Field Experience Report

SPED 391/ 392

Amy Werner
Brigham Young University-Idaho
Brother Pulsipher
June 8th, 2016

Introduction
Madison Middle School with Mrs. Berry
Madison School District Rexburg, ID
Mild/ Moderate- Resource Room

Time Log
Date

Total Time (hrs)

April 18th
April 20th

4 hrs
4 hrs &
40 min
5 hours
4 hrs &
35
minutes
5 hrs
4 hrs and
50 mins
5 hrs
5 hrs &
30 mins
No school
5 hrs
4 hrs &
30 mins
4 hrs

April 25th
April 27th

May 2nd
May 4th
May 9th
May 11th
May 16th
May 18th
May 23rd
May 25th

Total: 52 hrs

Weekly Journals
Week 1 and 2
My first two weeks in my placement have been a whirlwind of information. I
am working in Mrs. Berrys resource room at Madison Middle School. All of
the students I work with are in the 6th grade. The amount of students
fluctuates dependent upon the subject that is being taught. During math and
reading there are approximately 19 students. During the study skills hour it
drops to approximately 9 students. The students disabilities in the classroom
include Other Health Impairment (OHI), Specific Learning Disability (SLD),

and Emotional Disturbance (ED). The classroom is organized with three

tables long ways in the middle of the room. There are cubbies along the back
wall that the students use to keep their books and baskets in. Mrs. Berrys
desk is in the far right corner and the classroom paraprofessionals desks are
in the far left corner. In the middle aligned with a table is a podium. There is
also a set of computers on the far side of the room the students use for READ
180. I have not met all of the paraprofessionals because one has been out
on medical leave. Mrs. Berry has assigned each of her paraprofessionals a
different job so that everyone knows what they are supposed to be doing.
One of the paraprofessional is in charge of grading while another is in charge
of monitoring all of the students behavior to help them stay on task.
I was nervous when I initially got this placement because 6th grade is not my
favorite age. I had a stereotype in my head of a very smelly, defiant group of
kids.
Although they have their far share of behavior problems I have been
pleasantly surprised with their willingness to work. I have taught three
lessons and a small group.
They use READ 180 as their curriculum for reading and currently are not
using any curriculum for math. I like the direct, scripted instruction that is
provided by READ 180. The curriculum is built to provide whole group as well
as small group instruction. It has an assistive technology component with the
software that allows you to track the individual progress of each student. I
feel that READ 180 meets all of the qualifications of a universally designed
curriculum.
I was really nervous the first time I taught because I was worried that I would
not be able to explain the concept correctly due to the lack of time I had to
prepare for the lesson. Although it was rocky I left feeling more confident in
my teaching ability, which lead my next two lessons to be more fluid and
concise. While I was teaching I was able to shape my lesson more towards

the students needs. I dont agree with the way that math is being taught
because it seems like busy work instead of instruction. In my future lessons, I
want to make math more hands on so they can concretely see the concepts I
am trying to teach them.
I had the opportunity to attend an MDT meeting my second week. I was
shocked by the lack of professionalism displayed by the other teachers in the
meeting. They were whispering and texting on their phones. Overall though
it was really helpful to see the actual process take place as opposed just
doing mock MDT meetings; I was also given the opportunity to administer
the Woodcock-Johnson assessment. I was nervous because the results were
going towards an actual student who has a real future determined by the test
I was administering.
During this week, I also helped with the ISAT testing. I saw several testing
accommodations in play for example the students had the questions read to
them by the computer. The students were also given extra time to complete
the assessment.
I am learning a lot about the importance of organization. Mrs. Berry is a
fabulous teacher. She does a great job connecting to the students on an
individual level. However, she lacks organization, which I think makes her job
harder than it has to be.
She does have a very strong behavior management system in place. The
students are given several verbal as well as no verbal cues to help them to
remain focused an on task. For example when she says flat tire they
respond with a ssssss indicating they need to be quiet.
The procedures and routines are clearly established which I think helps to
eliminate potential behavior problems. There are three behavior plans that
are being implemented in the classroom. Two of the three students use a
check in/ check out sheet to monitor themselves. Mrs. Berry said that the
use of the check in and check out sheets has been a very successful

