Field Experience

EDISON ELEMENTARY SCHOOL | 1328 E 22ND AVE EUGENE OR 97403

My field experience places me directly inside a real classroom where I get to observe and participate in the everyday routines of teaching. As a student-assistant, I am learning how to carry myself professionally, by being dependable, prepared, and respectful, while also supporting the teacher and students in meaningful ways. I assist with small-group and individual student work, help during activities, and pay close attention to how lessons are delivered and how the teacher manages the classroom environment. Through this experience, I am gaining a clearer understanding of how instructional strategies, classroom culture, and student needs all come together in practice. It has helped me connect what I’ve learned in my education courses to actual teaching, and it has pushed me to reflect on my own communication, adaptability, and developing role in the classroom.

Spring - Field Experience Day 6

Friday May 12, 2026

Spring - Field Experience Day 5

Friday May 8, 2026

Spring - Field Experience Day 4

Friday April 21, 2026

Spring - Field Experience Day 3

Friday April 14, 2026

Spring - Field Experience Day 2

Friday April 7, 2026

Spring - Field Experience Day 1

Friday April 3, 2026

Winter - Field Experience Day 9

Monday March 9, 2026

Support Language Arts instruction as students plan an opinion essay on the Lewis and Clark Expedition, emphasizing multiple perspectives and evidence-based reasoning.
Reinforce essay structure (introduction, reasons, evidence, conclusion), supporting students in organizing their ideas.
Provide one-on-one support during Guided Reading, helping a student develop and organize her writing while recognizing the time demands of individualized instruction.
Observe math structure using “Must-Do/May-Do” tasks, promoting student independence, responsibility, and differentiation.
Reflect on the balance between whole-class instruction, independent work, and individualized support in effective classroom teaching.

Winter - Field Experience Day 8

Monday March 2, 2026

Observe school community-building through Classified Staff Appreciation Week, highlighting student recognition of support staff.
Support Language Arts instruction on Sacagawea and the Lewis and Clark Expedition, emphasizing multiple perspectives and critical analysis of historical narratives.
Observe small-group collaboration where students analyze different sources and share findings with the class.
Support writing instruction using the R.A.C.E. strategy to strengthen structured responses and use of evidence.
Observe math instruction introducing units of measurement and their real-world applications.
Reflect on integration of literacy, history, and math, with a focus on critical thinking and perspective-taking.

Winter - Field Experience Day 7

Monday February 23, 2026

Participate in a field trip connected to Social Studies on Oregon regions and Native cultures, featuring artifact-based inquiry and small-group rotations.
Support students during an educational discussion analyzing artifacts from the Coast, Willamette Valley, Plateau, and Great Basin regions, encouraging prediction, reasoning, and collaboration.
Observe a guided museum tour highlighting shelters, tools, and environmental adaptations, helping students connect geography to daily life.
Assist during independent exhibit exploration, noting strong engagement with interactive elements (e.g., digital microscope) that promote curiosity and hands-on learning.
Support math instruction focused on multiple subtraction strategies (e.g., standard algorithm, constant difference), emphasizing flexible problem-solving and student explanation of reasoning.
Reflect on the balance of experiential learning (field trip) and structured academic practice (literacy and math) to reinforce student understanding.

Winter - Field Experience Day 6

Friday February 18, 2026

Participated in Morning Meeting routines, including birthday card creation, peer greetings, and collaborative vocabulary building through Wordle and discussion of new terms (e.g., “mogul”).
Supported Language Arts instruction using a note-catcher (five facts, two questions, food reflections) while observing analysis of Pacific Northwest seasonal rounds, traditional foods (camas, berries, salmon), and student discussion on environmental and cultural impacts.
Observed small-group differentiation during Guided Reading rotations and independent literacy work.
Observed integration of community engagement during math time with a University of Oregon track athlete guest reader.
Monitored student well-being during Social Studies and transitions, noting physical concerns (nurse visit) and emotional withdrawal behaviors, and observing teacher responses during circle time and dismissal.

Winter - Field Experience Day 5

Friday February 13, 2026

Participated in classroom community-building by attending the Valentine celebration, distributing cards, informally connecting with students, and observing how positive relationships strengthen belonging and engagement.
Supported math instruction through the “Valentine Villain” problem-solving activity by working one-on-one with a student, using guiding questions, breaking tasks into steps, and reinforcing persistence and executive functioning skills.
Observed student motivation during gamified math tasks that integrated area, prime numbers, place value, and time concepts with logical reasoning and collaborative problem solving.
Observed music class dynamics involving public correction and student embarrassment, analyzing how tone, emotional safety, and performance-based vulnerability impact behavior and regulation.
Assisted with classroom organization (taping Valentine envelopes, dismissal check-ins) and observed inclusive practices during celebrations, including structured routines and accommodations for dietary needs.

Winter - Field Experience Day 4

Monday February 9, 2026

Observed and analyzed a dual-perspective Language Arts lesson on Manifest Destiny using a Notice & Wonder T-chart, supporting student-led interpretation, symbolism analysis, and discussion of bias and historical perspective.
Documented introduction of key vocabulary (stereotype, homeland, immemorial, subtribe, self-governance) that scaffolded deeper comprehension and academic discussion.
Observed Number Corner problem-solving requiring estimation, multi-step equations, and justification of reasoning to strengthen number sense and decomposition skills.
Supported literacy instruction during “You Can” time through the SWBST summarizing strategy, observing how structured frameworks scaffold comprehension and main idea identification.
Assisted during math accuracy work on place value, rounding, comparisons, and multi-digit addition with regrouping, clarifying conceptual understanding (e.g., meaning of “carrying the 1”) and observing emphasis on mathematical justification.

