The day that I was impatiently waiting for was finally here. It was a cold and breezy Tuesday afternoon. I was going to start my first day as a homework tutor for the El Jardin homework center. When I arrived at the building I took a long, deep breath and was ready to begin. I felt confident and was ready to transmit my energy to the student that I was going to work with. I often felt nervous and scared, but I was also excited to meet my student. On my first shift, I was going to work with a 5th-grade boy. When I attended the orientation first my supervisor gave me a brief background of where the student comes from and his interests. He likes basketball, his favorite subject is math and he has trouble with English and reading comprehension. …show more content…
He was short, wearing a gray t-shirt and some basketball shorts. On one hand, he had a book of Diary of a Wimpy Kid. I remember those books were popular when I was in 5th grade and seeing him reading them made me realize that this new generation still enjoys reading these books. Then, with a smile, I introduced myself and I shook his hand. I also introduce myself to his mother. Before the parents leave we have to ask the children’s parents if there is something specific that the child needs to work on. In this case, his mother told me that he had to complete a multiplication worksheet and reading silently. The homework tutoring is one hour long and within that hour, the students have to stay focused and on task and complete as much homework as they can. When my student’s mother left the room, I asked him “So what are we going to work on today”? With a confident attitude, he says well I’m going to work on my math multiplication cards and reading. I then said, “well, how can I assist you, do you need any help.” He then looks at me and Says No I can do it myself. During the whole one hour, this student never asked for help. He was that kind of student that wanted to complete his homework and work by himself. During the 1 hour shift, there was silence and I observed how my classmate and her Student were successful and had already developed a strong communication and bond and in my case communicating with my student seemed very unlikely. I began to …show more content…
I also see many people walking on public streets with a cigar in their hand. Seeing this kind of action in the community is disappointing, especially walking in the streets where it smells like smoke. Outside of liquor stores, there are advertisements that advertise beer. For example, buy a 12 Pack for $17.99 or 3 beers for $5.00. Seeing this kind of advertisements makes me feel upset because business owners prefer to advertise products that damage the people living in the community. Where do we see signs of fruits and vegetables outside of stores being advertised? I think that liquor stores and smoke shops bring a negative message, especially to children because when children get out of school and walk on these streets, they get exposed to this smell and they also observe the actions of what older adults are doing. Some children might also observe the smoke shops and things in the store that might be appealing to them. I believe that the city of Salinas is changing the rules by not allowing people to smoke near schools, public transportation, and restaurants however the community should do
I choose to submit this artifact because it illustrates how I make the link with students family to promote a wonderful learning experience for all my students. their learning. This helped me grow as a teacher because it helped me realized the importance of keep a flow of communication to assure the success of all of my students. Parents began to feel relaxed coming to me or calling me to address any questions or concerns because they can count on me to assist them and their child in any way possible.
Additionally, Brian’s parents may want to send his teacher the results of their tutoring sessions every week to show the teacher what they are doing and how they are progressing and have her check and sign off on the work provided. The teacher could also offer recommendations and suggestions for Brian’s parents in regards to their tutoring work. The actual tutoring would take place twice a week, on Tuesday and Thursday evenings with the teacher being sent a report on Friday. On Friday the teacher could send feedback home to the parents and over the weekend the parents could review the feedback and develop the next week’s tutoring
Khristy Hernandez 1AB Mrs.Carroll Place: Seabourn Elementary School, 1st graders Time: 4 hours and 14 minutes The point for this observation was to ask my mentor ‘ What has been the biggest challenge for her in relation to providing accommodations?’ And ‘ How she overcame that challenge?’ Her biggest challenge in relation to providing accommodations is the fact that you need to customize each kid's needs, like homeschooling, free lunch, and getting teachers to take out kids out of class for 15 minutes just to help them get better at reading or anything else.
CJ is making progress in all areas of tutoring: executive functioning, reading fluency, reading comprehension, and writing. Outstanding work, CJ! This term, CJ demonstrated a much improved effort in both transitioning and staying on task. While staying on task is sometimes challenging, CJ now understands that it is a skill that is required for academic success. CJ also made strong gains in reading this term; he is now reading and comprehending above grade level!
