Field Expereince 2

Step #1
The one moment that sticks out to me the most during my first visit is the first younger
girl I worked with. I took her out if her 6th grade math class into the special help room
with some of her other classmates. First thoughts after seeing each classroom were that
the general education classroom had the very harsh florescent lights and desks stacked
so close together. In the classroom that I was taking the students to there was a very
calm environment with dim lights, comfy chairs, and almost no students.
Finally, once I got to work one on one with the student, she was given a math packet that
she had to work through for the upcoming test. My student was very high functioning
and could do most of the work on her own. She okay needed some extra support and
more of a conformation on if her answer was correct or not. She would even help the
other students around her. My feelings through working with this student was purely
surprised When picking up students to take them to a special help classroom, I didn’t
expect her to be helping her classmates around her and seem to be levels above them. I
was shocked that she was at the same level as some of the other students in the
classroom.
I had many different thoughts through this experience, the first being how awesome the
classroom environment was. I would have been able to focus much more in a classroom
with good lighting which makes sense why this is in the special help classroom. While
work-in this my student all I could think about was how much more knowledge she had
then me. Many of her questions I didn’t know the answer to. This almost made me feel
as if I was in the way of her learning. Overall, week 2 went very well. I got to work one on
one with a student and experiences many different classroom environments.
Step 2:
Something that I related to, specifically in the 67th grade English classroom was the
harsh lighting. You could feel the difference in student attitude between the first math
classroom which was darker lighting and more comfortable, compared to the English
classroom with hard florescent lights. In every classroom though my life it has been the
harsh lighting which always made me more tired, uninterested, and would give me
headaches.
Step #3
HLP #18 was being used in the multilingual classrooms. The teacher was very focused
on keeping each student engaged. She wanted to make them all feel included and to all
share their opinions. Even if their answer wasn’t necessarily right, she would find a way
to validate their answers while helping them find the right one. She was also very
connected to them and knew many of their hobbies, family members, etc.
HLP #16 was being used by the teacher. They were giving each student explicit
instruction and made sure to use gestures and words the students could comprehend.
Especially in the multiangle classroom. This teacher specifically has to make sure each
student udbne3rtsaand everything’s eh was saying and requesting them to do.
HLP #17 was being sued in the 6th grade English classroom. The teacher would call on
students when they seemed distracted. She helped guide the students back to their work
while in their small groups. Using HLP #17 in your classroom and holding your kids
accountable when in group setting especially is important.
HLP #8 was being used in the 6th grade math classroom. While helping with a math
lesson those around me were giving feedback verbally and written. This immediate
feedback when students would have a question helped them learn their math skills
better and get answers to their questions the way that they prefer.
HLP #12 was being sued in the 6th grade math classroom. Certain students were at
different levels then the rest. The teacher would go around and help support every
student need by changing instructions and parts of their work. Setting different goals for
each student so they don’t feel behind and reach their own goals is an awesome way to
help support and foster a growth environment.
Step #4
 Do you see mutual respect?
The first classroom I went to was 6th grade math. We took a group of kids out of their
class to help them work on their math study guide for an upcoming text. I was working
with a sweet girl who seemed to be at higher level than others in the classroom. While I
was attempting to help her (I am not the best at math) she supported her classmate who
was sitting next to her. He was clearly struggling with the materteral, so we worked
together and supported each other.
 Describe the room arrangement of the classroom.
In the second classroom I joined, I didn’t have the opportunity to talk to any students
but only observed. The 6th grade English classroom was a very interesting dynamic. It
was a packed class with not a lot of room to move around. One of the main things I
notices about the classroom arrangement was where specific students were sat. It
seemed the more “difficult” students were all at the table closest to the teacher’s desk.
This table included students with extra needs, and the students that seemed to act out
more often.
 What adjustments did I make during the lesson? How? Why?

During my lesson in the multilingual classroom, I had to adjust the way I interacted with
the student. The student I was with was from Venezuela. She was very outgoing and
lived to participate and share with her class. Her fearlessness to try her best with an
unknown language made me very comfortable around her. When talking with her I was
very aware of what words I was using and my hand expressions. I could tell when I used
hand gestures, she could understand me much better.

Field Expereince 2

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Step #1

 Do you see mutual respect?

 Describe the room arrangement of the classroom.

 What adjustments did I make during the lesson? How? Why?

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