Field Journal 2 PDF

EDT 252 Fall Field Assignment 2
Ellie Stillman
1. Compare this placement to your earlier placement in this school.

Describe differences and similarities regarding teachers, students,
classrooms, expectations, and curriculum.
For my second field placement, I am in a seventh grade advanced
algebra classroom. This placement makes me much happier than the
previous, as this is exactly what I want to teach. First off, the teacher I
get to be with, Mrs. Jerdon, is beyond incredible. Getting to observe
and work with her has been such a pleasure, and I am hoping to
maintain contact with her, as it would be a dream to be able to
student teach with her. Mrs. Jerdon has allowed me to take on a large
role in the classroom, letting me teach a few classes, help the
students, interact with the class, grade homework and tests, and really
get to know both her and the students. I also have noticed how much
her students respect her. Unlike Mrs. Couch in my previous placement,
Mrs. Jerdon has established this respect from a place of positivity and
almost fun. Mrs. Couch seemed to have her students respect from a
place of fear, but this is most definitely not the case for Mrs. Jerdons
students. The students in this class are quite different from the sixth
graders I was with in the beginning of the semester, even though they
are just a year apart. I notice their energy levels are very different, as
at this age, sudden secretions of adrenaline into the body from the
adrenal gland could make the young adolescent want to run around
the school building ten times just when asked to sit and do a
worksheet (Brown & Knowles, 2014, p. 18). The seventh graders
energy levels ebbed and flowed very drastically compared to the sixth
graders. There was also a great difference in the second bell versus
the third. As first period went on, their energy increased. However, the
opposite was true for second bell as they would show up energetic and
leave quite lethargic.
2. Describe your classroom. What grade level(s) and content are taught?
What are the demographics of your classroom? If you have ELL learners,
special education students, gifted students, what services are provided
for these students?
I was in a seventh-grade advanced algebra classroom. Mrs. Jerdon
also taught one period of regular algebra, however I was not there
during this period. The math department decided to switch its content
this year, first teaching algebra, and then moving into geometry,
versus in previous years it was geometry then algebra. Mrs. Jerdon
liked this switch, but it also caused some issue in terms of student
learning. Many of the concepts were harder for her students to grasp
without the previous geometry knowledge. However, she believes this
slight struggle will be worth it in the end, as geometry will be more
meaningful. I completely agree, as I personally went through algebra
before I went through geometry, and it made the value of shapes
much easier to understand and the concepts held more meaning. This
struggle, however, was very interesting to observe as it varied
between her classes. Her second period seemed to grasp the material
much better than her third period. I saw this when I graded their
exams, as second period was all As and third had anywhere from an
A+ to a D. Mrs. Jerdon did not have an exact explanation for this,
however in EDT 246, Dr. Howard said it may be because many
students schedules are based around band. Regardless, it seems odd
there would be such a large difference is her classes. One could not
say it is because of race, as all the students I observed were white.
There were no ELLs and none of her students had visible disabilities or
paras present. I also know that Eaton Middle School does not have a
Gifted and Talented program. In my own opinion, after what I have
learned in the field block classes, as well as comparison in observation,
I believe there are some students who should have additional
assistance in Mrs. Jerdons class, as well as students who should be in
a Gifted and Talented program. Overall, Mrs. Jerdon set up a hard-
working, functional classroom that pushed the students to the best of
their abilities. While these abilities were in a wide range, all her
students worked hard and seemed to enjoy their class.
3. Using the elements of an effective middle school (Brown & Knowles),