Growing up as a kid, I was quite the troublemaker. I would do inappropriate things at inappropriate times and it caused me to get in trouble frequently. It didn’t matter whether or not I was in or out of school, I would continue to do obnoxious things. It could range from saying offensive words, physically hurting someone, or having zero consideration for others. At that time I felt like I didn't really know a lot about the world and it caused me to do things and ask questions later.
Actually, this was a very successful year with my students. As I mentioned before, I was a mentor to Amy Fitzanko. This was not the first time I mentored a new teacher, but this year was different. Amy was to co-teach with the special education teacher for most of the day and it was not going well.
As a young aspiring musician in middle school, I wanted to start a band desperately. Instead, I was known as Emerson Middle School 's’ music freak. I posted flyers in businesses around my hometown and online ads. I wanted to be like Amy Lee from Evanescence terribly, but my taste in music was different than most people. When my fellow classmates heard about my compositions and ideas, they thought it was a joke.
Or even how one could harm those around them when smoking one of those killers. An ad you say? More like a scummy bastard. Getting you to feel bad and low about yourself just to get you to buy a worthless product; they’ll do anything I tell you.
Since I worked with these students for an extended period of time, I was able to build a relationship with them that went beyond that of what some of the other tutors. It seemed like there was a bond of trust. The relationship was very similar to that of the children in my classroom. The 18 children in my classroom at work are more than just my students; they are a part of me.
I started doing my field Experience in Lime Kiln Elementary school where I shadowed Mr. Mikalov, a fifth grade teacher, When I first walked into his classroom it was so colorful and full of artworks, student works and inspirational quotes I felt happy walking into his classroom so I would imagine what a fifth grader would feel like. Mr.Mikalov was very generous in showing me around the classroom where they have their group work, reading area on the rug. He showed me the schedule they follow every week, they do math every day from 12:13 to 12:55 and have lunch every day at 11:26- 12:08 and off course I took a picture of it to know when and what they are doing that time. Mr.Mikalov introduced me to the principal who is very nice and welcomed
Running Head: FIELD EXPERIENCE JOURNAL Field Experience Journal Mary Ellen Masters Georgia Highlands College FIELD EXPERIENCE JOURNAL Field Experience Journal In order to gain vital experience in the teaching field, I volunteered to work at West Rome Baptist Church’s Vacation Bible School. Although this setting was not in a school, the characteristics and guidelines were the same. Beginning at nine o’clock in the morning on June twenty-sixth, I, along with many adults and about a hundred children of all ages, gathered in the sanctuary of West Rome Baptist Church. The kids were assigned groups based on gender and grade level.
During both observation days there was no behavior problems. It was a well obtained class, and I am excited to continue participating in this classroom. One student during the classes library visit came up and gave me a big hug. He would not let go for the longest time. This class has a special place in my heart and I only been in there two times.
References Eaton, L. (2003). United Kingdom finally bans tobacco advertising. BMJ, 326 (7385), 345-351. Harper, T. (2006). Why the tobacco industry fears point of sale display bans.
If I had never started tutoring kids in fifth grade then my appreciation for sharing my love for school academics wouldn’t gotten to where I am today. By providing tutoring assistance helped me understand that we all learn differently. I hope that all the students I tutored will continue to improve academically. While tutoring was challenging and required patience, it was a valuable rewarding experience.
I learned a lot about myself as a teacher and how to help these students individually without neglecting the rest of the class while tending to their needs. It wasn't difficult for me to walk by Kiden's desk and praise her for what she was doing, or give her praise during whole group interaction. However, this meat the world to her and boosted her self confidence in the skill and concepts that were being taught. In the same way I was able to help Kiden, I was also able to help Pau and Georgia with the things they needed such as reading the instructions to them one-on-one or checking in on them throughout the assessment just to make sure they were on the right track.