...A Reflection of My School Experiences Danielle June 19, 2014 EDUC- My immersion into the education field began around 1978. Every Saturday, I would help my mother load up her car with musical instruments of all sorts, and head on over to the Community Center in one of the toughest neighborhoods in Philadelphia. Despite the grime and crime ridden neighborhood that the Center was located, on the inside, one would never know of the issues that existed on the outside. There, I met my first group of children with disabilities, children with Down’s Syndrome. My mom came here every Saturday to teach these students who were from the local orphanage, music. My job was to pass out the instruments and help where needed. The funny thing about my experience when I look back is that I NEVER saw those kids as being “different” I mean I noticed that they had mongoloid features and stubby fingers but they laughed and acted as silly as I did. I didn’t know it then, but that is when I got the “teaching bug.” They say it takes a special person to teach special education, and that is very true. My first classroom experiences may have made the toughest teacher quit. I’ve been spat at, had feces thrown on me, food tossed at me just to mention a few, but none of those incidences broke my spirit because I believed that I could, along with the help of my paraprofessionals, turn these students around. No, it wasn’t easy and I went home many a night crying and calling my mom asking her how she...
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...My time spent at the Campus School has flown by. This clinical experience has been so informative and transformative for me. I have been able to gain so much knowledge, insight, and most importantly, build relationships during my time at the Campus School. When I first arrived at the Campus School I was a little taken back. I was informed that it was a pediatric population that was pretty severe. Other than that, I wasn’t sure what to expect. I arrived and found a population that was medically complex, had a lot of equipment needs, and had large care teams to help support the students and their families. All of the students have developmental delays, are non-verbal and various levels of cognition. I was nervous to start working with this population, but I was excited for the challenge....
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...Learning from experience is one of the best modes of learning. This is because one gets to learn from their own mistakes and they can understand how to do things right. Experiential learning has produced the best experts in the world. This is why all education systems require a field experience. Field experience has changed a lot of minds and influenced decision making. Through field experience, people have made significant career decisions courtesy of a critical incident or general knowledge. This essay explores a school experience marred by lack of administration and proper personnel and facilities to handle special needs cases. The experience is a teaching assistant who is in a school that doesn't have steady top-level leadership which is very critical in every institution. Further, it has admitted a student who needs particular attention since he has been diagnosed with Craniosynostosis and has significant complex needs yet it lacks the proper personnel with expertise on how to handle such a case. This situation forces the teaching assistant to step up and take it upon themselves to find ways in which they can help this student. Choosing education as a profession is considered more of a calling...
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...COURSE DESCRIPTION This course is designed to enrich the students’ experiences in developing and utilizing appropriate technology to facilitate learning. It shall also provide exposure and hands-on opportunities in the use of Information and Communications Technology (ICT). Field Study 3 can be anchored on the following Professional education subject: * Educational Technology 1 * Educational Technology 2 GENERAL OBJECTIVES 1. Select the teaching materials that best suit the needs of the learners 2. Apply the principles of developing instructional materials 3. Develop and utilize instructional materials appropriate to a chosen subject area Acknowledgement I just want to express my heartfelt gratitude to those who were so generous with their time and expertise: To our Almighty God for the knowledge, strength and wisdom. His guidance leads me to select the most desirable way to success. To my parents who provided me their financial support, love, moral values and advices. To Prof. Dominic Dizon,MAEd as my mentor for my Field Study 3. I really appreciate your utmost effort in facilitating and checking my errors. Thank you for molding us to be competent and knowledgeable about Technology in the Learning Environment. I am so grateful to have you as my mentor and I feel so blessed. To Ms. Shienna Mae Eramis for your cooperation and to your students who also gave their cooperation. I wish...
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...to Guide for REFLECTION ------------------------------------------------------------- How to Guide for REFLECTION The National Service-Learning Cooperative ServeAmerica K-12 Clearinghouse Pennsylvania Institute for Environmental and Community Service Learning Northeast Regional Technical Assistance Center Compiled by Lorraine Parrillo Cooperative/Clearinghouse Coordinator Northeast Regional Technical Assistance Center December 5, 1994 Used with their permission INTRODUCTION This module includes a summary of materials currently used to support reflection in the service learning movement. Crucial information presented includes: 1. Introductory materials on Reflection by Diane Hedin and Dan Conrad 2. Reflective teaching techniques using eleven different forms of reflection rather than just using journals and asking how participants feel about service 3. Basic critical thinking skills that may be used in reflection sessions 4. Bibliography Reflection Reflective learning techniques are not the lone providence of service activities. All thinking and dialogue requires some form of reflection if learning is to take place. Individuals need time and reconsideration of events to put facts and ideas into sequence and eventually into a better understanding as to what happened during a specific event. Everyone in their life-time will be required to repeat this process endlessly. Nevertheless, schools do little to...
