Service Learning Site Blog 12/1

On December 1st, I went on my last trip to St. Thomas. I worked with the fourth grade girls and helped them with their Spelling homework. They had to put each word in alphabetical order, and they also had to complete several workbook pages. Then, I helped them complete a worksheet for their Social Studies class.   Once the girls finished their work, I moved on to another table and colored with a little girl. She was separated from the group because she had been punished. Supposedly she chose to tell her mother that she finished her homework one day, but she really had not done any of it. Her mother told the woman in charge, and now the girl had to sit alone for the next three days with no fun interactions with other students.  It seemed like she truly learned her lesson from this experience. She told me that she was never going to lie about having her homework finished ever again. I hope that it is true.

Service Blog 11/17/10

Today was a simple day at my service site. All the students were pretty calm and a lot different than normal. As soon as I arrived, my usual fifth grade girls called me over to help them. They had very little homework this today. I helped one girl finish her social studies and math worksheets. After all the students finished their homework, I played Uno with some other students. Once that game got old, one girl asked if she could read a book to me. She seemed like she was in third or fourth grade, but she definitely struggled with simple words. I definitely noticed and achievement gap in her studies. The other students seem to be better readers than her.

Service Site 11/10/10

When I arrived at St. Thomas today, the girls that I usually work with were arguing with the fourth grade girls. Immediately I attempted to separate the two sets of friends and told each group to ignore the other and work on their homework. At first they did not want to listen to me, but eventually I was able to get the girls to sit down and do their work. They all had very hostile attitudes and brought up the idea of fist fights several times. I made many attempts to tell them that fighting was never the answer, but they argued that their mothers taught them to always fight back. One girl said that her mother told her than she cannot just sit there and take other people's bullying. Instead, she needed to stand up for herself and fight, or do whatever it takes to win. I was very shocked today and actually a little bit frightened. I knew the girls were just talking about fighting, but I still wasn't sure what they were actually capable of doing.

Finally, though, they were able to settle down and concentrate on their homework. It seems that each week they always struggle on their math homework. Most of these students have a lot of problems completing their math assignments. The textbook they use is very random. It does not seem like the math problems relate to each other in any way. The students have a hard time learning how to do the problems because nothing relates to other problems in the same section.

Overall today, though,  it was very emotional from the start. The girls were very intimidating, and it makes me give the teachers at the school a lot of credit for being able to go through those situations on a daily basis.

Service Site

Today I went to my service site at St. Thomas. As soon as I got there, I went over to the fifth grade table. The girls were very loud and energetic today. It took many tries for me to get the girls to focus on their homework. They kept yelling at other kids across the room and making a mess with their food everywhere. Once they finally pulled out their homework assignments, they still continued to talk to each other. I'm not sure why, but the girls definitely were more energetic today than ever before. After about 45 minutes of arguing, two of the girls left, and the others were able to focus more on their homework. Their homework assignments today were to put their spelling words in alphabetical order and then to do 30 math problems. They did not need too much help with their homework. Instead they just seemed to enjoy having another person to talk to about their problems. I think that some of these kids don't have anyone at home that would be willing to listen to them talk. They probably need another figure in their life that they can seek advice from.

WebLog 6

This blog is supposed to be about a prop that can be used to relate to Chapter 9: The School Culture. I chose to find a youtube video that helps me to explain this idea. I would like to play the first 3 minutes of the clip.

http://www.youtube.com/watch?v=ezYEZRHTK8s

This clip is from the movie Sister Act 2. If you are unaware of the plot in this movie, Whoopi Goldberg is playing a fake nun. The school where she is working needs a music teacher, and Whoopi Goldberg's character is the person to fulfill the job. The school is in a poor neighborhood, and most of the students do not want to be in school. In this clip, Whoopi, or Sr. Mary Clarence, is meeting the students for the first time. They students are acting up while the previous substitute is teaching, and the teacher was not able to control the class. However, once Sr. Mary Clarence goes into the room, she is able to get their attention and  make the students listen to her.

This video represents school culture because it shows that with the proper attention and control from the teacher, the students are able to learn better. No matter what economic situation a school may be in, anything is possible. Students are able to learn if the teacher shows enthusiasm and is willing to help. Also, the students have to want to be there as well. 

School culture is not just how well the grades and standardized tests turn out. Instead, it also includes how well the the students retain the information, and also the willingness that each student has to be in school. If most of the students show an interest in the subject matters at school and enjoy going to class, then there is a good school culture. However, if the students feel like they are being forced to be there and do not enjoy any part of the school day, then there is something missing in the school; therefore, the school culture is not an enjoyable setting. 

Service Learning Site Blogs

10/6/10

Today I worked with two third grade girls again. First, I helped one girl go through a worksheet of multiplication problems. Then, I had to listen while one girl read her poem out loud to me. I was surprised by how well her reading skills were. Compared to the math skills of these kids at St. Thomas, their reading skills were more advanced. After she finished her homework, I played "Speed" with both girls. They each tried to compete to see how many games they could beat me at. If they won the game, they would run around cheering and dancing with a huge smile on their faces. If they lost, they still would shout out that they won and told me I lost. They never wanted to lose the game. However, they seemed happy that someone would play these games with them. They might not have a parent that would be willing to play with them at home.

