Clinical Experience Comparison Essay.docx MTE/511 Clinical Experience Comparison Essay University of Phoenix MTE/511 The classroom experience is different from every other classroom you can imagine. Sure, ther
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Clinical Experience Comparison Essay.docx MTE/511 Clinical Experience Comparison Essay University of Phoenix MTE/511 The classroom experience is different from every other classroom you can imagine. Sure, there are four walls, desks, and chairs, but that is where the comparisons stop. The classroom is ultimately a vision of the teacher who teaches in it. In these scenarios, observation occurred in two settings, a special education classroom and in a high school science classroom. While each room had the four walls, desks, and chairs, the set up of each class was far different. The special education class was in a portable, downstairs, fenced off with a garden area. The science classroom was upstairs in a concrete building and inside has sinks and long counter tops for experiment use and more. The SPED (Special Ed) class was in the morning and the science class was in the afternoon after lunchtime. In the SPED class, it was a small class with 15 or so children to teens spread out in age range as the teacher, Mrs. Rocheleau was assigning jobs to each student and teaching what it means to have responsibility. As this was more of a hands on type of educational environment where the students learn practical things like gardening and cooking, to help her, she has three aides in the room to assist with students who had a harder time than others. The science room was a well-organized room, everything was where it was supposed to be, student desks were all laid out in 6 rows and the students were spaced out based on w. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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