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...Personal Reflection on the Self Paper 1 Personal Reflection on the Self Paper By Joe Everett April 21, 2014 University of Phoenix Personal Reflection on the Self Paper 2 The study of one’s self is a part of social psychology. A person to person in social psychology is not the same as self, now if you asked someone to identify what is self their response will be different all the time because every person will tell you a different response. However, even with all the different responses it does not make any of the answer wrong, it has to do with the person’s perspective that determines what they feel is self, it is because of this we have to wonder how many self’s are we dealing with. If we asked a person that question, they might answer that more than one exists. With this kind of response it is correct because we have to see the inner self, interpersonal self, body self, and the social self. What is considered us or yourself is self-recognized and self identifies; however, what all of this means is that other peoples are not going to see you the same way. There are a couple different theories that deals with such effect and the illusion of transparency. There is what is called a spotlight effect, and this is when a person believes that everyone is looking at them, they think that everyone’s focusing all their attention on how one’s they look or even behavior like, but in reality not one is really paying attention...
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...submit this document through the assignment submission button in the online classroom. Life Event: Choosing to go back to school Explanation: This event was most significant in my life because now that I am going back to school and furthering my education I have something to look forward to in the future as far as a promising career. Reflection: After this experience I felt like a new person and that I can achieve any goal and conquer any obstacle that comes my way. I also feel as if I am going to have a better future. Life Event: Getting my Associate’s degree Explanation: This event was significant to me beacause it was my start to a new beginning. At first I wasn’t very comfortable nor confident on with the degree program but as I took the time out and focused harder I knew that this was another goal that I could accomplish. Reflection: After this experience I felt better about furthering my education. I know now that I am capable of finishing school and receiving a degree. This made me feel brand new. Life Event: Starting my new job Explanation: This event is significant to me because I had been searching and searching for a while for a new job after being laid off that it seemed so hopeless but when I got that call back from the job I knew that there was still some hope. Reflection: After this experience I felt excited and happy because I thought that there was no more hope in finding another job until I got the call back....
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...Gibbs Reflective Assignment On Non-Verbal Communication With A Patient With Demenita Introduction This assignment is a reflective account of my first experience when assisting a patient to eat lunch. For the purpose of this assignment I will refer to this patient as Mrs C to maintain confidentiality and comply with the NMC code (2008). It will discuss the importance of non-verbal communication when providing effective nursing care to the elderly. Description Thoughts and Feelings Evaluation I felt this first experience was very rewarding and a big learning curve for me in caring for others. I was delighted that I had been able to support Mrs C to eat nearly all of her meal which she clearly enjoyed. The ‘protected mealtime’ policy ensured that I had time to dedicate to assist her and as she did not have the ability to feed herself, without my help she would have eaten very little or nothing at all. In order to communicate with Mrs C, I modified the usual rules of communication. I did not speak to Mrs C in an inappropriate way or use elder talk which may have damaged her self esteem and confidence (Argle 1994). I talked to her as I would address any adult but put more emphasis on non-verbal communication which according to Caris Verhallen (1999) is the main way in which humans communicate, in order for her to receive my message, extract the meaning and give me feedback. By holding Mrs C’ gaze I was maintaining communication and encouraging engagement and interaction...
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...Name: Tonya Heffington Date: September 15, 2014 Life Event: The significant, uplifting, positive experience/event from my life would be graduating high school. Explanation: Graduating high school was a challenge for me. I had my son half way through my junior year in high school. I continued high school after having my son but did my school work from home for the second half of my junior year. I would turn in my work weekly to the school counselor. I then attended high school full time my senior year. I was completely responsible for my son as his father wasn't around. It was probably the hardest thing I have done in my life. Sometimes running on only hours of sleep I would force myself to get up, walk my son to daycare and go to school. I had to work hard to make sure he had everything he needed and still try to focus on school work. I graduated with honors. Reflection: Graduating high school and being able to walk across that stage holding my son made me feel very proud of myself. I felt like I could and would make it in this big world. It was a very special moment in my life. At one point I didn't think I would make it and some others didn't as well but I showed my self and everyone that I did it! Life Event: The significant, uplifting, positive experience/event from my life would be getting married to my husband. Explanation: Getting married to my husband was significant to me because we had to overcome some major road bumps. My husband...
