Report on Field Experience

INTRODUCTORY COMPONENT

Statement of purpose of the portfolio

The purpose of this portfolio assignment is to summarize and give in depth information to the

reader of myself, personal teaching philosophy and my reflections of my field experiences at the

Bamboo Settlement Government Primary School in the standard three class.

A brief, written description that introduces you to the reader

I have never taught at either a primary or secondary school. After completing five (5) years of

secondary school, I immediately signed up for the University of Trinidad and Tobago (UTT) to

obtain a Bachelor’s degree in Education. At the age of ten (10), I had the thought of becoming a

teacher because of the negative experience I experienced at primary school, especially at the

standard four (4) level. My standard 4 experience in primary school was ridiculous. I literally

drop form a B+ student to an R+ student. Mt teacher had an awful attitude, barely taught and

explained work and verbally abused the students of the class. However, at age fourteen (14) I had

made up my mind; teaching was definitely the profession for me. Not because I had a negative

experience as in primary school during secondary school, but, because while attending secondary

school, I saw what a positive impact teachers can be to students.

When I first began secondary school, I was put in a form class with ‘juvenile’ students. They

never paid attention to school work, to life or anything because they believed that they were not

attending a ‘presbyterian’ school and were already labeled as ‘juveniles’. However, after two (2)

years, their attitude to schoolwork, even their lives were changed. They were now determined to

become better persons and hard workers and the credit goes all to the teachers who not only

taught but gave us words of encourage and knowledge. I was extremely astounded by this. My

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subject teachers (including my form teacher) all pushed us to do the best of our ability. After

witnessing this, my mission was to strive for excellence at the Caribbean Examination Council

(CXC) level so I can move on to tertiary level to obtain a Bachelor’s degree in Education.

My mission was also to become a teacher similar to and better than my teachers and make a

positive impact on students. My goal and objective was and still is to create better citizens and

future leaders.

Statement of personal philosophy

When students enter a classroom with little knowledge, they should be able to leave with

complete knowledge hence my personal philosophy of teaching is ‘teach so students can learn

and therefore they can teach to others.’ The only way to assess a teacher’s skills and ability in

teaching is only if their students can teach, explain and elaborate on what they have learnt to

others effectively and appropriately. I believe that by doing this, teachers will feel rewarded if

successful or if opposite, they can have an idea of how they can improve or be satisfied with

their teaching.

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REFLECTIVE COMPONENT

Brief background on school and classroom

The school my practicum classmates and I were assigned to was the Bamboo settlement

Government Primary School. The Bamboo settlement Government Primary School was

officially established on February 23rd, 1999 by Dr. Adesh Nanan, a former Minister of

Education of Trinidad and Tobago. The school has the capacity to accommodate four hundred

and twenty students. However only fifty-seven students, one class per level, enrolled the first

year it opened. At present, the school population has increased to one hundred and ninety

students.

Before the construction of school, in the community of Bamboo #2, the students were housed at

an infant annex located at El Socorro South Government Primary School. Eventually this annex

was closed and the government promised a school that was not exposed to dangers crossing the

highways. Bamboo Government was first opened on the 4th January 1999.

At that time, five teachers, later an acting Principal, Mrs. V. Marshall, and a senior teacher

staffed the school.

The majority of students attending the school live around the community varying from a low

socio-economic background to a middle class background. According to the principal of the

school bring each child beings their different ‘cultural’ experiences to the classroom. Regardless

of the social setbacks, it is encouraging to note that the school problems are not magnified, and

their overall examinations results are good.

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The class my partner and I were assigned to was the only standard three (3) class in the school.

This class had a total of twenty one (21) students, eleven (11) boys and ten (10) girls at the ages

of eight (8) to twelve (12). This is a class full of children who has mixed abilities. To address this

issue, the teacher of the classroom uses different types of differentiated instruction methods.

When the class teacher first got her student, the students were not able to neither read nor write

properly. They were performing at a second year to standard one (1) level. At present, all

students can both read and write exceptionally well with the exceptions of a few spelling

problems which they are currently working on.

The students of the class are well behaved children and they also pay attention to rules and

regulations. Inappropriate behavior is unacceptable in the classroom. The class is decorated with

charts and little posters containing of accepted norms and values and also words of

encouragement. To communicate high expectations for her students, at the end of each lesson or

assignment the teacher of the class will ask her students how to thought about the lesson or

assignment or how they felt. In addition, she also provides a lot of verbal encouragement to her

students. The student’s environment is very comfortable and full with warmth so they can have

full concentration on their school work.