intervention. The students feel accountable for their actions and want to
preform well so they get good scores. The third student has a PSR worker. I
do not think that this is an effective intervention. The PSR worker has little
interest in JJ. She clearly favors other students in the classroom and engages
in inappropriate behavior. I think if anything she makes JJs behavior worse.
I do see that there is a clear rewards system at play the students are given
small pieces of green paper when they are on task. The students then write
their names on the paper and are entered into a drawing for a candy bar. I
think that this system works well because they are able to immediately see a
reward for following directions. However, I think it is flawed because the
paraprofessionals cannot see what every student in the classroom is doing
all the time. Mrs. Berry has also organized her students in such a way that
causes the least amount of conflict amongst them.

Week 3
I started out Monday excited because I thought I was going to be teaching
and subsequently observed. However, there was a mix up and I was not
actually teaching. At first I was upset due to the fact that I had looked
forward to teaching. It ended up being a good thing though because I was
able to spend time watching Mrs. Berry teach two lessons. I feel have a lot to
learn from her in regards to connecting with the students. She was able to
explain vocabulary that the students did not clear understand by using real
world examples. The students had a question about what it was. She was
able to relate a present day example of the riots that recently happened in
Baltimore, Maryland. As the students asked questions they were able to out
into context what the riot might have felt like to young Ruby Bridges. I liked
that she decided to use a modern examples because it was more meaningful
to them than a riot that happened 50 years ago. Some of the students were
astonished that riots and racism still happened in the United States. I guess
that it a positive of growing up in Rexburg, Idaho.

I got the chance to review their progress monitoring data. I looked through
all of the spreadsheets that contained their scores. I reviewed their progress
in each section and compared it to their goals. There is nothing more
motivational to me than a student making progress and succeeding
academically. I have been trying to befriend the paraprofessionals in the
class because I am seeing how important paraprofessional-teacher relations
are. If you do not entrust your paraprofessionals with daily tasks in the
classroom they will not help to create a productive environment. I also have
seen that when the expectations are not clear for the paraprofessional they
will seem off task because they are not sure what to do.
On Wednesday I taught and was observed. I taught out of the Read-180
curriculum about Ruby Bridges. I had to make up a lot of the lesson as I went
because it was clear that the students were very uninterested. I tried to get
their attention by having them work in groups to complete the bookwork. I
did a brain break with them to help them focus. We also skipped part of the
lesson because I was worried that it would cause them to become frustrated.
Since I ended up cutting the lesson short we read out of the book they are
reading as a class Born to Run, Live to be Free. I have always had a love for
reading. I really enjoyed getting to read a part of the story to them. Overall, I
think the lesson went well. I kept telling my self that it could have been
worse. Every time I get to teach I try to find a highlight. During that lesson I
was able to make one of the students smile that is normally very unhappy. I
consider that an accomplishment.
I am also learning a lot more about the individual students and their specific
behaviors. Initially I struggled to know where the boundaries were. The
longer I am in the classroom the more I feel that I can understand what
strategies work best for each kid. I am beginning to see students open up
and trust me more. I am still experiencing push back from one student in
particular. This students tells me to Go away or stop nagging me.

I witnessed a very strong teaching moment between Mrs. Berry and one of
her students, KeKe. This young man should no longer be receiving services in
math due to his progress. However, since the school year is ending the MDT
made the decision to let him finish the year without changing his placement.
He exhibits all of the behaviors associated with learned helplessness.
Although he is more than capable of doing the work; he prefers to wait for
someone else to do it for him. In this instance, he had put his head down and
said that he didnt need math because he was going to drop out of school
and be a farmer. Mrs. Berry sat and talked me him for a while. She was able
to get him to see that farming was a profession where a understanding of
mathematics was crucial to success. She asked him questions like How will
you know how much seed to buy? And How will you pay the loan you take
out from the bank?. As she applied it to his life, I could see him come to
terms with the reality that he needed math to be a successful farmer.
This week we also worked on packing up the classroom since Mrs. Berry will
be moving across the hall for next year. Mrs. Berry and I were able to have a
nice meeting on Wednesday were we talked about strategies to use as well
as tips for teaching your first year. Overall, I had a good week.

