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Field Experience 2

Ms. Arrends' classroom is traditional with ample storage and a focus on literacy, utilizing effective routines and positive reinforcement to motivate students. During a lesson on community, she engaged students through questions and group reading, although her timing for distributing materials could be improved. Building rapport with students is crucial, as demonstrated by a student's positive response to a challenging situation, highlighting the importance of relationships in special education settings.

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ikeane20
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11 views2 pages

Field Experience 2

Ms. Arrends' classroom is traditional with ample storage and a focus on literacy, utilizing effective routines and positive reinforcement to motivate students. During a lesson on community, she engaged students through questions and group reading, although her timing for distributing materials could be improved. Building rapport with students is crucial, as demonstrated by a student's positive response to a challenging situation, highlighting the importance of relationships in special education settings.

Uploaded by

ikeane20
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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!: Ms.

Attends room is more traditional, has tables around and the kitchen is
smaller and not utilized as much. There are posters and schedules on the
wall. Her classroom also has a lot more storage space holding independent
work and stations. In one of the cabinets it hold many activists, some
involving fine motor development, others life skills and some just plain
reading. These students are much more literate then the students in Mr.
Meglan’s room and I am really happy to see them honing that skill every day.

4: Miss Arrends sticks to academic activities form when I was there. She
utilized more longer breaks but then extended times of being on tasks. An
effective routine was utilizing first next planning. She also often during
lessons communicated different students traits, for example telling a
student, “I am going to have Leo read this, he is really good at reading big
words, but I am going to have you answer a question when he is done.”
These students are motivated to learn and want to do so, and so by
rewarding students who are motivated utilizing positive reassurance that
helps their motivation in the future.

6: I observed her teach a lesson on a story about community working


together. She didn’t pass out the reading until after reading it as a class
which I would do differently, but she worked on keeping everyone engaged
by asking questions and having students read.

7: An unexpected event was when a student was told to do his work to earn
a reward, and he was upset, he really wanted to read his book and he
pushed away form the table and his chair fell down. Instead of crying or
continuing to be frustrated he laughed and said, “That was quite a tumble!”
This honestly helped him get back into work, I understand that they can
observe that and look at other ways to help him reset, without falling out of a
chair. This student has had a lot of unexpected behaviors and moments, but I
have really got to know him. When he says a script that I taught him I know
that means hello, and I know he is in a good mood when he is not scripting
as much, and is talking to be about his dad or his mom.

10: I learned about how important report is. One day when I walked in there
was a substitute in there, and the paras asked me to step in with a student. I
went and started working with her on the packet, she had decided to work
with me because of the report we had built. When the teacher is there I
notice her also working with this student, as they have also built a lot of
report, often she will ask to work with Ms. Arrends and that helps. Being a
student in a special education room often takes away a lot of control, giving
this little bit back to her helps her grow.

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