Field Experience Reflection

Field Experience Reflection

1.     How many hours did you complete?

·       I completed 5½ field experience hours over the course of this class. These hours were spent tutoring a first grader, attending an SBDM meeting, and observing a kindergarten, third, and fourth-grade teacher. I enjoyed being able to obtain these hours in a variety of different ways. 

2.     In a short paragraph or bulleted list, how did you spend your time?

·       Tutoring: I tutored a first grader on two different occasions. This particular child does a great job decoding unknown words using reading strategies. However, she struggles to make meaning of her reading by thinking. We spent a lot of time talking about the importance of thinking while we read—that reading the words and thinking about them go hand-in-hand (metacognition). I read the story Chrysanthemum to her and modeled “thinking-aloud.” I also shared some thinking stems to prompt her to do the same in her own reading (“I’m thinking… I’m noticing… I’m seeing… I’m wondering…”). I think these lessons helped set a solid foundation for her.

·       SBDM Meeting: I attended a SBDM meeting after school to learn about our school’s financial situation and to review the K-PREP testing data from the previous school year. Financially, we are on track with no deficits. In regard to the K-PREP, our school was considered “Proficient.” However, we have a significant number of students who fit within the “gap group,” so we need to target these children to ensure they’re making the gains they need to be making. Our principal feels that it is a disservice to students to teach to the test as many schools often do. He feels that we should focus on content and teaching students to think critically--and that all the rest will fall in place.

·       Observations: During this time, I was able to observe two teachers using Daily Five, which I have started to learn more about. Students were working in one of five different stations (Read to Self, Read to Someone, Listen to Reading, Work on Writing, or Word Work). Students were engaged and working on levels that were appropriate based on their academic needs. Additionally, the teachers were conferencing with students to set individualized goals and discuss progress. I felt that the Daily Five model worked very well for these classrooms. I am considering using it in some way in my classroom next year. The kindergarten teacher I observed used developmentally appropriate practices with her students as they wrote in their journals. They were encouraged to use their knowledge of letters/sounds to write their words, which resulted in invented spelling. She praised their efforts and also showed them the correct writing underneath their own. I was amazed by the level of writing I saw taking place in a kindergarten classroom!

3.     How did the experience help you to strengthen at least one Kentucky Teacher Standard? (Be sure to name the standard.)

·       The standard that first comes to mind for me is the following:  

·       3.RFS.4: Read with sufficient accuracy and fluency to support comprehension.

·       In the two classrooms where Daily Five was being implemented, students were reading at their independent levels (when working alone) and instructional levels (when working with a teacher). They were shown the “Five Finger Rule” in order to choose books that are a “good fit” for their reading ability. Additionally, each child knew his/her independent and instructional reading levels according to DRA. They chose books from the leveled book bins according to this information. I think this is something incredibly important to consider when teaching. Students need to be given opportunities to read books that are a “good fit” to support their comprehension of the text. I have made it a goal to give students more opportunities to do just that—even with my kindergarteners.

4.     Talk a little about one thing you learned because of this field experience.

·       I was reminded during these observations that there is not one correct way to teach reading—or any content for that matter. There are hundreds of thousands of different models/programs in existence. I think it’s great that we are given the freedom to choose how we will implement reading instruction at my school. We are not required to use one, specific method. What matters most is that every child is given the opportunity to read books on his/her level each and every day. Additionally, the teacher should expose students to quality literature through read-alouds on a daily basis. This should be a priority in every classroom—no matter the program being used. I am just glad that I have discovered some new books to use with my students as a result of this class! :)