Education Field Experience Essays

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! (replaces University Code: JA54

 Mississippi Association of Educators/National Educators Association Student Enrollment

 JSU MarketPlace (Student Teaching Fee Payment)


Teacher Internship Information:













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Field Experience - Teaching Essay - With A Free Essay Review

Spending the past five weeks in a Kindergarten classroom has been the best five weeks of my life. As for me, I am interested in teaching younger children versus older elementary students and this experience only confirmed that this is exactly what I want to do for the rest of my life. I absolutely loved spending three hours each day with those students and watching them grow day in and day out. Although, I do wish my partner and I had a little more experience with actual teaching to the children. However, I thoroughly enjoyed every minute I spent helping them in math class and whatever else it was they would be working on. These Kindergarteners are definitely brighter than I remember being only five and six years old. I was very surprised at the level of content they were learning at such a young age.

One thing I consistently noticed in this particular room was the classroom management wasn’t exactly top notch. There is definitely a lot of work to be done in this area for my cooperating teacher. However, on the first few days of my experience, I thought he had great management of the students and they seemed to do very well with his rules. As time went on, I started to realize he doesn’t always have full control over them. What I mean by this is that he didn’t seem to have a set list of rules, which made it difficult for my partner and I to follow. Sometimes a student would get in trouble for doing something and if the same situation were to happen again, the other student wouldn’t get in trouble for it. It was complicated for us to figure out what was considered “okay” and what wasn’t without jumping in and changing the rules to confuse the children. By no means was this classroom completely chaos and out of control, this is just something I noticed consistently happening in his classroom.

I definitely have already learned so much about what I will and will not do in my classroom from this first field experience. I saw so many great things around his classroom I will remember to add to my own classroom someday. There is no doubt that my teacher has a passion for these children and his career. This experience only makes me that much more anxious to begin my professional career in teaching children and watching them succeed every single day.



Because the happiness of mankind and the general value of our world depends very much on the quality of our essays, I think the world would be a better place if we changed the first rule of writing from the unfortunately ambiguous "show don't tell" to "explain don't claim." The first rule was probably invented for story writers, anyway, and is imperfectly applicable to the task of essay writing.

Consider this: "Whatever else it was." That's vague. It is also an unfortunate expression because it makes it appear as though you don't actually know what the kids were working on. You could replace it with something equally vague but less open to this misinterpretation ("everything else they worked on"), but it would be better to replace it with a few of the specific things the children worked on.

Your second paragraph is admirably explanatory with respect to the thing about inconsistency, but explaining just one thing is explaining too few things in an essay where you claim to have "learned so much about what [you] will and will not do in [your] classroom." Such a claim is liable to leave your reader reaching for a megaphone in order to ask, with polite insistence, "For instance?" And if your reader is an old-school grammar Nazi, he'll also start complaining about a teacher using "so" as a synonym of "very." Think of the children!

For the sake of the children, a few other language notes:

First sentence: You cannot logically predicate what you predicate of the subject of this sentence (i.e., you cannot say that "Spending X" has been the best X). There's no need to capitalize the first letter of "kindergarten."

"Although" is not a conjunctive adverb (and so cannot be used as a synonym for "however”); it is a subordinating conjunction.

"By no means ... etc." The comma is a comma splice; separate the two clauses into sentences. Also "chaos" is a noun; "chaotic," an adjective.

"I saw so many great things etc." See comments above on "I definitely have learned so much etc."

"Anxious" does not mean "eager" ("eager" means "eager"!)

Best, EJ.

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