Clinical_Field_Experience_A_Complete.docx SEC- 450 Clinical Field Experience A: Demonstrating Knowledge and Skills Having viewed various videos and been in various teaching situations one of the best things to view
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Clinical_Field_Experience_A_Complete.docx SEC- 450 Clinical Field Experience A: Demonstrating Knowledge and Skills Having viewed various videos and been in various teaching situations one of the best things to view is the product of ones learning and the performance of their learning as well. In a video that I had viewed it was of a 9th Grade English Language Arts Class discussing a speech. After viewing this video, I noticed a product of the students learning which was the willingness to ask questions. It is quite often that students in any class find it hard to ask questions out of fear or other reasons. This product is seen as the video continues in which the students continue to do so. As for a performance, the students are tasked with reading out loud in front of the entire class. These are both a common product and performance that can not only be found in my content are of ELA, but others as well. When it comes ethical considerations, there are various ones that can be used when it comes to assessment data. One that is came to mind and was revealed through research is that of only assessing what needs to be assessed. Often within classes it is easy to get distracted, something I have personally experienced, on something that goes with the subject but is not necessary for the students development in that area. By making sure that these are kept to a minimum or left out completely it gives time to focus on what is needed by the students and how their strengths can be improved upon. Having spent vario. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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