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.