SEC-516-Clinical Field Experience B
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School
Grand Canyon University *
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Course
POS-500
Subject
Medicine
Date
Dec 6, 2023
Type
docx
Pages
3
Uploaded by ColonelFlowerStingray38
Clinical Field Experience B: Small Group RTI
Grand Canyon University
SEC-516
Amanda Chavez
October 18, 2023
Clinical Field Experience B: Small Group RTI
Following my observation in Mr. Chávez’s 11
th
grade English literature class, this class is
a mix of English-speaking students and a few mainly Spanish speaking ESL learners.
Furthermore, a portion of these students enrolled at different points throughout the year. A small
group of students and I met; some had performed exceptionally terribly, while others had
performed poorly but not the worst. Upon speaking with the students, I discovered that they
encountered difficulties comprehending the material for a variety of reasons. For instance, the
material appeared to be unfamiliar to them, as they had only been enrolled in the course for a few
months; the material was difficult to grasp and failed to register with them; or they were
preoccupied with socializing with their peers rather than actively attending. There were no
indications of prejudice in the assessment material they were evaluated on; it consisted of a
picture-illustrated word match and vocabulary examination.
Resources and Strategies
Mr. Chavez makes many classroom tools available to the students, such as a word bank,
an alphabet chart. Students who need more help with the content can consult with paraeducators
who speak Spanish. Everything I've seen teachers use in class, from warm-ups to reference
materials for homework and tests, is used every single period Students have the potential to
improve their exam performance by utilizing accommodations that are available to them. Mr
Chavez does his best by providing a ESL certified paraprofessional that (interpreters in the
classroom to assist with vocabulary or passage comprehension) furthermore even extended time
on exams , Additionally another method by acquainting themselves with the test environment
and the permitted resources (e.g., open-book materials, flashcards, or notes).
Professional Reflection
Although they are still experiencing culture shock and, to some extent, are fearful of the
unknown, my most significant "Aha!" moment and takeaway from working with these students
was that they are not, in general, unmotivated, and genuinely interested in learning. One student
went so far as to say that they felt stupid because learning in their country is much simpler than it
is here. It enlightened me to the fact that their genuine desire to learn notwithstanding, they are
unsuccessful in approaching for assistance. The key takeaway for me is that regardless of
whether a student is performing poorly or requesting assistance, I must do frequent check-ins
with them. During these check-ins, I should inquire about their progress, gauge their sentiments
regarding the material, and ask, "How can I assist you in comprehending it?" Then with the
information work on trying to work in small groups and individualized times to help my students
learn in their own way that suits them best. I like to keep in mind how would I want to be taught
and look forward to shaping the future’s youth.
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