RUNNING HEAD: FIELD EXPERIENCE REPORT
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Field Experience Report
December 9, 2016
EDUC 211
Mrs. Tiffany Huggins-White
RUNNING HEAD: FIELD EXPERIENCE REPORT
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My name is Kesharra West. I am originally from Virginia Beach, Virginia. As a child, I
had a special interest in Math and Science. I also was involved in a lot of leadership roles
through many clubs and sports through middle and high school. I loved setting an example, and
was very active in the summer as a camp counselor. It was one of the greatest moments in my
life. I learned so much, and it gave me that drive and interest to pursue teaching for later use in
my life. I am currently a Freshman at Fayetteville State University (FSU), and currently enrolled
in EDUC 211: Lab Experiences in Area School. During this class, I had the opportunity to
complete 15 hours of field observation in a classroom to gain a better understanding of the life of
a teacher.
I completed my observation at Cumberland International Early College High School
(CIECHS), in the J. Knuckles Building on FSU’s campus. CIECHS’s mission is “to prepare
students to be independent thinkers, self-advocates, globally aware citizens by providing them
with proficiency in a secondary language of strategic interest. [They] provide global and cultural
connections, relevant and authentic project-based instruction that engages students in global
issues and college-level courses and experiences” ( … ). Cumberland International is an early
college prep school for grade levels 9th-12th. The school consists of about 244 students and 14
classroom teachers. Each classroom average about 19-25 students. Each classroom consisted of
students with various races and ethnicities, parent compositions, religious backgrounds, and
socioeconomic backgrounds, including the teacher. Overall, the school’s performance is above
average when it comes to North Carolina’s End–of–course Tests, crime rate is not an issue, and
the amount of technology available surpass the number of students attending this school.
The week at CIECHS consist of two rotating schedules. On Mondays, Wednesdays, and
Fridays, students have an advisory period, three 85-minute learning periods, and a lunch period.
RUNNING HEAD: FIELD EXPERIENCE REPORT
On Tuesdays and Thursdays, the schedule is similar with an advisory and lunch period, but class
periods are cut to 75-minute learning periods, and contributed to a 40-minute study
block/tutoring period scheduled at the end of the day. Students’ school days are from 9:15-4:15. I
had the pleasure of working with Mrs. Penelope Vos, a 9th grade English Honors I and II teacher,
from South Africa. I observed her 2nd and 4th period, and each had 20 students.
Mrs. Vos’s classroom was very neat and organized. Each poster served a purpose of the
things she taught to her class. A copy of the floorplan for the classroom can be found on page 8.
The classroom set-up was focused towards the white board, and where the projector was used.
The teacher’s desk was in the back of the class to give a better vision of students during class. It
allowed the teacher to view unnecessary use of cell phones and tablets. The classroom, I
considered, was self-explanatory. Mrs. Vos’s had her expectations posted throughout her