what elements do you observe and how are they implemented? What
programs that foster health, wellness, and safety do you see in place?
According to Part 3 of Brown and Knowles book, the keys to an
effective middle school is one that promotes citizenship, equity,
empowerment, teaching expertise, and family and community
involvement (Brown & Knowles, 2014, p. 85). I think Eaton middle
school showed a lot of these values in their school. Citizenship was
amazing to observe, as we were in the school for a full week during
the day of the election. While I believe these students can create their
own opinions, it became quite clear how much of their opinions came
from home. One conversation I observed was between to seventh
grade boys which went as follows:
Trump! Trump!
Vote Trump! Hell kick out the Mexicans!
No! Keep the Mexicans, theyll build the wall!
I personally do not think this argument came from their own thoughts
or beliefs. However, it was these opinions that will eventually have an
impact on our country. The teacher I was with chose to bite her
tongue unless the comments become too crass or discriminatory (she
did not here the conversation above), as did a lot of teachers at Eaton.
Mrs. Jerdon did try to hold an open and constructive conversation
during post-election. It was then that these students who previously
had so much to say went silent. If we are going to create effective,
powerful citizenship, it is crucial for these students to find their own
beliefs and grow in them. While I was in a math class, its clear how
the community and parents have a huge impact on these future
citizens. In terms of other effect elements of a middle school, I saw
equity and empowerment as a duo in Mrs. Jerdons classroom, and feel
as the two of them together apply to the school as well. Students are
taught to be active participants in the classroom and the school, and
respect each other when doing so. Students are encouraged to work
hard and come to class ready to learn, share, and collaborate. Eaton is
equitable in that it always encourages work and, especially with Mrs.
Jerdon, are challenged to keep growing and learning. They are
empowered to do well with the support of their teachers. Equity,
empowerment, and good citizens all comes together due to teacher
expertise and family and community involvement. While not every
student is succeeding, every teacher expects them to. Mrs. Jerdon is
now a teacher I aspire to be. She has the respect of her students, they
seem to like her, and their success is amazing. Mrs. Jerdon keeps the
students families involved, and while I did not see this directly, many
times she talked to her students about their parents and life at home,
knowing them personally. I also got to see the role of the community
in during the Veterans Day assembly, as there were so many service
men and women in attendance, and an overall respect for these
heroes. The school banded together for them in thanks, and it was
beautiful to watch.
4. How are the Ohio Learning Standards addressed/implemented?

When looking at the classroom I observed and the Ohio State
standards, I looks at two different documents. The first is the Ohio
Standards for Educators, which we looked at in our 252 class. I used
this document in assessing Mrs. Jerdon and what I thought she
accomplished. I believe Mrs. Jerdon was efficient in implementing and
effectively using all the standards, just some more than others.
Standard 3, which states teachers understand and use varied
assessments to inform instruction, evaluation, and ensure student
learning was something I believe Mrs. Jerdon did perfectly (Ohio
Standards for educators, 2004, p. 14). I saw Mrs. Jerdon use partner
work, in which each partner a student could work with had a purpose,
whether it be two advanced students, to lagging students, or one of
each. She also did an activity in which students were placed in groups
and they walked around the classroom to different problems posted on
the walls. Students took about a minute at each stop to complete the
questions, before the entire class rotated. This allowed Mrs. Jerdon, as
well as myself when I was there, to walk around and see how certain
students were doing. While they were in groups and could use each
other for help, it was an easy way to see who was grasping the
material and who was not, just through observation. The students also
enjoyed these activities as they got to move around. Finally, I was
able to observe and take a test Mrs. Jerdon gave to her students. By
using many different methods of assessment, she is giving her
students many opportunities to succeed. She is following standard 3
perfectly, as she is using more than one method of instruction and
assessment, and even combining the two, which varies her teaching
strategies and ability to reach her students. The current Ohio state
standards for mathematics sate grades 6-8 should be able to use
properties of operations to generate equivalent expressions [and]
solve real-life and mathematical problems using numerical and
algebraic expressions and equations (Ohio Dept. of Ed., 2012, p. 46).
These two standards where implemented and evaluated in the
seventh-grade advanced algebra classes I observed. Mrs. Jerdons
students could create, find, solve, and work with equations in a
plethora of ways, and showed great strengths in these areas. While
writing the answer to this question, I realize just how exemplary Mrs.
Jerdon is as a teacher and leader, and as I continue my pre-teaching
education, I will model my ways and methods after her, as I know I
will be an effective teacher.
Student Interviews
MS FS Age: 12
1. What is the hardest thing about being your age?

School. Math usually. Much harder than before
2. What are you most proud of about yourself? This is not something that you own (like
clothes or a bike), but something about you (like a personality trait, talent or
achievement).
Last year in fifth grade got student of the month thing they hand out at the end of the
year.
3. What do you worry about most?

