Campos 1

PACIFIC OAKS COLLEGE

Pasadena, California

HD: 489 Reflective Study:

Fieldwork Theory Paper

DIANA LISSETTE CAMPOS

Faculty:
Professor Silvia E. Toscano
Fall 2016
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Fieldwork Theory Paper

For this paper I will be discussing a key experience based on fieldwork. This experience

will express what I have observed and how it affects my fieldwork and what I have see. Along

with how others have handled the situation.

Out in the work field we face many struggles with obstacles that are put in our way. At

times it’s not always us but, the people around us. I have noticed obstacles based on

communication, leadership, problem solving, diversity, and cultural issues.

To begin with, I have seen problems with communication between students and teachers.

I have one student in particular who based on her looks; the teacher thought she was of Asian

descent, when in reality she is Hispanic and from Venezuela. The reason she had communication

issues is because she was limited to no English and her only form of communication was

speaking to the other students or aides in Spanish. Every day is a communication issue for her

because she struggles to understand what the teacher is saying but, she works her hardest and is

keeping up well. When she doesn’t understand, she makes sure to communicate her concerns

with who ever needed to keep up. Until she can fully understand English; communication will

always be an issue for her.

As for a leadership issue, one example I noticed a lot is whenever a teacher is absent,

certain instructional aides need to take the lead. Not for every class, but certain classes like to

play a little more when the teacher is out. They also know which subs they can get away with

whatever they choose; so it’s up to the instructional aide to express leadership skills to keep the

class in line. It’s important for the aide to keep the class focused or else it ends up being a wasted

day. Leadership is needed in the classroom’s or else; everything ends in chaos and in plain terms;
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all hell breaks loose. Please excuse the word, I didn’t know how else to describe it since; most of

the students are also in the Special Education Program because, they are also behavioral.

For an example of problem-solving, I chose a time when I saw a student having difficulty

with an assignment and used problem-solving to figure it out. He was struggling to finish his

English essay and instead of giving up he kept trying different approaches; until he finally

succeeded. This student is in the Special Education Program and most of these students have

modifications enacted in their IEPs (which stands for Individualized Education Program and this

serves as a contract for individuals in school); however, instead of using any modification he just

kept trying his own methods until he could finally get his essay done. He did not struggle so

much with the reading portion; it was the writing that he could not finish.

He knew he had a deadline soon and that his typing skills were not the best. I overheard

his friend offer to help by typing it for him and this student refused; instead he started to type. He

kept noticing he was taking too long and that his rough draft of his essay wasn’t even finished.

So what is he to do? He went on his phone to activate the text-to-speak, which copied and wrote

every word for him; seeing as this student is much better at talking his way through the

assignment, rather than writing it down in his own words. He finished the assignment in no time

and went back to check that everything was in order. He felt so accomplished using his

problem-solving to solve his own obstacle without the help of anyone else. He was proud.

Lastly, for an example of diversity and cultural issues; I chose, what I observed in my

third period ELD (which stands for English Language Development and this is set for students

who speak another language besides English and to help them improve their English skills)
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English class. That class is full of students who either struggle with English or had English as a

second language. Some students are doing a little better; seeing as they can keep up with the

English teacher, who only speaks English. Those students make up ⅓ of the class; and ⅓ of the

class is students who only speak Mandarin. The final ⅓ of the class is made up of students who

only speak Spanish.

All these students rely on one another to survive the class. Although, this seems like a

communication issue, I chose it as a diversity and cultural issue because, instead of embracing

each and everyone of their ethnicity; the teacher has them separated by language. The teacher is

not giving them the opportunity to learn from one another; instead it’s as if they are labeled by

language, which brings another issue (labeling). The class should learn to work together and help

each other. Literally there are only 16 students in the class; they should learn to work together

and succeed together.

The reason I selected these experiences is because I see these issues everyday at my job.

The reason they have an impact on my development is because these issues have taught me a lot.

They have taught me to be more observant with my surroundings and instead of viewing the

problem or thinking I know how to solve it; it has taught me to be open-minded and really think

before I act. It really impacted me because at some point we are the ones that are misunderstood;

we need to act and be the change. As I mentioned before, I see the same issues, each and every

day. The worst part is, it’s always the same people. Those people need to open their mind-set and

expose themselves to the rest of the world. The issues stay the same; it’s the people that need to

change. If the people change the issues wouldn’t be the same.

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The communication issue affected me emotionally because anytime I see a student

struggling to communicate with someone else and can’t, it upsets me. I do my best to find ways

to communicate with all my students, whether through verbal or body language, but, there’s

always ways to communicate. I have seen the frustration in students eyes when they can’t

communicate with someone else; I hate the frustration. I would never want a student to feel that

way. Physically it affected me because I want to help be part of that change.

It has taught me to find a way; any way to communicate. Cognitively, it has taught me to

think and find the best way to communicate and never give up. Where there is a will there is

always a way to communicate or to get through any issue. As for leadership, emotionally it has

taught me that we must always put what’s the best interest for all. Even if the student’s don’t

approve we still need to get things done; even if it involves speaking up.

Physically it has taught me to stay strong and speak up. I learned it’s sometimes

important to stand our ground and take the lead when needed. Cognitively, it has taught me to

think before we act; and make sure it is what’s best. Problem-solving has emotionally taught me

that there is always a way. It has taught me that no matter how big of an obstacle; to never give

up and stay strong Physically, it has taught me to use whatever is needed to get the final result

we need or want. Cognitively, it has taught me to keep thinking; but most importantly, think

outside the box if needed.

As for diversity and cultural issues; it has emotionally taught me that we can harm others

if we are arrogant towards their ethnicity. We need to embrace and make sure we let the students

know to be proud and welcome one another's culture. Physically, it has taught me to get up and
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learn. I want to learn about other’s culture and make sure they know I’m interested in learning

and what better way than to actually get up and do something about it. Cognitively, it has taught

me to learn; plain and simple. We all have thoughts and beliefs and in order to understand and

respect our differences we have to learn from each other.

What I have learned about human development from my fieldwork experience is people

usually don’t think before acting. There wouldn’t be issues based on communication, leadership,

problem-solving, or diversity and cultural issues if people thought before they did anything. We

need to stop and analyze each situation to think of the best outcome. We are always going to face

issues; but we can’t get frustrated or assume we know what to do. The issues may be the same;

but, the people are different and expect a different response.

The theory my paper is based on being open-minded and learning to never assume any

situation. As people, not in every case, but in many cases I’ve seen, people put labels on others.

In doing so, we shut those people out from the world for being themselves. The worst part is

labels or titles come with the price of oppression. Which is why my theory is to stay

open-minded and never assume any given situation; let alone label. We need to understand and

welcome everyone; we also need to respect each other’s differences. In any fieldwork, volunteer

work, or any situation we come across issues; so always stay open-minded.

In conclusion, issues based on communication, leadership, problem-solving, or diversity

and cultural issues will always exist. It’s up to us to stay open-minded in each and every situation

and never assume or label. Words do hurt and so do labels; we need to think before we act.