10/20/10

At my service site today I helped tutor two fifth grade girls and one fifth grade boy. They worked on their math homework for the full hour and a half I was there. They had problems that involved long division, word problems, ratios, and decimals. They all seemed to struggle with their homework. I constantly had to correct their mistakes. Also, they all used the comfort of a multiplication table. When I was in school, I had to know my multiplication table in my head. They kids seem to have a lack of basic math skills, and it seems that they will struggle in the future. It makes me want to help them learn how to do math better.

10/27/10

I worked with the fifth grade girls again today. This time, they were working on their spelling homework. They had to put their spelling words in alphabetical order, and then they had to make each singular word plural. They all seemed to struggle with this homework. They took anything and everything they learned in class and applied them to the words. For example, one girl was trying to figure out the plural form of "fruit." Without really thinking about it, she wrote "fruites." After I told her that was incorrect, without even thinking about the word itself, she wrote "fruitives." Finally, after several attempts, she was able to figure out that there was no change needed. These girls definitely seemed to struggle with this concept. I feel that the teacher may have given the assignment without actually teaching the students how to do the work.

WebLog 4

Timeline Entry:

1935
In grade school, we had to take the Iowa Tests of Basic Skills (ITBS). Each student had to take them because they were a basic assessment of our basic skills in different subject areas. The ITBS assessment test allowed the teachers to determine how the students were intellectually compared to the other students of their age in the United States. Also, the teachers used these tests as an evaluation of how well they taught the students as well. If the majority of the class wasn't doing well, then the teacher was teaching poorly. If the students tested high, the teacher was doing his or job well. This idea of evaluating the teacher has encouraged me to try to be the best kind of teacher that I can be. I want my students to learn the best of their potential.


Writing Circle Discussion:

I believe that by having a writing circle, it will allow us to write better papers. Because each person has his or her own opinions, it allows us, as writers, to meet the needs of all the audience members who would potentially read our research papers. In addition, the members' feedback will help us to only include information that is beneficial to our papers. Also, the writing circle can help us to make sure that our papers are grammatically correct. Each person in the group can provide a different talent that they have to our papers. One person may be good at proofreading, while another person may be good at making sure the paper itself makes sense. Also, the writing circle is there to make sure each person participates. Overall, the writing circle is a beneficial element to writing our papers.

Timeline II

In 1838, Charles Darwin introduced the theory of Evolution. Evolution became a controversial idea that was taught in classrooms across America. Because of this theory, many people are unsure of what to believe, and it created a large impact on Science.

In 1873, Child-centered reforms appeared. This form of student involvement in the classroom began to raise test scores. It allowed students to learn and participate in class work that was not just reciting and memorizing. Instead, it engaged the students in the material (Chapter 3 of textbook)

In 1989 the National Research Council (NRC) found the United States to be lacking in the mathematics department. Students in America were far behind students in other countries across the world in math. People believe this is caused by the traditionalist methods of the teachers. (Chapter 4 of Textbook)

WebLog 3

Today I went on my first service learning experience at St. Thomas Aquinas. As soon as I arrived there, I noticed the neighborhood where it was located and the outside of the school. Everything was rundown, and there was trash lying on the ground everywhere. Once we got inside, I saw that the students were running around, eating snacks, and attempting to do their homework. After I signed in, I walked over to help some students with their homework. An eighth grade girl asked me to help her with her math homework. She was working on adding and subtracting fractions. Her class was much further behind than my eighth grade studies were. At her age, I was learning algebra. This fact made me realize that inner city schools were definitely lacking in the math department. I found it sad because I wanted her to be able to attempt more difficult problems.

After she left the afterschool program, I went over and helped a third grader finish her homework. She was assigned to read a poem to three different people. For only being eight years old, she definitely was a good reader. I was glad that her school at least was teaching the students how to read well. However, when I was playing with her later, she mentioned how much she hated her shoes. I asked her why, and she told me that her mom forced her to get them because they were the only shoes they could afford. This definitely made me feel guilty. Never have I been forced to buy a pair of shoes because they were the only ones I could afford. It made me feel sorry for her and her life situation. It has to be so rough to live life where you can't even buy a simple pair of nice shoes.

Today's experience has already made a great impact on my life, and I am looking forward for the weeks to come.

The questions I have for the reading are as follows:

1) While someone is being dispositioned, how can one learn to unknow and not-know?

2) How much does it take a person to get past their stereotypes and assumptions?

3) During the service learning experience, why did the participants feel confused and discomforted at times?

4) Before volunteering for these service learning experiences, how much were the participants aware of their work sites?

5) Has the knowledge and self-discovery the participants received stuck with them in their daily lives to this day?

