Reflection Paper for Field Observations My field hours were completed with Mr, Atteberry, a second grade teacher, at G.G.B. Elementary School. Having very little teaching experience in the classroom, this opportunity was very eye-opening for me. I have never worked with young students and I was nervous to meet new people. Luckily, the transition was easier than past class observations. Mr. Atteberry and myself shared very similar ideals and we had a lot in common. It was very beneficial for me, to observe a male teacher in a classroom because prior to these field observations, all of my experiences were with female elementary teachers. This allowed me to see teaching techniques from a different perspective. Being in a classroom on a
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It is important to remember that these students were very young adolescents. That being said, you had to be careful what you did around them and how you handled situations. For example, a student tried to get out of doing, even the smallest of assignments by asking to go to the bathroom numerous times or continually asked to go to the nurse, when she was fine. It is a fine line for a teacher to determine the necessary actions when dealing with students. Often times, students would come up to me and ask me if they could do things, that I had no authority to authorize. For example, they asked if they could do something else, instead of the task at hand or go to the bathroom. I politely acknowledged them, but explained they had to wait and ask the teacher if they were allowed. I did not feel it was my place to grant such requests. This was a interesting lesson for me. My field experience taught me something about curriculum. Originally, I assumed the teacher had full control of the curriculum. I assumed teachers had the responsibility of creating all the lesson plans, but I was surprised on how most of it was all laid out for the teacher. Even the books had the standards written in them and how they should be taught. From there the teacher could add variances or put their own spin on the material but they had to stick to the base
It is important to remember that these students were very young adolescents. That being said, you had to be careful what you did around them and how you handled situations. For example, a student tried to get out of doing, even the smallest of assignments by asking to go to the bathroom numerous times or continually asked to go to the nurse, when she was fine. It is a fine line for a teacher to determine the necessary actions when dealing with students. Often times, students would come up to me and ask me if they could do things, that I had no authority to authorize. For example, they asked if they could do something else, instead of the task at hand or go to the bathroom. I politely acknowledged them, but explained they had to wait and ask the teacher if they were allowed. I did not feel it was my place to grant such requests. This was a interesting lesson for me. My field experience taught me something about curriculum. Originally, I assumed the teacher had full control of the curriculum. I assumed teachers had the responsibility of creating all the lesson plans, but I was surprised on how most of it was all laid out for the teacher. Even the books had the standards written in them and how they should be taught. From there the teacher could add variances or put their own spin on the material but they had to stick to the base