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...Reflective Practice. Leigh William Adams. M1106275 D.O.S: 10/12/2015 Word count: 2000 Introduction. This essay will look at the use of reflective practice in a vocational construction setting, it will look at various practitioners’ theories and how they may be implemented into the current strategy. Reflective practice can be an essential tool in vocational based professional learning settings where people learn from their own experiences, rather than from formal learning or knowledge transfer. It may be the most important source of personal professional development and improvement. It is also an important way to bring together theory and practice; through reflection a person is able to see and label forms of thought and theory within the milieu of their work. The essay will also look at the use of reflective practice with learners at a behavioural school. Each section will cover different topics, section one will cover the understanding of critical reflection, section two will show how critical reflection is used for behaviour, section three shows its use in the construction industry and section four will briefly cover other authors and their respective models. Section 1. In order to be effective teachers must be reflective; they must continuously review their practice, discuss it with their colleagues, consider their learners’ responses and seek to develop new and better ways of teaching. Practitioners need to make sure that all learning...
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...objectives. Since the main focus of the study is on the importance of guided reflection and reflective training to promote student teachers’ critical reflective thinking, it therefore, seeks to address the underlying premise of reflective practice, the defining terms as well as the related studies so far in the area of interest. 2.1 A Perspective of Effective Teaching The concept of effective teaching underpins the goal of this research study. According to Arends (1994, p. 9), effective teaching is defined by four sets of attributes namely knowledge-base, repertoire, reflection and life-long learning. These four attributes of an effective teacher are illustrated as follows: * Effective teachers have control of knowledge bases on teaching and learning and use this knowledge to guide the science and art of their practice. * Effective teachers command a repertoire of best teaching practices (models, strategies, procedures) and can use these to instruct children in classrooms and to work with adults in the school setting. * Effective teachers have the dispositions and skills to approach all aspects of their work in a reflective, collegial, and problem-solving manner. * Effective teachers view learning to teach as a lifelong process and have dispositions and skills for working toward improving their own teaching as well as improving schools. (Arends , 1998, p. 9) Repertoire Reflection Lifelong learning Knowledge base ...
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...Fs 4exploring the curriculum Field Study Episode 1 “THERMOMETER CHECK” Name of FS Student: Langga Neljun S. Course: BESED-English Year & Section: III Resource Teacher: Maria Cristina Sonza Signature: __langss_________________ School: MSU SND You’re Target At the end of this activity, you should be able to describe through your reflection of how the school promotes partnership and dialogue. You’re Map For this process, go through the following steps: | | |observation Report on Interaction | | | |Name: Langga, Neljun S. Year / Course: BSED-III | |School Observed: SND Integrated School___________________________ | |Grade level: First year____________________ Section: A | |Subject Observed: English | | ...
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...when performed for this reason it can also be known as community payback; schools may mandate it to meet the requirements of a class, such as in the case of service-learning or to meet the requirements of graduation. High school graduation and community work Many educational jurisdictions in the United States need students to do community service hours to graduate from high school. In some high schools in Washington State, for example, students must finish 200 hours of community service to get a diploma. Some of the Washington school districts, including Seattle Public Schools, differentiate between community service and "service learning," requiring students to demonstrate that their work has contributed to their education. If a student in high school is taking an AVID course, community service is needed. Other high schools don't require community service hours for graduation, but still see an impressive number of students get involved in their community. For example, in Palo Alto, CA, students at Palo Alto High School log about 45,000 hours of community service every year. As a result, the school's College and Career Center awards about 250–300 students the President's Volunteer Service Award every year for their hard work. Colleges Though technically not a requirement, many colleges make community service an unofficial requirement for acceptance. However, some colleges prefer work experience over community...
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...TEACHING AND LEARNING RESEARCH EXCHANGE Exploring Identity and Social Justice through Drama in Schools Rhonda Rosenberg, Executive Director Saskatchewan Association for Multicultural Education Project #58 July 2001 This research was partially funded through a grant from the McDowell Foundation. However, the points of view and opinions expressed in project documents are those of the authors and do not necessarily reflect the views of the Foundation. The purpose of the Dr. Stirling McDowell Foundation for Research into Teaching is to fund research, inquiry and dissemination of information focusing on instruction (both teaching and learning) in the context of the public elementary and secondary education system. Specifically, it will: 1) contribute to knowledge about teaching and learning; 2) encourage educational inquiry through a wide range of methodologies; 3) support the involvement of practising teachers in active research projects; 4) encourage organizations as well as individuals to determine and act in areas of research and inquiry; and 5) encourage experimentation with innovative ideas and methodologies related to teaching and learning. The Foundation is an independent charitable organization formed by the Saskatchewan Teachers’ Federation in 1991. It is governed by a Board of Directors with the assistance of an Advisory Committee of representatives from the educational and business communities. The selection and evaluation of projects funded by the...
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...which clearly supports the idea that professional knowledge is developed through experience presented within the GTCNI competence framework. Schon also suggest that there are areas of professional knowledge that we, as practitioners, already know but may not recall ever learning. Schon states that “there are actions recognitions and judgements that we know how to carry out spontaneously, we do not have to think about them prior to or during their performance. We are often unaware of learning to do these things”....
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