Rationale for choice of content and instructional strategies

The content (healthy lifestyles, social issues, family and the environment) that my partner and I

taught at the Bamboo settlement Government Primary School was chosen by the class teacher.

She takes Social Studies seriously and believes that the subject educate students about the

interaction with their personal and social environment.

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The reason for the class teacher choosing healthy lifestyles for my partner and me to teach was

because she believed that it is important for her students to learn about infectious and non-

infectious diseases in Trinidad and Tobago and how they can be contracted especially since

diseases are rampant in the country. Also suggest ways for the children to prevent these diseases.

She choose the topic social issues for us to teach because she wanted us to educate her students

on how social issues are moral problems that affect a member or members of a society directly or

indirectly. It is important for her students to be aware of the social issues around and to know its

consequences.

The family content was chosen so we can describe the family as an important unit, list positive

family values which bond the members and protect them against negative societal influences,

help the students recognize that there are other important institutions and services in their

country which provides for their safety and wellbeing, By doing this the students will have an

appreciation for the members of their family. Following the family, the environment content was

chosen so we, the teachers, can identify the impact of the environment on our lives, help the

students examine the different types of pollution and also help them identify individual’s

responsibility for the care and protection of the environment in order to give them an awareness

of the environment that they live in.

Most of my partner’s and I’s teaching strategies for all four content were mainly eliciting form

students, for example definitions of something. We also did a great amount of discussions with

the students to help them use their prior experiences and knowledge to relate to the information

presented to them. Also, we did some questioning to assist the students in connecting their prior

knowledge to the new content taught to them.

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Methods used to evaluate learning

To evaluate our first lesson, my partner and I gave the students oral questions relating to the

lesson that was taught. For example, in what ways can infectious diseases be spread? For the

second lesson, we used a game named ‘find the fib’ to evaluate the lesson. To play this game, we

made little cards with three (3) statements. One of the statements is a fib. The students were

placed in groups to find the fib and share it with their classmates. The third lesson on the other

hand we gave the students a short paragraph to write to evaluate them. We asked the students to

write a short paragraph of ways in which they can help their family members to bond with each

other. The final lesson’s evaluation was the same as the second lesson’s evaluation.

What went well during the lessons?

What went well for me during the lessons were the set inductions for the four lessons, especially

the topic the environment. When we played the video of the environment for the students, they

were all intrigued and did not hesitate to respond to the questions that were asked, i.e. what the

main idea of the video shown is? I actually believe that the video captured the student’s attention

and they were interested in the lesson. Everyone was smiling and giggling which meant a good

sign. Also, I think the content aspect of the lesson when great with the exception of the second

(2nd) lesson. The information was flowing and there was major student/teacher discussion. In

addition, the closure of the lesson was perfect. This is when we summarize the key teaching

points that were taught from the beginning to end.

What could you have done better?

I think that everything in the second lesson (Social issues) could have been done better. From the

set induction to the way we taught the lesson. The second lesson was just a total mess. Nothing

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flowed in order, the pair teaching to be specific. According to our lecturer, our pair teaching was

a total mess. We should have taken turns to teach specific parts of the content instead of jumping

in and out confusing each other talking. The lesson was not finished in time; we taught for over

thirty (30) minutes hence, we could have managed our time accordingly. Some of the charts

were shown at the ending of the lesson. So showing some of the charts at the relevant time for

the relevant content should have been done.

What would you have done differently if you had to do these lessons again?

Honestly speaking, I don’t think I would have left much out of the lessons. The entire content

was necessary and relevant as can see on the social studies curriculum. I definitely would have

left out or gotten a different form of assessment for the first and fourth lesson (healthy lifestyles

and the environment). I found that the assessments were a bit dull. Probably a written exercise

would have been better. Other than that, nothing much is needed to be left out.

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APPENDIX

LESSON PLAN 1

SECTION A (General Information)

Date: 5th March, 2014

Subject: Social Studies

Topic: Healthy Lifestyles

Class: Standard 3

No. of Students….21…. Boys….11…. Girls….10….

Age range…..8-12….. Average age…..

No. present:

SECTION B (Lesson Information)

Objectives

At the end of this lesson students should be able to:

 Identify infectious diseases in Trinidad and Tobago

 Discuss how diseases can be spread
 Suggest ways to prevent these diseases
 Have an awareness of the infectious diseases that exist in Trinidad and Tobago

Resources

 Chalk/white board markers

 Chart

Previous knowledge

 Students should have some knowledge of diseases in Trinidad and Tobago

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 Students possess interactive skills

Description of classroom environment

 Moderate temperature
 Good/ moderate lighting
 Classroom space is sufficient with the opportunity to engage in student activities

Set Induction

Teachers will engage the students in class discussion based on the questions; have you ever been
ill? How did you become ill? What do you understand by the term infectious diseases? Why do
you think these diseases are infectious?