Getting bad grades in school. So I dont fail this year.
4. What are your favorite things to do for fun? What makes them your favorite?
Go outside and rides bikes with my friends and play videogames. Because I get to spend
time with my friends and videogames are a good way to pass time.
5. What are you reading? Watching? Listening to?

Reading: Not anything right now but we finished The Lightning Thief last week. I usually
dont read unless its a school thing. Watching: Family Guy. Listening: Country.
6. What do you like most about school?

Gym. I get to run around and play games.
7. What do you wish you could learn about in school that they do not teach you?
Cursive. Most definitely cursive. Because it would be easier to write. (rapid response)
8. What do you wish your teacher(s) knew about people your age?
That its hard to keep organized and stuff. And its hard to pay attention in class.
Especially in science we have a science binder and it has different places where things
have to go and it must be in order. I like talking to people at my table.
9. If you could change one thing about the world, what would it be?
No school. Just a lot of things they teach. There are things you know and then there are
thing you arent going to use.
Student Interviews
MS FS Age: 12

Making sure you get all of your work done. A lot of work, cause Im in all the accelerated
classes and we get a lot of work.
achievement).
Keeping good grades mainly. I usually have As and Bs.

Making sure I have all my work turned in cause I dont want my grade to go down from
missing assignments.
Hang out with my friends, be on my phone, and work on cheerleading. My or their
houses, go to the movies. Snapchat, social media. School cheerleader, basketball,
football, and competition.

Reading: Nothing. Doesnt like to read. Watching: Make up videos on YouTube, on TV
basically anything that is on, on Netflix I used to watch Orange is the New Black.
Listening: rap

Interacting with other kids and friends. Sometimes with people she isnt close to.
How to deal with problems outside of school- like kids who are going through different
things and you dont know what to say or act towards them. They kinda go over it, but
not a lot.
That sometimes we have a lot of things outside of school and through school that we are
always having things to do, and sometimes you cant get your work done and its a lot to
do.
To have less arguments about small stuff. Everyone having so much to say about
everything.
Student Interviews
MS FS Age: 13

I think school because it gets harder.
achievement).
Sports. Made the team, football and basketball.

My grades.
Play sports, videogames sometimes. Cause basketball is my favorite sport I go out and
shoot sometimes.

Reading: I just finished the first Percy Jackson. Watch: Walking Dead (Netflix). Sports too.
Listening: Pop music

Math. Its the thing Im best at in school.
I dont know.
Just that some classes arent students favorites.
Drug free. It would be a better place.
Student Interviews
MS FS Age: 12

Homework. Too much.
achievement).
I have good grades. Always had good grades.

Getting bad grades in school.
Soccer and skating. I like soccer because I like kicking things and I like skating because
its fun.

Reading: Lord of the Rings. Watching: Stranger Things. Listening: Pop.

Talking to my friends. Lunch and stuff, yeah.
Cosmetology.
That we have other things to do than homework.
I dont know.
Student Interviews
MS FS Age: 12

School work, usually when you get older you get more school work.
achievement).
I always keep my grades up; I never really get an F or a D on my report cards.

Having Fs and Ds. usually its because I want to get into a good college, as soon as I get
into high school I want to get a free scholarship.
I love to be outside because I have activities to do outside. Yesterday my sister and I
went into the woods and built forts. I like to play with my sister a lot.

Reading: Im not a reader. Watching: Mythical movies and mythical TV shows. Listening:
hip hop

I like being around my friends.
Really nothing.
That its hard sometimes when they explain things. Sometimes they get mad at you
when you ask questions but you really need help when you ask a lot of questions.
I really wanted nothing to die, everything to die for the rest of the universe.
Student Interview Analysis
What is the hardest thing about being your age?
School
What do you worry about the most?
Grades
What are your favorite things to do for fun?
Sports Go outside
What do you wish teachers knew about people your age?
Personal Issue More to do than just

