one at a time to take their
tests. Depending on their IEP some students have modified testing. Some
of them answer orally while the teacher writes for them while others get
more in depth directions and some aid.
While the testing is taking place my partner and I will be correcting
more papers and workbooks. Today we will only see one group of
students. The resource students will be here at about twelve thirty. So
we have about an hour and a half to correct papers.
The resource students are a little tired out after all the testing that
has been taking place the last few days. Today they are working on
homework assignments. Most of them are not in the mood to work today,
in fact they seem to be avoiding it.
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