2nd Week of Tutoring

During my second week at my PDS, I was much more comfortable with my class. The students were all very excited to see me and a few students asked me where I had been or told me that I was gone for too long. This Wednesday schedule of lesson was different than last Wednesday's. My host teacher used worksheets, the white board, a projector, and books. She used the same resources in my experience last week, but she used them in different ways and with different subjects and content. The students in their assigned rows at the front of the class seemed to be in the same placement as last week.

The students were less distracted by me this week, but still often looked in my direction and smiled. Also, I helped with assignments more this week now that I have a better understanding of how the teacher helps the students and what she expects of them. The students were very anxious for my help and appeared to listen to what I told them. While I was going around helping students with their worksheets, I noticed a child had a rash on his neck and asked him about it. He did not seem to know about the rash, but did say he was very itchy. I immediately let me teacher know and she took him to the school health care provider. My host teacher said that was one of the many benefits of having and extra pair of eyes, ears, and hands around the classroom.

While the teacher was gone with the student that had a rash, I was alone with the rest of the class. They got a little worked up and excited that it was just us. I explained to them that just because the teacher was gone didn't mean we didn't have to continue our lesson. I asked the students what page we were to be on, made sure every student was on that page, and began to discuss what we knew so far about the story we were reading. The students got very excited about my being in charge. A couple students yelled out "She's in charge! Listen to her!" It made me feel pretty good.

Some of the time that I was at my PDS, my host teacher had me go over reading individually with some of her students that had problems with reading. I went over the story the teacher picked out slowly. The students and I sounded out words and compared words to sounds that the student already knew. After each student, I wrote down notes about what each student had problems with and things that I noticed. The teacher seemed to appreciate the notes. I talked a little bit with the students I read with. I asked them questions about themselves and allowed them time to loosen up around me so they weren't so nervous to read in front of me. One child asked if I remembered his full name that he told me during individual reading time while we were with the entire class. I recited his full name and the other students busted with excitement. I remembered almost all their first names but knew no other last or middle names.

Throughout the entire class, students seemed to be more open to me. They would show me their missing teeth, growing teeth, clothing they were proud of, and just tell me little fun facts about themselves. After class, the students lined up in alphabetical order for lunch. As each student passed me to get to the hallway to lunch, they gave me a hug. Every one of them hugged me and some told me something before they left. One boy whispered that he loved me and kissed my stomach as he hugged me.

Another thing I learned more about in the class was the "bee bucks" they have at East Dale. These are little pieces of paper that have money type text and pictures printed on them. The children seem to collect these for good behaviors and other positive things in order to receive a prize after a certain amount of time. While the students took turns reading a story in their books, the teacher gave me a handful of these "bee bucks". I was to pass out the "bee bucks" to whom ever I thought was listening and doing the right thing. The students got very excited and watched me walk around the classroom with these "bee bucks". I immediately felt the power and decided my classroom will have to have a system similar to "bee bucks" when I have my own classroom.

Overall, I had an even better experience this week than last. I am really starting to open up to my class and understand the culture and terms of my class. They are opening up to me just as well. I believe we're going to have a great bond and really get attached. I believe the students are as excited about next Wednesday as I am. I'm excited for the progression, experience, and techniques I have learned and will continue to learn from this experience.

