Clinical Field Experience: High School English Language Arts Classroom

Clinical Field Experience A: The High School English Language Arts Classroom
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Clinical Field Experience A: The High School English Language Arts Classroom
The high school students used the questioning strategy of reading. The students would create questions while reading to get clarity from their teacher. Such a strategy proved effective because it enabled them to interact with the content, thus enhancing comprehension. They also used the summarizing reading strategy to facilitate interaction and content comprehension. Students were allowed to evaluate and reflect upon their peer’s writing. Such a strategy plays an essential role in challenging the students to perform better than their peers. The students are also allowed to evaluate and reflect on their comments while comparing their peers' results. Given that students are gifted differently in terms of education, the chances are high that a student would feel challenged to work better by reading another student's work. The educator also integrated writing and reading to emphasize the key features of writing the English language. The educators would get the students involved in discussions during class time, a strategy ideal for adolescents.
The class consists of two students with special needs. Therefore, the educator used different instructional strategies to ensure each of the students in the classroom understood the concepts being taught. They also provided learning materials specifically designed to be used by the special needs students. Such facilitated fairness in the class and made it less challenging for the educator to teach concepts. Some of the instructional methods used were active learning, the incorporation of technology, and visualization. Active learning involved collab...