Title PageIntroductionChoosing TeachingTeaching StatementField PlacementReflectionsGroup PresentationCollection of ExperiencesHearing ImpairmentsVisual ImpairmentsPhysically or Otherwise Health ImpairedLearning DisabilitiesWhat’s NextNETS/ELSMTExceptional Child – Spring 2002Title PageElectronic Portfolio:Electronic Portfolio:Sara BolkemaSara BolkemaExceptional ChildExceptional ChildSpring 2002Spring 2002Electronic PortfolioExceptional Child – Spring 2002IntroductionWelcome to my Electronic Portfolio! This portfolio is designed to showcase what I have gained from my experiences in Exceptional Child. Since I am a member of the pilot class for this electronic format, I am sure this will be a work-in-progress, but it is my hope that through the statements, reflections, and documents presented here, you, the reader, will gain greater insight into my life as an aspiring teacher. To learn moreabout me, please read my autobiographical sketch.Electronic PortfolioExceptional Child – Spring 2002Electronic PortfolioExceptional Child – Spring 2002Choosing TeachingIn a world full of career options, music education is the profession Ihave chosen. The love of music has been with me for literally as long as I can remember. From singing my first solo in church at age five to performing on the piano in the 2002 DeVos Showcase Concert, music has grown from an enjoyable extracurricular activity into a passion, a part of my soul, a means of expression without which I would be utterly lost. It is this love that drives me to share music with others. Just as music has always been a part of me, an inclination for instruction is also an important facet of my personality. Throughout my school career, I have often found myself in a teacher role, answering the questions of my classmates and occasionally even assisting a teacher or professor by offering an alternate or clearer explanation of a new concept. I have found that teaching others can be an incredible source of joy. Watching someone’s eyes light up when a previously confusing concept suddenly makes sense provides a great sense of fulfillment. As a music educator, I hope to see this same look in the eyes of my students, not necessarily as the result of a concept clearly explained, but instead as the result of a newfound joy in music or a sense of satisfaction in one’s learning of a new skill. Electronic PortfolioExceptional Child – Spring 2002Teaching StatementAlthough the sharing of music is often thought of in terms of performing, teaching is an incredibly powerful means of spreading the love of music. It is my hope that through teaching I can expose students to music in all its varied forms and help them to gain an appreciation for its beauty and complexity. Although not every person will have a great desire to seriously pursue music, it is my belief that all students, including those with exceptionalities, can learn about and enjoy music insome way. As a teacher, my desire will not be to turn every child into a musical prodigy, but it will instead be to make music accessible to them. Even so, I will also strive to provide sufficient challenges for gifted students. If my career path leads to conducting ensembles, I will certainly set high standards for musical excellence and will use any means possible to help my students learn, grow, improve, and achieve to the absolute best of their ability. However, as my experience has taught me, touching the lives of students, forming meaningful relationships withthem, and building the foundation for a lifelong love of music are infinitely more important than always obtaining the highest marks at festival. When all is said and done, my greatest desire as a teacher is to create an environment where students strive to perform to the best of their abilities, are not afraid to make mistakes, and are accepting and supportive of each and every member of the class.Electronic PortfolioMy first real taste of musiceducation: FACE LIFE Fine Arts Camp at Resurrection Reformed ChurchExceptional Child – Spring 2002Field PlacementFor my Exceptional Child field placement, I spent approximately two hours per week interacting with students at the Boys and Girls Club of Greater Holland. Part of that time was spent under the supervision of Lee Soderquist, working with the elementary-age students. The remainder of my time was spent with the middle-school age children, primarily under the supervision of Amy-Lynn Halverson. My activities at the club were many and varied, ranging from playing games with the club members to running the occasional errand for Amy-Lynn. To learn more about my field placement, please take a look at the PowerPoint presentation I gave on my time there.Electronic PortfolioTime to line up!Listening intently…Exceptional Child – Spring 2002ReflectionsHaving completed my field placement for the semester, I have begun to look back on my experiences at the Boys and Girls Club and to evaluate the positives and the negatives of my time there. Although initially a somewhat daunting environment, I quickly adjusted to life at the club. With no definitive “job description”, I was forced to dive in and to find out how best to be involved. While it was easy to slip into the elementary routine, finding a home in the middle school environment was not as simple. I spent my time floating from one area to another, depending on circumstances. This wandering did not lend any sense of commitment or consistency and made it very difficult to establish any connection with the club members. However, after a few weeks had passed, I found a home in the art room. There, I was able to have a more consistent role as well as interact more easily with the club members. I feel that my goals for this placement, as outlined in my presentation, were reasonable, appropriate, and, for the most part, realized. I was professional, dependable, and flexible. I made sure to contact the club if I was unable to come or had to change the time of my placement for a particular week. I was also willing to make alternate arrangements for weeks when the club had unusual hours. As much as possible, I “dove right in” to club life and did my best to make connections with the students. In working with the elementary-age group, I was pleased with the way in which I was able to connect with the kids. However, I was disappointed by my efforts with the middle school group. Their social world was difficult to penetrate, and I often found