First Day at East Dale Elementary School 9/14

I was very nervous to start my first day at East Dale Elementary. I started the day very early and spent too much time picking out the right outfit, preparing my supplies, organizing my paperwork, and relaxing my nerves as much as possible. The teachers and students at East Dale were very welcoming as soon as I walked through the doors. I was directed towards the sign in sheet, explained what I would be doing, and guided to my classroom. The students would look at me and smile occasionally, but did a better job at paying attention to the teacher than I had expected.
My teacher, Mrs. Burns, was very friendly and just kind of let me get a feel for her classroom. She switched activities frequently to keep the students' attention, but kept the subjects connected and sequential. She managed to point out students that were not focusing, talking out of turn, or playing with their shoelaces while teaching the lesson and not break concentration. I was amazed at how well behaved and quiet the students were, considering that the classrooms have no walls to separate them.
The technology in the classrooms surprised me. There are computers, smartboards, projectors, and many other cool teaching gadgets available in every classroom. The teacher I was with managed to use many different tools in the short time I observed her classroom. Mrs. Burns used the projector, the board, books, worksheets, and discussion to help motivate the students and keep their attention.
After observing her teaching strategies and how the students react, I assisted Mrs. Burns in her lessons. The students were very open to me and wanted my help. They listened to my advice and did not seem afraid to ask me questions if Mrs. Burns was busy with something else. It made me feel welcomed and comfortable as an assistant to these students.
My favorite part of the day was being proposed to by two separate boys in my classroom. Another student encouraged the boys by observing that I did not have a ring on. One of the boys that proposed told me that he knew me. He stated that he saw me at Wal-mart. I asked him how he remembered and he told me that he remembered my hair.
experience at East Dale was a great start. I am excited to learn more about the students I am assigned to. I feel that my teacher is an amazing example to learn from. I feel that the setting I am placed in will help me be able to adapt to any situation or environment. I also feel that this school has the resources needed to be great and really educate these students greatly.
At the end of my time there today, before the students left for lunch, my teacher introduced me. The students were very excited. Mrs. Burns explained to the students that I would be present every Wednesday and that I would be doing activities with them. The students asked if I would be eating lunch with them and if I could come other days too. It made me feel so great that they wanted more time with me. I cannot wait to go back next week and get excited with the students again. I feel very lucky to have been placed where I am.

Admission Ticket Part 1 Emma Lively

Emma Lively

EDUC 600- The Teacher as Researcher

Admission Ticket 2014-02

September 14, 2011

Part I

Observation is a major aspect of effective teaching. “...we observe in order to learn and to participate in our world.” This simple statement from Ethnographic Eyes by Carolyn Frank clearly explains what observation is. It is important to understand what observation is without the clutter and distortion of preconceptions and beliefs. Chapter one of Ethnographic Eyes discusses how observation is very important and must be done through “ethnographic eyes” to get a clearer, basic understanding of how things work, the responses initiated, how things are learned, different ways of expressing ideas, and many more teaching strategies and useful information. Teachers must be able to observe their students without their own preconceived notions and expectations. They must be able to start with a blank slate just as their students are in order to see from the students’ perspectives.

The students in a classroom may come from various backgrounds. Some students’ ethnicity, race, or religion may be one that the teacher has not much experience with. Students’ cognitive and literacy levels may vary drastically. Home lives and socioeconomic status may also differ. A teacher will not be able to observe through all these angles and prior knowledge or lack of knowledge on certain topics. Without being able to observe clearly and recognize all aspects of a lesson or activity, a teacher will not be able to adjust and assess lessons in a way that the students will understand. A teacher may see many things when observing with clear lenses or perspectives they are not familiar with. An example in Frank’s Ethnographic Eyes of how things can have different perspectives without realizing it, is with a statement from a fifth grader. The fifth grader discusses the language and terms that they regularly use in the classroom and how an outsider would not know any of the terms. The fifth grader also explains that even if the terms are explained as to what they are referring to, the outsider would still not know what is expected and how things are to be done. This is because their actions and terms have become routine. They have developed their own understanding and ideas of terms in a way that culture, race, ethnicity, socioeconomic status, religion, and many other situations can create.

In my experience at a local day care, I have observed things that I never realized were important and really needed observing. It was unknown to me that books for children at such young ages could really be grouped, but I have observed which books belong in which category and how students react to each. I have observed ways to get students’ attention in ways that I still cannot believe actually work. I have also come to understand the important aspects of a young child’s day by observing with an unbiased perspective.

Note taking and Note making are important in teaching. Note taking is described as descriptive, detailed field notes made simply on observation rather than the ideas made from the observations. Note making is the ideas or interpretations of what the teacher observes. Note making can have a more bias or specific perspective, but can also show where the teacher is coming from and changed to be from perspectives teachers are not as familiar with. It is important to use note taking to gather information and further observe things that may have been overlooked. Note making is just as important to show teachers when they are making assumptions and preconceived notions and also to allow teachers to expand on what they gather from their observations and branch out to multiple ideas and reasonings.

I will avoid jumping to judgment in the classroom by taking my time with each student and lesson. I will also prepare my lesson plans ahead of time with the mindset of the students. I will not create a lesson plan based entirely on assumptions and what I expect. Another helpful technique to avoid jumping judgment is to assess the class on a topic before creating the lesson plan to better understand the class level of understanding on the subject and the parts of the subject that the class is interested in.