Week 4
On Monday, I arrived at the middle school early because there was supposed
to be an MDT meeting. However, this fell through so I helped Mrs. Berry with
odd jobs that needed to be done before school started. She met with a
parent about one of the students behavior. This student has been having a
lot of behavior problems. The parent did not want me in the meeting so I
went back to the classroom and helped with R- 180. The students were
working on writing a paragraph about Ruby Bridges. During the first hour
they maintained good behavior. Second hour Mrs. Berry was not back yet so I
helped Mr. Berry teach a math lesson. They were working on 2 step fractions.
Over half of the students were very frustrated with themselves and us as

well. We lost control of the classroom. The kids had a lot of energy. I
suggested that we give them a minute to run around and get their energy
out but it didnt seem to help at all. By the end of the lesson I felt very
drained. I was able to have to really great moments during that lesson. One
was when I helped struggling student with his math. As I talked to this
student and helped him to figure out what the question was asking. I could
see his self-confidence was growing. I also had the opportunity to work with
the student who was having the behavior problems. She was annoyed
because she wanted to be in the meeting. I was able to motivate her to two
problems. Which doesnt seem like a huge accomplishment but in the last
four weeks she has refused to due 7 assignments. I spent study skills
reviewing progress monitoring with Mrs. Berry.
On Wednesday, during first hour I helped to administer a Read-180
test. Mrs. Berry modeled the first half of the test and I continued with it. We
read the test to the students. I had them put their pencils down and look at
me when they were done. After each question they had the option to do
jumping jacks in the back while they waited for their peers to finish. I gave
every one a brain break every 3-4 questions. The students were read two
stories and then the questions about the passages. They were prompted to
remember that they could go back into the test to find the answer to the
question. During math they learned about the distributive property and order
of operations. They watched a Math Antics video covering these two topics
and then did two worksheets. They did an amazing job working on the
worksheets and most of them finished them. They were going to finish them
in 5th hour. I went with Mrs. Berry to input data for the progress monitoring
for the school year. I stayed late because I was supposed to go to an IEP
meeting. However, when we got in the meeting Mrs. Berry realized that the
general education teacher was not there. She sent me to cover her class
while the teacher went to the meeting. By the time the teacher got back the
meeting was over. She told me she would try to get me into a different

meeting. I also reviewed the school procedures for intruders. I was shocked
by how out of date they are.
One thing I really like about Mrs. Berry are her brain breaks. She has a
cornucopia of ideas for brain breaks that not only engage the students but
also provide them with the relief that they need. I think it is very beneficial to
take a moment to get up and move around during a strenuous activity. The
kids of ones that they are familiar with and I have seen that they will request
their preferred activity.
Overall, this week was hectic. The kids are counting down until school
ends and Mrs. Berry is getting very stressed because she has to leave a
week early. Also, she is moving classrooms for next year. I felt that this week
presented me with a lot of opportunities to think of how I would handle
certain situations if I was the teacher. I have realized that it is okay to accept
that what you are doing isnt working and try a new stratigy. It does not
mean that you failed. I am growing to love the kids.

Week 5
I did not go on Monday this week because there was no school. I did
however go on Wednesday and had very interesting experience happen to
me. I have had particular difficulty with one student the whole time I have
been there. He always seems to butt heads with me because I am not an
authority figure in his mind. He frequently makes comments about how I nag
him and should just go away. He struggles with behavior and is very much
the type to bite before he gets bitten. My mentor teacher was out of the
room because she is preparing to have surgery. As I began the day things
were going well. There were no major behavior problems and the kids
seemed content to do the activities we had planned. They went to the library
to turn in any books they still had checked out and the quietly returned to
the classroom. During first hour we read a book that they have been reading
this trimester. We read for 20 minutes and then I left the students split them