SECTION C (Content/ Body of lesson)

CONTENT DESCRIPTION OF DESCRIPTION OF PUPIL

TEACHING STRATEGIES ACTIVITIES
Section 1 Teachers define the term Students will respond
Teaching point: infectious diseases. accordingly.
Identify infectious diseases in
Trinidad and Tobago Teachers write definition of
infectious diseases on the
board.

Teachers elicit from students

infectious diseases in Trinidad
and Tobago.

Teachers will write on the

board the diseases given by
students.

If necessary, teachers will add

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more infectious diseases on

the board in addition to what
was given by students.
Section 2 Teachers discuss with students Students will ask/answer
Teaching point: ways in which diseases can be questions relating to how
Discuss how diseases can be spread. diseases can be spread.
spread
Teachers write ways in which
diseases can be spread on the
board.
Section 3 Teachers will give instructions Students will participate in
Teaching point: for group activity based on group activity to suggest ways
Suggest ways to prevent these suggestion of ways to prevent to prevent these diseases and
diseases. these diseases. later discuss their answers
with classmates and teachers.

Students will take notes from

Teachers allow students to the board.
take notes from the board.

SECTION D (Summary/closure and Assessment)

Closure

Teachers, together with students, summarize the key teaching points, what was learnt in the
lesson.

Assessment

Teachers give students oral questions relating to the lesson that was taught.

Lesson reflection

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Observe and analyze the outcome of the lesson by students’ reactions and participation. If

necessary, adjust lesson for later use.

Lesson Plan 3

Section A (General Information)

Date: 19th March, 2014

Subject: Social Studies

Topic: Healthy Family Life

Class: Standard 3

No. of students: 21 Boys: 11 Girls: 10

Age average: 8-11 Average age: 10

No. present:

Duration: 30-35 minutes

Section B (Lesson Information)

Objectives

At the end of this lesson students should be able to:

 Describe the family as an important unit.

 List positive family values which bond the members and protect them against negative
societal influences.
 Recognize that there are other important institutions and services in their country which
provides for their safety and wellbeing.
 Have an appreciation for the members of their family.

Resources

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 Chalk/white board markers

 Laptop
 Projector
 Charts

Previous knowledge

 Students know what the term family means.

 Students are able to identify family values which can bond members of their family.
 Students are aware of some institutions and services in Trinidad and Tobago.

Description of classroom environment

 Moderate temperature
 Good/moderate lighting
 Classroom space is sufficient with the opportunity to engage in student activities.

Set Induction

Teachers ask students to describe their family life and what makes them happy to be a part of a
family.

Section C (Content/Body of Lesson)

CONTENT DESCRIPTION OF DESCRIPTION OF PUPIL

TEACHING STRATEGIES ACTIVITIES
Section 1 Teachers elicit from students Students will respond
Teaching point: the definition of the term accordingly.
Definition of the term family. family.
What do you think the term
family means?
Teachers write definition that
was given by students on the
board.

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If necessary teachers will

define the term family.
-A family is a group of people
living together and are
related by blood, marriage or
adoption and care for each
other emotionally, physically
and financially.
Section 2 Teachers explain the family as Students may ask questions
Teaching Point an important unit. relating to the family as a unit.
Describe the family as an Teachers write explanation of
important unit. the family as a unit on board.
Socially
-Taking on roles and
responsibilities.
-Teaching basic skills.
-Learning accepted norms
and values.
Economically
-Working to provide basic
needs.
-Providing backyard gardens
or family farms.
Emotionally
-Making members feel loved
and protected.
-Providing members with
groups they can identify.
Teachers write notes on the
board.
Section 3 Elicit from students positive Students will respond
Teaching Point family values which bond the accordingly.

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-List positive family values members and protect them

which bond the members and from negative societal
protect them against negative influences.
societal influences.
Teachers write points that
were given by students on the
board.
If necessary teachers will add
more values on the board.
-Love
-Appreciation
-Co-operation
-Respect
-Caring
-Praying
-Obedience
-Honesty
Teachers write notes on the
board.
Section 4 Teachers discuss other Students may ask questions
Teaching Point important institutions and relating to the important
Recognize that there are services which provides for institutions and services.
other important institutions safety and wellbeing.
and services in their country -Police service
which provides for their -Fire service
safety and wellbeing. -Close friend
-Schools
-Churches/Mosque/Temple
-Counselors

Teachers write notes on the

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board.

