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Heather Wantland

Dr. Ellis

EDUC 1301.200

April 26, 2018

Early Field Experience Reflection Essay

I have a hands-on learning style. So, when I found out that in order to complete this

course I would need a total of sixteen hours observing a class, I was very excited and eager to

learn. I observed Melissa Norris, who works in the Chisum Independent School District as a first

grade reading and language arts teacher. Throughout my short, early field experience journey I

was surprised at how much I learned from Mrs. Norris.

On my first day of observation, I quickly realized that this was not at all what I was

expecting. Chisum Elementary begins what is known as a “class rotation” with first graders,

which is something I had never heard of before. The first graders rotate between three different

classes; reading/language arts, math, and science/social studies daily. Mrs. Norris believes that it

is important to rotate the children because it allows the children to get up, and in some ways,

release energy. In this way, they will be able to concentrate on the next class and subject. Mrs.

Norris relates this idea to the research on recess and its’ links to academics and behavior.

Timothy M. Moyer explains an in depth research of this idea in “The Importance of Recess on

Elementary School Academics and Behavior”. Although the children are only getting up and

moving for about five minutes during rotation it still has some of the same effects.

While observing Mrs. Norris and her class, I also learned that it is possible to cater to

many different types of student needs all in one class period. The children are separated into
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groups depending on ability, this is based on where they are at in relation to spelling, reading,

and site words. By splitting these children up into groups, it allows Mrs. Norris to call each

group up one at a time and teach them on a more personal level. It also gives the children more

freedom to ask questions they might be too embarrassed to ask in front of the whole class. I think

that it is important that each child gets as much attention as possible; this is a great way to do so.

When one enters Mrs. Norris’ class, it is noticeable that her lessons are both student centered as

well as teacher centered. I would explain her philosophy as borrowing from essentialism,

because Mrs. Norris has a true passion for reading and might even explain it as the core of

knowledge. Her philosophy also borrows ideas from progressivism which is shown by focusing

on the students ability, how they are grouped together, and the positive and encouraging way she

interacts with the students. The use of different learning styles was also provided by Mrs. Norris

in her classroom. I observed the teacher using visual learning with the whiteboard, videos,

computers, and ipads. Mrs. Norris also used kinesthetic/ tactile (hands-on) learning by having

the children do an assignment alone after the lesson. Auditory learning was also implemented

into the classroom; this was accomplished by having the students read aloud to the teacher, recite

spelling and sight words, and having Mrs. Norris read aloud to the students.

There are quite a few things I have learned over the course of the early field experience

that I would like to include in my future classroom. One of these would be having the students

test over spelling and sight words that are based upon each individual’s ability. I think this is

great way to build the confidence of children who may be struggling. Also, it is a great way to

keep the student’s that are at a higher learning-level engaged. Another aspect that I would like to

implement in my future classroom would be the use of all three learning styles. I would like to

do so in order to attempt to meet the needs of all my students. After the completion of my early
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field experience, I can proudly say that it was an amazing experience and I am looking forward

to the day I become a teacher and have my own classroom.