ESPY 2130 Field Experience Paper

ESPY 2130 Field Experience Paper - Emily Wilkins EPSY 2130...

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Emily Wilkins EPSY 2130 Neuharth-Pritchett Field Experience Paper April 1, 2016 In order to meet my ten-hour field experience requirement, I documented my time tutoring a 15-year-old high school freshman in coordinate algebra. I have been working with this student for some time now and will continue to do so for the rest of the school year. According to the student’s parents, the student is on par with his peers in terms of learning ability, but he faces some behavioral challenges that prohibit him from fully benefitting from the traditional general education classroom setting in which he is placed. We typically meet for an hour on Wednesday evenings and for an hour and a half on Saturday afternoons. During our sessions, we go through the sections of the unit he’s been learning in class either that first or second half of week and work on any assignments that are related to said sections. He has mentioned that he has a tough time focusing and paying attention during large class lectures, but he seems to work fairly well and gets more out of one-on-one attention and assistance. Because the student I have been working with has a tough time staying focused and on task in class, I decided to try to use self-regulated learning during our tutoring sessions in hopes that it would benefit him in the classroom. I started off by explaining self-regulated learning and how it could help him outside of our sessions. He seemed very open and enthusiastic (as much as
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