M. Strait |3
and some other top students were in the language arts classroom. The teacher had the studentstake a practice PASS test. The students were preparing to take the writing portion of the test thatsame week. On the test, the students were given several questions that asked them to choose thecorrect spelling of words, proper punctuation, capitalization, and proper use of language. After completing their test, the teacher reviewed with the students to survey the class. Majority of theclass got their answers correct.I believe that working with an ELL was a great opportunity for me to get experience while in theclassroom with the teacher. It allows me to keep some things in perspective, such as strategies touse while working with an ELL. In this case, she was one of the top students, which allowed her to work with other students well. She followed directions well and was always on task. Not only is instruction important in the classroom, but also, having a great social relationshipwith the students is essential to being able to keep a positive classroom atmosphere. AlthoughMrs. Benjamin-Davis taught three classes, I grew a better bond with her first class. While withthis class, I assisted Mrs. Benjamin-Davis, the students, worked on the bulletin board, and gradedassessments. There were a few misbehaving females, but as long as you had them separated,they worked well in the classroom. Some of the females were very talkative, but they did follow
the teacher’s directions.
There was a group of students that were constantly placed on silentlunch
and being sent to the principal’s office.
Lastly, I was able to manage the class well. When students were off task in the classroom, Iwould question whether they were finished and needed assistance. Usually they were notfinished with their assignment and just needed to be reprimanded on their talking. Much of thetalking was due to the students being placed in groups or being off task. If the teacher stepped
All TEP licensure candidates are required to complete a minimum of 120 hours of pre-practicum field experiences prior to their student teaching semester.
Eleven education courses at Jackson State University (JSU) have pre-practicum field experience as
a fundamental part of their course work. The faculty that teach these courses are committed to public education and working with our students to learn about educational issues through experiences within the Metro Area School Districts. Each course is separate from the other and students are expected to complete the field hours for each course.
These pre-practicum courses expect JSU students to learn more about the complexities of the work of teachers, as well as the nature of teaching and learning within the school and its community. Each JSU student will be assigned a site teacher at either an elementary, middle or high school.
Practicum Field Experience (Student Teaching)
EDCI 402: Clinical Internship for Student Teaching
The practicum is the capstone experience of the College of Education and Human Development Teacher Education Program taken during either the fall or spring in the senior year. It is a twelve week experience in the K-12 setting where teacher candidates are mentored and learn the craft of teaching and learning by master teachers.
Application for Student Teaching:
Application for Student Teaching
New! CastleBranch.com (replaces Certifiedbackground.com) University Code: JA54
Mississippi Association of Educators/National Educators Association Student Enrollment
JSU MarketPlace (Student Teaching Fee Payment)
Teacher Internship Information:
HANDBOOK FOR INITIAL AND ADVANCE INITIAL FIELD EXPERIENCES
COEHD RESPONSIVE EDUCATOR
INTASC STANDARDS AND COEHD CONCEPTUAL FRAMEWORK ALIGNMENT
JSU COE CANDIDATE RESPONSE CHART
PORTFOLIO ASSESSMENT AND RUBRIC
REFLECTIVE ESSAY RUBRIC
STUDENT TEACHING OUTCOMES
STUDENT LEARNING MODULE