At the end of this lesson, students will be permitted to take notes from the board.

Section D (Summary/closure and assessment)

Closure

Teachers, together with students, summarize the key teaching points that were taught.

Assessment

Students will be asked to write a paragraph about the ways in which their family bond together.

Lesson reflection

Observe and analyze the outcome of the lesson by students’ reaction and participation. If
necessary, adjust lesson for later use.

Lesson Plan 4

Section A (General Information)

Date: 19th March, 2014

Subject: Social Studies

Topic: The Environment

Class: Standard 3

No. of students: 21 Boys: 11 Girls: 10

Age average: 8-11 Average age: 10

No. present:

Duration: 35-40 minutes

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Section B (Lesson Information)

Objectives

At the end of this lesson students should be able to:

 Identify the impact of the environment on our lives.

 Examine the different types of pollution.

 Identify individual’s responsibility for the care and protection of the environment.

 Have an awareness of the environment that they live in.

Resources

 Chalk/white board markers

 Laptop
 Projector
 Charts

Previous knowledge

 Students have knowledge of the environment as their everyday lives involve interacting

with the environment.

 Students are able to identify what is pollution and know about the different types.

 Students are aware of their responsibility in caring for the environment.

Description of classroom environment

 Moderate temperature
 Good/moderate lighting
 Classroom space is sufficient with the opportunity to engage in student activities.

Set Induction

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Students will be shown a video clip of the environment. Students will then be asked what the
main idea of the video shown is.

Section C (Content/Body of Lesson)

CONTENT DESCRIPTION OF DESCRIPTION OF PUPIL

TEACHING STRATEGIES ACTIVITIES
Section 1 Teachers elicit from students Students will respond
Teaching point: the definition of the term accordingly.
Definition of the term environment.
What do you think the term
environment.
environment means?

Teachers write points of the

definition that was given by
students on the board.

If necessary teachers will

define the term environment.
-The environment is the
surroundings or conditions
in which a person, animal, or
plant lives or operates.
Section 2 Teachers explain the impact of Students may ask questions
Teaching Point the environment on our lives. relating to the impact of the
Identify the impact of the -The environment can environment on our lives.
environment on our lives. facilitate or discourage
interactions among people.
-The environment can
influence peoples' behavior
and motivation to act.
-The environment can
influence mood.

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-The environment can reduce

or increase stress.
-The environment can cause
people to become ill.

Teachers write the impact the

environment has on our lives
on the board.
Section 3 Teachers elicit from students Students will respond
Teaching Point the different types of accordingly. Students will
Examine the different types pollution. respond accordingly.
of pollution: land, water, air -Can you name the different
and noise. types of pollution?

Teachers write the different

types of pollution on the
board.
-Land
-Water
-Air
-Noise
Teachers discuss the different
types of pollution.

Teachers write the meaning

for each type on board.
Section 4 Teachers will discuss with Students will have a
Teaching Point students their roles and discussion about their roles
State how individuals are responsibility in the protection and responsibility in
responsibility in caring for and care of their environment. protecting the environment
the environment. -Dispose garbage in bins. with teachers.
-Reduce the level of noise

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-Recycle
-Save energy
-Grow plants
-Avoid cutting of trees in
forest
-Avoid oil spills
-Educate citizens about the
environment.
- Implement rules to limit
pollution.

Teachers write ways in which

individuals are responsible for
protecting the environment.
Section 4 Teachers explain and describe Students pay attention to
Teaching Point the role of the E.M.A in the explanation.
Identify and describe the role enhancement of our
of the E.M.A. in the environment.
enhancement of our -The E.M.A also known as
environment. the Environmental
Management Authority.
-They E.M.A facilitates and
manages the environment in
a manner.
-Develop and establish
national environment
standards.
-Take all appropriate action
for the prevention and
control of pollution and
conservation of the

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environment.

Teachers will write the role of

the E.M.A in the enhancement
of our environment.

At the end of this lesson, students will be permitted to take notes from the board.

Section D (Summary/closure and assessment)

Closure

Teachers, together with students, summarize the key teaching points that were taught.

Assessment

Within groups, students will play a game called “Find the fib” which will be based on what was
taught.

Lesson reflection

Observe and analyze the outcome of the lesson by students’ reaction and participation. If
necessary, adjust lesson for later use.

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