selfs to play games for the last 10 minutes of class. Everything went well
despite my fear that letting them pick their own groups would cause
problems. However, as we moved into 2nd hour, which is math, the
paraprofessional and PSR worker in the room, began to undermine my
authority. The students that still had math to finish were supposed to finish
what they had left. In the mean time the other students were supposed to
work on an approved activity. I am not sure who it was now but someone
instructed all of the students still working on math to move to the center of
the room. This left the other two tables to be filled with their peers not
working. There in instructions from me were to work quietly till the whole
group was finished. I did not intend that to mean complete and utter silence.
As we were working both the paraprofessional and the PSR worker were very
rude to the students. The PSR worker was given academic help and decided
to initiate a coloring contest in the middle of class. She offered them all 20
dojo bucks just for coloring. They use the dojo bucks to buy things at the
school store. There were some behaviors but I felt that they were being
blown out of proportion and the paraprofessional was being very snappy. The
classroom has a policy that if students are late, no following directions ect.
They have to put their names on the board and stay in 5 minutes from lunch
every check is another 5 minutes (this is a policy I do not agree with). Far too
many students names were put on the board. As the period was wrapping
up the paraprofessional was telling the student that I often have difficult with
that he had to stay in 15 minutes. He was confused and tried to explain that
wasnt fair because he only had his name on the board. This turned into her
yelling at him saying that he would stay in the whole lunch period if he
continued to be rude. She then made a speech to the whole class making
him an example. He ended up storming out of the classroom because he was
so frustrated. I felt utterly helpless as I had tried to intervene but was
completely ignored by both the paraprofessional and the student. As the
paraprofessional left for lunch, I contemplated what I was going to do to
rectify the situation since both parties were in the wrong. The student came

back to retrieve his lunch. I was able to have an amazing experience

connecting with him. We discussed the importance of controlling his
frustrations. He was very upset and told me he felt that the paraprofessional
hated him. We were able to work out a plan for the future. I reassured him
that while he was wrong she to was wrong. I talked to him about how
teachers care so much for their students sometimes they push them to far
because they want to do well. Honestly, I am not a 100% sure what I said
because it was almost like someone else was saying it. I sent him to lunch
because I didnt want him to miss anymore. I was becoming increasingly
frustrated with this paraprofessional. Earlier in the day she had accused a
student of lying across the classroom. I talked to him one on one and he
explained the situation. We were able to work out a deal. She then
commented about how I was giving him a free pass.
As frustrating as the whole day was it really gave me a chance to think about
what I would do differently. In my own class I want to make sure I spend time
training my paraprofessionals on positive behavior interventions as well as
what other concerns arise. I think that lines of communication should be
open. They should feel respected in the classroom but should ultimately
know that as the teacher it is my call. I think that I need to work more at not
feeling like I have to appease everyone. As much as I would like that I feel
that the students needs come before someone liking me. As a teacher the
paraprofessionals are there to help supplement and support instruction. I
have seen that they can be a tool for success as well as destruction. I dont
ever want anyone in my class to feel hated or bullied. Although it was a
rollercoaster ride it was a good chance for me to reflect on what the best
practice is as well as what I can do to shape my teaching style.

Week 6
My last week at the middle school was bittersweet. I gave all of my effort into
making the experience a successful practicum. I was hesitant at first

because I had heard mixed reviews of the classroom. Although it was hard to
gain the students respect I feel that in the end I did. There was a point on
Monday when the students were finishing up an activity. I was working with a
small group that was dragging their feet. I prompted them to keep working
hard so we could do a fun game. One of the students looked at me and asked
if it was going to be fun or educational. I kind of laughed and said Both, who
do you think I am? To which she responded A teacher. That made me
chuckle because it was the first time a student had told me that they viewed
me in that role; although I am still not sure if that was intended to be a
compliment or an insult. I did not stay the full time both days because I did
not need all of the hours. I had the chance on Monday to go to an IEP
meeting. It was different than how I imagined it. It was very relaxed and
there was a lot of discussion. I enjoyed hearing the parents concerns and
how they were addressed. On Wednesday, I did two short readers theaters
with the kids who were still in the classroom. When I asked the students what
a readers theater was they said things like its boring and do we have to
do that? despite there initial reactions we were able to briefly talk about the
difference between a readers theater and a play. They loved the stories. We
did one called Evil Lurks. It was very suspenseful but ended in a simple
funny way. We did another one about farts, which they though was very
entertaining. I allowed one of the students to use my phone to make fart
noises with an app. I chose to do a fourth grade level because the students
are all on different reading levels and I didnt want the activity to be
challenging. My goal was to show them that reading could be fun.
I noticed that there was a lot of learned helplessness in the classroom.
Students who are on grade level do not want to work because they know if
they wait long enough it will be given to them. Also this last week Mrs. Berry
moved classrooms. Instantly the change in environment caused the students
to bicker because their seat was different or they didnt like the way their

