Occupational Therapy
I Chose Series
My days are not all the same. While some days are more consistent than others, overall, I have learned to be adaptable and comfortable with change.
I have lived and grown up in Northeast Philadelphia, so I am very familiar with the area and consider myself local to the Drexel Elkins Park campus. My commute from home is typically about 20–25 minutes, which makes balancing school and fieldwork manageable. I am currently a second-year occupational therapy student completing my fieldwork rotation at a special education school, which is also conveniently located not far from the Elkins Park campus..
My day usually starts between 6:30 and 7:30 a.m. when my alarm goes off, and I begin getting ready for the day. This includes getting dressed, heading to the kitchen to make breakfast, packing my lunch, and filling up my water bottle. I then step outside to start heating my car, during which time I usually have a short morning conversation with my mom. We talk about our plans for the day or share anything important that we may not have time to discuss later. After that, I head out for my drive to the school in Roslyn.
I typically arrive at my destination around 8:10 a.m. By 8:15 a.m., I meet with my supervisor to go over the schedule for the day. This time is spent planning and preparing for upcoming therapy sessions, discussing student needs, and reviewing goals. If needed, we also use this time to collaborate with teachers or other therapists to ensure sessions are well coordinated and individualized for each student.
From approximately 9:20 a.m. to 1 p.m., I spend my time working with students. This portion of the day is very hands-on and engaging, as each session may look different depending on the student’s goals, abilities, and needs. At 1 p.m., I take a lunch break until about 1:30 p.m., which allows me time to reset and recharge for the rest of the day.
From 1:30 to 3:15 p.m., we focus on documentation, including taking notes and graphing student progress. This time is also used to communicate any questions or concerns I may have, debrief sessions from earlier in the day, and brainstorm strategies or adjustments for future sessions. Reflecting on the day helps me better prepare for what the next day may bring.
Between 3:15 and 4 p.m., I commute home. During this drive, I listen to music and try to unwind. If I’m feeling especially tired, I may stop to grab a coffee before heading home.
Once home, from about 4 to 7 p.m., I spend time researching activity ideas that align with the abilities and goals of the students I work with. I work on goal development, plan strategies for upcoming sessions, and review notes I’ve made for myself to see where I can improve or better prepare. This planning time helps me feel more confident and organized going into the next day.
From 7 to 8 p.m., I eat dinner with my family and catch up on how everyone’s day went.
Finally, from 8 to 10 p.m., I allow myself time to decompress and relax before getting ready to do it all again the next day.
