I'm sad it's over...
Although my time with the students was just for about a month and a half, I
feel as though I bonded with all of them! It was an amazing experience working
with students from two completely different Title 1 schools. I was able to
partake in assessing the students, observe them in the classroom, interact with
parents, and have numerous conversations with the behavior coach.
The most difficult part of volunteering was when I had to observing. When
observing the students, I was not allowed to interact with the students AT ALL.
I had to sit back, take notes of everything I saw, and had to remember to
breath in and out. My patience was truly tested that day! Students were
standing on chairs, talking back to the teacher; talking white the teacher was
talking…basically doing anything possible to misbehave. Most of the students in
that class, I had in my senior internship class; they need guidance, support,
and structure. Without structure, the class gets nowhere. The students learn
quickly whom they can take advantage of and ways they can learn to disrupt the
class. Now, I don’t want to make to make it seem like it was all of the
students; out of 18 children, only 5 or 6 of the students were misbehaving, but
it still
was extremely difficult to just sit there and watch.
As a volunteer, I was able to participate in many activities I didn’t think
were possible. I attended 2 family nights, and even help with the organization
of a sponsored dinner. Title 1, schools usually hold dinners as family nights,
in order to motivate parents to attend. Parents and students are truly grateful
for all the hard work that goes into to preparing a family night and share
their appreciation.
I’ve truly had an amazing experience! I will take with me all the
strategies, behavioral techniques, and many conversations I’ve had with me to
my future classroom J
It’s been great!
-Jasmin
Wednesday, April 3, 2013
Saturday, March 23, 2013
But I'll get a whoopin'...
Six times I heard that phrase, all in a matter of 30 minutes...
It all started when I was back to the school in Casselberry to work with the students in the 21st Century program. As I was watching one student walk back to her class, I was waiting for the other little girl to meet me at the end of the hall. As soon as she reached me, she started crying! I had no idea what was going on, I hadn't even gotten the opportunity to say hi to her! My initial reaction was to get down to her level and ask what was wrong...
She forgot her math homework, again, and her teacher wasn't letting her go back to her classroom to get it. I just spoke to her and tried to get her to breath. I told her that her teacher is just trying to get her to be responsible, but we will go together to speak to the teacher. I forgot to mention, this student is in first grade. So we go talk to her teacher, and she said exactly the same thing I did; she wants the student to be responsible and she can't keep forgetting to rip out her homework. As soon as we walk out of the portable, the student started crying again and said she was going to get a whoopin'. The whole way back to our table, the students was crying and almost hyperventilating. She kept repeating, "but I'm gonna get a whoopin". I told her I we would go to the behavior specialist office and try to print out her homework.
Unfortunately, I would need a username and password to access the math homework pages. How do I tell the student I can't print them out? How do I stop the "whoopin" from occurring? She was telling me about past "whoopin's she gotten and I didn't want her to have to go through it again.
As a teacher, knowing that these students do not have the parental support at home or the guidance, when do we make exceptions and allow the student to rip out the page of her homework? I understand we need our students to gain a sense of responsibility, but if we hear a student say they are going to get a "whoopin'", whether it's true or not, shouldn't we try and refrain that from happening?
Until next time...
Jasmin
It all started when I was back to the school in Casselberry to work with the students in the 21st Century program. As I was watching one student walk back to her class, I was waiting for the other little girl to meet me at the end of the hall. As soon as she reached me, she started crying! I had no idea what was going on, I hadn't even gotten the opportunity to say hi to her! My initial reaction was to get down to her level and ask what was wrong...
She forgot her math homework, again, and her teacher wasn't letting her go back to her classroom to get it. I just spoke to her and tried to get her to breath. I told her that her teacher is just trying to get her to be responsible, but we will go together to speak to the teacher. I forgot to mention, this student is in first grade. So we go talk to her teacher, and she said exactly the same thing I did; she wants the student to be responsible and she can't keep forgetting to rip out her homework. As soon as we walk out of the portable, the student started crying again and said she was going to get a whoopin'. The whole way back to our table, the students was crying and almost hyperventilating. She kept repeating, "but I'm gonna get a whoopin". I told her I we would go to the behavior specialist office and try to print out her homework.
Unfortunately, I would need a username and password to access the math homework pages. How do I tell the student I can't print them out? How do I stop the "whoopin" from occurring? She was telling me about past "whoopin's she gotten and I didn't want her to have to go through it again.
As a teacher, knowing that these students do not have the parental support at home or the guidance, when do we make exceptions and allow the student to rip out the page of her homework? I understand we need our students to gain a sense of responsibility, but if we hear a student say they are going to get a "whoopin'", whether it's true or not, shouldn't we try and refrain that from happening?
Until next time...
Jasmin
Saturday, March 2, 2013
Final Observation
Yesterday was my last observation at Caseelberry. Observing was a great experience, but I enjoy interacting and assessing the students. Through my observation I was able to truly get a better idea of "how not run my class". There wasn't any sort of behavior management from the teacher and absolutely no respect from the students. The lack of respect from the students, I believe, came from the lack of attention from the teacher. Like I said in my previous post, just sitting there was torture for me. I just wanted to get involved and help the teacher get control of the students; the students were taking advantage of the situation and may have been doing things they would not normally do in their "home" classroom.
In two weeks I start assessing again...LET THE COUNT DOWN BEGIN! Being that I was able to observe the students and get to work with them again, I will be able to see if their is any change in behavior. Can't wait to fill you in on the difference in behavior or lack there of!
