The class that I was volunteering in. The teacher never came out and said, " So and So has ADHD, or So and So needs items explained more then once." But as I mentioned in my previous post she was very good and making sure those that didn't understand were able to get the clarification that they needed.
But now that I have been through this course there are items that stick out. For instance we had one young man who had a very difficult time staying on task and he was very good at distracting others. After a couple of times of reminding him to stay on task, one time she had him come up to a table that was closer to her with less children, and asked him to write a list of words that describes himself. What she did was break down the assignment to smaller tasks for him to focus on instead of a whole large assignment.
She also had removed him from distractions and brought closer to the person giving the instructions. I already thought she was a great teacher to shadow but as I continue on with this I realize she had the tools of a Seasoned veteran with learning to back her up.
Monday, June 30, 2014
Tuesday, June 10, 2014
Tell about an opportunity you had to work one on one with a student.
So I'm not sure how to tie this in to the historical aspects of the module other then, I am working at a Native American Summer school which in the time of segregation we wouldn't of been able to be in a white school with white kids (other summer school classes were also going on in the building) The fact that most of these Native children came from educated backgrounds is something that didn't happen just a generation ago. So there is progress. With that progress there ares still cultural differences when working with this Minority group. It was kind of nice to be able to speak Navajo and English to some students my own form of Navaglish ha ha. Say jokes and tease with out having to explain why the punchline was funny, and realizing that eye contact isn't the highest form of respect for some of the children.
ANYWAY, on to my one on one experience. (it will be hard in 2-3 paragraphs). I was put with a young girl that just wasn't catching on to the assignment very fast and the teacher chose to put her with me to complete the assignment and move the class on with another activity. With every question that I asked her the response was "I don't know" I would make the question simpler the response was the same. I would ask in another way still "I don't' know." at one point i got a bit frustrated and it showed (Hey, I'm just learning still).
The child then perked up and said, "I bet you don't think i can do this huh" I replied, "I know you can I am just sitting here waiting for you to get it done" she perked up even more. "You really think I can" I said again, "I KNOW you can. So get going" and to my utter surprise she started digging into her assignment. Her blank look was gone, and she was working. Later I asked her about it, she first said "I don't know " again, and I gave her a look and she actually said, " Sometimes, they just don't make me do it if I take a long time' this little girl used the "I don't know" to frustrate her teacher in to the point she got out of assignments AND SHE KNEW IT.
Yes she was a bit behind the other students but she had the capacity to sit, think, figure out and do the assignments. I am not a professional, but my guess is she has a learning disability in something and that is where she figured out her "I don't know" blank faced look that she then used in all subjects.
ANYWAY, on to my one on one experience. (it will be hard in 2-3 paragraphs). I was put with a young girl that just wasn't catching on to the assignment very fast and the teacher chose to put her with me to complete the assignment and move the class on with another activity. With every question that I asked her the response was "I don't know" I would make the question simpler the response was the same. I would ask in another way still "I don't' know." at one point i got a bit frustrated and it showed (Hey, I'm just learning still).
The child then perked up and said, "I bet you don't think i can do this huh" I replied, "I know you can I am just sitting here waiting for you to get it done" she perked up even more. "You really think I can" I said again, "I KNOW you can. So get going" and to my utter surprise she started digging into her assignment. Her blank look was gone, and she was working. Later I asked her about it, she first said "I don't know " again, and I gave her a look and she actually said, " Sometimes, they just don't make me do it if I take a long time' this little girl used the "I don't know" to frustrate her teacher in to the point she got out of assignments AND SHE KNEW IT.
Yes she was a bit behind the other students but she had the capacity to sit, think, figure out and do the assignments. I am not a professional, but my guess is she has a learning disability in something and that is where she figured out her "I don't know" blank faced look that she then used in all subjects.
What does a Teacher Do all Day
For the summer we have a smaller class size I want to say around 12-15 kids per class room. Even with this smaller number in the classroom I can see development difference.
I have seen MS Beyal gather the students, explain the activity she would like them to do, then explain it again maybe in a different way . For example, the out come we wanted was an art project based on what they would like to be when they grow up.
Then she explained again, "Think of what you will be wearing. What job will you have? What items will you need for that job? Will you be short? Tall? Draw yourself as an adult and with enough detail that we can see what your future job is" then with those that have blank eyes she will go to each table one by one and answer questions or clarify.
Usually there are a few still left with blank eyes. From there I watched her sit next to one of those blanked eye children and ask "what do you want to be when you grow up?' The answer "I don't know' from there she asked what the child likes to do when they have free time, video games was the answer. They then preceded to talk about what jobs could come from playing video games, graphic design, design video game covers, electronics... the child piped up (No more blank eyes) and said, "How about a pilot? I know all of the controls and how to fly one" From there, the child was able to work on his project. She did that for the other blank eye child in the class room.
What does a teacher do all day? She reads her classroom, She works with the different developmental differences and learning styles and tries to get each child to think for themselves.
I have seen MS Beyal gather the students, explain the activity she would like them to do, then explain it again maybe in a different way . For example, the out come we wanted was an art project based on what they would like to be when they grow up.
Then she explained again, "Think of what you will be wearing. What job will you have? What items will you need for that job? Will you be short? Tall? Draw yourself as an adult and with enough detail that we can see what your future job is" then with those that have blank eyes she will go to each table one by one and answer questions or clarify.
Usually there are a few still left with blank eyes. From there I watched her sit next to one of those blanked eye children and ask "what do you want to be when you grow up?' The answer "I don't know' from there she asked what the child likes to do when they have free time, video games was the answer. They then preceded to talk about what jobs could come from playing video games, graphic design, design video game covers, electronics... the child piped up (No more blank eyes) and said, "How about a pilot? I know all of the controls and how to fly one" From there, the child was able to work on his project. She did that for the other blank eye child in the class room.
What does a teacher do all day? She reads her classroom, She works with the different developmental differences and learning styles and tries to get each child to think for themselves.
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