Blog #4

My personal history and sociocultural characteristics are the complete opposite of those of my students. Majority of the students I work with are considered poor, and also come from either hispanic background or african american background. There are only about two white children in the classroom. I even do not have a lot in common with them. The dominant culture in this classroom being hispanic, the white children try to blend into that culture. They act more like those children than typical white children. My second grade class was a class o first and second graders. We were multi-age and had the same teacher for two years. This was great because it pushed me harder as a first grader because I was with second grader and in second grade, I excelled because I had more independence. Also I came from an all white culture. I can think of only three non white students I came in contact with during my whole education. So on the first day entering this classroom, I was a little nervous. There are definite culture differences between the children and I but we work through it. I definitely have to watch what I say when it comes to materialistic issues. For example, when asking about the holidays, majority of these kids do not have the same as me. I gather with my whole family and eat this large meal. Some of these kids did not even celebrate the holidays. Some claimed that they did not have a costume so they could not go out for Halloween or that they did not have a big dinner for Thanksgiving. I knew instantly I had to act like i was not surprised by this or felt bad for them. Children can pick that up quickly. So a definite challenge with these kids is hiding my feelings. A language barrier is definitely apparent with the students also. They all speak english but it's very obvious that it is their second language. All of them with strong accents makes the conversations difficult. But being one of my first experiences with other ethnicities and social standings, this has been a beneficial experience.

Blog Post #7

Well this semester has helped me a tremendous amount in figuring out exactly what I want to do. I have realized that I do not want to be a teacher. But this experience with the kids has definitely shaped what kind of teacher I would want to be. When I pictured teaching, I thought it would all be pleasant and happy. That I would love every aspect of my job and just have fun with the kids. After my VIPS tutoring, I know that I now need  back bone. I would have to show that I will not let the kids take control. They can have fun but they need to the appropriate time to. I am observing a student teacher and she has no presence in the classroom. The kids pretty much do whatever until the classroom teacher steps in and reprimands the children. Also this experience has also showed me that you cannot become attached. All the kids open up and love to tell you about their life and hug you and are so excited to get attention. As I heard some of these stories, I wanted to do certain things to help them. But then I realized there are twenty other students in that classroom with problems and it is not my responsibility to fix their lives. It is my responsibility to teach them.
Another large quality I learned I needed, was to go with the flow. As an elementary school teacher, you cannot be uptight and needing things to be perfect. Because it absolutely never will be. The kids will surprise you, forcing you to adjust your plans. Or your day will be completely disrupted by maybe a school functions. Sometimes you just need to go with the flow and work with the kids and just make sure they are getting what they need. It might not be perfect, but it is easier and more rewarding that way.

Blog Post #3

While I am in my assigned classroom, a student teacher usually is in charge at the time. I watch her to see if I could be where she is in three years. I feel as if she is not prepared. She doesn't adjust her information/assesments for the children. So if a child can not learn from the way she teaches, that child just does not learn.
There is a little girl in my classroom. Her name is Katie. She sits in the back corner of the room and I have never really worked with her over the time period I have been at this school. On Tuesday, I found my way at her desk. I had watched the student teacher explain the assignment. The topic was transitional words. So the student teacher explained all different types of transitional words and when they could be used. Then she read a book about the growth of pumpkins. The class and her wrote a list of how the pumpkins grew, using those words. And then the kids were supposed to use their how-to's that were previously listed and revise using transitional. In my opinion the teacher did a great job explaining the lesson. She used the I do, we do, you do model. I am a strong believer in this pedagogy. So I wanted to look at Katie's written how to list. I was about to help her revise it. I could not read it though. Katie does not know how to write. What was in front of me looked as if maybe a three or four year old wrote it. They were letters, some backwards or turned, but letters. They were in no particular order. She just wrote them down. Every line looked exactly the same. So I asked her to read me the list. She did perfectly. "How to make a cake. Get a bowl. Pour the mix in. Crack two eggs." Katie was obviously just pulling this off the top of her head. So I spent the next twenty minutes with her, rewriting the list. I had her sound all the words out and try to tell me the letters.
The teacher came over and pulled me aside. She told me that we don't have time to do that with her. That  the teacher just usually just writes for her. Katie will talk to the teacher, the teacher will write it. So therefore the teacher can get across the ideas to Katie. At the end of the lesson, Katie could definitely tell you what a transitional word was. She just couldn't write one. I think this is really sad. This student is being lost at such a young age. And all she needs is some extra help.