school
What do you wish you could change about the world?
Less Drug Free I dont

No School No death
Arguments World know
For this section of field, I decided to make the graphic about as I believe it best
illustrates the most interesting findings from my interviews. Taking everything into
consideration- what we have learned in our block classes, what I know about these students
generation, what I have observed, and how I have grown- I was fascinated by the questions in
the graphic above.
As I head into the education world and prepare for a job as a teacher, it is both
saddening and alarming that all five of the students who I interviewed (who are also the age I
want to teach) responded the hardest things about being their age was school and they worry
most about their grades. While I understand at the ages of 12 and 13 there is not much going
on in their lives, it makes me upset to think my future job is something so negative in their lives.
They could be worrying about their families, friendships, the election and trying to form their
own opinions, the environments, sports, puberty; but they cannot because of how much school
consumes their lives. They should be doing the things they love, like playing outside and
engaging in sports, but instead are so worried about their grades and workload, it appears it is
hard for them to have fun.
When considering these students generation, many are quick to say how tech savvy
they are, how obsessed with screens they are, and how they are the generation of technology. I
assumed each of these students favorite thing to do would be something involving technology.
Their answers proved me wrong. Students today truly value their time spent outdoors, and it
makes sense to me. Being outside is an escape from the work and troubles school may bring to
them. Sure, technology can do this as well, but there is something about being outside a
videogame or TV screen cannot offer.
As I moved into the last two questions of the interview, I was not sure what to expect
from the students. The answers I received were both moving and saddening. Obviously, there is
only so much a teacher can do in terms of workload, however it has become apparent there is
not communication across subjects between teachers, and there needs to be. Students will get
twenty problems of math homework, which is not terrible, but then read forty pages of a book,
create a science worksheet, and study for a history quiz. These students need time to breathe,
and their continuous complaint of teachers not considering what they do outside their
classroom walls is something I refuse to do. What was sad was the last student I interviewed,
who said Sometimes they get mad at you when you ask questions but you really need help
when you ask a lot of questions (female student 5, 2016). These teachers pile on the work, but
then do not listen to their students. As their answers were so negative I was apprehensive to
their responses to the final question. However, besides one student, I received thoughtful and
beautiful answers. Whether their answers were based off what they hear at home or something
they individually need in their lives, their wishes for change hold a lot of depth.
Reflecting on these interviews, I can only hope the students I get to teach one day see
change. I hope they feel as though I listen to them, and what I teach is enjoyable for them. I
hope I create effective leaders and citizens, who stand up for what they believe in. I wish these
students are adventurous and not stuck behind a screen. Most importantly, I hope they grow
and learn in a world with changes made by the students today, and then follow in their
footsteps.
References
Brown, D.F., & Knowles, T. (2014). What Every Middle School Teacher Should Know (3rd ed.).
Portsmouth, NH: Heinemann.
Ohio Department of Educations Office of Curriculum and Assessment and the Office for
Exceptional Children (2012). Ohios Academic Content Standards - Extended
Mathematics. Columbus, OH.
Ohio Standards for Educators. (2012). Ohio Standards for the Teaching Profession.

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EDT 252 Fall Field Assignment 2

1. Compare this placement to your earlier placement in this school.

3. Using the elements of an effective middle school (Brown & Knowles),

4. How are the Ohio Learning Standards addressed/implemented?

1. What is the hardest thing about being your age?

3. What do you worry about most?

5. What are you reading? Watching? Listening to?

6. What do you like most about school?

1. What is the hardest thing about being your age?

3. What do you worry about most?

5. What are you reading? Watching? Listening to?

6. What do you like most about school?

1. What is the hardest thing about being your age?

3. What do you worry about most?

5. What are you reading? Watching? Listening to?

6. What do you like most about school?

1. What is the hardest thing about being your age?

3. What do you worry about most?

5. What are you reading? Watching? Listening to?

6. What do you like most about school?

1. What is the hardest thing about being your age?

3. What do you worry about most?

5. What are you reading? Watching? Listening to?

6. What do you like most about school?

What is the hardest thing about being your age?

What do you worry about the most?

What are your favorite things to do for fun?

What do you wish teachers knew about people your age?

Personal Issue More to do than just

What do you wish you could change about the world?

Less Drug Free I dont

Portsmouth, NH: Heinemann.

Exceptional Children (2012). Ohios Academic Content Standards - Extended

Mathematics. Columbus, OH.

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