Winter - Field Experience Day 3

Wednesday February 4, 2026

Observed Morning Meeting collaboration through group Wordle and Connections activities that promoted critical thinking, vocabulary development, reasoning, and respectful discussion.
Supported and observed social-emotional learning lessons on “bucket filling,” including scenario discussions and a conflict-resolution worksheet focused on empathy, perspective-taking, and emotional literacy.
Assisted during Language Arts and Guided Reading by circulating, supporting student writing development, and observing teacher modeling of descriptive language and vocabulary expansion strategies.
Observed structured classroom management systems in the library (color-coded seating and transitions), participated in the Encouragement Stars self-reflection activity, and noted intentional community-building practices.
Observed math instruction on rounding, expanded form, and place value; Social Studies discussion on the Cascade Mountain Region; and teacher preparation of individualized report cards demonstrating detailed, growth-oriented feedback.

Winter - Field Experience Day 2

Monday January 26, 2026

Supported a new student during settling in by explaining classroom routines, visual cues, expectations, and transitions while assisting the teacher as a second adult in the room.
Observed classroom dynamics during Morning Meeting and Language Arts, answered student questions, and provided targeted support to a hesitant writer by supplying resources and clarifying content to restore engagement.
Observed a supervised one-on-one conversation with a student during recess to provide emotional support related to family stress and injury, practicing active listening and observing staff strategies for student regulation.
Assisted during Number Corner by supporting multiplication and division word problems, reinforcing problem-solving steps (identify the question, choose operations, break into parts), and facilitating peer explanation.
Observed classroom management, incentives during “You Can” time, administration of a spelling screener, and math instruction using base-10 grid models to develop place value understanding.

Winter - Field Experience Day 1

Monday January 12, 2026

Observed and analyzed classroom routines (morning jobs, independent reading, posted schedule) and the teacher’s flexible response to a student needing extended reading time for emotional regulation.
Participated in and observed Morning Meeting, noting structured name greetings and student sharing that built classroom community.
Observed administration of EasyCBM math, reading, and vocabulary assessments used to monitor student growth across terms.
Observed differentiated instruction during “You Can” work time, including phonics support, small-group reading intervention, and independent student projects.
Observed math instruction on tenths and hundredths using visual models and witnessed a teacher-led growth mindset conversation supporting a student experiencing academic discouragement.

Online Eugene School District Vector Training Program

December 9, 2025

As part of my preparation for student teaching in the Eugene School District, I completed a comprehensive series of 14 state-required training modules through the district’s Vector Training Program. These courses ensure that educators are fully equipped to create safe, ethical, inclusive, and compliant learning environments.

Collectively, these trainings demonstrate my readiness to work directly with students, uphold district and state standards, respond appropriately to safety concerns, and contribute to a positive school culture.

Courses Are Highlighted Below:

Eugene School District

University student teacher Vector online educator training program

Vector Online Training

Completion of assignments homepage

Influence of Unconscious Bias in the Classroom

Helps recognize and reduce implicit bias, ensuring equitable treatment and fostering an inclusive, culturally responsive classroom environment.

Child Abuse: Mandatory Reporting

Ensures understanding of legal and ethical responsibility to identify and report signs of child abuse or neglect to keep students safe.

FERPA: Confidentiality of Records

Ensures educators handle student information responsibly and maintain strict confidentiality in compliance with federal law.

Cybersecurity Awareness for Educational Institutions

Equips educators to safeguard student data, avoid phishing attempts, and uphold digital security protocols within school systems.

Automated External Defibrillators (AED)

Provides the knowledge to respond to cardiac emergencies using AED equipment confidently and quickly.

Ladder Safety

Provides the basics of safe equipment use during classroom setup or school activities.

PSA: Bullying & Hazing (2024–2025)

Helps identify, intervene, and support students experiencing bullying or hazing, contributing to a more positive school climate.

Bloodborne Pathogen Exposure Prevention

Trains to prevent, identify, and properly respond to exposure risks, protecting both myself and students in emergency scenarios.

Sexual Conduct: Staff to Student

Clarifies prohibited conduct and reinforces the importance of maintaining ethical, professional relationships with students.

4J Field Trips & Civil Rights in Child Nutrition Programs

Prepares educators to supervise field trips safely and ensures I comply with civil rights requirements when supporting student meal programs.

Sexual Harassment: Staff to Staff

Educates educators on workplace professionalism, reporting procedures, and supporting a respectful school community.

Understanding Boundaries

Trains in maintaining appropriate student–teacher boundaries in both in-person and digital spaces.

PSA: Sex Abuse Prevention

Strengthens understanding of preventative practices, risk recognition, and professional standards to maintain student safety.

PSA: Grooming in Athletics (2025–2026)

Trains educators to recognize inappropriate behaviors, protect students from grooming, and maintain clear professional boundaries.

Classroom Introduction & School Tour

November 17, 2025

Visited school to tour the campus and gain familiarity with the learning environment
Meet with the cooperating teacher to discuss expectations, classroom routines, and upcoming responsibilities
Observed the classroom layout, school work displays, instructional materials to understand daily operations
Asked questions about curriculum, lesson flow, and student support strategies to prepare for my role as assistant
Reviewed school procedures, safety guidelines, and sign-in protocols to ensure professionalism

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