Field experience special education reflection

No matter what child I worked with, they were looking for some type of positive reinforcement, mostly verbal acknowledgement.

He was also autistic, but seemed like he had a more severe case. I know that I want to be a teacher and help children with all aspects of life, so that people look up to for many reasons.

He could count the money and recognize the coins that were in front of him and also recognize the amount that each of the coins were worth.

I also would like to develop the skill of better time and space management in the classroom. Each person did not get the extra attention that I thought they needed. He was also a year younger, but did not seem like he was anywhere near where a child at his age was supposed to be educationally.

When I started the field experience, Ahmed said little and was shy a lot of the time. For the most part, I have learned that all children need support and encouragement in order to succeed with their education. The instructional skills that I wish to develop in Block II Field Experience that would better prepare me for my internship and full-time teaching would be how to notice if a lesson is not going as though it was planned and being able to make the necessary changes on the spot.

This was a room for children to go into and work on their fine motor skills while releasing any extra energy they might have. The children can Field experience special education reflection energy while working on other skill areas.

I do not think that they improved as much as they should have. So far, I have learned a little about their mannerisms, good and bad, and how educators are supposed to deal with it.

We played a computer game with songs on it and every time that he plays the game, you can tell that it is something he enjoys doing.

The one day when we were coloring, I had to take his hand and use it to color the picture.

One thing that I liked at Hillcrest was the boost up room. As I figured out through the many times that I went there, he is a smart boy. Both of the boys are very quiet at first and require some warming up before they are comfortable working with someone else.

She seemed a little shocked; saying that it is harder for them to notice any change when they are with him every day and see him doing the same things.

Using differentiated instruction was another instructional skill that I developed. I think that this made him more comfortable and feel like I was there to work with and help him and not force things on him that he did not want to do.

My view of the nature of the teacher has changed from when I first started field because I realized that by being in the field you must also be able to keep your cool when things do not always go the way that they were planed.

I think that it could have helped a lot of kids with special needs. The one thing that was hard was to get him started and keep him motivated on the task that he was doing. People need to get down to his level, look in his face, and sternly say what they are expecting of him. I enjoyed watching his progression each week and looked forward to learning new things about him.

There were two main kids that I worked with from Hillcrest. My view on the nature of curriculum as change from when I first started field placement because I was not really sure how I viewed the nature of curriculum other then it was what was taught in the schools.

Both of these examples would work well with children in the classroom. He works with one TA every day and each day she is required to write down exactly what they do in school so that his parents can know what he does and the progress in those areas.

It takes a long time to get him to start doing something and a lot of the time, he needs the teacher to actually grab his hand and make him do whatever it is they are trying to accomplish.

The one thing that he really enjoys is music. Sadly, they will not have the boost up room much longer due to financial reason. For the most part, he seemed like he was enjoying the day and would work hard on the things he felt like working on.

Ahmed and Nicholas are children with autism. Another insight that I acquired was 3.

Each time that I went, he said more words and got more actively involved with things. It took him a long time to calm down, and all the teachers did was ignore him and make sure that he took the time to calm down using any type of relaxation technique that would work such as counting or singing.

Once the board was full, they received a concrete reinforcer, such as pencils, toys, and other fun trinkets.decision to go into the field of education. Through my experience as both a student and observer, passion plays a very important role in effective teaching.

Bethany also shared with me that teaching is not always easy, and the children will not always be willing to listen to you, but in the Field Experience Reflection Author: bob Created Date. Field Experience/ Practicum in Special Education This University’s Conceptual Framework: This University’s Conceptual Framework is based upon the three principles of Knowledge, Professional Practices, and Professionalism, which form our philosophical foundation.

University of West Georgia. Early Childhood and Elementary Education. Block I Field Experience Reflection Paper. Directions: Type the following information on a separate sheet(s). Apr 15,  · Field Experience Reflection While completing my field experience for Teaching Language Arts to Children, I believe that I have grown professionally.

I had the wonderful pleasure of being placed in Mrs. BenjaminDavis fourth grade classroom at Denmark 5/5(1). Field Experience Reflective Paper Abby Schwendeman The Introduction to Teaching course field experiences have helped me to realize the many differences that exist in classrooms.

In my cadet teaching class at Warsaw Community High School, I was placed in three different classrooms, each for a long period of time. “special education. Field Experience in a Special Education Class at Sherburne-Earlville High School By Jill Ferris EDUC Special Education December 5, Professor Clonan.

School Profile Sherburne-Earlville is a rural school district situated in Central New York.

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Field experience special education reflection
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