Blog # 5

In my second grade class, I have fallen into sort of a routine. I walk in every Friday at about 10:30. The kids are usually coming back from a bathroom break and are having snack. Then once finished with snack, I will take my first group of three and then later switch to my second group of three. While I am working with my assigned students, the other students are working on writing and science with the student teacher. I get to watch some of this while my kids are working on their assignments. At noon when I am ready to leave, the kids go out for a short recess and lunch time. I have noticed several things right off the bat. The teachers have to deal with poverty in this district. After looking at info works, I noticed that 84% of the children in 2007 was eligible for free or reduced lunch. that number has probably been increased in the last couple of years with the economic issues.
Like previously stated, I walk in and the kids are usually having snack time. A lot of the desks are bare though. They do not have anything. So the teacher has taken it upon herself to distribute a snack that she has arranged for the day. Usually it is something like animal crackers or pretzels. When the kids come to see me, they rarely are prepared. Not having pencils or other objects. I usually ask them to get one and they go to the teacher and ask for one or go to other students. I have now started to bring in my own for them. Poverty is found again when it is time to go outside. As the weather has become colder, you would think kids would have better and heavier jackets. I still see a large number of children come on in light sweatshirts. The teacher sometimes yells at the kids to get their coats on because it's time to go outside. The kids just simply say they do have their coat on. The teacher then almost bites her tongue knowing she should have almost assumed. Also when they go to recess, they need to bring their lunch with them. The first day I looked around wondering where all the lunched were. There were only maybe one or two kids with anything in their hands. Now looking at the info works it makes sense. They receive free lunch.
A definite obstacle is not being able to assume that the children know certain things. I do not like to refer to some things, because they might not have the privilege of having these things. For example, two out of my six kids did not go trick or treating because they did not have a costume. I assumed of course they did and immediately regretted the question of how was Halloween. Also right now they are learning money. I am actually surprised on how little they know. They do not how much a nickel is worth. I have worked with plenty of kids and they have known by that age and could use money. I try relating to them by saying what is the change your mom gives you for the gumball machine. A lot of the kids do not know.
Since poverty is an obvious issue, there is a challenge on the teacher. As healthy eating is being pushed in the school, the teachers have sent home notices asking for healthy snacks to be brought in; with a list of various suggestions. I heard that there was not the best response from the teachers. Also, Fridays are reading days. So the kids are supposed to bring in a book to read. The first couple weeks, many children did not have any. Again parents did not cooperate. The teacher has made a free program, if the children behave, they gain a free book. With money issues at home, the teacher has to place a lot of her own money into the classroom. It is definitely a different experience then I had at my elementary school.

An Indian Father's Plea

This went with what we talked about in class because the Indian father knows that his son is culturally different and will respond differently but wants his son to succeed. He just wants the teacher to try to work with both cultures and to reach his son, connecting Indian culture with western society culture.

Demographics Of The School (edited)

I went to my first visit to my school on Friday morning. I was a little confused when I first got there because the school was actually the bottom floor of a middle school. I have never heard of an elementary school and a middle school being mixed that way. It was interesting how the two schools work with each other. There were two separate main offices. That made me question if there are two different administrations. Is everything shared or divided? Like the cafeteria and music rooms and outside facilities.  That was my first surprise. My second surprise was how the school was very plain. I have only ever been in my elementary school and it was always filled with color and different posters. The walls at this elementary school were plain and white. It took me back for a second. But was one enters the classroom, the walls are then filled again with color and various posters. I definitely noticed that order and strictness a theme in this elementary school. Before walking into my classroom, there were several other classes walking to and from various classrooms. All the children had to be in a straight and quiet line and moved from corner to corner. If any student was misbehaving the whole line would be stopped and wait for that one child. Then when I went in to spend time with my kids, the teacher of the classroom was very strict. She always said she wanted to see the most responsible table and liked to keep her classroom at a low volume. The children obviously respected her and always followed orders. They had a nice little system running. The teacher was continuously pushing her students to behave and to exceed at what they were doing. She would constantly remind that what they were doing and had was a privilege and that they should behave top notch. My classroom has a student teacher and of course the kids love spending time with that teacher. But the classroom teacher is reminding that she does not have to be there if they are misbehaving. It is obvious that order is valued. All the different rules and outline of day's events are placed on the wall. Also when the kids sat on the rug for a book, they have to sit in rows. Straight and very orderly. At the desks, all the children are asked to sit up and no slouching. This teacher runs her class with discipline and order. For that she has gained a great amount of respect for her. I am looking forward to learning different teaching strategies in this classroom.

The ethnicity in this classroom is definitely very diverse. There are many hispanic children, and also african american. White population is definitely a minority in this elementary school. The information at info works definitely backs this up. It says that about 58% of the children are hispanic and only 13% are white. Rest being african american or native american. After also looking at info works, I see that this school does not meet the targets of the state or other schools that are similar. They fall short on testing more often then exceed. And it almost grows worth as the children get older. This intrigues me and I am wondering exactly how this will effect my time with the kids.

My First Post

Hi-
I am Stephanie Constant. I am a sophomore and my semester is going pretty well. I am excited to apply to the program at the end of this semester!!! When I am not in school, i work a lot. I work at vera Bradley in the Providence Place Mall. I also play a lot of sports like volleyball and basketball. I coach Ponaganset High School's basketball team. That is pretty much it.
Bye :)