Clinical Field Experience: A Group Learning Environment
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Part 1: Group Learning Environment Technique Template
| 1. Setting | The classroom was warm and inviting, and there was adequate lighting, space, and ventilation. It was also big enough to accommodate all students. |
| 2. Classroom environment | The classroom was neat and well-organized. The students sat in pairs, and the desks were arranged in four rows and three columns. The teacher sat at the front with all the students facing the board. There were posters and charts all around the classroom walls for different subjects. |
| 3. Focus of the room | The focus of the room is on the students. They are all conveniently positioned to face the chalkboard and the teacher. |
| 4. Student Engagement | All the students were academically engaged, answering questions, holding discussions, and actively taking notes. |
| 5. Distractions | There were no distractions in the classroom, and all students were alert. |
| 6. Classroom decor | There were posters and charts, which made the room more appealing to the eye. |
Part 2: Reflection
From my observations, the classroom was a very conducive environment for learning that facilitated student engagement. It was neat and well-organized, and there was adequate space to move around and interact with the students. The teacher was charismatic and portrayed a very good relationship with the students. One strategy that the teacher used to engage the students was distributing whiteboards to write down their thoughts and ideas about the topic being discussed. The students demonstrated a thorough understanding of the classroom expectations and objectives through their discussions and the ability to answer questions (Wang and Degol, 2014). The students were all engaged, and one way that I could tell was how they maintained eye contact with the teacher and actively took notes. The lesson went smoothly, without any distractions, and the students were all attentive. One aspect that I liked about the lesson was the interactions that happened among the students during the group discussions. The teacher gave a specific topic to discuss and divided the students into five groups. There were handouts given to each group to fill out and give their feedback about the topic. I think that this was a very successful lesson, and most of my findings were insightful. Some of the aspects that I will incorporate in my future professional practice include building a strong bond with my students and using a whiteboard to help bring out ideas in the classroom.
References
Wang, M. T., & Degol, J. (2014). Staying Engaged: Knowledge and Research Needs in Student Engagement. Child development perspectives, 8(3), 137–143. https://doi.org/10.1111/cdep.12073