Wednesday, October 2, 2019

Analysis of Field Placement Experience and Philosophy Essays -- Reflec

Analysis of Field Placement Experience and Philosophy Part I: Pertinent Contextual Information Part II: Teacher’s Perspective and Approach to the Social Curriculum and Social Studies Part III: Reflection on My Field Placement Experience Part I: Pertinent Contextual Information: The small town of L is located in central New York. In 2010, the population of L was 4,952 people. This town is considered suburban and rural. It is suburban because it is located about 15 miles from a major city. It is rural because majority of L town is composed of farm land. There are three major US highways that run through L town. The class status of L town ranges from middle to working class families. From what I observed in the school, the middle class residents of this town are either farm owners, work in the agricultural industry, or commute to the neighboring city for work. Some of the working class families are from the Native American tribe from the area. In L town school district, there are three schools: G Elementary School, the Junior/Senior High School and the Native American Culture School. During the 2011-12 school year, the L town school district served a total of 858 students. During the same school year, 35% of the students were eligible for free and reduced lunc h. In addition, 67% of the students were White and 30 % of the students were Native American. Furthermore, Black or African American, Hispanic or Latino, Asian/Native Hawaiian or Other Pacific Islanders students were 1% each. The G. Elementary School educates students in grades K-6. During the 2011-12 school year, the school had a total enrollment of 366 students. 30% of the 366 students were eligible for free and reduced lunch. Furthermore, 81% of the students wer... ...he future. This will ultimately develop students who have self-control and are empathetic citizens. Through my experience, I have learned that teaching is a profession that takes passion, courage, love, and an enjoyment of learning, if the teacher emulates these qualities, he/she can change the world one student at a time. References: Butchart, R. & McEwan, B. (Eds.). (1998). Classroom discipline in American schools: Problems and possibilities for democratic education. Albany, NY: State University of New York Press. Charney, R. S. (2002). Teaching children to care: Classroom management for ethical and academic growth, k-8. Massachusetts, Northeast Foundation for Children. New York State Report Cards. (n.d.). New York State Department of Education. Retrieved December 4, 2013, from

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