January 2014 - May 2014
I was part of a great team of peers working through the Fine Arts department as part of the Art Works for Kids Foundation teaching the students through visual arts. We worked with a fourth grade classroom teaching them the content subject of the 8 parts of speech through different art forms. Each lesson was two days taught through dance, visual art, theater and music.
By the end of our time with them, they not only knew the 8 parts of speech, they could create a sentence containing all of them and they had a rap that they recite, that hopefully they will remember and be able to recall throughout their school careers.
Edison Elementary - Higher Step
January 2014 - May 2014
I spent the semester with a fifth grade students who was reading on a end-third grade level.We worked together using the higher steps program. When we first worked together she was reading a book that bored her, she was muddling through it and not engaged in it at all. When we were finished with the first lesson, I brought the three baskets of leveled books to our table and together we went through them to find a book she wanted to read. She chose Bunnicula by James Howe a fun story about a new addition to the household that is more than he seems. She instantly improved. We didn't get to finish this book because she moved to the next reading level well before we got much into the story. In fact we didn't get to finish the next two books she chose because she sailed through the levels. By our last visit she was one session away from moving into grade level reading. She told me that she re-read the book she was reading at home and it was so much more enjoyable because she could actually read it and understood it. I am very proud of all her hard work and I know that she will continue reading.
Hunter Elementary
January 2014 - May 2014
I got to spend time in my son's Kindergarten class. I chose this his class (other than it was fun to work with him and his friends) because his teacher had her ESL endorsement and her students consisted of over 75% English Language Learners. It was a unique situation in that at this stage of schooling most students don't know how to read or know their alphabet but they know how to speak in their home language. I actually spent the entire year with these students, the beginning of the year as a room mom and the second as an observer and teacher. It was fun to see the students as they progressed through the year and the knowledge they gained by the end. All students were speaking English and most of them knew their alphabet and letter sounds. Still others (including my son) were budding readers.
I did find it interesting however that the all day kindergarten was really for those students who didn't speak English and those 5 native speakers were accepted into the program (my son included) to be mentors for those students learning English. I know that the ELLs were helped a great deal by the presence of the native speakers, but I experienced first hand (as a mother) how the native speakers are not being challenged in any of the subjects taught. There were several times that my son would come home and express how board he was and ask me "mom why am I coloring shapes?" He needed to have more attention spent and additional challenges needed to be presented for him to hone his skills. However, the teacher spent her time working with and trying to get the ELL students where they needed to be to enter first grade. As a mother, I am not happy that he was not challenged. We challenged him at home and provided him with higher level thinking activities so he didn't get bored. As a teacher I now see that there is not enough hours in the school day and I need to be aware of all students in my class.
Redwood Elementary - Next Steps
September 2013 -December 2013
I spent the semester working with a third grader improving her reading skills. When I began working with her, she was at an end-second grade reading level. We worked together twice a week and by the end of the semester she was reading on grade level! She was almost reading to move up to mid-third grade level but I unfortunately my semester was over.
This little girl changed the way I look at reading; how to teach it, working with English Language Learners and the importance of the Next Steps program. I don't know if I will follow the program word for word in my classroom, but I am better equip to help my students improve their reading abilities. I will miss her and I hope the very best for her. Students like her are the reason I want to be a teacher.
Franklin Elementary
September 2013 -December 2013
I also spent the semester in a fourth grade classroom, working with them on math and reading and observing the teacher as he worked with English Language Learners (ELLs). He ran a tight ship, although there were issues about how he interacted with his ELLs, he did do one thing that I take into my classroom. They read ALL the time. He had silent reading time, reading groups and time every day when he read to them. He told me about a book that changed his pedagogy and after I read it, I understand why. The Book Whisperer by Donalyn Miller. She explains how to incorporate reading time into the day. How you must find time to read everyday!
"Reading changes your life. Reading unlocks worlds unknown or forgotten, taking
travelers around the world and through time. Reading helps you escape the confines
of school and pursue your own education. Through characters - the saints and sinners,
real or imagined - reading shows you how to be a better human being." (page 18)
I did not really enjoy my time in his classroom. I didn't like the way he refused to recognize the importance of student's culture, heritage and language. How he didn't allow talking, ever (it seemed). How the kids were so well behaved that it didn't seem like learning happened but just empty boxes being fed information. But, he got one thing right. He instilled the importance of reading. I learned many thing I did not want to do in my classroom but more importantly I found this book.
YWCA - Drop in Daycare
September 2012 -December 2012
For my Infancy & Development class I was required to do service learning time at a local community partner. I decided to work with the YWCA in their drop in day care. The community are women who are victims of domestic violence and their children. So, unfortunately, all the children have experienced some sort of trauma in their short lives. Most of the children come for a couple hours, some all day. The first day I was there I was very nervous because I didn't know what to expect, but I soon found out that these children were just in need for some love and attention. Every time I have been, I have had SO much fun with them.
During the class I needed to complete three reflection assignments, one essay, one video and one creative. For the creative I chose to do a quilt.
The quilt is called "A New Day." The transitioning colors represent the journey that these families go through as they fight their way out of the abusive situation. They go from black (abuse and terror) through to brighter colors to the yellow of the sun and a bright future. The hands represent the partnership between the families and many people at the YWCA that make the transition possible.
The back is a puzzle, representing the parts of the whole; the families, the facility, the staff and the volunteers. Together we can "eliminate racism, empower women and promote peace, justice, freedom and dignity for all."
Hunter Elementary - 3rd Grade
September 2012 - December 2012
My first experience in an Elementary school, and I LOVED it! I worked with an amazing teacher, who was so willing to help me learn as much as I could. She shared with me what works for her and what doesn't. Great tips for settling kids down as well as a few things not to do.
The students were amazing! I fell for them the first day I was in their class. They welcomed me with open arms and enthusiastic hearts. They aimed to please and worked hard for me! I adored them equally.
Teachable Moment: I was working with the students on subtraction. Each was working on their own level of digits. One little (very enthusiastic girl) just finished her 3 digit worksheet and was moving on to 4. She said to me, "4 digits is going to be hard!" I asked her if 3 digits were hard? "No." I told her this is the same, you just have one more set to subtract, so it's not harder, its just one more step. "aah" she said with a smile! She was able to finish the whole worksheet, only missing one.
Feel Good Moment: My host teacher asked me to work with one of her "gifted" children, he was very behind and was a distraction to the class, but he did not qualify to move to a resource classroom. We were working on a math worksheet and she told me, just get through as many as you can. She walked around the class and helped all the other students and I worked one-on-one with 'Zac'. We read the questions together (he seemed to have a hard time, so mostly he just repeated me) but I made him at least try. He kept looking away, at other students and at my face, I asked him if I had words on my face? He looked surprised, but said no. He then looked at the page and started to really try and read with me. Once the question was explained to him, he was able to do the math and well. I took my time and showed him that I cared for him. We were able to finished the entire worksheet in the time she gave the class to finish. We both felt really good!
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