Clinical Experiences Reflection
Vestavia Hills Elementary Central; Fifth Grade
It was through my time at Vestavia Hills Elementary Central that I truly fell in love with teaching, and further fell in love with children. Learning under teacher-of-the-year Adrianne Smith taught me several key elements on classroom management, differentiation strategies, whole group lessons, and literacy stations. As described in one of my journal entries from this clinical placement, “Perhaps the most interesting part of my day was when I sat in on a parent/teacher conference. I always thought that these conferences would be daunting and stressful, but it is apparent that Mrs. Smith makes it a point to get to know not only her students, but the parents as well. This conference went smoothly, and ultimately it was apparent that the parents appreciate Mrs. Smith as a teacher.” Mrs. Smith’s gentle and calming, yet stern, demeanor demonstrated that a teacher does not have to resort to screaming and yelling in order to have order in the classroom. It was evident that the students responded well to Mrs. Smith’s demeanor and easy style of teaching, and it is my goal, ultimately, to become a teacher much like Mrs. Smith.
While at Vestavia Hills Elementary Central, I observed the fourth and fifth grade general education classroom, observed multiple lessons, taught numerous reading, language, and science lessons, and cooperated with teachers to create outstanding, higher-level thinking lessons and activities. I was also given the opportunity to participate in a professional development day, in which I learned how to create movies on a laptop and learned of math/science websites and online games that are interactive, motivating, and informative.
The students in my classroom ranged in all abilities, from English Language Learner, to Cerebral Palsy, to gifted, to ‘lower-level learner,’ to ‘meets standard’ students. Every lesson prepared for this class required strategic planning and differentiation. One of the most important lessons I learned at Vestavia was that not all students will be on the same learning level, and each student must be treated individually, with individual expectations. With each unique child comes a unique perspective, unique learning style, unique strength and unique weakness. Thus, I must get to know my students academically, emotionally, and intellectually, which will enable me to prepare lessons and activities that reach every style of learning for every unique student.
Shades Cahaba Elementary School; Second Grade
In observing Ms. Ferniany’s classroom, I learned that she, the teacher, greatly values the children’s freedom of speech and expression, as seen in the communication styles in the classroom: the children were able to talk to peers and teacher, as well as ask questions, express ideas, and “think” aloud. Ms. Ferniany was also very open with their students, and always willing to help them in any way possible, be that showing them how to achieve the right answer, guiding them to write an appropriate essay, or give them clues to figure our the problems. Furthermore, the layout of the classroom shows Ms. Ferninany’s view of how the children learn: through group interaction and thought. This classroom was arranged so that children can work in groups of four, and so that the teacher is not the focal point of the room, but rather the children are the center and focus. This classroom had quite a group-learning atmosphere. With nearly every lesson and assignment, the children were able to talk to their peers, discuss the assignment, and debate on the answers of any questions. There was a definite sense of structure in this classroom, as the children had certain assignments to complete in a certain amount of time, and students knew to listen and respect the teacher.
Ms. Ferniany explained that because she is a “Gifted Ed” teacher, she feels it is especially important to “set the bar high” for the students. She further clarified that this “bar” shouldn’t be set to an unattainable level, but should be at a height that makes the students strive to achieve excellence. Ms. Ferniany also explained that it is the role of teachers to help these students achieve excellence and reach that “bar.” Ms. Ferniany also explained that education should not be so “easy” that children simply breeze through the grades. Instead, school should challenge the students to think, thereby allowing them to achieve excellence and self-esteem through their accomplishments. Ms. Ferniany exemplified her philosophy when she had the children work on problems that required a great deal of effort to complete. These (math-like) problems were designed to challenge the students. However, when a child had a questions, Ms. Ferniany was willing to guide them to the right answer.
Because the unit studied was “dinosaurs,” there was a variety of teaching materials used that exemplified how Ms. Ferniany believes the students gain truth and knowledge. Ms. Ferniany used factual information (in the form of a power point) about the dinosaurs and different eras, problem solving (to figure out specific eras, time lines, and telling time), as well as stories and literature (multiple books were read, as well as students had writing prompt assignments, which enabled them to tell an imaginary story about dinosaurs and themselves). In certain books read, the topic of human choices were discussed, especially pertaining to paleontologists and the choices they have to make in their daily lives in order to successfully dig up a dinosaur.
It was clear from Ms. Ferniany’s method of teaching that she deeply wants to see these children excel in their lives, through challenges, problem solving, imagination, and group work. Because she advocated group work, it is clear that Ms. Ferniany wanted her students to be leaders and followers in life, as well as be capable of maintaining relationships. Furthermore, the problem solving and challenges that were present within the classroom showed that Ms. Ferniany believed that children should not simply “glide” through life, but rather have obstacles and challenges that must be overcome in order to succeed. Ms. Ferniany also believed in the power of the imagination, as seen in the many assignments that required that students to use their imagination in order to completed their work (such as writing assignments. Overall, Ms. Fernainy showed that she values students and their lives, and believes that teachers must help these students to overcome obstacles and challenges in their lives, in order for these students to be successful in their everyday lives.
