Blog #2

• Tell about an opportunity you had to work one on one with a student.

Because there have only been 5 hours of field work required for this semester, I feel I should still try to expound on each of these moments rather than only picking the one I have.
In my last entry I had the opportunity to work with a small group on my first day in class.  That experience was an eye opener and a motivator for me to continue on this course i've chosen.

An opportunity of when I was able to work one on one with a student. I was able to work one on one with one of the more quiet students in the classroom. He was working on a self made crossword puzzle project. Mrs Davis gave me a little insight before sitting down with him, what I might be able to help him with, his spelling and the structure of the assignment. As I sat down with Brandon he seemed shy and insisted on sitting at a different desk so he wouldn't have to sit next to another student he didn't get along well with.

     As I looked over what he had come up with so far for the assignment I noticed that there wasn't much effort put into his project so far. After talking with him for a minute to try to get to know him a little before we worked together, I could see he wasn't very motivated to continue. I felt through his attitude that there were some outer influences that could explain a little of the lack I noticed. He didn't seem to value his own opinions very much and sadly this may have had an effect on his self esteem and his work. I proceeded to ask what kind of things he liked to do, and what he was interested in, he told me he was very interested in Bats. After showing some excitement about his answer, I asked a few questions about what it was about bats that he liked, he immediately showed a spark of excitement to tell me things I never would have guessed about bats! His excitement grew as spoke, I noticed how important it is for a child to be interested in what they are doing, for him he loved knowing specific interesting facts about things, and as I got to know him more, this interest for facts wasn't only in the genre of bats.

Through working with Brandon, I noticed how important it is to reflect a child's worth back toward them, to have them realize in their own eyes, and on their own, their value. For them to notice their strengths and how important the things that make them, THEM are, and what a value that holds. I felt while being there that once a child can see a brighter view of themselves the view of their unlimited potential can begin to be developed in their own sight.

He continued to work on that assignment using his knowledge about bats, and had the opportunity to seek more as he went. Because he was motivated I observed that his understanding of the assignment was better. His learning style I wonder if it was through auditory and visual learning by hearing the things he knew through educational programs, or if it was through seeking it out for himself in books by reading about it. He seemed to be keen on looking up information and reading about it, to use for that assignment. I assume Brandon is a read/write learner.

Some other responsibilities that Mrs. Davis had were to make sure the children had the materials they needed for all their tasks they had as a student. Also she was sure to provide materials that gave them opportunities to continue learning, as it was the end of the school year there were a lot of pamphlets that provided learning opportunities during the summer this year. I'm also aware that Teachers are likely to have many meetings and probably seminars of sorts that provide information of better ways to educate students and to be there for them one on one as well.

Being able to be with this 5th grade class has definitely been an eye opener for the good, and a confirmation that this is definitely something I want to work on. Being able to help children develop and learn while using the assets they already hold within themselves is something I would love to do with my life.

The differences of how I remember school being and how i've observed it becoming as it has now, are very different, they are more efficient, children are now able to learn in the ways that are best for them personally, rather than one set standard of learning. As taught in our class the difference from the 1950's and now is entirely changed, because of people who saw a need for a difference in education. Adapting to the needs of each student individually. It had to go through many different phases before reaching what it is now, hopefully better prepared teachers will be ready to make changes for the better as opportunities come.

Blog # 1

• What developmental differences do you see in the children in the classroom?

• What does a teacher do all day?

As of last week, I found an elementary school willing to let me participate in their classroom. I've been lucky enough to be able to work with the 5th Grade students. My first day there I was placed in a circle with a group of five students. The first, Nicole, was shy but happy to talk. She was excited to have someone new in their classroom. The second, Ammon, was excited to start working on the reading assignment together, and was eager to get started. He felt confident in his reading, and about the assignment at hand. Maddy, the third person in the circle, began sharing things about herself immediately. She seemed eager for me to be excited about her thoughts, goals, and achievements. Mia the fourth, was happy to just listen and wanted to follow along rather than read. Elizabeth was the fifth in the circle, and being more the introverted type, it was clear to see that she would rather work alone. She asked her teacher if she could, and proceeded to work alone. 

While reading together and seeking out questions to ask as the assignment directed, I noticed the different learning styles of each of the children. As we were sounding out the Bold colored words, designed for their growth with vocabulary, Ammon and Mia were both inclined to read the words phonetically as written beside the word. Nicole asked if I could pronounce it rather than read it herself first, so that she could hear it and repeat it. A few in our little group indicated that they are more read/write learners, and sought visuals, whereas Nicole seemed more of an auditory learner. 

 While in the Classroom I observed Mrs. Davis using many different examples to explain a single principle. She provided opportunity for clear understanding for each type of learner. She held up examples for the visual learners. For auditory learners she repeated what she read, and explained its meaning. For the kinesthetic learners, she provided hands on materials, and projects which included reading and writing for the read/and write learners. 

Observing Mrs Davis, I noticed she would use every example and circumstance as a learning opportunity. However, she did give the children enough independence, room to think, process, and come up with solutions and problem solving strategies themselves. She gave guidance where it was needed/asked for, and made sure each student had a task to be involved in. One student would read what was for lunch, another read the numbers of whose turn it was to read their journal entry (also noted afterward, she allowed anyone who still wanted to share, share as well), another she asked to pass out papers, pencils, books, and flashcards. It seemed every student was able to be an active participant in their class.

A teacher is patient all day, guides and directs, promotes learning, and insight at every opportunity she is able.


--Elisabeth Robison