See ya,
-Jasmin
Saturday, February 23, 2013
2nd Observation
This time around, patience is the word to keep in mind...
The fourth graders have had enough of this after school program. As an observer I can tell they do not want to be there and the only reason they are their is because their mother of grandmother signed the form. So many times I just wanted to speak with the students and let them know the change they are making in the program by being there. But since I am just an observer, I cannot interact with the students.
Hopefully, next week or the week after, I will be able to work with the students and provide my support and guidance. Being that I have worked in this school before, I know some of the students and made personal connections with them. I need to let them know that they are making a difference and impacting the first graders in some way.
Until next week...
The fourth graders have had enough of this after school program. As an observer I can tell they do not want to be there and the only reason they are their is because their mother of grandmother signed the form. So many times I just wanted to speak with the students and let them know the change they are making in the program by being there. But since I am just an observer, I cannot interact with the students.
Hopefully, next week or the week after, I will be able to work with the students and provide my support and guidance. Being that I have worked in this school before, I know some of the students and made personal connections with them. I need to let them know that they are making a difference and impacting the first graders in some way.
Until next week...
Sunday, February 17, 2013
Observation
This week it was observation week; madness...
I observed a lesson for the 21st Century after school program. The teachers that work with the students in this program are volunteers; they teach at the school during regular hours, then give their time until about 6:00pm Monday-Friday. The particular lesson I observed was with a new teacher because the other teachers were not committed to the program. There were about 12 students, first and fourth graders combined. The first graders are considered little buddies and the fourth graders are big buddies. The students knew their teacher was new to the program and took advantage of that. It was so hard just to sit back and observe; I wanted to get the students attention and give them some kind (any kind) of structure. Since it is a new program for the teacher, she really didn't know what to do so she was reading from the lesson guide. While she was reading the students would do whatever they wanted; talking to neighbors, drawing on tables, etc.
All I can say from my experience is behavioral issues. Being that I did my internship at this particular school, I know how to deal with the students and know their background. About 1/3 of the students involved in this program are homeless and need/want all the attention they can grasp. Yet, at the same time, they need the structure to provide them with some sense of stability. I was anxious the whole time I was observing due to the fact that I knew most of the students from my internship and I know they were just trying to see how far they can push the teacher. Next week, I believer I'll be back at the school to observe once again...I am going to focus on student attitude and behavior towards the teacher and material.
Until next time next week...
I observed a lesson for the 21st Century after school program. The teachers that work with the students in this program are volunteers; they teach at the school during regular hours, then give their time until about 6:00pm Monday-Friday. The particular lesson I observed was with a new teacher because the other teachers were not committed to the program. There were about 12 students, first and fourth graders combined. The first graders are considered little buddies and the fourth graders are big buddies. The students knew their teacher was new to the program and took advantage of that. It was so hard just to sit back and observe; I wanted to get the students attention and give them some kind (any kind) of structure. Since it is a new program for the teacher, she really didn't know what to do so she was reading from the lesson guide. While she was reading the students would do whatever they wanted; talking to neighbors, drawing on tables, etc.
All I can say from my experience is behavioral issues. Being that I did my internship at this particular school, I know how to deal with the students and know their background. About 1/3 of the students involved in this program are homeless and need/want all the attention they can grasp. Yet, at the same time, they need the structure to provide them with some sense of stability. I was anxious the whole time I was observing due to the fact that I knew most of the students from my internship and I know they were just trying to see how far they can push the teacher. Next week, I believer I'll be back at the school to observe once again...I am going to focus on student attitude and behavior towards the teacher and material.
Until next time next week...
Saturday, February 9, 2013
Second Week- Casselberry ES
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This
week I was at Casselberry ES, which was quiet awesome! It was great to be back
to a school where I had spent my senior internship, working with great students
and teachers. I saw some of my old students, which was amazing, yet I was
reminded of the troubles some of these students face. I visited the food pantry,
and drop off some clothes I had been waiting to donate. I actually saw a
student wearing a sweater I had donated to the school closet during my
internship.
But
this week I was there to help assess students I first and fourth grade. Working
one on one with students is a great experience. It not only allows me to get to
know the students and make them feel comfortable with me, but also enables me
to make note of what knowledge they are grasping. Being that I have a sort time
with these students, the walk from the library to the classroom is a vital
moment where I have open conversation with the students and we get to know each
other (or at least try).
Next
week, back to Midway…
Saturday, February 2, 2013
First Week in Sanford
About two weeks ago, 1/16/13,
to be exact I started working with first and fourth grade students in after
school programs at elementary schools in Sanford and Casselberry. Going back to
Casselberry, which I did last week, was very exciting because that is where I completed
my second internship for my undergrad degree. Both schools are Title 1
(low-income schools), so I was extremely excited to volunteer at these schools
and share my new knowledge with the students. I had never been to Sanford
before, but I was ready for a new experience. First I worked with the first
grade students, assessing them individually and later worked with the fourth
graders as a group.
When I walked into the school
in Sanford it was a bit chaotic at first; I had no idea who I was suppose to
speak to or when she wanted me to start my assessing. All eyes were on me! The
lost volunteer in the front of the building, but after about 5 minutes I
finally found the person I was looking for. She gave me all my material and I
began to work with my first-first grade students. After I completed my first
assignment, I stopped, took a deep breath, and was glad I was there to work
with the students. In the next couple of weeks I will be working with the first and fourth graders as reading buddies, so I will have a lot more to share! Although it was a bit overwhelming at first, I am excited to
be working with these schools for the next couple of months and keeping you up
to date throughout the process!
-Jasmin
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