Introduction With one Educational Studies course and a positive field placement experience completed, I believed that I was ready for anything that Child Study and Assessment could throw at me. This field placement, however, is much different than I anticipated. My responsibilities for this field placement are two-fold. Most importantly, as aforementioned, I am to supplement my student, Michael’s [pseudonym], learning by bringing activities that interested him. Additionally, using in-class readings and supplemental research, it is my duty to assess our mentoring sessions analytically to discover possible ways of assisting Michael. Thus far, I have concluded that Michael has been suffering a “mismatch” in his learning environment (Jabari, 2013,
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Normally, he and I work in the hallway at one of the three tables that are outside the classroom. The environment of the hallway is considerably less distracting than that of the classroom. During my observations of the classroom, I have noticed that the students are talkative and active during reading circle time (FN 1.26.16; 1.28.16; 2.17.15; 2.23.15; 2.25.16). There are frequent passerby, but these intermissions are welcomed by Michael as a quick psychological break from his studies. Children are sent into the hallway for either disciplinary reasons or to work on missing assignments. Frequently, these students have sat at the table where we work (FN 1.21.16; 2.2.16; 2.16.16; 3.8.16). Most of the time, these students are on-task and do not disturb Michael and me. However, on some occasions, the students will try to get Michael’s attention either by striking up a conversation or by saying his name softly to annoy him (FN 3.1.16; 3.8.16). Frequently Ms. Jones provides a worksheet associated with either math or spelling for us to complete during our session. Occasionally, we correct work that is either illegible or done poorly. I also prepare educational activities for Michael to complete with me during our time. Their content has ranged from focusing on basic math facts, place value and reading
Normally, he and I work in the hallway at one of the three tables that are outside the classroom. The environment of the hallway is considerably less distracting than that of the classroom. During my observations of the classroom, I have noticed that the students are talkative and active during reading circle time (FN 1.26.16; 1.28.16; 2.17.15; 2.23.15; 2.25.16). There are frequent passerby, but these intermissions are welcomed by Michael as a quick psychological break from his studies. Children are sent into the hallway for either disciplinary reasons or to work on missing assignments. Frequently, these students have sat at the table where we work (FN 1.21.16; 2.2.16; 2.16.16; 3.8.16). Most of the time, these students are on-task and do not disturb Michael and me. However, on some occasions, the students will try to get Michael’s attention either by striking up a conversation or by saying his name softly to annoy him (FN 3.1.16; 3.8.16). Frequently Ms. Jones provides a worksheet associated with either math or spelling for us to complete during our session. Occasionally, we correct work that is either illegible or done poorly. I also prepare educational activities for Michael to complete with me during our time. Their content has ranged from focusing on basic math facts, place value and reading