chair was facing. I saw how important consistency in your classroom set up is
because they adapt to their learning environment.
Overall, based on my examination of their progress monitoring and their IEP
goals the majority of the students were succeed. There were several who had
worked themselves out of needing services. I did notice that a set of twins
who were very close would be separated the following school year because
one of them no longer qualified to receive services. I was curious as to why
the duration of services stayed the same even when the students no longer
needed interventions. I am assuming that the MDT team made this decision
before I came to the school.
I saw several major types of assistive technologies used in Mrs. Berrys
classroom. She has a microphone system that she uses to help the entire
class can hear her loud and clear. She uses a projector to magnify
worksheets in math on the white board. The students then can see as the
sample problems are modeled on the board. This technology I think it very
helpful since at least two students needed glasses for reading. She also
created math binders for each of the students to use on their assignments
and test. The math binders included terminology, a multiplication sheet, and
processes like order of operations. When the students had a question the
procedure was to look in their math binders first. This didnt always happen.
In fact there were several times a student would as a question and I would
prompt them to look in their math tools. Lo and behold there was the answer
to the question. In my opinion the math binder was my favorite type of
assistive technology they used.
All of the students in Mrs. Berrys classroom receive services. They all were in
the general education classroom for Science and History. Several of them
also had choir or art during Encore time. I believe this meets the principles of
LRE due to the fact that they were in the general education classroom for
much of the day except for when they were receiving services in math or
reading or the small minority that were in the classroom for study skills. I

think that the amount of time each student spent in special education was
minimal. I do not agree with keeping students in the resource room who no
longer needed services because they did not want to have to change the
placement of the student.

Conclusions and Reflections

Being in the Middle school helped me to understand that everyone has their
strengths as well as their weaknesses as an educator. As I sit in my classes it
has been easy for me to think Oh, well I would never do anything like that.
However, when you are in the mess of it there is not always a clear way to
avoid making a big mistake.
Everything I do in the classroom as a teacher has an effect on the students I
work with whether or not I immediately know it. As I interacted with students
in Mrs. Berrys class it became apparent to me that how I approach a
situation would set the terms and expectations for the students in the room.
If I was not enthusiastic about teaching word problems then why should they
be excited about learning them? Through much trial and error I saw how
much students depend on you to be an example to them.
I did not agree with Mrs. Berry on the matter of enrichment activities. She
felt that the students had to work to earn enrichment to lessons, which I do
not agree with. It is my belief that when students are engaged in content
that can be related back to their own individual lifes they will internalize the
lesson more than if they are just copying what I tell them to write down. I
fully believe in Blooms taxonomy. The goal of your lesson should be for
students to create something to show that they understood the content
being taught.
I also did not like the intruder procedure they have place at the middle
school. I know it is easy to think that something like that could never happen
in Rexburg but I still do not think that it merits leaving the students in the

school vulnerable. The fact is you never know when an emergency is going
to happen. You should expect the best but still prepare for the worse. When I
reviewed the policies and procedures I was shocked to see that they had not
been updated since 2006.
I saw a teacher who truly cared about her students. It was refreshing
because so often I feel discouraged that I will never make an impact on the
lives of the students I will teach. As I watched Mrs. Berry interact with her
students it gave me hope that I would one day be able to discern the needs
of my students the way she does. I learned that teaching is giving everything
you had with little to no thank you in return. Often there is actually more
criticism than praise that occurs but when you see a student understand a
concept they struggled with, in my eyes it is all worth it.
Although my experience was by no means perfect I feel like I have grasped a
foundation that I will use to help me to be successful in my future
practicums.