WebLog2

My service learning project this semester will take place at St. Thomas Aquinas Elementary School in Cleveland. I will be tutoring children from Kindergarten to Eighth Grade. In addition, I will also be participating in recreational activities with the children. I am assuming that I will be playing games with the kids that will help stimulate their brains, but also allow them to enjoy their time with me as well.

I believe this qualifies as a site because the children at this school are below the poverty level. These kids do not own much, and probably do not have a stable family life at home. By tutoring and engaging in activities with these children, it will provide me with an opportunity to be in a diverse community.

A question that I have about this site is "Although the children do not have much, are they still willing to learn?" I would like to see if they are motivated to learn, or if they seem to only be in school because they are supposed to be there. Also, I question, "Is this site similar to the examples I have read about in class?" I would like to know if they show the drop out rates, the inteligence level, and the children's ability to read.

Class Survey

Personal Information

1. Name: Alise

2. I would prefer to be called Alise

3.  I would like to teach grades 4-9, and I would like to teach Math and Science.

4. What are you into; what makes you special? Share a few “unique” aspects about yourself that would help our classroom community get to know you a bit better.

I like to ski, play clarinet in Pep band, swim, hanging out with friends, watching a good chick flick, dancing and singing alone in the car

Learning Style and more:

5. Being as specific as you can, what must be in place for you to feel comfortable taking intellectual and creative risks in a classroom?

In order for me to feel comfortable taking intellectual and creative risks in a classroom, I would need a group of students that are willing to participate in class. I would like the students to feel that not only is it necessary for them to go to school, but I want them to actually want to come each day. By having an environment where students want to learn, I would feel more comfortable taking risks in the classroom.

6. I am interested in your perception of yourself as a student. Please describe it. Consider such criteria as a) active oral class participation; b) responsible, timely class preparation (of readings, projects, etc.); c) honest, candid self-assessment; d) awareness of your own preferred learning styles/approaches; e) first thing that you do when you cannot or do not understand something; f)other dimensions you believe to be relevant and informative.

A   A. In class, I tend to only participate in certain classes. I enjoy participating in math or science classes when I know the answers. Typically, when I am in a class where I am supposed to give an opinion, I stay quiet. I see myself as a pretty shy person in a classroom unless I know an answer for sure.

B)   B. I believe that I am a pretty responsible student. I always try to be early or at least on time. I always try to do my homework in time for class. I also attempt the readings for class most of the time.

C)   C. truly believe that I am an honest student. If I ever feel that I may be plagiarizing, I try to re-write my paragraph to make sure it does not happen.

D)   D. In a classroom, my best learning style is through visual learning. I tend to learn best when I see the information and then write it out again.

E)   E. When I cannot understand something, I reread it out loud. Hearing it out loud helps me to think about the statement or problem.

F)    F. In addition, as a student, I try to stay organized. However, my flaw is that I tend to procrastinate. Although I try to stay ahead, I start things, but do not finish them until last minute.

7. Is there anything I should know about you, your learning style, or life situation that may be relevant to your successful performance in this course? (Please decide what to share with the class and what to share in confidence with me).

As I grew up, it was not acceptable in my family to get any grades lower than a B. If this happened, my sister or I would be grounded for a month. Because of this, I learned to try my hardest in class.  If I don’t try my best, it’s not acceptable. I think this has also led to being a perfectionist in some ways.

Education Past and Present

8. Share a formative memory from your experiences as a student.

When I was in fourth grade, I had a teacher named Miss Lasecki. She was involved in my church and in my community theater program that I was in. I have seen her every year since, and she has always been a mentor for me. I could go to her for anything, and she was a large part of my school years. I have always wanted to be like her.

9. Please discuss what are, for you, the some significant issues or concerns facing the field of education right now.

One particular concern I have right now in the field of education is finding a job after I graduate. Although I have heard about the numerous job opportunities for teachers in other states, I do not know if I would be ready to move away from Ohio right away. If I could, I would love to teach in Ohio, but I am worried about not finding a job near Northeast Ohio.

10. Let’s imagine, humbly, that this course is definitely going to be the most meaningful and relevant course you’ve ever experienced. EVER. Drawing on your past experience in classrooms, and thinking uniquely, specifically and BIG, describe what we need to (1) DO (activities/projects), (2) STUDY (content topics and compelling issues/questions), (3) BE (interacting with each other) and (4) AVOID (in the previous three categories) in order for your visionary views of an ideal course to be mostly realized.

1.     In this class, we should do activities that help me to become a better writer. I feel that it is a very weak point in my studies

2.     We should study specific topics that would be easy to relate to in our daily lives.

3.     As I have learned in other courses, part of being a teacher is networking and having connections. I believe that lots of class interaction is probably the best way to get to know one another.

4.     In my opinion, we should avoid activities that are unrelated to our future at teachers. We should only engage in activities that will better prepare us for a career in education.

About Dr. Shutkin

11. Write down two or three questions you would like to ask me about myself or the class.

1.     What is your primary goal that we, as students, should get out of the class?

2.     Did you have any fears before becoming a teacher?